' +JJJJ ?\>m0M='+l> /+l   d]@ŵLҦ]]L L}BBL] 鷎귭෍ᷩ췩緈JJJJx Lȿ L8ᷭ緍췩 緍i 8 `巬 췌`x (`(8`I`B` ``>J>J>VU)?`8'x0|&HhHh VY)'&Y)xꪽ)' `Hh`V0^*^*>&` aI꽌ɪVɭ&Y&&Y& 꽌ɪ\8`&&꽌ɪɖ'*&%&,E'зЮ꽌ɪФ`+*xS&x'8*3Ixix&& 8  '  & x)*++`FG8`0($ p,&"_]` L/浍굺L  !"#$%&'()*+,-./0123456789:;<=>?  1#"""  (9"1 ( ,.(0# 2  /#0/#0 *?'#07#00/0/'#07#0:"4<*55/**5/*%5/)1/)1/)1/)'#0/#0*5/*75/**5/*:5//#0/#0'#07#0:::*::'#07#0EB H  @H !D)"E` @ $ C ` DQ &J80^݌Hh ü ü݌ ռ ռ ռA ļD ļ? ļAEDE?HJ>h Լ ռ ռ ռ`HJ>݌h Hh݌`HIHHHHhHH݌hHhHh݌H6 VDP (ED Z $0x8x D- ܸDD# H8`?E Vk *f???0xE Hh D#-EEE8` D ܸx D - ܸx8`-0ݩ?ʥD EEE`   vLDcpq` [` ~  LӜu`".Q`pNФbptťܥm2<(-Py0\|e<6e<g< JJJJj귍hI  aUL@ kU8  L  Q^R(jQ0l^l\  wUuW ԧ H h@ [_ /QSIRb_L`LLLL`ª`LQLYLeLXLeLee ўQH\(h0L& Ꝥ$`( R \ZLl8 ўR HH\`\Z[YS6`LxQɿu3'RͲʎRʎ]]]ɍuL͟ɍ}RLRɍg^H8 ^hZLɍR LͲɊRR% QLܤͲ Z@ -^ ş\[Z QY\[Z8`l6Lş_Ȍb_Ͳ] )Y h( ֭ͲLɍ [LLĦ__ ^ 9 LҦ3 9 a   0LjLY u< (_9 ˭ɠuɠK_9 ?LˆʎõĵL õ ĵµ aµ`` L̦µ_bJLuLz`  ȟ QlXJ̥KlV  ȟ QlV eօ3L e3L &RL &QL d L4 Ne)n `@-eff L f`L . tQLѤ LҦL` OPu d L Ne)noon 8ɍ` ^f\õL ^NR  RΩLҦ)\Z ʽ LHv 3h`0h8` [L NС õ`A@` ŵL^L iõ`  \ 濭0 \  ȟ Q ^\lZl^?cqH şch`fhjõĵ@OAP`u@`@&`QR`E Ls  @DAE@u`8` %@ @A@`@`@A`Mµ ) LЦ`8@AWc@8@-@HAȑ@hHȑ@ȑ@hHȑ@Ȋ@ch8&ȑ@Hȑ@Ah@LHȑ@ȑ@ htphso`hMhL`9V8U897T6S67`INILOASAVRUCHAIDELETLOCUNLOCCLOSREAEXEWRITPOSITIOOPEAPPENRENAMCATALOMONOMOPRINMAXFILEFINBSAVBLOABRUVERIF!pppp p p p p`" t""#x"p0p@p@@@p@!y q q p@  LANGUAGE NOT AVAILABLRANGE ERROWRITE PROTECTEEND OF DATFILE NOT FOUNVOLUME MISMATCI/O ERRODISK FULFILE LOCKESYNTAX ERRONO BUFFERS AVAILABLFILE TYPE MISMATCPROGRAM TOO LARGNOT DIRECT COMMANč$3>L[dmx- (  Ϡ@跻~!Wo*9~~~~ɬƬ~_ j ʪHɪH`Lc (L ܫ㵮赎 ɱ^_ J QL_Ls贩紎 DǴҵԵƴѵӵµȴ 7 ַ :ŵƴѵǴҵȴµ納贍﵎ٵ്ᵭⳍڵL^ѵ-I `  4 ò-յ!  8صٵ紭ﵝ 7L (0+BC  7L HH`LgL{0 HH` õL H hBL BH [ h`Lo õ ڬL B ڬ LʬH hB@ յյ [L (ȴ) ȴ 7L L ( L (ȴL{ƴѵ洩ƴǴҵ 7 ^* B0 HȱBh ӵԵ 8 L8 ݲ` ܫ  / / ED B / / ]ƴS0Jȴ ȴ)  紅D贅E B ƴ  / 0L Ν `HD٤DEEhiHLGh ` ŵBѵ-` ѵB-` ܫ XI볩쳢8 DH E𳈈췍Ȍ X0 · JLǵBȵC`,յp` 䯩 R-յյ`յ0` K R-յյ`ɵʵӵԵ` 4 K ( ѵҵLBȱBL8` DBHBH : ַ޵BȭߵBhhӵԵ RBܵmڵ޵ȱBݵm۵ߵ` 䯩LR˵̵ֵ׵`êĪLR E( 8` R` ELRŪƪ`췌 յյI뷭鷭귭ⵍ㵍跬ª 뷰` Lf ݵܵߵ޵ ^`8ܵ i B8` 4L ֵȱB׵ ܯ䵍൭嵍 ` DȑB׵Bֵ  ַ յյ`굎뵎쵬 뵎쵌``õĵBCõĵ`µµ`L õBĵCصص Qƴ0"Bƴ 󮜳` 0۰ϬBƴ8`i#`ЗLw!0>ﵭ` m ﳐ 7i볍 8 ЉLw`H h ݲL~ `浍국䵍뵩嵠Jm赍嵊mjnnn浈m浍浭m䵍䵐`"L ŵ8ŵH ~(` d ֠z# u` #Nstay several weeks ahead of deadlines #Nretreat from real life. 10. Schulz says the creator of a comic strip must #Ymake use of all his thoughts and experiences #Nhave off-stage characters #Nappreciate the philosophy behind his creation #Nobsessed with his doing well in school #Nmodeled after one of Schulz's teachers. 9. Linus's teacher is #Nred-headed #YMiss Othmar #Nconstantly putting notes in Linus's lunch #Ybetter left to the reader's imagination #Nto be drawn in detail. 8. Schulz thinks the inside of Snoopy's doghouse is #Npeculiar #Nto be drawn differently each time #Ntoo hard to draw #Nbarber shops #NSnoopy. 7. Schulz is especially interested in #NBeethoven #NCharlie Brown #Yhis off-stage characters #Ncreate children's conversations #Nskim the surface of many subjects. 6. Schulz feels that he cannot do one of these things well: #Yanalyze his characters #Ndraw his characters well #Nthink of things for his characters to do #Namused #Yconfused #Nin control of his work. 5. When Schulz hears the philosophy of "Peanuts" mentioned, he feels #Ngratified #Nembarrassed #Ncontrol #Nbe about new and different ideas. 4. In order to survive, Schulz says, a comic strip must #Ygrow #Nimitate #Nbe imaginative #Nfor the Minneapolis Press #Nas a musician. 3. After high school, Schulz worked #Nin a barber shop #Ydelivering packages #Nas a writer #Yalmost twenty years #Nalmost twenty-five years #Nalmost thirty years. 2. When this article was written, Schulz had been drawing "Peanuts" for #Nalmost ten years #Nalmost fifteen years #NSt. Louis #YSt. Paul. 1. Charles Schulz grew up in #NMinneapolis #NSan Diego #NBeaumont          #Nin the movement of the earth #Nin the stars 10. Time, the author says, is #Yin your head #Non the clock #Nin your watch #Nplaying football #Nplaying an instrument #Ystanding upright 9. A one-year-old might despair while contemplating a lifetime of #Nreading #Nspeaking English #Yhard to learn, easy to do #Nneither hard nor easy to learn or do 8. Any complicated skill is #Nhard to learn, hard to do #Neasy to learn, hard to do #Neasy to learn, easy to do #Na poker player #Nnone of these 7. A quarterback looking for a receiver is compared to #Ya man waiting for a bus #Na man on a train #Nan automobile driver #Nread poetry #Yyou can't 6. How can you tell the dancer from the dance? #Nread the program #Nuse your eyes #Nuse your head #Nhas read Ecclesiastes #Nnone of these 5. You would infer that the skilled pianist #Nis conscious of his technique #Nis conscious of hurrying #Yknows how to stretch time in his head #NWilliam Carlos Williams #NPadaric Colum 4. The poet mentioned was #NRobert Frost #YWilliam Butler Yeats #NEzra Pound #Ybaseball #Nskiing 3. An activity which is NOT mentioned is #Nfootball #Narchery #Nchess #NMr. Myse #Ynone of these. 2. The drummer was #NMr. Krupa #NMr. Moss #NMr. Dodds #NRuth #NPsalms 1. A book mentioned is #Nthe Song of Songs #NJob #YEcclesiastes          whatwe value. As a parent, I know first hand how much time is wasted in a typical family day. If you care enough, you'll findthe time. Before a child can have an interest in reading, he must first have an awareness of the riches of literature. practicing for but aren't quite ready or willing to accomplish on their own. Don't tell me there isn't enough time. We find time for ra- tive that we let our children know that there is something more to reading than the questions at the end of the chapter. The way to achieve this is to read to them every day, allowing them to finally sample the excitement and pleasures they've been In the classroom, too many of our children too quickly come to associate books and reading with ditto sheets, workbooks, tests and homework; a necessary evil, I'm afraid, and most children would never learn to read without them. It is impey. A Gallup Poll taken during the 1970s showed that 82 percent of the elementary-grade children polled had not read a book in the preceding month, although they each averaged more than one hun- dred hours of television during the same period. At home, television combines with the parents' general dis- interest in books to smother the beginning reader's desire to read the book he brought home from school or from the librararlyto their classes. By sixth grade, that percentage climbed to 74 percent. Interestingly, the grades that show the first signsof a national decline in grade-level reading performances by children are the third and fourth grades. initiative to read on his own. An indication of how widespread such reasoning is can be found in a national survey of teachers'read-aloud practices. It was found that more than 60 percent ofthe third and fourth grade teachers did not read aloud regult many parents and teachers make a mistake. They misread the child's early reading efforts as a sign that he loves to read and therefore doesn't need to be sold on it, or that continued reading by the adult to the child will rob the child of his Assuming this was done, it is in school that the child beginsto make his first noble