Passage Reasoning - HSPT Reading
Card 1 of 160
Adapted from The Frontier in American History, by Frederick Jackson Turner
But the larger part of what has been distinctive and valuable in America's contribution to the history of the human spirit has been due to this nation's peculiar experience in extending its type of frontier into new regions—and in creating peaceful societies with new ideals in the successive vast and differing geographic provinces which together make up the United States. Directly or indirectly these experiences shaped the life of both the Eastern and Western States, and even reacted upon the Old World, influencing the direction of its thought and progress. This experience has been fundamental in the economic, political, and social characteristics of the American people and in their conceptions of their destiny.
Writing at the close of 1796, the French minister to the United States, M. Adet, reported to his government that Jefferson could not be relied on to be devoted to French interests, and he added that "Jefferson, I say, is American, and by that name, he cannot be sincerely our friend. An American is the born enemy of all European peoples." Obviously erroneous as are these words, there was an element of truth in them. If we would understand this element of truth, we must study the transforming influence of the American wilderness, remote from Europe, and by its resources and its free opportunities affording the conditions under which a new people, with new social and political types and ideals, could arise to play its own part in the world, and to influence Europe.
The main idea of the passage is .
Adapted from The Frontier in American History, by Frederick Jackson Turner
But the larger part of what has been distinctive and valuable in America's contribution to the history of the human spirit has been due to this nation's peculiar experience in extending its type of frontier into new regions—and in creating peaceful societies with new ideals in the successive vast and differing geographic provinces which together make up the United States. Directly or indirectly these experiences shaped the life of both the Eastern and Western States, and even reacted upon the Old World, influencing the direction of its thought and progress. This experience has been fundamental in the economic, political, and social characteristics of the American people and in their conceptions of their destiny.
Writing at the close of 1796, the French minister to the United States, M. Adet, reported to his government that Jefferson could not be relied on to be devoted to French interests, and he added that "Jefferson, I say, is American, and by that name, he cannot be sincerely our friend. An American is the born enemy of all European peoples." Obviously erroneous as are these words, there was an element of truth in them. If we would understand this element of truth, we must study the transforming influence of the American wilderness, remote from Europe, and by its resources and its free opportunities affording the conditions under which a new people, with new social and political types and ideals, could arise to play its own part in the world, and to influence Europe.
The main idea of the passage is .
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The opening sentence refers to "this nation's peculiar experience" with the frontier, and the first paragraph notes how the frontier "experience has been fundamental" to America's characteristics. The second paragraph furthers this idea by noting "the transforming influence of the American wilderness."
The opening sentence refers to "this nation's peculiar experience" with the frontier, and the first paragraph notes how the frontier "experience has been fundamental" to America's characteristics. The second paragraph furthers this idea by noting "the transforming influence of the American wilderness."
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A Short History of Recent Zoos, by Will Floyd
Throughout the twentieth century, zoos underwent large-scale transformations. Before World War I, zoos were small parts of larger municipal parks, and featured sparse cages with little room for their inhabitants. This model held sway until mid-century, with many zoos struggling to remain open during the Great Depression and World War II. The successful zoos survived through making themselves cheap family entertainment. In the 1960s, zoos began to change in drastic ways. With the growing strength of environmental- and animal-rights movements, the public clamored for more naturalistic and spacious environments in which the animals could live.
The most emblematic of these transformations was the development of the Los Angeles Zoo. In 1966, the cramped and antiquated zoo used grants from the city government to move to a brand-new facility. Although the zoo moved just two miles away, the new location was exponentially bigger, and it featured fresh landscapes that resembled the animals’ natural habitats, instead of dilapidated cages. As the Los Angeles Zoo developed, it was able to work on preservation and conservation efforts for endangered species. New educational programs also became key elements of the Zoo’s mission. Now the old Zoo’s cages stand as ruins and reminders of what past generations saw when they visited years ago.
The author's argument is best summarized as .
A Short History of Recent Zoos, by Will Floyd
Throughout the twentieth century, zoos underwent large-scale transformations. Before World War I, zoos were small parts of larger municipal parks, and featured sparse cages with little room for their inhabitants. This model held sway until mid-century, with many zoos struggling to remain open during the Great Depression and World War II. The successful zoos survived through making themselves cheap family entertainment. In the 1960s, zoos began to change in drastic ways. With the growing strength of environmental- and animal-rights movements, the public clamored for more naturalistic and spacious environments in which the animals could live.
The most emblematic of these transformations was the development of the Los Angeles Zoo. In 1966, the cramped and antiquated zoo used grants from the city government to move to a brand-new facility. Although the zoo moved just two miles away, the new location was exponentially bigger, and it featured fresh landscapes that resembled the animals’ natural habitats, instead of dilapidated cages. As the Los Angeles Zoo developed, it was able to work on preservation and conservation efforts for endangered species. New educational programs also became key elements of the Zoo’s mission. Now the old Zoo’s cages stand as ruins and reminders of what past generations saw when they visited years ago.
The author's argument is best summarized as .
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The author lays out how the Los Angeles Zoo changed through enlarging animal environments, treating animals better, and becoming more family-friendly. In particular, the author repeatedly notes how much better the new zoo is as compared to the old one.
The author lays out how the Los Angeles Zoo changed through enlarging animal environments, treating animals better, and becoming more family-friendly. In particular, the author repeatedly notes how much better the new zoo is as compared to the old one.
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Adapted from a letter by T. Thatcher published in The Publishers Circular on September 27th, 1902
A PLEA FOR A LONG WALK
Sir—In these days of increasing rapid artificial locomotion, may I be permitted to say a word in favor of a very worthy and valuable old friend of mine, Mr. Long-Walk?
I am afraid that this good gentleman is in danger of getting neglected, if not forgotten. We live in days of water trips and land trips, excursions by sea, road, and rail—bicycles and tricycles, tram cars and motor cars, hansom cabs and ugly cabs; but in my humble opinion good honest walking exercise for health beats all other kinds of locomotion into a cocked hat. In rapid traveling all the finer nerves, senses, and vessels are "rush" and unduly excited, but in walking every particle of the human frame, and even the moral faculties, are evenly and naturally brought into exercise. It is the best discipline and physical mental tonic in the world. Limbs, body, muscles, lungs, chest, heart, digestion, breathing, are healthily brought into normal operation, while. especially in the long distance walk, the exercise of patience, perseverance, industry, energy, perception, and reflection—and, indeed, all the senses and moral faculties—are elevated and cultivated healthfully and naturally. Many never know the beauty of it because they never go far enough: exercise and hard work should never be relinquished at any age or by either sex. Heart disease, faintness, and sudden death, and even crime, are far more due to the absence of wholesome normal exercise and taste than to anything else, to enervating luxuries rather than to hill climbing.
I usually give myself a holiday on a birthday, and as I lately reached my 63rd I determined to give myself a day with my old friend Mr. Long-Walk, and decided to tramp to the city of Wells and back for my birthday holiday—a distance of about forty-two miles. Fortune favors the brave, and, thanks to a mosquito that pitched on my nose and was just commencing operations, I woke very early in the morning. It is an ill wind that blows no one any good. Mosquitoes are early birds, but I stole a march on them. But to my journey.
I started at about 5 A.M., and proceeding via Dundry and Chow Stoke, reached Wells soon after 10 A.M. After attending the cathedral, I pursued my walk homeward by a different route,via Chewton Mendip, Farrington, Temple Cloud, Clutton, and Pensford.
To make a walk successful, mind and body should be free of burden. I never carry a stick on a long walk, but prefer to be perfectly free, giving Nature’s balancing poles—the pendulum arms—complete swing and absolute liberty. Walking exercises, together with a well-educated palate, are the greatest physicians in the world: no disease can withstand them. I returned from my forty-two miles tramp with birthday honors and reward. I had no headache on the following morning, but was up early in good form, fresh and ready for work. Forty-two miles may be too strong a dose for many, but I cannot too strongly recommend for a day’s companionship the society of my old and well-tried friend, Mr. Long-Walk.
Faithfully yours,
T. Thatcher
44 College Green, Bristol.
The structure and style of this letter is best described as .
