An old Chinese saying goes that "He that travels far knows much." It implies that personal experience counts much. In contrast to this statement, however, a former president of Harvard University once wrote that "books... are the wisest of counselors..." Which is more important? The following are opinions of several netizens on this topic. Read the experts carefully and write an article of NO LESS THAN 300 words, in which you should: 1. summarize briefly the opinions; 2. give your comment.moonlight-dream They are both important, but in my opinion I have to disagree a bit with that former president of Harvard University. I don't think that book knowledge is more important than experience. Yes it's very helpful to know all sort of stuff from books and there are tons of things you can learn by reading. But nothing compares to real experiences. It's great if you have knowledge about diverse stuff when you get to actually experience it. But if you just read all the time and never get to try anything it's not that exciting... I'm not saying it's a waste of time, but you should try applying what you read and try to live as much as possible. And also, people tend to understand more when they experience the actual thing described in the book. It's indeed helpful to see and try all the things you read about to get a clearer view on what it's referring to. Like in school... remember the physics class... (at least in my case) the teacher would talk and talk the whole hour about a certain effect, and it was a bit hard to understand what she meant, but when she showed us with a real machine, then I got a clearer perception on that theory and it was much easier to remember that way.reichiru Well, both are pretty important, but I would actually say that experience is more important. Take driving for example. You can read about all the scenarios that might occur while you're driving, but when actually thrown into the situation your mind would go totally blank and you would forget the proper way to handle the situation and perhaps make a critical error. Only experience can help you with something like that, because with experience you gain a faster reaction time and instinct to the things you have experienced before. Of course book knowledge is still very important, and learning how to balance and implement the two in your life would definitely be beneficial.runner0369 I believe that both are equally important. Too much of one is useless without the other. If you know everything about a subject but are unable to apply the knowledge because you do not have experience then you cannot do anything with your knowledge. On the other hand, if you have experience but do not know anything about a subject you cannot progress very far or improve upon your experience. Both are necessary to sustain success.Porcospino I think book knowledge outweighs the experience. When I went to nursing school we had to get a lot of book knowledge, and that knowledge is important because you need to know what to do and what to avoid. If you don't have any theoretical knowledge about nursing you might accidentally harm the patients, simply because you aren't aware of potential dangers etc. You need at least a basic knowledge about hygiene and similar things. And then put it into practice.

With the increasing demands of new medicines, animal testing is in widespread use all over the world. The morality behind this practice is still a matter of some controversy. The following are opinions from both sides. Read the excerpts carefully and write your response in about 300 words, in which you should: 1. summarize briefly the opinions from both sides; 2. give your comment. Marks will be awarded for content relevance, content sufficiency, organization and language quality. Failure to follow the above instructions may result in a loss of marks.Proponents A survey conducted in the American Medical Association indicates that 99% of all active physicians in the United States believe that animal research has given rise to medical advancements. In fact, about 97% of the physicians also supported the continuous use of animals for clinical and basic research. A British organization by the name Research Defense Society (RDS) that was instituted to defend animal testing, indicates that most of the complaints made against animal testing are false and that animal testing generates invaluable information, about how new drugs would react inside a living body. The tests have to be continued in order to detect information on major health problems such as liver damage, elevated blood pressure, nerve damage, damage to the fetus, etc., that can be caused by the use of drugs. Chris Abee, Director of the University of Texas M.D. Anderson Cancer Center's animal research facility, states that "we wouldn't have a vaccine for hepatitis B without chimpanzees," and says that the use of chimps is "our best hope" for finding a vaccine for Hepatitis C, a disease that kills 15,000 people every year in the United States. Animal testing has also been instrumental in saving endangered species from extinction, including the black-footed ferret, the California condor and the tamarins of Brazil. Koalas, ravaged by an epidemic of sexually transmitted chlamydia and now classified as endangered in some regions of Australia, are being tested with new chlamydia vaccines that may stall the animal's disappearance.Opponents Several animal rights organizations, including the People for Ethical Treatment of Animals (PETA), have questioned the legitimacy of this practice wherein animals are subjected to torture in the name of "scientific research". Animal rights activists, along with animal lovers from across the world, are trying their best to get this inhumane practice outlawed. In March 2009, the Humane Society of the United States (HSUS) found 338 possible violations of the Animal Welfare Act at the federally funded New Iberia Research Center (NIRC) in Louisiana. The U.S. Food and Drug Administration (FDA) reports that 92 percent of the drugs, which are cleared after being successfully tested on animals fail when they are subjected to human trials. Paul Furlong, Professor of Clinical Neuroimaging at Aston University, states that "it's very hard to create an animal model that even equates closely to what we're trying to achieve in the human." A 2013 study in Archives of Toxicology stated that "The low productivity of animal experiments in research areas allowing direct comparisons of mouse versus human data puts strong doubt on the usefulness of animal data as key technology to predict human safety".