efforts at reading - sound by sound, syllable by syllable, word by word. It is at this point thaun motivating him years before. They should have started giving him book commercials in the first year of his life. They shouldhave been reading to him and selling him early on the joys and discoveries waiting inside the covers of books. s. In essence, they give the child a commercial for school. Unfor-tunately, it is only after the child has started school that most parents begin to think about motivating the child to be interested in books. The truth is that they should have beg Most parents do the same thing with their children prior to their beginning school. They praise the virtues of school, the kindness of the teacher, the excitement of making new friend McDonald's instill that desire for their product and convince American people thay they "deserve a break today"? They did it by advertising over and over again, week after week, singing newpraises, extolling new tastes, announcing new products. How does one instill in children the desire to read? That issomething I believe we can learn from the man who has broken allrecords in the desire language, "Ronald McDonald." How did en branded by parents and previous teachers as "losers," and by theend of the school year their desire to excel is a mainstay in their lives. Desire is planted - by parents and teachers who work at it. 't born, they're made; hundreds of coaches have taken teams with losing reputations, instilled desire in them, and directed them to championships. Readers aren't born, they're made; thousands of teachers instill desire each year in children who have bedingrole. Contrary to popular opinion, desire is not something we are born with or that must come first from within. Winners arenand we have forgotten to teach him to WANT to read. There is the key: desire. It is the prime mover, the magnetic ingredient. There is no success story written today - in the arts, business,education, athletics - in which desire does not play the lea If we are spending immense amounts of time and money in teaching children to read and they are NOT reading, we can only conclude that something is wrong. The problem is that we have concentrated exclusively on teaching the child HOW to read,          s isbecause it is always for all the marbles. And the reason they say there is no tomorrow is because there is never, at this verymoment, a tomorrow. We are always at risk, always at hazard. wasready to repent and hear the Good News. I knew then what every poet and child, every athlete and saint knows. The reason they say this is for all the marble andeverything of importance fell into place. I no longer cared what I would run at Boston, or indeed if I ran at Boston at all.What I cared about first was health, and then being able to run again. No past runs or future triumphs would comfort me. I suddenly and for all time intensify its value. Some years ago, that happened to me. I had run a personal best marathon in Oregon, and came home full of what I would accomplish at the Boston Marathon. Five days later, I came down with the flu, What we need is an element of present danger, an intimation of tragedy, some feeling of powerful implacable forces at our doorstep. We need a threat to the commonplace which will oetsand saints and athletes to some degree? Yet we refuse to make the commitment. Refuse to accept our own reality and work with it. So we live in the might-have-been world of the past and thenever-will-be world of the future. h what he did yesterday, or would even bother thinking about it. Their pure concern is the present. Why should we common folk be different? Are we not all p it for the saint or the athlete. Their characteristic fall from grace is in the contemplation of future triumphs. Heaven, per- haps, or a masterpiece, or a world's record. No athlete ever lived, or saint or poet for that matter, who was content witlf has been willing to settle for a living; how much there is on earth, how inexplicable, marvelous and endless creation is." For such a man, Perfection Past is no temptation. Nor isre. Always observant. When he does this well, he teaches us how to live more fully. "The feeling of life is in every line of the poem," writes James Dickey of the "Odyssey" by Kazantzakis, "so that the reader realizes time after time how little he himse choose among the infinite possibilities of acting - and being. He has no time to think of the future. Nor has the poet. He must live on the alert. Always awa And the saint, for all his talk of heaven and hereafter, knows that everywhere is right here, that all of time is right now, and that every man exists in the person in front of him. He knows that every instant he must choose and continue to his concentration falter, should his mind wander to the next hole, the next set, the next inning, he will be undone. Only the now exists for him. now.They are eternally present. And present with intensity and participation and commitment. They have to be. When the athlete, for instance, turns his attention from the decision to be made this and every second, he invites disaster. Should to any activity. But for those active in mind and heart and body, the child and the poet, the saint and the athlete, the time is always Numbers of people do the same thing in reverse. They avoid reality by living in the past. Nostalgia is their way of life. For them the good old days will never be equaled. Or emulated, for that matter, since these people rarely bestir themselvesive at work with no memory of breakfast and no idea of what kind of day it is. I am in perpetual concern or rumination about the future. day for the memory of yesterday or the fantasy of tomorrow. We desire to live anywhere but in the present. I see that in myself. I start the day with an agenda of things to be done that makes me completely oblivious of what I'm doing. I arr I agree. Life, except for a favored few, like poets and children and athletes and saints, is pretty much of a bore. Given the choice, most of us would give up the reality of to "Living the good life," wrote Nikolai Berdayaev, "is fre- quently dull and flat and commonplace." Our greatest problem, he claimed, is to make it fiery and creative and capable of spiritual struggle.              ago! That's all there is to it--you're off on a treasure hunt. Aristophanes said, "By words, the mind is excited and the spiritelated." It's as true now as it was in Athens, 2,400 years it sounds stuffy. How about your ENEMIES? You have my blessing. Ask one of them if he's read that article on pneumonoultramicro-scopicsilicovolcanoconiosis. (You can really find it in the dictionary.) Now, you're one up on him. mes the first day you learn them. Say them out loud! Write them insentences. Should you "use" them on friends? Careful; you don't want them to think you're a stuffed shirt. It depends on the situation. You know when a word sounds natural and whenes. You'll learn them in no time just by becoming more aware of the meanings of words you already know. 5. Put your new words to work at once. Use them several ti 4. Get the powerful prefixes under your belt. A prefix is the part that's sometimes attached to the front of a word. Like, well, PREfix! There aren't many; less than 100 major prefixps us remember words, gives us a deeper understanding of words we already know, and allows us to pick up whole families of new words at a time. That's why learning the root is the most important part of going to the dictionary. 