Adapted from a letter by T. Thatcher published in The Publishers Circular on September 27th, 1902
A PLEA FOR A LONG WALK
Sir—In these days of increasing rapid artificial locomotion, may I be permitted to say a word in favor of a very worthy and valuable old friend of mine, Mr. Long-Walk?
I am afraid that this good gentleman is in danger of getting neglected, if not forgotten. We live in days of water trips and land trips, excursions by sea, road, and rail—bicycles and tricycles, tram cars and motor cars, hansom cabs and ugly cabs; but in my humble opinion good honest walking exercise for health beats all other kinds of locomotion into a cocked hat. In rapid traveling all the finer nerves, senses, and vessels are "rush" and unduly excited, but in walking every particle of the human frame, and even the moral faculties, are evenly and naturally brought into exercise. It is the best discipline and physical mental tonic in the world. Limbs, body, muscles, lungs, chest, heart, digestion, breathing, are healthily brought into normal operation, while. especially in the long distance walk, the exercise of patience, perseverance, industry, energy, perception, and reflection—and, indeed, all the senses and moral faculties—are elevated and cultivated healthfully and naturally. Many never know the beauty of it because they never go far enough: exercise and hard work should never be relinquished at any age or by either sex. Heart disease, faintness, and sudden death, and even crime, are far more due to the absence of wholesome normal exercise and taste than to anything else, to enervating luxuries rather than to hill climbing.
I usually give myself a holiday on a birthday, and as I lately reached my 63rd I determined to give myself a day with my old friend Mr. Long-Walk, and decided to tramp to the city of Wells and back for my birthday holiday—a distance of about forty-two miles. Fortune favors the brave, and, thanks to a mosquito that pitched on my nose and was just commencing operations, I woke very early in the morning. It is an ill wind that blows no one any good. Mosquitoes are early birds, but I stole a march on them. But to my journey.
I started at about 5 A.M., and proceeding via Dundry and Chow Stoke, reached Wells soon after 10 A.M. After attending the cathedral, I pursued my walk homeward by a different route,via Chewton Mendip, Farrington, Temple Cloud, Clutton, and Pensford.
To make a walk successful, mind and body should be free of burden. I never carry a stick on a long walk, but prefer to be perfectly free, giving Nature’s balancing poles—the pendulum arms—complete swing and absolute liberty. Walking exercises, together with a well-educated palate, are the greatest physicians in the world: no disease can withstand them. I returned from my forty-two miles tramp with birthday honors and reward. I had no headache on the following morning, but was up early in good form, fresh and ready for work. Forty-two miles may be too strong a dose for many, but I cannot too strongly recommend for a day’s companionship the society of my old and well-tried friend, Mr. Long-Walk.
Faithfully yours,
T. Thatcher
44 College Green, Bristol.
The structure and style of this letter is best described as .
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The author is trying to persuade the reader to take a long walk by explaining the benefits of doing so. While he uses narrative to accomplish this, it is not the whole of the letter. It has too much of a personal bias to be purely informational, and there is very little analysis of the evidence he provides.
The author is trying to persuade the reader to take a long walk by explaining the benefits of doing so. While he uses narrative to accomplish this, it is not the whole of the letter. It has too much of a personal bias to be purely informational, and there is very little analysis of the evidence he provides.
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Adapted from a letter by T. Thatcher published in The Publishers Circular on September 27th, 1902
A PLEA FOR A LONG WALK
Sir—In these days of increasing rapid artificial locomotion, may I be permitted to say a word in favor of a very worthy and valuable old friend of mine, Mr. Long-Walk?
I am afraid that this good gentleman is in danger of getting neglected, if not forgotten. We live in days of water trips and land trips, excursions by sea, road, and rail—bicycles and tricycles, tram cars and motor cars, hansom cabs and ugly cabs; but in my humble opinion good honest walking exercise for health beats all other kinds of locomotion into a cocked hat. In rapid traveling all the finer nerves, senses, and vessels are "rush" and unduly excited, but in walking every particle of the human frame, and even the moral faculties, are evenly and naturally brought into exercise. It is the best discipline and physical mental tonic in the world. Limbs, body, muscles, lungs, chest, heart, digestion, breathing, are healthily brought into normal operation, while. especially in the long distance walk, the exercise of patience, perseverance, industry, energy, perception, and reflection—and, indeed, all the senses and moral faculties—are elevated and cultivated healthfully and naturally. Many never know the beauty of it because they never go far enough: exercise and hard work should never be relinquished at any age or by either sex. Heart disease, faintness, and sudden death, and even crime, are far more due to the absence of wholesome normal exercise and taste than to anything else, to enervating luxuries rather than to hill climbing.
I usually give myself a holiday on a birthday, and as I lately reached my 63rd I determined to give myself a day with my old friend Mr. Long-Walk, and decided to tramp to the city of Wells and back for my birthday holiday—a distance of about forty-two miles. Fortune favors the brave, and, thanks to a mosquito that pitched on my nose and was just commencing operations, I woke very early in the morning. It is an ill wind that blows no one any good. Mosquitoes are early birds, but I stole a march on them. But to my journey.
I started at about 5 A.M., and proceeding via Dundry and Chow Stoke, reached Wells soon after 10 A.M. After attending the cathedral, I pursued my walk homeward by a different route,via Chewton Mendip, Farrington, Temple Cloud, Clutton, and Pensford.
To make a walk successful, mind and body should be free of burden. I never carry a stick on a long walk, but prefer to be perfectly free, giving Nature’s balancing poles—the pendulum arms—complete swing and absolute liberty. Walking exercises, together with a well-educated palate, are the greatest physicians in the world: no disease can withstand them. I returned from my forty-two miles tramp with birthday honors and reward. I had no headache on the following morning, but was up early in good form, fresh and ready for work. Forty-two miles may be too strong a dose for many, but I cannot too strongly recommend for a day’s companionship the society of my old and well-tried friend, Mr. Long-Walk.
Faithfully yours,
T. Thatcher
44 College Green, Bristol.
Which of the author’s claims support his argument that “even crime” is due to a lack of good, long walks?
Adapted from a letter by T. Thatcher published in The Publishers Circular on September 27th, 1902
A PLEA FOR A LONG WALK
Sir—In these days of increasing rapid artificial locomotion, may I be permitted to say a word in favor of a very worthy and valuable old friend of mine, Mr. Long-Walk?
I am afraid that this good gentleman is in danger of getting neglected, if not forgotten. We live in days of water trips and land trips, excursions by sea, road, and rail—bicycles and tricycles, tram cars and motor cars, hansom cabs and ugly cabs; but in my humble opinion good honest walking exercise for health beats all other kinds of locomotion into a cocked hat. In rapid traveling all the finer nerves, senses, and vessels are "rush" and unduly excited, but in walking every particle of the human frame, and even the moral faculties, are evenly and naturally brought into exercise. It is the best discipline and physical mental tonic in the world. Limbs, body, muscles, lungs, chest, heart, digestion, breathing, are healthily brought into normal operation, while. especially in the long distance walk, the exercise of patience, perseverance, industry, energy, perception, and reflection—and, indeed, all the senses and moral faculties—are elevated and cultivated healthfully and naturally. Many never know the beauty of it because they never go far enough: exercise and hard work should never be relinquished at any age or by either sex. Heart disease, faintness, and sudden death, and even crime, are far more due to the absence of wholesome normal exercise and taste than to anything else, to enervating luxuries rather than to hill climbing.
I usually give myself a holiday on a birthday, and as I lately reached my 63rd I determined to give myself a day with my old friend Mr. Long-Walk, and decided to tramp to the city of Wells and back for my birthday holiday—a distance of about forty-two miles. Fortune favors the brave, and, thanks to a mosquito that pitched on my nose and was just commencing operations, I woke very early in the morning. It is an ill wind that blows no one any good. Mosquitoes are early birds, but I stole a march on them. But to my journey.
I started at about 5 A.M., and proceeding via Dundry and Chow Stoke, reached Wells soon after 10 A.M. After attending the cathedral, I pursued my walk homeward by a different route,via Chewton Mendip, Farrington, Temple Cloud, Clutton, and Pensford.