Swans, noted for graceful movements in the water, have been the subject of many poetry, fairy tales, legends, and musical compositions.

Intercultural Learning Many teachers may wonder "what I am actually doing" sometimes. It doesn't seem enough to teach grammar, vocabulary, pronunciation and communicative skills with unreal and meaningless content. I . Introduction—gap between language teaching in class and in the real world—【T1】______of intercultural awareness:【T1】______crucial to comprehend and communicate in the global village II. Definition of intercultural learningA. The concept of culture—including lifestyles,【T2】______, beliefs, history or experiences, etc.【T2】______—existing in one place or many places—existing in a religion with followers from different【T3】______【T3】______B. Interpretation of intercultural learning—a process of getting better understanding of cultures around the world —objective:to increase mutual【T4】______and understanding【T4】______-【T5】______:【T5】______not only a part of EFL, but applied in all fields of education III. Intercultural awareness—the【T6】______of language teaching rather than a "fifth skill": to【T6】______understand the relation between a second language/culture with thefirst one —a(n)【T7】______made up of a collection of skills and attitudes:【T7】______1)observing, identifying and recognizing2)【T8】______【T8】______3)negotiating meaning4)dealing with or tolerating【T9】______【T9】______5)effectively interpreting messages6)limiting the possibility of【T10】______【T10】______7)defending one's own point of view while acknowledging the legitimacy of others8)accepting difference-【T11】______:【T11】______—realizing the vital importance of these skills—using【T12】______themes as materials in teaching【T12】______IV. Teacher's role-【T13】______:【T13】______—to influence students in some way—to raise more awareness of the world —to interact better with the world —mediator of cultural relativity with various【T14】______【T14】______V. When should it be introduced?—accessible to【T15】______【T15】______

Now the next thing you must do when you listen is that you need to【T1】______ that the lecturer expects you to add. All lecturers assume that they share some information with their audience and that their audience does not need them to explain every word. And listeners have an ability to add this information due to two sources of information. That is, one, their knowledge of 【T2】______: and, two, their knowledge or experience of【T3】______. So remember listening is not a matter of just absorbing the speaker's words: the listener has to do 【T4】______ than that The listener is not a tape recorder, absorbing the speaker's words and putting them into his or her brain. Rather, listening involves hearing the speaker's words and【T5】______, adding information if necessary. So the meaning is not in the word alone, rather it is in the person who【T6】______ or responds to it so that the second thing that a listener must do—add information that the lecturer【T7】______.