3. Dig the meaning out by the roots. The root is the basic part of the word; its heritage. (Most of our roots come from Latin and Greek words at least 2,000 years old--which come from even earlier Indo-European tongues!) Learning the roots hel? What are the word's roots? To really understand a word, you need to know. Here's where the detective work--and the FUN-- begins. seeing how they're used. 2. Look it up. You may find that the definition fits what you thought the word meant. But what's the idea BEHIND the word it's used in a sentence. That's why it's so important to read as much as you can--different KINDS of things: magazines, books,and newspapers you don't normally read. The more you expose yourself to new words, the more words you'll pick up just by don't know? 1. Try to guess the meaning of the word from the way it's used.You can often get at least part of a word's meaning from how Here are five pointers that help me learn, and remember, whole families of words at a time. They may not look easy, and won't be at first. But if you stick with them you'll find they work! What's the first thing you do when you see a word you meaning that aren't even possible in other languages. Yet, the average adult has a vocabulary of only 30,000 to 60,000 words. Imagine what we're missing! n the world. English is the richest language, with the largest vocabulary on earth. Over a million words! We can express shades of Whether you're still in school or you head up a corporation, the better command you have of words, the better chance you haveof saying exactly what you mean--and getting what you want i Words can make us laugh, cry, go to war, fall in love. Rudyard Kipling called words the most powerful drug of mankind. If they are, I'm a hopeless addict--and I hope you get hooked, too!            ne, but a lot of people wouldn't do that. They would keep insistingthat they were right, even in the face of overwhelming evidence.That's exactly what's happened with diets. point of view. You see, she was confronted with specific, tan- gible evidence that what she'd done hadn't worked. Kathy laughed and admitted that she'd chosen the wrong la The blue truck started to edge out in front of us, but Kathy was still defending the lane she'd chosen. As he got farther and farther ahead, however, and finally disappeared out of sight, it became harder and harder for her to hold on to her I pointed to a blue truck one lane over and said to Kathy, "See that truck? I want you to race it across the bridge, but stay in this lane." at Iusually don't use. I asked Kathy why she had chosen that lane, and she said, "This is the best lane. It's the one I always take." Noticing that cars were passing us on both sides and that our lane was moving more slowly than any of the others, While I was writing this book, an incident happened that was a perfect illustration of what I'd been talking about. I was coming over the Bay Bridge during rush hour one morning with Kathy, one of my seminar leaders, and she got into a lane th No one wants to be proven wrong. Sometimes we would rather be right and fat than wrong and thin. ot about the psychology of motivation and weight-loss. But the simple truth is that what I knew wasn't enough. It didn't work.It was the wrong kind of information. Forget the investment of time and money; it was my pride that really hurt. I knew a lot of things. I knew about calories - how to accumulate them and how to burn them off. I was an expert on every diet that had come along for twenty years. I knew a l invested time, energy, belief, or hope. I'd invested twenty years in diets and exercise, plus my relationships with the thousands of people I'd worked with. It wasn't easy to admit that what I'd been doing didn't work. Maybe the reasons are more innocent. It's awfully hard to admit you're wrong, especially if you have invested in being right. You don't have to have invested money. You may have. There is such a thing as the diet industry, and it may be that there are lots of doctors, diet experts, and psychologists who are wondering what they'd do with their time if someone let out the secret that diets don't work. it? Maybe someone owned an aspirin business. Or a jogging track.And even with the staggering evidence against the aspirin- jogging cure, they didn't want to admit the cure didn't workey started hobbling around the track, they fell down and got worse.It would be pretty obvious to you that what was being prescribedfor them wasn't working, wouldn't it? Why, then, do you supposethe people on the planet weren't able to see that and changeo come out and admit that diets don't work, even though it seems like the most obvious thing in the world. Suppose you went to astrange planet, and every time someone broke their leg, they were given an aspirin and told to go jogging. As soon as th No one has an answer to the problem of how to lose weight. If anyone had it, there would be no more FAT PEOPLE. Maybe the reason no one has it is that no one's willing t            Someone has said the classics are the diary of man. Open up the diary. Read about yourself - and understand yourself. Don't just dip your toe into the deep waters of the classics.Plunge in! Like generations of bright human beings before you, you'll find yourself invigorated to the marrow by thoughts and observations of the most gifted writers in history. Read the book again. Classics bear rereading. If after you finish reading the book you're intrigued but still confused, read it again then and there. It'll open up some more to you. history of that time and their attitudes will help you under- stand the author's point of view. Read about the author's time. You are the product of your time. Any author is the product of HIS time. Knowing the youexpect to get your head into anything that way? The longer you stay with it, the more you get into the rhythm and mood-and the more pleasure you get from it. make a go of the book in your lap, put it aside for another day,or year, and take on another one. Read in big bites. Don't read in short nibbles. How canu may not be ready for the book you're trying to get into. I tackled Plato's "Republic" three times before it finally opened up to me. And man, was it worth it! So if you really can'tyourown dear friends who were strangers, too, when you met them. Give the author a chance. Don't say "I don't get it!" too soon. Keep reading right to the end. Sometimes, though, yoyou with twenty-two names; long, complicated ones like Anna PavlovnaScherer, Anatole and Prince Bolkonski. Don't scurry for cover. Stick with it. The characters will gradually sort themselves out and you'll feel as comfortable with them as you do with Don't let a lot of characters throw you. Dostoevsky tosses fifty major characters at you in "The Brothers Karamazov." In the very