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  3. When we talk about intelligence, we do not mean the ability to get a good score on a certain test, or even the ability to do gen

When we talk about intelligence, we do not mean the ability to get a good score on a certain test, or even the ability to do gen

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问题     When we talk about intelligence, we do not mean the ability to get a good score on a certain test, or even the ability to do generally well at school. By intelligence we mean a style of life, a way of behaving in various situations. The true test of intelligence is not how much we know how to do, but how we behave when we don’t know what to do.
    The intelligent person, young or old, meeting a new situation or problem, opens himself up to it. He tries to take it with mind and senses everything he can about it. He thinks about it, instead of about himself or what it might cause to happen to him. If he fails to master it, he looks without fear or shame at his mistakes and learns what he can from them. This is intelligence. Clearly its roots lie in a certain feeling about life. Just as clearly, unintelligence is not what most psychologists seem to suppose, the same thing as intelligence, only less of it. It is an entirely different style of behavior, out of entirely different set of attitudes.
    Years of watching and comparing bright children with the not-bright or less bright have shown that they are very different kinds of people. The bright child is curious about life and reality, eager to get in touch with it, and unite himself with it. There is no wall between himself and life. On the other hand, the dull child is far less curious, far less interested in what goes on and what is real. The bright child likes to experiment, to try things out. He lives by the maxim (格言) tliat there is more than one way to skin a cat. If he can’t do something one way, he’ll try another. The dull child is usually afraid to try at all. It takes a great deal of urging to get him to try even once; if that try fails, he is through.
    Nobody starts off stupid. Hardly an adult in a thousand or ten thousand could in any three years of his life learn as much, grow as much in his understanding of the world around him, as every child learns and grows in his first three years. But what happens, as we grow older, to this extraordinary capacity for learning and intellectual growth? What happens is that it is destroyed, and more than by anything else, it is destroyed by the process that we misname education — a process that goes on in most homes and schools.
Which of the following statements has a similar meaning to the maxim "There’s more than one way to skin a cat."?
选项 A、Make hay while the sun shines.
B、If at first you succeed, keep trying again.
C、If at first you don’t succeed, try, try, and try again.
D、Make new friends and keep the old; one is silver and the other is gold.
答案C
解析 本题为语义猜测题，要根据上下文推出这个句子的含义。文章始终以聪明与不够聪明的孩子对待问题、困难的态度来说明什么是“intelligence”这个概念。选项A．Make hay while the sun shines．表示“趁热打铁”，与题意不符；选项B．If at first you succeed，keep trying again．表示“成功了要再接再厉”，没有失败后不断尝试的意思；选项D．Make new friends and keep the old；one is silver and the other is gold．表示“结交新朋友，不忘老朋友；前者是银，后者是金。”也与题意不符。选项C．If at first you don’t succeed，try,try,and try again”则与文章第三段中的“If he can’t do something one way,he’ll try another”的意思一致，表明聪明孩子的做法。因此为正确答案。
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