When we speak to another individual or group, the distance our bodies are physically apart also communicates a message. Mostof us are unaware for the importance of space in communication until【S1】______we are confronting with someone who uses it differently. For【S2】______instance, we all have a sense of which is a comfortable interaction【S3】______distance to a person with whom we are speaking. If that person getscloser than the distance in which we are comfortable, we usually【S4】______automatically back up to reestablish our comfort zone. Similarly, if we feel that we are too far away from the person we are talking to,we likely to close the distance between us. If two speakers have【S5】______different comfortable interaction distances, a ballet of shifting positions usually occurs until one of the individuals is backed into acorner and feels threatened with what may be perceived【S6】______like hostile. As a result, the verbal message may not be listened to【S7】______or understood as it is intended.【S8】______ Comfort in interaction distance mostly has to do with the distance between faces that are looking directly at each other. Most people do not have the same feeling about physical closeness if theydo not have eyes contact. In a crowd or an elevator, people usually【S9】______choose to not to look at anyone in order to avoid feeling.【S10】______

A history of long and effortless success can be a dreadful handicap, but, even if properly handled, it may become a driving force.

PASSAGE THREE

If our brains were computers, we'd simply add a chip toupgrade our memory. The human brain, therefore, is more【M1】______complex than even the most advanced machine, so improving our memory isn' t quite so easy. Just as it takes effort to build physical fitness, so is boosting brain power.【M2】______ A strong memory depends on the health and vital of your【M3】______brain. Whether you're a student studying for final exams, aworking professional interested in doing all he can to stay【M4】______mentally sharp, and a senior looking to preserve and enhance【M5】______your intelligence as you age, there are lots of things from【M6】______which you can do to improve your memory and mental performance. They say that you can't teach an old dog new tricks, but when it comes to the brain, scientists have discovered that this old proverb simply isn't true. The humanbrain has astonishing ability to adapt and change—even into【M7】______older age. This ability is known as neuroplasticity. With the【M8】______right stimulation, your brain can form new neural pathways, alter existing connections, and adapt and react in ever-changing ways. The brain's incredible ability to reshape itself hold true【M9】______when it comes to learning and memorizing. You can harness【M10】______the natural power of neuroplasticity to increase your cognitive abilities, enhance your ability to learn new information, and improve your memory.

Baby Body LanguageI. Fist in mouth— Indicationa)Hungry: ruled out if the baby has been fedb)Teething: ruled out if the baby is less than【T1】_____ old【T1】______c)Wants to suck on somethingII.【T2】______or Puckering【T2】______— Indication of hunger— Pacifiera)No need for a pacifier for babies older than six monthsb)Pacifier addition is sometimes caused by【T3】_____【T3】______III. Crying— Crying loudly with clenched fists: feels hungry or【T4】_____【T4】______— Just cry when upset— Solutions:a)Offer milkb)【T5】_____【T5】______c)Rub his/her backd)Check for illnesse)Never bounce or【T6】_____ the baby【T6】______f)Gently sway the babyIV. Flailing of Arms and Legs— Indication of a sense of【T7】_____【T7】______— Solutions: wrap the baby in a blanket; hold him/her closeV. Legs Drawn Up and【T8】_____【T8】______— Indication of gas, bloating and constipation— Solutions:a)Burpingb)Hold his/her feet and push his/her knees toward【T9】_____【T9】______c)Rub the tummyd)【T10】_____【T10】______VI.【T11】______【T11】______— Accompanied by crying: indication of a fever or being fussy— Check for symptoms of【T12】_____ or other illness【T12】______VII. Biting or Gumming— Indication of teething— Coupled with drooling and low grade fever— Solutions:a)give a【T13】_____, clean washcloth to suck【T13】______.b)use teething lotionsVIII. Eye Rubbing — Indicationa)Something got caught in the eyeb)【T14】_____【T14】______ Out of breath between yells 【T15】_____【T15】______ Eyelids drooping