first chapter of "War and Peace," Tolstoy bombards Don't read in bed. Classics can be tough going; I'll admit it. You need to be alert, with your senses sharp. When you read in bed you're courting sleep-and you'll blame it on the book when you start nodding off. y, history? To find out, check the table of contents, read the book cover, the preface, or look up the title or author in "The Reader's Encyclopedia." rousworld. Pick up a classic you've always promised to try. Then try this advice: Know what you're reading. Is it a novel, drama, biograph But I can hear you saying, "I've tried reading classics. They are hard to understand. I can't get into them." Let me offer some suggestions that will help you open up this wonde else. Sure, you can get pleasure out of almost any book. But aclassic, once you penetrate it, lifts you up HIGH! Aeschylus's "Oresteia" was written nearly 2,500 years ago-and it still knocks me out! 2) They help you grow. 3) They help you understand your life, your world, yourself. That last one is the big one. A classic can give you insights into yourself that you will get nowhere thousand books. Of those, under 100 make up the solid core. Why should you tackle the classics? Why try to enjoy them? I suggest three good reasons: 1) They open up your mind. itsspecial enlightenment. Not many books can survive such a test. Considering all the volumes that have been produced since man first put chisel to stone, classics account for an infinitesimalshare of the total - less than .001%. That's just a few finally uncovered part of the meaning of life. A classic is a book that's stood the test of time, a book that men and women all over the world keep reaching for throughout the ages fort with each reading. What IS a classic? A classic is a book that gives gives you that exhilarated feeling, if only for a moment, that you've by Dick" cost me all the good things that can come from learning tocome to terms with those special few books we call the "classics". I've come back to "Moby Dick" on my own since. I like it. And I've discovered a new level of pleasure from ihap-pened to me. The teacher assigned "Moby Dick." I didn't want to read it. So I fought it. I disliked it. I thought I won. But I lost. My struggle to keep at arm's length from "Mo Why is it? In school we learn one of the most amazing and difficult feats man has ever accomplished--how to read--and at the same time we learn to hate to read the things worth reading most! It's happened to us all with assignment reading. It #Npeople don't read anything anymore #Yit reminds them of school assignments #Nclassics aren't modern. 10. The article suggests that people don't give classics a fair chance because #Nthey are depressing #Nthey are hard to find in libraries #NWriter's Works #NThe Information Please Almanac #NThe Literary Insider. 9. The reference guide mentioned which offers a basic descrip- tion of books is #YThe Reader's Encyclopedia #NThe Author's Guide #Ydiary of man #Nparagon of intellect. 8. Someone has said that the classics are the #Nepitome of adventure #NPanavision of literature #Nultimate salute to creation #Yreread the book #Nuse your dictionary #Nnone of these. 7. If you are intrigued but confused by a classic you just read, Allen recommends that you #Nsee the movie #Ntake a class on the classics #Ysticking with it even if it seems tough at first #Nreading aloud to a family member #Nreading in short bits at a time. 6. To get the most out of your classics experience, Allen suggests #Nreading in bed when you can relax #Nabandoning a book early if it doesn't suit you #N500 years ago #Nnone of the above. 5. Aeschylus's "Oresteia" was written nearly #Y2,500 years ago #N4,000 years ago #N800 years ago #Nthey help you understand your life #Nthey help you understand the world #Ythey help you face reality. 4. Steve Allen recommends you read the classics for all the following reasons except #Nthey open your mind #Nthey help you grow #Nan unfathomable number of books #N(not mentioned in the article). 3. The author claims that the core of classics amounts to #Nabout 5000 books #Yunder 100 books #Nabout 1000 books #Nhas withstood the test of time #Yall of the above. 2. A classic was described as a book that #Nexhilarates you #Nhas enlightened men and women throughout the ages #Nhelps you uncover the meaning of life #NHuckleberry Finn #NAlice in Wonderland #YMoby Dick. ,1. The classic that Steve Allen did not want to read in school, but has since enjoyed, is #NGrapes of Wrath #NGone with the Wind                z#?????     İҠ İҠ İҠİҠıҠıҠİҠ2İҠİҠİҠ2İҠ*!İҠİҠ.ard" 71 <"If you don't have the Apple ][e"L ="you will also need:"R Ao F" -> a Language Card" d(4);"BRUN SRT" :4:76 "LOADING Speed Reading Tutor">:k" This program is designed to run on:"q" Apple ][,][plus,][e,//c"#::("If you don't have the Apple //c")"you will need:"- 2" -> an 80 column C 8. Reading very slowly tends to #Nincrease concentration #Nenrich one's retirement #Nresult in improved comprehension #Nthe working class #Nroyalty 7. The novel appealed to #Nthe old clerical class of literates #Nthe upper class #Ythe middle class #N250 words per minute #N300 words per minute 6. Most people do not talk more rapidly than #N100 words per minute #N150 words per minute #Y200 words per minute #N200 words per minute #N250 words per minute #N300 words per minute. 5. If you read four hours a day, you can read an extra two books a week if you increase your speed #Y100 words per minute #N150 words per minute #Nmimeograph machines #Nthe spirit duplicator #Ncommunications satellites. 4. One method of spreading information which was NOT mentioned was #NTV #Yradio #Ytens of thousands of dollars #Nhundreds of thousands of dollars. 3. In Chaucer's day, twenty volumes would cost in the #Ntens of dollars #Nhundreds of dollars #Nthousands of dollars #Nthe discovery of the New World #Nthe new popularity of the novel #Nimproved transportation. 2. One of the reasons for the information explosion which began in the Renaissance was given as #Nimproved sanitation #Ythe invention of moveable type #Nto pass tests #Yto cope with the rapid pace of change. 