To make a walk successful, mind and body should be free of burden. I never carry a stick on a long walk, but prefer to be perfectly free, giving Nature’s balancing poles—the pendulum arms—complete swing and absolute liberty. Walking exercises, together with a well-educated palate, are the greatest physicians in the world: no disease can withstand them. I returned from my forty-two miles tramp with birthday honors and reward. I had no headache on the following morning, but was up early in good form, fresh and ready for work. Forty-two miles may be too strong a dose for many, but I cannot too strongly recommend for a day’s companionship the society of my old and well-tried friend, Mr. Long-Walk.
Faithfully yours,
T. Thatcher
44 College Green, Bristol.
Which of the author’s claims support his argument that “even crime” is due to a lack of good, long walks?
Tap to reveal answer
Patience, perseverance, and industry are positive moral characteristics that can reasonably be put in contrast to a criminal bent. Neither the physical benefits of walking nor the nervous excitement of traveling fast are not relevant for this claim, and the author does not comment on specific crime rates of various modes of transportation. Similarly, while the author clearly enjoys long walks, the fact that he finds them enjoyable has nothing to do with his claim that "even crime" is due to a lack of long walks.
Patience, perseverance, and industry are positive moral characteristics that can reasonably be put in contrast to a criminal bent. Neither the physical benefits of walking nor the nervous excitement of traveling fast are not relevant for this claim, and the author does not comment on specific crime rates of various modes of transportation. Similarly, while the author clearly enjoys long walks, the fact that he finds them enjoyable has nothing to do with his claim that "even crime" is due to a lack of long walks.
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Adapted from a letter by T. Thatcher published in The Publishers Circular on September 27th, 1902
A PLEA FOR A LONG WALK
Sir—In these days of increasing rapid artificial locomotion, may I be permitted to say a word in favor of a very worthy and valuable old friend of mine, Mr. Long-Walk?
I am afraid that this good gentleman is in danger of getting neglected, if not forgotten. We live in days of water trips and land trips, excursions by sea, road, and rail—bicycles and tricycles, tram cars and motor cars, hansom cabs and ugly cabs; but in my humble opinion good honest walking exercise for health beats all other kinds of locomotion into a cocked hat. In rapid traveling all the finer nerves, senses, and vessels are "rush" and unduly excited, but in walking every particle of the human frame, and even the moral faculties, are evenly and naturally brought into exercise. It is the best discipline and physical mental tonic in the world. Limbs, body, muscles, lungs, chest, heart, digestion, breathing, are healthily brought into normal operation, while. especially in the long distance walk, the exercise of patience, perseverance, industry, energy, perception, and reflection—and, indeed, all the senses and moral faculties—are elevated and cultivated healthfully and naturally. Many never know the beauty of it because they never go far enough: exercise and hard work should never be relinquished at any age or by either sex. Heart disease, faintness, and sudden death, and even crime, are far more due to the absence of wholesome normal exercise and taste than to anything else, to enervating luxuries rather than to hill climbing.
I usually give myself a holiday on a birthday, and as I lately reached my 63rd I determined to give myself a day with my old friend Mr. Long-Walk, and decided to tramp to the city of Wells and back for my birthday holiday—a distance of about forty-two miles. Fortune favors the brave, and, thanks to a mosquito that pitched on my nose and was just commencing operations, I woke very early in the morning. It is an ill wind that blows no one any good. Mosquitoes are early birds, but I stole a march on them. But to my journey.
I started at about 5 A.M., and proceeding via Dundry and Chow Stoke, reached Wells soon after 10 A.M. After attending the cathedral, I pursued my walk homeward by a different route,via Chewton Mendip, Farrington, Temple Cloud, Clutton, and Pensford.
To make a walk successful, mind and body should be free of burden. I never carry a stick on a long walk, but prefer to be perfectly free, giving Nature’s balancing poles—the pendulum arms—complete swing and absolute liberty. Walking exercises, together with a well-educated palate, are the greatest physicians in the world: no disease can withstand them. I returned from my forty-two miles tramp with birthday honors and reward. I had no headache on the following morning, but was up early in good form, fresh and ready for work. Forty-two miles may be too strong a dose for many, but I cannot too strongly recommend for a day’s companionship the society of my old and well-tried friend, Mr. Long-Walk.
Faithfully yours,
T. Thatcher
44 College Green, Bristol.
What evidence does the author give to support his claim that long walks are good for personal well-being?
Adapted from a letter by T. Thatcher published in The Publishers Circular on September 27th, 1902
A PLEA FOR A LONG WALK
Sir—In these days of increasing rapid artificial locomotion, may I be permitted to say a word in favor of a very worthy and valuable old friend of mine, Mr. Long-Walk?
I am afraid that this good gentleman is in danger of getting neglected, if not forgotten. We live in days of water trips and land trips, excursions by sea, road, and rail—bicycles and tricycles, tram cars and motor cars, hansom cabs and ugly cabs; but in my humble opinion good honest walking exercise for health beats all other kinds of locomotion into a cocked hat. In rapid traveling all the finer nerves, senses, and vessels are "rush" and unduly excited, but in walking every particle of the human frame, and even the moral faculties, are evenly and naturally brought into exercise. It is the best discipline and physical mental tonic in the world. Limbs, body, muscles, lungs, chest, heart, digestion, breathing, are healthily brought into normal operation, while. especially in the long distance walk, the exercise of patience, perseverance, industry, energy, perception, and reflection—and, indeed, all the senses and moral faculties—are elevated and cultivated healthfully and naturally. Many never know the beauty of it because they never go far enough: exercise and hard work should never be relinquished at any age or by either sex. Heart disease, faintness, and sudden death, and even crime, are far more due to the absence of wholesome normal exercise and taste than to anything else, to enervating luxuries rather than to hill climbing.
I usually give myself a holiday on a birthday, and as I lately reached my 63rd I determined to give myself a day with my old friend Mr. Long-Walk, and decided to tramp to the city of Wells and back for my birthday holiday—a distance of about forty-two miles. Fortune favors the brave, and, thanks to a mosquito that pitched on my nose and was just commencing operations, I woke very early in the morning. It is an ill wind that blows no one any good. Mosquitoes are early birds, but I stole a march on them. But to my journey.
I started at about 5 A.M., and proceeding via Dundry and Chow Stoke, reached Wells soon after 10 A.M. After attending the cathedral, I pursued my walk homeward by a different route,via Chewton Mendip, Farrington, Temple Cloud, Clutton, and Pensford.
To make a walk successful, mind and body should be free of burden. I never carry a stick on a long walk, but prefer to be perfectly free, giving Nature’s balancing poles—the pendulum arms—complete swing and absolute liberty. Walking exercises, together with a well-educated palate, are the greatest physicians in the world: no disease can withstand them. I returned from my forty-two miles tramp with birthday honors and reward. I had no headache on the following morning, but was up early in good form, fresh and ready for work. Forty-two miles may be too strong a dose for many, but I cannot too strongly recommend for a day’s companionship the society of my old and well-tried friend, Mr. Long-Walk.
Faithfully yours,
T. Thatcher
44 College Green, Bristol.
What evidence does the author give to support his claim that long walks are good for personal well-being?
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The description of the author's birthday walk serves as a personal anecdote. The fact that a long walk had a positive effect in his own life supports his claim that long walks will have a positive effect in anyone's life.
The description of the author's birthday walk serves as a personal anecdote. The fact that a long walk had a positive effect in his own life supports his claim that long walks will have a positive effect in anyone's life.
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Adapted from The Spoiled Children of Civilization (1912) by Samuel McChord Crothers
To spoil a child is no easy task, for Nature is all the time working on behalf of the childish virtues and veracities, and is gently correcting the abnormalities of education. Still it can be done. The secret of it is never to let the child alone, and to insist on doing for him all that he would otherwise do for himself—and more.