About 25 million auto accidents occur in the United States each year. Approximately 5 million people are injured in these accidents; some 50,000 are killed. Auto insurance of course cannot reduce the deaths, the injuries, or the damages, and it does offer【M1】______protection against the financial risks of auto ownership and operation. The principle decisions to be made by auto insurance buyers【M2】______ are what coverage to buy, what amounts of insurance to buy, and what agent and company to buy.【M3】______ Auto liability coverage is essential. No one should drive a carwithout protection against the potential high cost of lawsuits. In【M4】______some U.S. states liability insurance is required by law. Because of【M5】______the size of lawsuits cannot be predicted, there is no way to know inadvancement how much protection will be needed. In deciding【M6】______upon the amount, consumers should realize that the extra cost ofhigh limits is relatively small. Double the cost of the limits, for【M7】______example, does not double the cost of the protection. Agents should be asked the cost of several different limits for the buyer to choose among. Reasonably high amounts of liability protection should be a high priority objective. Medical payments coverage is less important than liabilityprotection. It is most important in the states with strong and【M8】______effective auto no-fault laws; there the mandatory PIP(Personal Injury Protection)provides sufficient coverage for medicalexpenses. Medical payments insurance is also necessary for people【M9】______who has adequate health insurance protection. The minimum【M10】______amount of medical payments insurance in the United States is $500 per person. If the protection is needed, higher amounts should be purchased.

Passage Three

吃苦耐劳是我们这个民族的标识。古圣先贤总是教训我们要都能过得简朴的生活，所谓“一箪食，一瓢饮”，就是形容生活状态之极端的刻苦，所谓“嚼得菜根”，就是表示一个有志的人之能耐的清寒。恶衣恶食，不足为耻，丰衣足食，不足为荣，这在个人之修养上是应有的认识。罗马帝国盛时的一位皇帝，Marcus Aurelius，他从小就摒绝一切享受，从来不参观那当时风靡全国的赛车比武之类的娱乐，终于成为一位严肃的苦修派的哲学家，而且建立了不朽的事业。这是很值得令人钦佩的。

[此试题无题干]

(1)It was the spring of 1985, and President Reagan had just given Mother Teresa the Medal of Freedom in a Rose Garden ceremony. As she left, she walked down the corridor between the Oval Office and the West Wing drive, and there she was, turning my way. What a sight: a saint in a sari coming down the White House hall. As she came nearer, I could not help it: I bowed. "Mother", I said, "I just want to touch your hand." She looked up at me—it may have been one of Gods subtle jokes that his exalted child spent her life looking up to everyone else—and said only two words. (2)Later I would realize that they were the message of her mission. "Luff Gott," she said. Love God. She pressed into my hand a poem she had written, as she glided away in a swoosh of habit. I took the poem from its frame the day she died. It is free verse, 79 lines, and is called "Mother's Meditation(in the Hospital)." In it she reflects on Christ's question to his apostles: "Who do you say I am?" She notes that "he was the boy born in Bethlehem", "put in the manger full of straw... kept warm by the breath of the donkey, who grew up to be an ordinary man without much learning." Donkeys are not noble; straw is common; and it was among the ordinary and ignoble, the poor and sick, that she chose to labor. Her mission was for them and among them, and you have to be a pretty tough character to organize a little universe that exists to help people other people aren't interested in helping. That's how she struck me when I met her as I watched her life. She was tough. There was the worn and weathered face, the abrupt and definite speech. We think saints are great organizers, great operators, and great combatants in the world. Once I saw her in a breathtaking act of courage. She was speaker at the National Prayer Breakfast in Washington in 1995. (3)A11 the Washington Establishment was there, plus a few thousand born-again Christians, orthodox Catholics and Jews, and searchers looking for a faith. Mother Teresa was introduced, and she spoke of God, of love, of families. She said we must love one another and care for one another. There were great purrs of agreement. But as the speech continued it became more pointed. She asked, "Do you do enough to make sure your parents, in the old people's homes, feel your love? Do you bring then each day your joy and caring?" The baby boomers in the audience began to shift in their seats. And she continued. "I feel that the greatest destroyer of peace today is abortion," she said, and then she told them why, in uncompromising term. (4)For about 1.3 seconds there was complete silence, then applause built and swept across the room. But not everyone: the President and the First Lady, the Vice President and Mrs. Gore, looked like seated statues at Madame Tussauds, glistening in the lights and moving not a muscle. She didn't stop there either, but went on to explain why artificial birth control is bad and why Protestants who separate faith from works are making a mistake. When she was finished, there was almost no one she hadn't offended. A US Senator turned to his wife and said, "Is my jaw up yet?" Talk about speaking truth to power! But Mother Teresa didn't care, and she wasn't afraid. The poem she gave me included her personal answers to Christ's question. She said he is "the Truth to be told... the Way to be walked... the Light to be lit." She took her own advice and lived a whole life that showed it.