01. The underlying reason for learning to read fast is #Nto become a better student #Nto handle one's job better #Nto enrich one's old age                highrate of change was the introduction of printing with moveable type. In the Middle Ages, the "twenty volumes of Aristotle, bound in black and red" which the clerk in Chaucer's Canterbury Tales possessed, would have cost the equivalent of perhaps ftionand communication all worked together to put an end to the era of somewhat slower change which we call the Middle Ages. One of the important elements which helped fuel that new When this era began, naturally, depends upon your perspec- tive. Many historians see it as beginning in the Renaissance, when improvements in food production, sanitation, transporta There are as many reasons for wanting to read fast as there are literate people, but all of them stem from a very important and increasingly apparent fact: we are living in an era of VERY RAPID CHANGE. you've awakened to the fact that your novel-reading pace is at a crawl, and ten minutes of reading at that speed puts you into a sound and dreamless sleep. Maybe you have recently retired and have accumulated a fifty-year backlog of things you've always wanted to read. Unfortun- ately, after fifty years of slogging through office memos, Or you are a person who has just moved into a position of newresponsibility, and you have discovered that being an executive means shuffling far too many papers, carrying a heavier brief- case full of "homework," and having less time to yourself. lack information, but rather you cannot deal with the informa- tion you do have quickly enough. Or perhaps you have just gone through a set of exams - SATs or the like - and the results were worse than you anticipated. Maybe it has occurred to you that it is not so much that you Maybe you are a student who is beginning to realize that there are more assignments than you can conveniently attend to; that just READING, to say nothing of STUDYING your assignments is seriously cutting into your loafing and socializing time. Why do you want to read fast, anyhow? Something got you or somebody else to unbelt the money for this program, to say nothing of the investment you already have in your computer. #Nby mid-course #Nby the end of the course. 10. You should be reading a hundred words a minute faster #Nimmediately #Nbefore the end of your first lesson #Ybefore the end of your second lesson #Na return to the old ways of doing things #Nnone of these. 9. In the future, you would infer, we may look for #Na slower rate of change #Nabout the same rate of change #Yan increased rate of change #Nimpoverish one's mind #Yput one to sleep. You will do much better than that. But even a modest gain of100 words per minute would bring you an extra hundred books a year. That would be worth doing - and you'll probably have gained that extra hundred words a minute before you have words; in a day, an extra 24,000 words. In a week of five days,you would read 120,000 more words than you are reading now, in no more time: an equivalent of two ordinary-sized books. Say you read, on and off the job, about four hours a day. Suppose you increase your speed a modest 100 words per minute. This would mean that in an hour you would read an extra 6000 creep along at 250 to 350 words per minute. Even a modest increase in that speed can result in an enormous increase of information. hat.Most people do not talk much faster than 200 words per minute, if that fast. We can only witness so many events, even with TV to help us. What we CAN do to help us accumulate more informa- tion is to increase the speed at which we read. Most peopleh would make what has happened since the invention of printing seem a mere beginning. We can only listen to so much, and relatively slowly at t Where it all will end is impossible to foretell; but it seemsthe widespread use of computers and communications satellites will inevitably bring about an explosion of information whicppedoffice to turn out reading matter by the ream. became cheaper still, so much so that by the 1940s one could buya paperback book with the wages of a laborer's half-hour. The typewriter, the spirit duplicator, the mimeograph machine and later, the photocopier, made it easier yet for any well-equiles from their birthplace - in fact or in mind. With the nineteenth and twentieth centuries' development of mechanical typesetting and power presses, printed material class reader began to delve into history, geography and science in a way that would have amazed his ancestors who, unless they became involved in a war, never ventured more than twenty mi appealed to the growing middle class rather than to the old-timeclerical class of literates, began to flower. The same middle As soon as books became cheaper, and more people started reading, the information explosion began to occur. Over the next couple of centuries, such art forms as the novel, whichr- getting that there just wasn't that much around to read. For Charlemagne, literacy would have been about as useful as the ability to program a computer would be for a resident of the Sahara today. When books became cheaper, it became worth while for the ordinary man to learn how to read. We are inclined to look downour noses at illiterate medieval rulers like Charlemagne, foortyor fifty thousand dollars in today's money. That was because each letter in each copy had to be copied by hand. Printing made books much cheaper. finished your second lesson. n- utes' worth of dishes. Not only will he complain bitterly that his whole evening has been ruined, but he doesn't do as good a job as he would if he got to it and finished in twenty minutes. We may approve of the 55 mph speed limit on grounds of conse Do something too slowly, and it is almost certain that you will mess it up. Everyone knows a person who, when it is his turn to do the dishes, can spend three hours doing twenty mily. And what was that all about? He was just too smart for 250 wpm. His head just didn't run well that slowly, any more than an automobile engine will run at a very slow speed. Run an engine too slowly, and it will stall. So will your head. 750 wpm - but his comprehension kept bumping around 30 to 50%. Finally, when his speed reached 1250, his comprehension came in loud and clear at 70%. From then on (he finished at about 3000 wpm), his comprehension ran 70, 80, and 90% almost continualas the test was concerned, he was a klutz; yet anyone could see that the test had to be wrong! As sessions went on, his speed went up and up - 350, 450,ed in a speed reading class. One student was a successful middle- aged man, obviously good at what he did, and obviously very intelligent. But on the first selection, which he read at about250 wpm, he scored a resounding 30% comprehension. As far her speed; speed is one of the most important ways to achieve concentration in reading. Here is a dramatic example of this principle which occurr- tration. A lot of people have found meditation techniques, re- laxation exercises, and other methods very useful. And a posi- tive attitude must be emphasized as important. But concentra- tion becomes a lot easier as you begin to do things at a hig my reading," a reasonable response is, "You're not reading fast enough." Changing your speed is not the only way to achieve concenn- trol of the rate of input and, once you learn how, you can speedup your reading rate until it matches the speed of your thought.Then you'll achieve real concentration, almost without being aware of it. Whenever someone says, "I can't concentrate on tremendous effort to center all one's thoughts on what the speaker is saying. When you read, the process is much easier. You are in coy- where near as fast as you can think; and that is why, in a room-ful of people listening to a lecture, you will see a quarter to a third of them in a glass-eyed trance. Listening really well, as we shall see in more detail in later readings, involves ae happening much more slowly than the speed of your thoughts. That is why it is so terribly hard for a lot of people reallyto listen to other people. Nobody in this world can talk an For most people, however, concentration is not so much a matter of will-power as it is of doing things at the proper speeds. And it is really hard to concentrate when things ar "I'm sure I could read faster," people often say, "if only I could learn to concentrate." These people think that concentra-tion is a matter of will-power, and almost anybody is willing toadmit that he or she has no will-power.            