The Japanese believe that a person has two souls, each necessary. One is the “gentle” soul; the other is the “rough” soul. Sometimes the person uses his gentle soul; sometimes he must use his rough soul. He does not favor his “gentle” soul; neither does he fight his “rough” soul. Human nature in itself is good, Japanese philosophers insist, and a human being does not need to fight any part of himself. He has only to learn how to use each soul properly at the appropriate times. Virtue for the Japanese consists in fulfilling one’s obligations to others. Happy endings, either in life or in fiction, are neither necessary nor expected, since the fulfillment of duty provides the satisfying end, whatever the tragedy it inflicts (遭受，承受). And duty includes a person’s obligations to those who have conferred benefits upon him and to himself as an individual of honor. He develops through this double sense of duty a self-discipline which is at once permissive and rigid, depending on the area in which it is functioning. The process of acquiring this self-discipline begins in childhood. A Japanese child is given his own identity very early! If I were to define in a word the attitude of the Japanese toward their children I would put it in one succinct (简洁的) word – “respect”. Love? Yes, abundance of love, warmly expressed  from the moment he is put to his mother’s breast. For mother and child this nursing of her child is important psychologically. Rewards are frequent, a bit of candy bestowed ( 给予) at the right moment, an inexpensive toy…As the time comes to enter school, however, discipline becomes firmer. To bring shame to the family is the greatest shame for the child. What is the secret of the Japanese teaching of self-discipline? It lies, I think, in the fact that the aim of all teaching is the establishment of habit. Rules are repeated over, and continually practiced until obedience becomes instinctive. This repetition is enhanced by the expectation of the elders. They expect a child to obey and to learn through obedience. The demand is gentle at first and tempered to the child’s tender age. It is no less gentle as time goes on, but certainly it is increasingly inexorable （不可阻挡的）. 1. The main purpose of the passage is to discuss_________. A. the belief system of the Japanese people  B. Japanese view of happiness C. Japanese view of duty                 D. self-discipline of the Japanese people 2. What can be inferred according to the Japanese belief system? A. Some people have two different souls. B. Some people are born evil.               C. One should try to achieve the happy ending. D. Duty is central in Japanese view of virtue. 3. In the teaching of self-discipline the Japanese emphasize _________. A. obligations to one’s family and relations. B. early tolerant training combined with restrictive movement C. heavy external (外界的) control including strict punishment D. a permissive atmosphere almost until adulthood 4. How do the Japanese teach their children of self-discipline? A. They lie to their children about the benefit of self-discipline. B. They develop their children’s habit of obedience through various teachings. C. They rely on the important role of schools. D. They use rewards to set good samples of self-discipline. 5. What does the underlined word “It”in the last sentence refer to? A. The demand.   B. The age.   C. The obedience.   D. The establishment.