[此试题无题干]

Air quality in Britain has improved considerably in the last thirty years. Total emissions of smoke in the air have risen by over 85 percent since 1950.

How to Study English in Your Dream: the Theory I. IntroductionA. Connections among English study,【T1】 1【T1】 2B. Two related fields:— foreign language acquisition—【T2】 3psychology【T2】 4II. English StudyA. Human Beings: to get all kinds of information by five sensesB. Seeing: to【T3】 5 83.3% of all information【T3】 6— vision has【T4】 7【T4】 8— the more visualized and【T5】 9, the better memorized【T5】 10C. Daydreams: to serve better than visualized lessons because— you can live your past experience repeatedly— you can apply to all senses【T6】 11 or not【T6】 12D. Other techniques: to magnify, minify,【T7】 13, etc.【T7】 14— closely related to【T8】 15【T8】 16— very professional topicsIII. Dream: a(n)【T9】 17 of living experience and imagination【T9】 18A. Imagination is a(n)【T10】 19【T10】 20B. Living experience is the collection of memories—【T11】 21 of one's own experience begins as a person【T11】 22could remember thingsC. Imagination can greatly improve English studyIV. ReviewA. English study to be enhanced by【T12】 23 through five senses【T12】 24B. Living experience: collection of memoriesC. Dream: composed of imagination and living experienceD. Dream goes with sub-consciousness— imagination can【T13】 25【T13】 26and fantasy matches with consciousnessV. ConclusionYou can have a dream in【T14】 27 with:【T14】 28A. A good preparation of living experienceB. A【T15】 29 into vivid imagination in your mind【T15】 30 How to Study English in Your Dream: the Theory I. IntroductionA. Connections among English study,【T1】 31【T1】 32B. Two related fields:— foreign language acquisition—【T2】 33psychology【T2】 34II. English StudyA. Human Beings: to get all kinds of information by five sensesB. Seeing: to【T3】 35 83.3% of all information【T3】 36— vision has【T4】 37【T4】 38— the more visualized and【T5】 39, the better memorized【T5】 40C. Daydreams: to serve better than visualized lessons because— you can live your past experience repeatedly— you can apply to all senses【T6】 41 or not【T6】 42D. Other techniques: to magnify, minify,【T7】 43, etc.【T7】 44— closely related to【T8】 45【T8】 46— very professional topicsIII. Dream: a(n)【T9】 47 of living experience and imagination【T9】 48A. Imagination is a(n)【T10】 49【T10】 50B. Living experience is the collection of memories—【T11】 51 of one's own experience begins as a person【T11】 52could remember thingsC. Imagination can greatly improve English studyIV. ReviewA. English study to be enhanced by【T12】 53 through five senses【T12】 54B. Living experience: collection of memoriesC. Dream: composed of imagination and living experienceD. Dream goes with sub-consciousness— imagination can【T13】 55【T13】 56and fantasy matches with consciousnessV. ConclusionYou can have a dream in【T14】 57 with:【T14】 58A. A good preparation of living experienceB. A【T15】 59 into vivid imagination in your mind【T15】 60