ed to; and all of it was fascinating, simply fascinating! Garibaldi, the class had to be moved into the big auditorium because word would get out and half the town would show up.) Sonow a generation of students knows more about British constitu- tional history and Giuseppe Garibaldi than anyone really car fascinating too). The Buzzer never took attendance, and there were always more people in the room than had signed up for the course. (And when he was teaching his favorite course, Italian History, and got close to talking about his hero, Giuseppe Partly, people came to see the fun; but mainly they kept coming because the Buzzer thought that what he was teaching was fascinating, simply fascinating (and everyone else found it - year-old. He stormed around the platform like a caged animal, banged on the blackboard with his walking stick, and once every week or two forgot where he was and walked right off the edge ofthe platform. d upand down his chest with a complicated hearing aid which gave himthe appearance of a telephone switchboard. That's where the nickname came from. At that time, he was nearly ready to retire, but he lectured with the fire and energy of a twenty Walter P. "Buzzer" Hall. Part of the allure was that the Buzzer was a picturesque and interesting man. He was short and very dapper, and decorate. At Princeton University in the '50s, there was a course called "British Constitutional History of the Nineteenth Cen- tury." That's the sort of title a college student could gag on!But people signed up for it because the teacher was the late You know that's true, if you think about it. Everyone has had a teacher, somewhere along the line in school, who took a subject thought to be hateful and made it simply fascinating!" Hold the belief that everything is interesting and there ARE NO BORING SUBJECTS! (There are boring writers, bored readers, boring speakers, and bored listeners; but there aren't any boring subjects.) en thinking about it. A related complaint is "I'm sure I could read faster if I were interested in the material; but this stuff is so boring If, then, you find reading difficult because your mind wanders, keep on cranking up the speed; pretty soon you'll be moving along at a clip that won't give you time for wool- gathering, and concentration will come about without your evrva-tion and safety, but most of us get more easily bored at 55 thanwe did at 75 a few years ago. Life relented, and soon dyed hair ceased to be shocking. By the late 1960s nearly 70 percent of American women were reportedto use hair coloring, as well as an estimated two million men. e censor panel to research the ad's impact on Life's women employees. The result: not a single woman claimed to see any- thing in the ad but the intended meanings. Having already faced this objection from Clairol executives who worried about the ad's double entendre, Richard Gelb, the son of Clairol founder Lawrence Gelb, challenged the all-mal that hair coloring should become a family affair. But Life turned the ads down flat. The teaser line was too suggestive, said copy sensors. Readers might ask themselves: "Does she or doesn't she WHAT?" rs that no garish, telltale hues would reveal their secret. Clairol planned to invest their whole magazine ad budget for the new campaign in a family magazine like "Life," reasoning The sunwashed outdoor settings enhanced the image of natural-ness, while the ad copy, "Hair Color So Natural Only Her Hair- dresser Knows for Sure," reassured timid prospective custome bility, leading readers to see the woman model as "a mother, aunt, sister, teacher, or any other figure the viewer might choose for herself as a symbol of good moral character and good taste." Faults," a copywriter named Shirley Polykoff masterminded the "Does She or Doesn't She" campaign, inventing not only the teaser line but the notion of putting a child in every ad. The child, she explained, added an aura of warmth and respecta- Clairol called in the mammoth advertising firm of Foote, Cone & Belding to reconstruct America's view of hair dye. According to Fairfax Cone's autobiography, "With All It's company believed they had perfected a line of hair colorings - Miss Clairol - good enough to find a huge market. The only barrier to success was the need to make hair dye socially acceptable. r kept it a guilty secret. No more than seven percent of all women dyed their hair. These prejudices confronted Clairol at a time when the  In 1955 most Americans still associated tinted hair with shady ladies or, at best, aging actresses. Like lipstick, rouge and mascara in the years before World War I, hair dye carried a moral stigma: "decent" women who colored their hai      8. The author's youngest child wished to hear him read Bears in the Night repeatedly for #Nthree nights #Na week #Nby getting a library card for the child #Nby enjoying reading yourself #Yall of the above. 7. The author recommends encouraging children to become good readers #Nby reading to them #Nwith trips to bookstores #Yfather #Nlibrarian. 6. From the story, you might deduce that the author is a #Nteacher #Ngourmet #Ngenius #NCool Whip #Ynone of the above. 5. A kind of junk food mentioned in this story is #NGood n' Plenty #NHo-Ho's #NFruit Pies #YMAD magazine #NNational Lampoon. 4. The author believes one source of brain rot to be #Ntelevision #Npublic education #NPlayboy magazine #Ycookies #Na library card #NSpeed Reading Tutor (R). 3. To help make learning more fun, some traditionally minded Jewish parents give their children #Na hug #Nmoney #NThe Old Testament #YThe Odyssey #NThe Upanishads. 2. The author read to his six-year-old a modern prose translation of #NThe Hobbit #NThe Iliad #N350-400 wpm #N450-500 wpm. 01. Most literate adults read #N200-250 wpm #Y250-300 wpm #N300-350 wpm                 form of Hebrew letters, the purpose being to associate learning and sweetness in the child's mind. The principle seems a sound one. I have spent a great deal of my life reading to children; and I notice that sometimes, when I am lying in my youngest lingfor books. It is said that traditionally-minded Jewish families used to, and may still, give small children cookies baked in the you can, in as happy and loving a context as you can, as regularly as possible. A baby on Mama or Papa's lap, being hugged and read to at the same time, tends to associate reading with lovingin a way that cannot help but give him or her a positive fee I think that the positive conditioning of children begins as soon as they begin to understand language. When children are very small, it is a good notion to read to them as often as are going to say on the matter; maybe you have children and want to think about these things. Maybe your children are grown, in which case you will