In that "more" is the spoiling power. The child must be early made acquainted with the feeling of satiety. There must be too much of everything. If he were left to himself to any extent, this would be an unknown experience. For he is a hungry little creature, with a growing appetite, and naturally is busy ministering to his own needs. He is always doing something for himself, and enjoys the exercise. The little egoist, even when he has "no language but a cry," uses that language to make known to the world that he wants something and wants it very much. As his wants increase, his exertions increase also. Arms and legs, fingers and toes, muscles and nerves and busy brain are all at work to get something which he desires. He is a mechanic fashioning his little world to his own uses. He is a despot who insists on his divine right to rule the subservient creatures around him. He is an inventor devising ways and means to secure all the ends which he has the wit to see. That these great works on which he has set his heart end in self is obvious enough, but we forgive him. Altruism will come in its own time if we can train ourselves.
According to this passage, what is most responsible for spoiling a child?
Adapted from The Spoiled Children of Civilization (1912) by Samuel McChord Crothers
To spoil a child is no easy task, for Nature is all the time working on behalf of the childish virtues and veracities, and is gently correcting the abnormalities of education. Still it can be done. The secret of it is never to let the child alone, and to insist on doing for him all that he would otherwise do for himself—and more.
In that "more" is the spoiling power. The child must be early made acquainted with the feeling of satiety. There must be too much of everything. If he were left to himself to any extent, this would be an unknown experience. For he is a hungry little creature, with a growing appetite, and naturally is busy ministering to his own needs. He is always doing something for himself, and enjoys the exercise. The little egoist, even when he has "no language but a cry," uses that language to make known to the world that he wants something and wants it very much. As his wants increase, his exertions increase also. Arms and legs, fingers and toes, muscles and nerves and busy brain are all at work to get something which he desires. He is a mechanic fashioning his little world to his own uses. He is a despot who insists on his divine right to rule the subservient creatures around him. He is an inventor devising ways and means to secure all the ends which he has the wit to see. That these great works on which he has set his heart end in self is obvious enough, but we forgive him. Altruism will come in its own time if we can train ourselves.
According to this passage, what is most responsible for spoiling a child?
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The author states that the spoiling quality is giving a child “more” than he or she needs. The author states: “The child must be early made acquainted with the feeling of satiety. There must be too much of everything. If he were left to himself to any extent, this would be an unknown experience.” If you do not know satiety means feeling satisfied or overly satisfied. Reading the whole of the passage will reveal that the author feels providing a child with too great a level of comfort and needs-fulfillment will cause the child to be spoiled. It is human indulgence that causes the child to be spoiled. The author does make some mention of the spoiling properties of education, but here the author does not mean the literal education enforced in the school system. Rather the author means the impact of social education given to children by humans who minister to their needs.
The author states that the spoiling quality is giving a child “more” than he or she needs. The author states: “The child must be early made acquainted with the feeling of satiety. There must be too much of everything. If he were left to himself to any extent, this would be an unknown experience.” If you do not know satiety means feeling satisfied or overly satisfied. Reading the whole of the passage will reveal that the author feels providing a child with too great a level of comfort and needs-fulfillment will cause the child to be spoiled. It is human indulgence that causes the child to be spoiled. The author does make some mention of the spoiling properties of education, but here the author does not mean the literal education enforced in the school system. Rather the author means the impact of social education given to children by humans who minister to their needs.
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It seems that every driving law is merely a convention and custom, not really a matter of moral conscience. Indeed, a number of people believe this to be the case and thus encourage others to ignore speed limits; however, this idea can be shown to be wrong both on principle as well as with regard to the well-being of the drivers who follow such laws. On principle, the common good is served by having laws that regulate unknown factors related to things like driving.
Which of the following sentences would best conclude this paragraph?
It seems that every driving law is merely a convention and custom, not really a matter of moral conscience. Indeed, a number of people believe this to be the case and thus encourage others to ignore speed limits; however, this idea can be shown to be wrong both on principle as well as with regard to the well-being of the drivers who follow such laws. On principle, the common good is served by having laws that regulate unknown factors related to things like driving.
Which of the following sentences would best conclude this paragraph?
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The key sentence in this paragraph is: "However, this idea can be shown to be wrong both on principle as well as with regard to the well-being of the drivers who follow such laws." The question does not provide the second example, namely an example provided on the basis of the well-being of drivers. The correct answer is the one that provides this latter example.
The key sentence in this paragraph is: "However, this idea can be shown to be wrong both on principle as well as with regard to the well-being of the drivers who follow such laws." The question does not provide the second example, namely an example provided on the basis of the well-being of drivers. The correct answer is the one that provides this latter example.
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Often, the current events of a nation or civilization can influence the contents of a period of writing. For example, at the turn of the twentieth century, the general psychological atmosphere led to forms of dark existentialist writing in some French authors. During the Middle Ages, the importance of holy men and women led to the writing of many miracle stories. It should not surprise us to find such a link between culture and writing today as well.
Which of the following best concludes the paragraph?
Often, the current events of a nation or civilization can influence the contents of a period of writing. For example, at the turn of the twentieth century, the general psychological atmosphere led to forms of dark existentialist writing in some French authors. During the Middle Ages, the importance of holy men and women led to the writing of many miracle stories. It should not surprise us to find such a link between culture and writing today as well.
Which of the following best concludes the paragraph?
Tap to reveal answer
Since this paragraph has provided several examples of the types of links to be found between a culture and its literature, the best assumption is that it will close by providing an example that follows on, "It should not surprise us to find such a link between culture and writing today as well." The best answer is the one that gives a positive example, not the one that tells what topics are being ignored today.
Since this paragraph has provided several examples of the types of links to be found between a culture and its literature, the best assumption is that it will close by providing an example that follows on, "It should not surprise us to find such a link between culture and writing today as well." The best answer is the one that gives a positive example, not the one that tells what topics are being ignored today.
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"The Aging of Public Transportation Systems" by Matthew Minerd (2013)
As cities develop, their public transportation systems often show signs of aging that are mixed with aspects that are quite up-to-date. An example of such a situation can be found in the transportation system in Washington DC. This system is made up of a mixture of buses and trains that connect people to locations in DC, Maryland, and Virginia. While the system has been well maintained and updated over the years, it still shows evidence that certain sections are older than others.
This is particularly noticeable when one considers the multiple lines that connect in Washington DC itself. Within the city, there are five different sets of tracks that run in various directions and to sundry places. A number of the newer lines are in excellent condition and rarely break down; however, the case of the red line is somewhat different. This oldest line of the metro train system often has issues because of its age, experiencing a number of track and signal issues even at rush hour when the overall system is its most efficient. Admittedly, the transportation authority is working to update this line and make it less problematic. Still, until this work is completed, it is obvious to all who are familiar with the metro train system that the red line is the oldest and most out of date.
Why is it obvious to all who are familiar with the metro train system that the red line is the oldest and most out of date?
"The Aging of Public Transportation Systems" by Matthew Minerd (2013)
As cities develop, their public transportation systems often show signs of aging that are mixed with aspects that are quite up-to-date. An example of such a situation can be found in the transportation system in Washington DC. This system is made up of a mixture of buses and trains that connect people to locations in DC, Maryland, and Virginia. While the system has been well maintained and updated over the years, it still shows evidence that certain sections are older than others.
This is particularly noticeable when one considers the multiple lines that connect in Washington DC itself. Within the city, there are five different sets of tracks that run in various directions and to sundry places. A number of the newer lines are in excellent condition and rarely break down; however, the case of the red line is somewhat different. This oldest line of the metro train system often has issues because of its age, experiencing a number of track and signal issues even at rush hour when the overall system is its most efficient. Admittedly, the transportation authority is working to update this line and make it less problematic. Still, until this work is completed, it is obvious to all who are familiar with the metro train system that the red line is the oldest and most out of date.
Why is it obvious to all who are familiar with the metro train system that the red line is the oldest and most out of date?
Tap to reveal answer
Do not infer anything more than you can from the paragraph itself. Some of the wrong answers come up with details that are not at all justified. We are not told anything about rust on the tracks or the appearance of the signals. All that we know from the paragraph is that the red line is the most prone to break down due to its aging parts. This is what allows those familiar with the system to know that is the oldest and most out of date.
Do not infer anything more than you can from the paragraph itself. Some of the wrong answers come up with details that are not at all justified. We are not told anything about rust on the tracks or the appearance of the signals. All that we know from the paragraph is that the red line is the most prone to break down due to its aging parts. This is what allows those familiar with the system to know that is the oldest and most out of date.
