English — Set 34

Context: Read the following passage and answer the following questions. Not only does the lace of education among women make the dissemination of nutrition education The strength of the electronics industry in Japan is the Japanese ability to organise production and marketing rather than their achievements in original research. The British are generally recognised as a far more inventive collection of individuals, but never seem able to exploit what they invent. There are many examples, from the TSR Z hovercraft, high speed train and Sinclair scooter to the Triumph, BSA and Norton Motorcycle which all prove this sad rule. The Japanese were able to exploits their strengths in marketing and development many years ago, and their success was at first either not understood in the West or was dismissed as something which could have been produced only at their low price. They were sold because they were cheap copies of other people's ideas churned out of a workhouse which was dedicated to hard grind above all else.

Context: The world dismisses curiosity by calling it idle or mere idle curiosity even though curious persons are seldom idle. Parents do their best to extinguish curiosity in their children because it makes life difficult to be faced everyday with a string of unanswerable questions about what makes fire hot or why grass grows. Children whose curiosity survives parental discipline are invited to join our university. With the university, they go on asking their questions and trying to find the answers. In the eyes of a scholar, that is what a university for. some of the questions which the scholars ask seem to the world to be scarcely worth asking, let alone answering. they asked questions too minute and specialised for you and me to understand without years of explanation. If the world inquires of one of them why he wants to know the answer to a particular question he may say especially if he is a scientist, that the answer will in some obscure way make possible a new machine or weapon or gadget. He talks that way because he knows that the world understands and respects utility. But to you who are now part of the university, he will say that he wants to know the answer simply because he does not know it, the way the mountain climber wants to climb a mountain, simply because it is there. Similarly a historian asked by an outsider why he studies history may come out with the argument that he has learnt to respect to report on such occasions, something about knowledge of the past making it possible to understand the present and mould the future. But if you really want to know why a historian studies the past, the answer is much simpler, something happened and he would like to know what. All this does not mean that the answers which scholars to find to their enormous consequences but these seldom form the reason for asking the question or pursuing the answers. It is true that scholars can be put to work answering questions for sake of the consequences as thousands are working now, for example, in search of a cure for cancer. But this is not the primary scholars. For the consequences are usually subordinate to the satisfaction of curiosity.