have to resist the temptation to meddle in the upbringing of your grandchildren.) e of school to encourage children to become good readers? (Maybe you are a young person, and some of these things apply more or less directly to you. Maybe some day in the future you will have children and you will want to remember some of what we as much as the schools can manage, not to mention creating really good readers. So, the next logical question is, what can be done outsid ages. Unfortunately, however, all the problems of universal public education added to the problems of a generation addicted to TV and stereo have made the job of making everyone LITERATE wpm which characterizes most literate adults. No doubt, as more and more adults become good readers, we shall begin teaching these techniques at earlier and earliert readers for forty years or so came to our techniques not becauseof, but in spite of, our teachers. It is, really, only a matterof three decades that it has been generally realized that everyone's potential speed is much greater that the 250-300 Sometimes I am asked, "Why wasn't I taught all this in grade school?" I confess, I am at a loss for an answer. To be sure, the whole business of systematic speed reading is a relatively new phenomenon; as I have said, most of us who have been fas #Ntruth #Ytrash. 10. Finally, according to the author, trash begins to taste like #NMoon Pies #Ncoquille St. Jacques #Ndinner #Nfuture parents #Ngrandparents. 9. This article is NOT ESPECIALLY for #Nchildren #Yteachers #Nparents #Nthree months #Na year #Ythree weeks. do we get them to read fast? Strangely enough, if they get readingsoon enough and enthusiastically enough, they may come to reading fast - or at least pretty fast - on their own. And I would think that anything which encourages them to see a lotly recognizing that, with the perversity of youth, sometimes they will eat Moon Pies and soda rather than coquilles St. Jacques. But all that, you say, is just getting them reading; how reading. And I would rather have them reading junk than nothingat all, just as I would rather have them eat junk food than havethem starve to death. Just as I keep pushing a balanced diet atthem, I will continue to make good reading available - weariain kind of reading as a juvenile stage rather than as adult recrea-tion, I have no doubt that my children, in their all-encompass- ing will to grow up, will eventually come to more mature disapprove; but nobody reads trash forever. Finally trash begins to taste like trash. (Some people's tolerance for trash is stronger than others', but everyone eventually reaches his orher limit.) As long as I make it clear that I regard a cert I know that after a few years, just as they got over comic books, they will get over MAD; and they will doubtless graduate to Playboy or National Lampoon or something else of which I instant brain-rot to me, but okay. Spend your own allowance, I say, and do NOT tell any of those dumb jokes at the dinner table. Rot your own minds, if you must, but spare mine. ll of your tastes. After raising five boys, I have become recon- ciled to the idea that from nine to fourteen, male children are going to read MAD magazine. Okay, I tell them. It looks like spend their money, along with whatever they can get out of you, on ill-chosen books. Finally, recognize that your kids aren't going to share a If you are lucky enough to have a good bookstore in your neighborhood, take the children with you at least one trip out of two, and reconcile yourself to the notion that they will the TV. Take children to the library when you go; and get them their own library cards as soon as they are eligible. (You willlose some library books in the messes your children call rooms, and you will have to pay for them; just more parental dues!) Let your children see you reading, and let them know that it gives you pleasure. It is clearly futile to try to drive children to books while you are spending all evening in front of in the Night again (my youngest wanted to hear nothing else for three weeks) it will be too soon. All of that is just part of the dues you have to pay as a parent. s. Now he wants to do the Odyssey again. On the other hand, recognize that children often want to hearstuff which you find totally boring. If I NEVER read Bears Don't be too afraid of reading something that's too old for the child. I read the whole Odyssey in a modern prose transla- tion to a six year old, and he enjoyed it all. We followed thatup with The Hobbit and three volumes of The Lord of the Ring child's bed, doing the daily half hour of reading before sleep, that the older children, who have been reading for themselves for years, hang around the door and listen. in a hurry, such as the eye exercises in this program, would finishthe job. If the reading matter is a bit over their heads, then use the T-Scope and Eyerobics--they will help. 8. Words with CIRC- often go back to Roman #Yraces #Ngladiatorial combats #Nreligious processions #Na Norman #Ya Celt. 7. The person we know as King Arthur was #Nan Angle #Na Saxon #Na Jute #Nlearning about history #Nreading rapidly. 6. Most of our vocabulary is picked up by #Yentering new language situations #Nstudying the dictionary #Ntaking vocabulary courses #YFrench #NDanish #NGreek origin. 5. We say "pig" when the animal is alive, "pork" when it is on the table. You would infer that the latter term comes from #NGerman #NLatin #NAngle-ish #YItalian #NGreek 4. The following language is NOT mentioned as an influence on English: #NFrench #NDanish #NFrench #Nnone of these. 3. The basic substructure of English, the author says, is #NLatin #NCeltic #YGermanic #Na Saxon capital #Na Norman port #Na Jutish tribal center. 2. You would suspect that an English town called Dorchester had been #Na Celtic market town #Ya Roman army camp #Nthe Normans #Ythe Norse. (1. A people NOT mentioned as invaders of the British Isles are #Nthe Romans #Nthe Angles #Nthe Danes                , a North German or South Danish dialect, was laid down. Later on, invaders from Normandy - Danes speaking French - swept in. The Angles and Saxons, by now old residents, lost structure. The folk from North Germany (Angles, Saxons and Jutes) overran the native Romanized Celts (in spite of the gallant defense of people like the Artus who became King Arthur in later legend) and the substructure of English (Angle-ish)e ofthe language was still to come. When the Romans left, the Germans (and later, the Danes) arrived. It was these folk who gave our language its basic e- names. The Romans, who came next, left even more place-names. "Castrum" meant "army camp" or "fort" and consequently all thosenames of towns ending in -caster or -chester are likely to have been the sites of Roman army depots. But the basic structurheirhistory. Our English language is a fearful and wondrous thing, built out of several other tongues as a result of a curious history. The Celts, who were the earliest residents of England of whom we have any good records, left little but a few plac- building books, and many schools offer courses in vocabulary. But I think that the most interesting and painless way to work on one's vocabulary is to get interested in words and t What do you do? As always, attack at all corners of a pro- cess. Read more. Read faster. Those two things alone will help your vocabulary. But there are other more direct ways of dealing with vocabulary problems. There are good vocabulary Conversely, the slow reader reads less, and therefore has a smaller vocabulary, and thus gets hung up continually on words he does not understand, and consequently reads even more slowly. sails happily along, not being impeded by words she does not understand, and THAT, of course, tends to make her read even faster. The fast reader tends to read a lot; so she picks up a large vocabulary (since, of course, most of our vocabulary is not picked up by vocabulary study, but by exposure to new language situations). This expanded storage of words means that she We talked before about circular processes and how they workedboth to our advantage and to our disadvantage. Vocabulary is one such process. #YGerman #NFrench #NCeltic. 