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"The Difficulties of Writing One's First Research Paper" by Matthew Minerd (2013)
When a high school student writes his or her first research paper, he or she likely will face a number of difficulties in finding and using sources for the essay. The single most significant of these difficulties is the finding of sources for the paper. The student will likely only know about his or her topic from the discussion that has occurred in class, based on the textbook that is being used. For a research paper, however, it will be necessary to find appropriate texts in the library to support the topic about which he or she is writing. This can be quite overwhelming, for there are often so many books on a given topic that it is difficult to know where to begin if your starting point is only a high school textbook. Many students will be tempted to use every book that they find, not focusing on the most appropriate texts for the topic. On the other hand, some students will rely heavily on a single book on the topic. In this case, many things are overlooked because of the student’s narrow research. Of course, there are a number of other difficulties involved in the writing of such a paper, but the use of sources likely remains the most troublesome by far.
Which sentence explains why students experience difficulties choosing the appropriate kinds and quantities of texts for their first research papers?
"The Difficulties of Writing One's First Research Paper" by Matthew Minerd (2013)
When a high school student writes his or her first research paper, he or she likely will face a number of difficulties in finding and using sources for the essay. The single most significant of these difficulties is the finding of sources for the paper. The student will likely only know about his or her topic from the discussion that has occurred in class, based on the textbook that is being used. For a research paper, however, it will be necessary to find appropriate texts in the library to support the topic about which he or she is writing. This can be quite overwhelming, for there are often so many books on a given topic that it is difficult to know where to begin if your starting point is only a high school textbook. Many students will be tempted to use every book that they find, not focusing on the most appropriate texts for the topic. On the other hand, some students will rely heavily on a single book on the topic. In this case, many things are overlooked because of the student’s narrow research. Of course, there are a number of other difficulties involved in the writing of such a paper, but the use of sources likely remains the most troublesome by far.
Which sentence explains why students experience difficulties choosing the appropriate kinds and quantities of texts for their first research papers?
Tap to reveal answer
The question is asking why students in general experience the problem of finding sources. It does not distinguish between those students who choose too many texts and those who choose too few; therefore, the best sentence is the one that explains that they experience these problems because they only have their school textbook as a guide. The implication is that this is a limited resource for deciding which books are good for a research project and which are not.
The question is asking why students in general experience the problem of finding sources. It does not distinguish between those students who choose too many texts and those who choose too few; therefore, the best sentence is the one that explains that they experience these problems because they only have their school textbook as a guide. The implication is that this is a limited resource for deciding which books are good for a research project and which are not.
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Cyprian, the brilliant cathedral organist, decided that it was time to add several extra-low-pitched pipe sets to the organ. After discussing the matter with the bishop and the finance council, he began the arduous process of fundraising, which he greatly disliked. Not having many options, he decided to call on a number of the regular patrons from the city symphony's donor list. To his frustration, these donors, who had given much money to support the symphony's performances and physical needs, found little justification for the update.
The organ already had a set of sixty-four-foot pipes, which were so low in pitch that they could be felt more than heard. The idea of purchasing several ranks of pipes that were double this length seemed ludicrous not only from the perspective of size but likewise from the perspective of considering potential damage that could be caused by the rumbling that they would produce. The donors could not justify this kind of large fundraising effort only to purchase something that would likely damage the cathedral and add little to no value to the experience of organ concerts offered at the cathedral. After such a disappointing response, Cyprian was not certain that he would be able to expend the additional efforts necessary to convince any other potential donors of the importance of purchasing the new pipes.
In addition to the potential damage that might be caused by the new pipes, what was the other reason that the donors did not agree with the proposed purchase?
Cyprian, the brilliant cathedral organist, decided that it was time to add several extra-low-pitched pipe sets to the organ. After discussing the matter with the bishop and the finance council, he began the arduous process of fundraising, which he greatly disliked. Not having many options, he decided to call on a number of the regular patrons from the city symphony's donor list. To his frustration, these donors, who had given much money to support the symphony's performances and physical needs, found little justification for the update.
The organ already had a set of sixty-four-foot pipes, which were so low in pitch that they could be felt more than heard. The idea of purchasing several ranks of pipes that were double this length seemed ludicrous not only from the perspective of size but likewise from the perspective of considering potential damage that could be caused by the rumbling that they would produce. The donors could not justify this kind of large fundraising effort only to purchase something that would likely damage the cathedral and add little to no value to the experience of organ concerts offered at the cathedral. After such a disappointing response, Cyprian was not certain that he would be able to expend the additional efforts necessary to convince any other potential donors of the importance of purchasing the new pipes.
In addition to the potential damage that might be caused by the new pipes, what was the other reason that the donors did not agree with the proposed purchase?
Tap to reveal answer
The key sentence is, "The organ already had a set of sixty-four-foot pipes, which were so low in pitch that they could be felt more than heard." Even if you do not know anything about the harmonics of a wind instrument or an organ, you can infer from this that the sixty-four-foot pipes were already so low in pitch that they could barely be heard. Later in the paragraph, it is stated that the longer pipes being proposed would "add little to no value to the experience of organ concerts offered at the cathedral." Since this is mentioned along with the possible physical damage, the inference can be made that the pipes will probably be almost impossible to hear. This is the best option among those provided.
The key sentence is, "The organ already had a set of sixty-four-foot pipes, which were so low in pitch that they could be felt more than heard." Even if you do not know anything about the harmonics of a wind instrument or an organ, you can infer from this that the sixty-four-foot pipes were already so low in pitch that they could barely be heard. Later in the paragraph, it is stated that the longer pipes being proposed would "add little to no value to the experience of organ concerts offered at the cathedral." Since this is mentioned along with the possible physical damage, the inference can be made that the pipes will probably be almost impossible to hear. This is the best option among those provided.
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"American Students and Foreign Languages" by Matthew Minerd (2013)
American students often find it difficult to understand the need for learning a foreign language. In part, this lack of understanding seems to occur because of the insulated nature of American geography. Unlike Europe, America is a massive country, comprised of states that all speak the same language. When an American travels from state to state, he or she is not confronted with a completely different language group as is the case when, for example, a Frenchman travels from his native land to the neighboring country of Italy or to England. Although America does have Canada to its north and Mexico to its south, it still does not have the great internal variety of languages as one finds in the small European continent. Therefore, students often do not experience the practical importance of knowing other languages.
Of course, America has always been called the “melting pot,” for many peoples have arrived on its shores, bringing their own distinctive cultures and languages with them. Still, this very expression—“melting pot”—shows that these immigrant cultures do not forever retain their own particular manners and languages. With time, these varied cultures become part of the American culture as a whole. While they do influence and change the culture, they likewise become assimilated into it. Their spoken language often becomes English. Even if they retain their mother tongue, they generally speak it privately. This is done as a matter of personal heritage, not as part of the day-to-day life in the culture.
Additionally, America’s global dominance likewise allows Americans to avoid learning other languages. Since America has such influence over the rest of the world, it is generally in the interests of other peoples to learn English in order to be part of the economic, political, and military world in which America operates. Therefore, even at international meetings that are filled with people from many nationalities and language groups, English-speakers are at an advantage because they can talk with the many individuals who speak English. The work and learning of other peoples thus allows the Americans to convince themselves that there is no need to learn another language.
Lastly, American education has come to emphasize mathematics and science to such a great degree that things such as language can often seem unimportant. The main goals of education are said to be the training of students for the technology workforce. If this is presented as the main goal of school, few children will understand why any of the non-scientific subjects are included in the curriculum. If a subject does not help in learning math and science, it will appear to be irrelevant. In particular, foreign languages do not seem to add to the teaching of math and science, which can be done very easily and effectively in English alone.
Of course, many other reasons could be considered, and a more detailed discussion would undertake such a lengthy investigation. Still, the factors discussed above do provide some sense as to why American students find it difficult to understand the importance of learning a foreign language.
In the second paragraph, what is the intent of the sentence beginning, “Still, the very expression . . .”?