Different Types of LearningI. The definition of learningA. A process of people experiencing relationship between eventsB.【T1】 1 of subject's changing behavior【T1】 2C. A process of recognizing how【T2】 3【T2】 4II. Two basic stages of learningA【T3】 5: gradual process with trial and error【T3】 6B. Maintenance: acting on the new information【T4】 7【T4】 8III. Four types of learningA Instrumental or【T5】 9【T5】 10— The common one in dog training— Behavior produces eventwhich can be a(n)【T6】 11 or negative experience【T6】 12— Dogs【T7】 13 when rewarded by the experience【T7】 14— Humans get burned when touching a hot stove— Events/consequences change the behaviorB. Classical/respondent【T8】 15【T8】 16— Learning that things go together— Dogs begin【T9】 17 when hearing the bell rings【T9】 18— The first form of learning is【T10】 19【T10】 20— For humans, it's likely to rain when it's cloudyC.【T11】 21 learning【T11】 22— Also called single event learning— Events are【T12】 23【T12】 24— Dogs won't perk up ears when hearing an irrelevant noise— People get【T13】 25 to noises【T13】 26D. Social learning— As a result of being in social groups— Chimpanzees learning how to【T14】 27 by watching【T14】 28— People learn from others— Frequently occurs in a situation of【T15】 29 or being dynamic【T15】 30 Different Types of LearningI. The definition of learningA. A process of people experiencing relationship between eventsB.【T1】 31 of subject's changing behavior【T1】 32C. A process of recognizing how【T2】 33【T2】 34II. Two basic stages of learningA【T3】 35: gradual process with trial and error【T3】 36B. Maintenance: acting on the new information【T4】 37【T4】 38III. Four types of learningA Instrumental or【T5】 39【T5】 40— The common one in dog training— Behavior produces eventwhich can be a(n)【T6】 41 or negative experience【T6】 42— Dogs【T7】 43 when rewarded by the experience【T7】 44— Humans get burned when touching a hot stove— Events/consequences change the behaviorB. Classical/respondent【T8】 45【T8】 46— Learning that things go together— Dogs begin【T9】 47 when hearing the bell rings【T9】 48— The first form of learning is【T10】 49【T10】 50— For humans, it's likely to rain when it's cloudyC.【T11】 51 learning【T11】 52— Also called single event learning— Events are【T12】 53【T12】 54— Dogs won't perk up ears when hearing an irrelevant noise— People get【T13】 55 to noises【T13】 56D. Social learning— As a result of being in social groups— Chimpanzees learning how to【T14】 57 by watching【T14】 58— People learn from others— Frequently occurs in a situation of【T15】 59 or being dynamic【T15】 60