10. You would suppose that the ordinary, everyday way of naming something would most likely be #NGreek #NLatin #NGerman #NDanish 9. Scientific terms are most often #NLatin #YGreek #NFrench #Npolitical theory #Nphilosophy. distant origins in Roman races and have something to do with "around" and that LOQ- or LOC- words sometimes, not always, go back to a Roman word for "talk." So, in the looking up of one word, you will have learned a half-dozen, painlessly. andthen to CIRCUMNAVIGATE and CIRCUMAMBULATE (which will in turn lead to AMBULANCE, by a route you would not have thought of, as well as to AMBULATORY); and by the other to LOQUACIOUS. Then you will recognize that CIRC- words are likely to have theirest of all, the OED (the Oxford English Dictionary on Historical Principles). And, when you look up one word, notice where it came from. Then look at other words like it. CIRCUMLOCUTION will lead you by one route to CIRCUIT and CIRCUS and CIRCLE, What I would suggest is that you get yourself a good diction-ary--not one of those pocket jobs which tells you pronunciation and meaning and spelling, but at least a respectable college dictionary. If you can, purchase a large unabridged; or, bOW SOMEONE OUT, and that is basically a Germanic structure; we can EXPEL him, and that is clearly Latin. TELEVISION is a terrible hash of a Greek word signifying "far" and a Latin word for "seeing.") (The poor folk in 1200 saw the cow in the farmyard and calledit COW; the German is KUH. The rich folk ate it on their tablesand called it BEEF; the French for cow is BOEUF. We can THR Therefore, it is not unlikely to find four different ways of saying things in English: a down-home way (generally Germanic); an up-town way (usually French); a learned way (ordinarily Latin); and a scientific way (as often as not, Greek). Still later, a rebirth of interest in Greek happened to occurat the same time as a formidable surge in science; and so, a great many new scientific terms were coined from Greek roots. most of their land and power to French speakers. To complicate matters, most of the literate folk of the time were churchpeoplewho wrote (and usually spoke) Latin. bility of remaining alive. I am properly humbled as I leave Jack and walk out into the street where the air is so cold and clear that I can still h Ishmael, alone to tell the tale. That burden, all these years later, is still more than Edgar can manage to forget or conven- iently to remember; and so now he migrates in and out of the VA hospital according to his ability to deal with the responsi- newspapers: Edgar, he explains to me, was in a war, several wars ago; and, in the Pacific, Edgar and his outfit made it to a beach, on which all (or what seemed to Edgar nearly all) his friends were blown away by the enemy, leaving Edgar, like making mock of things I know not of. He has, it is apparent, rehearsed this business many times before to uncomprehending outlanders who come into his store to read the out-of-town ds or so. I approach Jack's counter and tell him my brand of pipe tobacco, and then add, "Edgar is a philosopher." Jack looks sharply at me, and reproachfully, as if I am rest of the language, and then goes back out into the street. I mark his progress down the block with my ears, hearing him shout his announcement to every passer-by every twenty secon week for the last 20 years without ever losing its importance. Edgar looks at Jack without seeing him, shouts his message againin just the same way, as if he has somehow forgotten all thend the counter. However long he has been in North Carolina, his speech tells everyone Jack came from New York. "You're right, Edgar," he says, as if all this has been happening three times a o tell me different, his look seems to say, or perhaps convince me that it really is true.) "Hello, Edgar," Jack says with weary amiability from behi as if someone inside the man had let go of a whole handful of strings all at once. As a young man, he surely was handsome. He shouts it again, without the slightest variation in tone or tempo or emphasis: "There's good and bad in life!" (Dare t The man is perhaps pushing 50, and his hair has almost no gray, which I find wrong, somehow, because the square face over which that hair loosely drops is old and fleshy and confused loudly proclaims "There's good and bad in life!" Confident and full-throated in its beginning, the sentence ends in plaintive query. It is a discovery and a complaint and a challenge and a question, and it is full of sadness beyond comprehending. I am alone with Jack in his store, thawing out and getting a free read of the front pages of out-of-town papers, when a man who seems pretty drunk comes bursting in the front door and to find a cigar store with newspapers from the outside world. The other customer in the store leaves, and he seems to share my state of mind as he bids the man behind the counter a rather grumpy "Good night, Jack."  Restless and malcontent, I am away from home and family in a small North Carolina town for two weeks of being a consultant, living in a motel and eating in restaurants that are adequate but uninspired. Out walking the twilight streets, I am glad!! ! ! ! ! !!!!!!!!!""" " " " coldnight--had come to North Carolina. It is dark, and I cannot seeEdgar, but I can still hear him. Peace, Edgar, I think. "There's good and bad in life!" I hear him shouting. My breath stacks up again like a cloud in front of me. I hear Edgar two blocks away, shouting like an explorer, like a prophet, like a man looking at the same time for a fight and a friendship. While I have been in the cigar store, night--a too: with some of mine I am on the best of terms; with others, the worst. I wonder about my child-to-come someday soon. Againand again, down the street, Edgar shouts his lonely way. I have lost friends, I think, but never all at once, in a day, on a beach. Piecemeal, some dying, some simply friends no longer. Some are still with me, some yet to come. Childrenear Edgar down in the next block, announcing and questioning and explaining over and over again to all who pass: "There's good and bad in life!"