"American Students and Foreign Languages" by Matthew Minerd (2013)
American students often find it difficult to understand the need for learning a foreign language. In part, this lack of understanding seems to occur because of the insulated nature of American geography. Unlike Europe, America is a massive country, comprised of states that all speak the same language. When an American travels from state to state, he or she is not confronted with a completely different language group as is the case when, for example, a Frenchman travels from his native land to the neighboring country of Italy or to England. Although America does have Canada to its north and Mexico to its south, it still does not have the great internal variety of languages as one finds in the small European continent. Therefore, students often do not experience the practical importance of knowing other languages.
Of course, America has always been called the “melting pot,” for many peoples have arrived on its shores, bringing their own distinctive cultures and languages with them. Still, this very expression—“melting pot”—shows that these immigrant cultures do not forever retain their own particular manners and languages. With time, these varied cultures become part of the American culture as a whole. While they do influence and change the culture, they likewise become assimilated into it. Their spoken language often becomes English. Even if they retain their mother tongue, they generally speak it privately. This is done as a matter of personal heritage, not as part of the day-to-day life in the culture.
Additionally, America’s global dominance likewise allows Americans to avoid learning other languages. Since America has such influence over the rest of the world, it is generally in the interests of other peoples to learn English in order to be part of the economic, political, and military world in which America operates. Therefore, even at international meetings that are filled with people from many nationalities and language groups, English-speakers are at an advantage because they can talk with the many individuals who speak English. The work and learning of other peoples thus allows the Americans to convince themselves that there is no need to learn another language.
Lastly, American education has come to emphasize mathematics and science to such a great degree that things such as language can often seem unimportant. The main goals of education are said to be the training of students for the technology workforce. If this is presented as the main goal of school, few children will understand why any of the non-scientific subjects are included in the curriculum. If a subject does not help in learning math and science, it will appear to be irrelevant. In particular, foreign languages do not seem to add to the teaching of math and science, which can be done very easily and effectively in English alone.
Of course, many other reasons could be considered, and a more detailed discussion would undertake such a lengthy investigation. Still, the factors discussed above do provide some sense as to why American students find it difficult to understand the importance of learning a foreign language.
In the second paragraph, what is the intent of the sentence beginning, “Still, the very expression . . .”?
Tap to reveal answer
The opening of this sentence indicates that the expression "melting pot" "shows," that is, indicates "that these immigrant cultures do not forever retain their own particular manners and languages." In the first sentence of this paragraph, the expression "melting pot" was used to express the many cultures that come together in America. This first sentence emphasizes the fact that "many things are melted together," so to speak. The second sentence (with which we are concerned) shows that the idea of "melting" implies that the individual things "come together into one." In particular, this paragraph is concerned with the "melting together" of people who have immigrated to America into a single language group.
The opening of this sentence indicates that the expression "melting pot" "shows," that is, indicates "that these immigrant cultures do not forever retain their own particular manners and languages." In the first sentence of this paragraph, the expression "melting pot" was used to express the many cultures that come together in America. This first sentence emphasizes the fact that "many things are melted together," so to speak. The second sentence (with which we are concerned) shows that the idea of "melting" implies that the individual things "come together into one." In particular, this paragraph is concerned with the "melting together" of people who have immigrated to America into a single language group.
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"Addictions" by Matthew Minerd (2013)
Addictions come in many forms, often quite hidden from those who should be aware of them. It is helpful to be aware of how hidden these obsessive behaviors can be. Often, they appear to be harmless, but this appearance is deceptive. Perhaps several examples can assist in increasing the reader’s awareness of these potentially problematic habits.
A very simple example of such an apparently innocuous addiction is the addiction that many people have to a beverage like coffee. While not as destructive as an addiction to alcohol, an extreme need for caffeine often covers a need for more sleep or an overzealous desire to be completely energetic at every waking moment. Also, a great deal of caffeine can potentially do damage to one’s heart due to the stress caused by its stimulating effects.
Another example of a seemingly harmless addiction can be found in the case of people who are addicted to work. It is very tempting to praise such obsessive behavior, as it provides many benefits for others and even for the one doing the work. The advancement of a career certainly seems beneficial and often allows for great personal and financial fulfillment. Nevertheless, constant work often hides some sadness, insecurity, or fear that should be confronted by the person who slaves away without cessation. Likewise, over time, such continuous work often can be greatly destructive of important personal relationships.
Of course, many more examples could be brought forth, for one can obsess over almost anything. Still, even these two simple examples should make clear to the reader that it is possible for there to be apparently harmless—indeed, seemingly helpful—life practices that in reality can pose a potential harm to one’s physical or mental well-being.
What is the purpose of the second and third paragraphs?
"Addictions" by Matthew Minerd (2013)
Addictions come in many forms, often quite hidden from those who should be aware of them. It is helpful to be aware of how hidden these obsessive behaviors can be. Often, they appear to be harmless, but this appearance is deceptive. Perhaps several examples can assist in increasing the reader’s awareness of these potentially problematic habits.
A very simple example of such an apparently innocuous addiction is the addiction that many people have to a beverage like coffee. While not as destructive as an addiction to alcohol, an extreme need for caffeine often covers a need for more sleep or an overzealous desire to be completely energetic at every waking moment. Also, a great deal of caffeine can potentially do damage to one’s heart due to the stress caused by its stimulating effects.
Another example of a seemingly harmless addiction can be found in the case of people who are addicted to work. It is very tempting to praise such obsessive behavior, as it provides many benefits for others and even for the one doing the work. The advancement of a career certainly seems beneficial and often allows for great personal and financial fulfillment. Nevertheless, constant work often hides some sadness, insecurity, or fear that should be confronted by the person who slaves away without cessation. Likewise, over time, such continuous work often can be greatly destructive of important personal relationships.
Of course, many more examples could be brought forth, for one can obsess over almost anything. Still, even these two simple examples should make clear to the reader that it is possible for there to be apparently harmless—indeed, seemingly helpful—life practices that in reality can pose a potential harm to one’s physical or mental well-being.
What is the purpose of the second and third paragraphs?
Tap to reveal answer
The beginnings of these paragraphs' sentences express their purpose very well:
(1) "A very simple example of such an apparently innocuous addiction . . ."
(2) "Another example of a seemingly harmless addiction . . ."
The key words are "apparently innocuous" and "seemingly harmless." These show that the addictions being enumerated appear harmless (though they actually are). This was also implied in the opening paragraph.
The beginnings of these paragraphs' sentences express their purpose very well:
(1) "A very simple example of such an apparently innocuous addiction . . ."
(2) "Another example of a seemingly harmless addiction . . ."
The key words are "apparently innocuous" and "seemingly harmless." These show that the addictions being enumerated appear harmless (though they actually are). This was also implied in the opening paragraph.
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Adapted from "The Writing of Essays" in Certain Personal Matters by H.G. Wells (1901)
The art of the essayist is so simple, so entirely free from canons of criticism, and withal so delightful, that one must needs wonder why all men are not essayists. Perhaps people do not know how easy it is. Or perhaps beginners are misled. Rightly taught it may be learnt in a brief ten minutes or so, what art there is in it. And all the rest is as easy as wandering among woodlands on a bright morning in the spring.
Then sit you down if you would join us, taking paper, pens, and ink; and mark this, your pen is a matter of vital moment. For every pen writes its own sort of essay, and pencils also after their kind. The ink perhaps may have its influence too, and the paper; but paramount is the pen. This, indeed, is the fundamental secret of essay-writing. Wed any man to his proper pen, and the delights of composition and the birth of an essay are assured. Only many of us wander through the earth and never meet with her—futile and lonely men.
And, of all pens, your quill for essays that are literature. There is a subtle informality, a delightful easiness, perhaps even a faint immorality essentially literary, about the quill. The quill is rich in suggestion and quotation. There are quills that would quote you Montaigne and Horace in the hands of a trades-union delegate. And those quirky, idle noises this pen makes are delightful, and would break your easy fluency with wit. All the classical essayists wrote with a quill, and Addison used the most expensive kind the Government purchased. And the beginning of the inferior essay was the dawn of the cheap steel pen.
Wells suggests that the choice of writing instrument is important because .