(1)It snowed furiously the night before I stepped over the South Rim of the Grand Canyon. It was mid-May, so the snow was wet and not dry enough to stick. But the moisture stained the soft soil at the trailhead a dove gray and spiced the air with the scent of ponderosa pine. The trail I was following, me New Hance, didn't dawdle but marched directly to the canyon's edge, took a sharp turn, men plunged straight downhill, a no-nonsense approach to reaching its destination: the bottom of the canyon and the banks of die Colorado River nearly a vertical mile below. (2)Someone in a hurry had made this trail, I thought, as I braced each jarring step with my trekking poles; someone eager to get past me red-orange terraces rising in tiers above the river, to get down to me sandy beaches at me water's edge. Someone eager to reach home. (3)Home. It may seem implausible to the more man four million of us who come each year to marvel at the Grand Canyon, but this magnificent and seemingly uninhabitable geology, exalted since 1919 as a national park, was indeed once a home. For at least 10,000 years people lived, loved, traded, even farmed in the canyon's depths. They marked it with names, wove its temple-like peaks and bluffs into their lore, and breathed their spirits into every spring, every marbled cliff and large rocks. And then, a mere century ago, newcomers to me canyon, overcome by its beauty, decided that no human habitation was ever again to mar the canyon park. Landforms mat carried a name, a spirit of me past, were named anew. (4)"That New Hance Trail—virtually all me trails in me Grand Canyon—were made by our ancestors, the Hisatsinom," a Hopi named Leigh Kuwanwisiwma told me as we sat at the South Rim before my descent. "Archaeologists call our ancestors the Anasazi, but mat's a Navajo term that means 'old enemy.'" As approaching 100°F, the little streamlet we'd been following shrank to a trickle and men dwindled into separate pools, where tadpoles swam uncertainly in circles. And mere ahead of us, drawing us on, rushed me Colorado—a heaving tongue of jade green that lashed at the hard shale on the far shore and lapped more gently against our sandy beach. To me Hopi this canyon was their ancestral home; to the Southern Paiute it was me holy land; to me Western Apache it was simply the edge of me big cliff. And for me…I only knew mat I now stood in a place of nearly two-billion-year-old rocks. Such numbers are as humbling as me number of stars in me sky—and as hard to comprehend. But that I could reach down and touch a part of Earth that existed when life itself was a mere billion-plus years old made this big cliff land seem very holy indeed. (5)Above us castle-like bluffs and terraces of rainbow-hued soils rose to me sky like a geological cathedral. We were dwarfs on a desert beach—but dwarfs with a princely flood of water at our feet. So we flung off our packs, dropped our trekking poles, and, surely like those first people to reach the river's edge, plunged into me cool waters that had carved tins canyon, me grandest canyon on Earth. (6)Native people are, in fact, still farming in the Grand Canyon, if not in me park itself. In Havasu Canyon, a narrow side spur, the Havasupai, or Havasu 'Baaja— "people of me blue-green water"—end fields where they've lived for at least 700 years. About 450 of the tribe's 650 members live here in the village of Supai. There are no roads or cars, so almost everyone takes the eight-mile trail in by foot, horse, or mule. (7)The trail switch backed down the rim in long, steep turns, then merged gently into Havasu Canyon. Watahomigie, a slim-faced local fellow, pulled up his horse and pointed far up the canyon, among the pihon pines. "See that bunch of wild horses? I'm planning to catch that palomino." The horses stood in a small knot near canyon walls of beige and gold, and suddenly I wanted nothing more than to see Watahomigie catch that palomino. His desire, the wild horses, the freedom to round them up, to gallop where one's heart called seemed as rare a thing as this canyon home. (8)Once, until the early 1900s, the Havasupai had also lived in the main Grand Canyon, farming an oasis on Bright Angel Trail now called generically Indian Garden. Then they were evicted; their wickiups, gardens, and peach orchards destroyed. All they had left were the 518 acres of Havasu Canyon with its greenish-blue streams and waterfalls. (9)So when someone like me, a paleface like those who did the evicting, rides into dusty, people tend to look away or right through you. You are as invisible as they believe your ancestors hoped they would become. (10)Most of the tribe's farmland is rich bottomland that borders Havasu Creek and is fenced to keep out tourists and horses. Behind the fences are the houses and peach orchards, the freshly plowed fields ready for planting, and other fields where the corn was up a good ten inches. Every house had a corral full of horses. (11)"Oh, yes, we're a horsey people," vice president of the Havasupai tribal council Uqualla said, when I commented on their numbers. Just then her son came trotting by on a white horse, Spirit, her two-year-old grandson balanced in front. "That horse just loves my grandson," she laughed. The honeyed fragrance of cottonwood blossoms hung in the air, and Uqualla inhaled deeply. She'd returned that day from a trip. (12)"My heart just cries for this place when I'm gone," she said, surveying the soaring red walls that held the village and its green gardens in a close embrace. "I came around that last bend this morning and all the good scents hit me. I knew then that I was home." (13)Home. The Anasazi must have felt this too, when climbing down their trails to the bottom of the canyon. There were their farms, their homes, the people and places that held their hearts. It was good to know some of them felt it still—this grand feeling of being at home in the Grand Canyon.