Children are natural-born scientists. They have（1）minds, and they aren't afraid to admit theydon't know something. Most of them,（2）, lose this as they get older. They become self-consciousand don't want to appear stupid. Instead of finding things out for themselves they make（3）thatoften turn out to be wrong.
　　So it's not a case of getting kids interested in science. You just have to avoid killing the（4）forlearning that they were born with. It's no coincidence that kids start deserting science once it becomesformalised. Children naturally have a blurred approach to（5）knowledge. They see learning aboutscience or biology or cooking as all part of the same act ­­it's all learning. It's only because of thepracticalities of education that you have to start breaking down the curriculum into specialist subjects. Youneed to have specialist teachers who（6）what they know. Thus once they enter school, childrenbegin to define subjects and erect boundaries that needn't otherwise exist.
　　Dividing subjects into science, maths, English, etc. is something we do for （7）. In the end it'sall learning, but many children today （8）themselves from a scientific education. They think scienceis for scientists, not for them.
　　Of course we need to specialise （9）. Each of us has only so much time on Earth, so we can'tstudy everything. At 5 years old, our field of knowledge and（10）is broad, covering anything fromlearning to walk to learning, to count. Gradually it narrows down so that by the time we are 45, it might beone tiny little corner within science.
thin science.

A． accidentally    
B． acquiring  
C． assumptions   
D．convenience  
E．eventually   
F． exclude
G． exertion
H． exploration
I．formulas
J． ignite
K． impart
L． inquiring
M． passion
N． provoking
O． unfortunately