Adapted from "The Writing of Essays" in Certain Personal Matters by H.G. Wells (1901)
The art of the essayist is so simple, so entirely free from canons of criticism, and withal so delightful, that one must needs wonder why all men are not essayists. Perhaps people do not know how easy it is. Or perhaps beginners are misled. Rightly taught it may be learnt in a brief ten minutes or so, what art there is in it. And all the rest is as easy as wandering among woodlands on a bright morning in the spring.
Then sit you down if you would join us, taking paper, pens, and ink; and mark this, your pen is a matter of vital moment. For every pen writes its own sort of essay, and pencils also after their kind. The ink perhaps may have its influence too, and the paper; but paramount is the pen. This, indeed, is the fundamental secret of essay-writing. Wed any man to his proper pen, and the delights of composition and the birth of an essay are assured. Only many of us wander through the earth and never meet with her—futile and lonely men.
And, of all pens, your quill for essays that are literature. There is a subtle informality, a delightful easiness, perhaps even a faint immorality essentially literary, about the quill. The quill is rich in suggestion and quotation. There are quills that would quote you Montaigne and Horace in the hands of a trades-union delegate. And those quirky, idle noises this pen makes are delightful, and would break your easy fluency with wit. All the classical essayists wrote with a quill, and Addison used the most expensive kind the Government purchased. And the beginning of the inferior essay was the dawn of the cheap steel pen.
Wells suggests that the choice of writing instrument is important because .
Tap to reveal answer
Wells suggests that an essayist will write a different essay depending on the pen or pencil he uses, no doubt due to the difference in result that each instrument creates on the page and their ease of use. (Pencils do not have to be dipped in ink wells, whereas some pens would.)
Wells suggests that an essayist will write a different essay depending on the pen or pencil he uses, no doubt due to the difference in result that each instrument creates on the page and their ease of use. (Pencils do not have to be dipped in ink wells, whereas some pens would.)
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Adapted from "Wild Animals in Captivity" by W. A. Atkinson in Chatterbox Periodical (1906, ed. J. Erskine Clark)
Notwithstanding all the care which is now bestowed upon wild animals in our zoological gardens and menageries, nearly all of them suffer a little in some way or other by confinement. When we think of the great difference which exists between the surroundings natural to a free wild animal, and those of even the best zoological gardens, we cannot but be surprised that so many animals from all parts of the world can be kept alive and in good condition in a climate so changeable as ours. Every effort is made by the keepers to copy as far as possible the natural conditions to which each animal is accustomed.
It was usual, for instance, to deprive all the flesh-eating animals of one of the greatest traveling menageries of food during one day in each week. It was found by experience that the animals were healthier when they suffered periods of fasting like this, than they were when they were fed regularly every day without a break. The explanation of this was very simple. These animals, when they were living wild in the jungles, forests, deserts, or ice-fields, obtained all their food by hunting. When game was scarce or difficult to catch, they were compelled to go hungry; and this occurred so often as to be a natural condition to which they were well accustomed. When, therefore, they were placed in cages, and were fed as regularly, though not as frequently as human beings, their health was more or less impaired.
Animals in confinement often undergo slight changes even when no alteration in their appearance or falling-off in health is noticeable. Many of them, for instance, rarely have young ones, and even when they have, the young are seldom as healthy and robust as if born in a wild state. The keepers have frequently the utmost difficulty in rearing animals which are born in menageries and zoological gardens. Yet if these animals were born in their own countries and under natural conditions, they would grow up healthy and strong, without receiving any more care than a kitten receives from its mother.
An incident which occurred in the Zoo not long ago affords a striking illustration of these facts. A wolf had an ordinary family of eight young ones. The keepers, probably thinking that these were too many for the captive wolf to bring up alone, divided the family. Four of them were left with their mother, and four of them were placed in charge of a collie. The dog took kindly to her foster-children, and reared them successfully with her own. This was only what the keepers expected. But when they placed the young ones together again, and compared the collie's family with the wolf's family, they were surprised to find that the four which had been nurtured by the collie were stronger and better animals than their four brothers and sisters. The best explanation of this result is that the collie was living a healthy natural life, while the wolf, though to all appearance quite well, was not enjoying the full vigor which results from a free and active life.
According to the passage, why is it better for meat-eating animals kept in captivity to occasionally be denied a daily meal?
Adapted from "Wild Animals in Captivity" by W. A. Atkinson in Chatterbox Periodical (1906, ed. J. Erskine Clark)
Notwithstanding all the care which is now bestowed upon wild animals in our zoological gardens and menageries, nearly all of them suffer a little in some way or other by confinement. When we think of the great difference which exists between the surroundings natural to a free wild animal, and those of even the best zoological gardens, we cannot but be surprised that so many animals from all parts of the world can be kept alive and in good condition in a climate so changeable as ours. Every effort is made by the keepers to copy as far as possible the natural conditions to which each animal is accustomed.
It was usual, for instance, to deprive all the flesh-eating animals of one of the greatest traveling menageries of food during one day in each week. It was found by experience that the animals were healthier when they suffered periods of fasting like this, than they were when they were fed regularly every day without a break. The explanation of this was very simple. These animals, when they were living wild in the jungles, forests, deserts, or ice-fields, obtained all their food by hunting. When game was scarce or difficult to catch, they were compelled to go hungry; and this occurred so often as to be a natural condition to which they were well accustomed. When, therefore, they were placed in cages, and were fed as regularly, though not as frequently as human beings, their health was more or less impaired.
Animals in confinement often undergo slight changes even when no alteration in their appearance or falling-off in health is noticeable. Many of them, for instance, rarely have young ones, and even when they have, the young are seldom as healthy and robust as if born in a wild state. The keepers have frequently the utmost difficulty in rearing animals which are born in menageries and zoological gardens. Yet if these animals were born in their own countries and under natural conditions, they would grow up healthy and strong, without receiving any more care than a kitten receives from its mother.
An incident which occurred in the Zoo not long ago affords a striking illustration of these facts. A wolf had an ordinary family of eight young ones. The keepers, probably thinking that these were too many for the captive wolf to bring up alone, divided the family. Four of them were left with their mother, and four of them were placed in charge of a collie. The dog took kindly to her foster-children, and reared them successfully with her own. This was only what the keepers expected. But when they placed the young ones together again, and compared the collie's family with the wolf's family, they were surprised to find that the four which had been nurtured by the collie were stronger and better animals than their four brothers and sisters. The best explanation of this result is that the collie was living a healthy natural life, while the wolf, though to all appearance quite well, was not enjoying the full vigor which results from a free and active life.
According to the passage, why is it better for meat-eating animals kept in captivity to occasionally be denied a daily meal?
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The author this passage is primarily discussing the ways in which animals suffer in captivity and the ways in which zookeepers can minimize this suffering. In context here, the author says, “These animals, when they were living wild in the jungles, forests, deserts, or ice-fields, obtained all their food by hunting. When game was scarce or difficult to catch, they were compelled to go hungry; and this occurred so often as to be a natural condition to which they were well accustomed. When, therefore, they were placed in cages, and were fed as regularly, though not as frequently as human beings, their health was more or less impaired.” Basically, the author is saying that it is a natural condition of wildlife to someone times go without food, so to ensure the best possible health of a captive animal, it is wise to sometimes deny them food.
The author this passage is primarily discussing the ways in which animals suffer in captivity and the ways in which zookeepers can minimize this suffering. In context here, the author says, “These animals, when they were living wild in the jungles, forests, deserts, or ice-fields, obtained all their food by hunting. When game was scarce or difficult to catch, they were compelled to go hungry; and this occurred so often as to be a natural condition to which they were well accustomed. When, therefore, they were placed in cages, and were fed as regularly, though not as frequently as human beings, their health was more or less impaired.” Basically, the author is saying that it is a natural condition of wildlife to someone times go without food, so to ensure the best possible health of a captive animal, it is wise to sometimes deny them food.
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The world described by physics is a surprisingly strange world, somewhat distant from our regular experience. Many high school students likely suspect this fact, given the difficulty that they often experience when taking physics courses. However, they are rarely instructed in the explicit difference between the world expressed by their equations and the world that they experience. Many of the concepts used in physics are related to the figures, facts, and equations that are learned in mathematics. The world is recastinto a form that looks more like a geometry problem than the world as experienced in day-to-day life. All of this at first seems strange to the budding young physics student. However, after performing a number of experiments, he or she soon sees that these mathematical formulas seem to “work.” That is, these equations really do predict the outcomes of experiments in the real world, not merely in mathematical equations on paper.
