For many of us, cartoon strips are simply one of our pastimes. The popular Japanese manga  provides us with an escape from reality into a world of fantasy, adventure and romance.With much less text and pictures running for pages, it fits perfectly into today's fast, throwing away city lifestyle. But Tsai Chih-chung,a famous Taiwanese illustrator  , doesn't agree.He believes cartoons can be a bridge connecting traditional Chinese culture and wisdom with the modern  world in a much wittier and more acceptable way. He has interpreted Lao Zi, Confucius, Mencius,Zhuang Zi and Sun Zi and made their works accessible to a global audience. He has also produced two books about Zen  , introducing oriental philosophy. His cartoons are humorous yet full of wisdom and are admired as an easy way to learn Chinese classics. After avoiding the public for ten years, Tsai made a comeback in late April with seven new works. But does his age, 61, work as a gap between him and his young readers? Tsai doesn't think so. The topics he has covered range from philosophy in a time of individuality to the learning and memorizing techniques used at school. "Every child is a genius and has the potential beyond his own imagination, " he said. If popular Japanese manga is purely for entertainment, Tsai's work, to a large extent, is to light the power of thinking in a light-hearted way. Tsai uses differenr forms of water to refer to people. In his eyes some people are like an ocean, some are like vapor, while others may be ice or rain. But in essence they share a similarity-human being's forever chasing for the true and the good. "The person who thinks over life issues is not necessarily a scholar or a philosopher," he said. "I've dedicated my whole life to thinking and individual freedom, not making a living." Compared to Japanese manga, Tsai's works are   _ A) mainly designed for a pure time killer for all B) more popular with young readers in China now C) to inspire people to think in a cheerful way D) much more interesting and instructive
C


More and more pupils are giving teachers presents, but the practice only creates insecurity in parents and staff. I've certainly noticed some pupils being feverishly overgenerous of late. Last year, I received not one bottle of wine but four for helping a disaffected pupil through his GCSEs. By and large, my colleagues report the gifts differing along gender lines. Gentlemen get ties, mugs, booze and, if they're really lucky, tickets to football matches. The ladies are often presented with flowers, jewels, chocolates and so on. When my son was at private school, I noticed there was a real competitiveness between the students about giving presents to teachers, with expensive baskets from fancy stores and huge bouquets being handed out on the last days of term. Since my wife and I only let my son give thank-you cards, it was clear we were not "classy". Now he is at an inner-city primary, we've noticed that this kind of _ seems to have more or less disappeared. For one thing, there isn't that kind of money floating around - but there isn't that kind of competitive culture either. Personally, I think gifts to teachers should be banned beyond the thank-you card: they cause many more problems than they solve, creating insecurity in both parents and staff. Perhaps the recession and the lack of money in people's pockets might be a good excuse for the government to issue some guidelines to schools that gifts shouldn't be accepted by teachers. The gifts that I really value are the cards which say a genuine thank you. I still keep them in a file at home. To solve the problem, the author thinks it's a good way to   _  . A) forbid the students to give any gifts to teachers B) create insecurity by giving thank-you cards C) make people have less money in pockets D) issue some guidelines by the government
D


(Question)
My father had returned from his business visit to London when I came in, rather late, to supper. I could tell at once that he and my mother had been discussing something. In that half- playful, half-serious way I knew so well, he said, "How would you like to go to Eton?"      " You bet, "  I cried quickly catching the joke.   Everyone knew it was the most expensive, the most famous of schools. You had to be entered at birth, if not before. Besides, even at 12 or 13, I. understood my father. He disliked any form of showing off. He always knew his proper station in life, which was in the middle of the middle class; our house was medium-sized; he had avoided joining Royal Liverpool Golf Club and went to a smaller one instead; though once  he had got a second-hand Rolls-Royce at a remarkably low price, he felt embarrassed driving it, and quickly changed it for an Austin 1100.       This could only be his delightful way of telling me that the whole boarding school idea was to be dropped. Alas ! I should also have remembered that he had a liking for being different from everyone else, if it did not conflict with his fear of drawing attention to himself.       It seemed that he had happened to be talking to Graham Brown of the London office, a very nice fellow, and Craham had a friend who had just entered his boy at the school, and while he was in that part of the world he thought he might just as well phone them.  I remember my eyes stinging   and my hands shaking with the puzzlement of my feelings.  There was excitement, at the heart of great sadness.      "Oh, he doesn't want to go away , "  said my mother,  " You shouldn't go on like this. " "It's up to him, " said my father.  "He can make up his own mind. " How did the author react to the idea of going to Eton? A) He didn't believe it. B) He was very unhappy. C) He was delighted. D) He had mixed feelings.
(Answer)

D