The author of the passage seems to believe that the first consideration in the selection of a place for toxic waste disposal is the economic conditions of the residents
the ethnic roots of the people living in the area
the distance of the site from the sources of the waste
the soil composition of the chosen area
the availability of easy transport to the area
The author points out that chemicals not allowed in the US are no longer produced there
are not really unsafe
are safely handled by employees in other countries
are quite easy to dispose of safely
are exported to less developed countries
It is clear from the passage that at one waste site in China the majority of the workers are of Black or Hispanic origin
a greater part of the waste is recycled
the waste is buried deep in the soil
the underground water has become too contaminated to drink
the workers are extreemly greedy
177 MINIATURE ADULTS Perhaps the best description of the children who attended schools in the 18th and 19th centuries is by the English novelist Charles Dickens: pale and worn-out faces, lank and bony figures, children with the expressions of old men.... There was childhood with the light of its eyes quenched, its beauty gone, and its helplessness alone remaining.
It is no wonder then that Johann Heinrich Pestaiozzi's (1746-1827) school at Yverdon, Switzerland, created international attention and attracted thousands of European and American visitors from educational circles. What they saw was a school for children - for real children, not miniature adults. They saw physically active children running, jumping and playing. They saw small children learning the names of numbers by counting real objects and preparing to learn reading by playing with letter blocks. They saw older children engaged in object lessons - progressing in their study of geography from observing the area around the school, measuring it, making their own relief maps of it, and finally seeing a professionally executed map of it.
This was the school and these were the methods developed by Pestalozzi in accordance with his belief that the goal of education should be the natural development of the individual child, and that educators should focus on the development of the child rather than on memorization of subject matter that he was unable to understand. Pestaiozzi's school also mirrored the idea that learning begins with firsthand observation of an object and moves gradually toward the remote and abstract realm of words and ideas. The teacher's job was to guide, not distort, the natural growth of the child by selecting his experiences and then directing those experiences toward the realm of ideas.