Still, it is interesting to notice some examples of how much is overlooked in these kinds of mathematical models. Most obviously, there are few (if any) objects in reality that perfectly match the form and shape of a pure geometric figure. Few physical triangles are exact triangles in the manner of the shapes used in geometric problems. Likewise, motion becomes merely something to be expressed in an equation that has time as a variable. Finally, all of the physical descriptions of light waves tell us about everything except for what it is like to experience color. This last reason is perhaps the most interesting reason of all. No matter how many equations and shapes are used to describe color, none of these will have anything to do with the experience of color itself. To speak of a “rectangular surface” or an “icosahedron-like body” does not tell us anything about colors. Rectangles and icosahedrons can be any color. That is, color does not enter into their definitions at all—a red rectangle is just as much a rectangle as is a green one.
What is the purpose of the closing expression, “a red rectangle is just as much a rectangle as is a green one”?
The world described by physics is a surprisingly strange world, somewhat distant from our regular experience. Many high school students likely suspect this fact, given the difficulty that they often experience when taking physics courses. However, they are rarely instructed in the explicit difference between the world expressed by their equations and the world that they experience. Many of the concepts used in physics are related to the figures, facts, and equations that are learned in mathematics. The world is recastinto a form that looks more like a geometry problem than the world as experienced in day-to-day life. All of this at first seems strange to the budding young physics student. However, after performing a number of experiments, he or she soon sees that these mathematical formulas seem to “work.” That is, these equations really do predict the outcomes of experiments in the real world, not merely in mathematical equations on paper.
Still, it is interesting to notice some examples of how much is overlooked in these kinds of mathematical models. Most obviously, there are few (if any) objects in reality that perfectly match the form and shape of a pure geometric figure. Few physical triangles are exact triangles in the manner of the shapes used in geometric problems. Likewise, motion becomes merely something to be expressed in an equation that has time as a variable. Finally, all of the physical descriptions of light waves tell us about everything except for what it is like to experience color. This last reason is perhaps the most interesting reason of all. No matter how many equations and shapes are used to describe color, none of these will have anything to do with the experience of color itself. To speak of a “rectangular surface” or an “icosahedron-like body” does not tell us anything about colors. Rectangles and icosahedrons can be any color. That is, color does not enter into their definitions at all—a red rectangle is just as much a rectangle as is a green one.
What is the purpose of the closing expression, “a red rectangle is just as much a rectangle as is a green one”?
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This sentence precedes the independent clause in question: "Rectangles and icosahedrons can be any color." It explictly restates what the author wished to express in this short sentence, namely, that we can talk about geometric figures (such as rectangles) without being concerned with colors. Color does not alter the fact that a rectangle is a rectangle—though it does change its appearance.
This sentence precedes the independent clause in question: "Rectangles and icosahedrons can be any color." It explictly restates what the author wished to express in this short sentence, namely, that we can talk about geometric figures (such as rectangles) without being concerned with colors. Color does not alter the fact that a rectangle is a rectangle—though it does change its appearance.
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The world described by physics is a surprisingly strange world, somewhat distant from our regular experience. Many high school students likely suspect this fact, given the difficulty that they often experience when taking physics courses. However, they are rarely instructed in the explicit difference between the world expressed by their equations and the world that they experience. Many of the concepts used in physics are related to the figures, facts, and equations that are learned in mathematics. The world is recastinto a form that looks more like a geometry problem than the world as experienced in day-to-day life. All of this at first seems strange to the budding young physics student. However, after performing a number of experiments, he or she soon sees that these mathematical formulas seem to “work.” That is, these equations really do predict the outcomes of experiments in the real world, not merely in mathematical equations on paper.
Still, it is interesting to notice some examples of how much is overlooked in these kinds of mathematical models. Most obviously, there are few (if any) objects in reality that perfectly match the form and shape of a pure geometric figure. Few physical triangles are exact triangles in the manner of the shapes used in geometric problems. Likewise, motion becomes merely something to be expressed in an equation that has time as a variable. Finally, all of the physical descriptions of light waves tell us about everything except for what it is like to experience color. This last reason is perhaps the most interesting reason of all. No matter how many equations and shapes are used to describe color, none of these will have anything to do with the experience of color itself. To speak of a “rectangular surface” or an “icosahedron-like body” does not tell us anything about colors. Rectangles and icosahedrons can be any color. That is, color does not enter into their definitions at all—a red rectangle is just as much a rectangle as is a green one.
Why does the author use quotation marks around the boldfaced word “work”?
The world described by physics is a surprisingly strange world, somewhat distant from our regular experience. Many high school students likely suspect this fact, given the difficulty that they often experience when taking physics courses. However, they are rarely instructed in the explicit difference between the world expressed by their equations and the world that they experience. Many of the concepts used in physics are related to the figures, facts, and equations that are learned in mathematics. The world is recastinto a form that looks more like a geometry problem than the world as experienced in day-to-day life. All of this at first seems strange to the budding young physics student. However, after performing a number of experiments, he or she soon sees that these mathematical formulas seem to “work.” That is, these equations really do predict the outcomes of experiments in the real world, not merely in mathematical equations on paper.
Still, it is interesting to notice some examples of how much is overlooked in these kinds of mathematical models. Most obviously, there are few (if any) objects in reality that perfectly match the form and shape of a pure geometric figure. Few physical triangles are exact triangles in the manner of the shapes used in geometric problems. Likewise, motion becomes merely something to be expressed in an equation that has time as a variable. Finally, all of the physical descriptions of light waves tell us about everything except for what it is like to experience color. This last reason is perhaps the most interesting reason of all. No matter how many equations and shapes are used to describe color, none of these will have anything to do with the experience of color itself. To speak of a “rectangular surface” or an “icosahedron-like body” does not tell us anything about colors. Rectangles and icosahedrons can be any color. That is, color does not enter into their definitions at all—a red rectangle is just as much a rectangle as is a green one.
Why does the author use quotation marks around the boldfaced word “work”?
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The word "work" has many uses, and here it is being used somewhat loosely to mean "function" or "perform a useful purpose." We often use the word in this manner when we say, "It worked," in answer to a question like, "Was that tool sufficient for your project?" The quotation marks are not absolutely necessary, but the author likely did not wish to be too conversational in this selection. It is somewhat metaphorical to speak of equations "working." The quotations likely mean to indicate to the reader that this is the metaphorical use of the word and that the author is aware that it is somewhat informal language. You could easily elminate the other options provided, because they do not pertain to the author's reasoning at this point in the passage at all.
The word "work" has many uses, and here it is being used somewhat loosely to mean "function" or "perform a useful purpose." We often use the word in this manner when we say, "It worked," in answer to a question like, "Was that tool sufficient for your project?" The quotation marks are not absolutely necessary, but the author likely did not wish to be too conversational in this selection. It is somewhat metaphorical to speak of equations "working." The quotations likely mean to indicate to the reader that this is the metaphorical use of the word and that the author is aware that it is somewhat informal language. You could easily elminate the other options provided, because they do not pertain to the author's reasoning at this point in the passage at all.
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"Interpreting the Copernican Revolution" by Matthew Minerd (2014)
The expressions of one discipline can often alter the way that other subjects understand themselves. Among such cases are numbered the investigations of Nicolaus Copernicus. Copernicus is best known for his views concerning heliocentrism, a view which eventually obliterated many aspects of the ancient/medieval worldview, at least from the standpoint of physical science. It had always been the natural view of mankind that the earth stood at the center of the universe, a fixed point in reference to the rest of the visible bodies. The sun, stars, and planets all rotated around the earth.
With time, this viewpoint became one of the major reference points for modern life. It provided a provocative image that was used—and often abused—by many people for various purposes. For those who wished to weaken the control of religion on mankind, it was said that the heliocentric outlook proved man’s insignificance. In contrast with earlier geocentrism, heliocentrism was said to show that man is not the center of the universe. He is merely one small being in the midst of a large cosmos. However, others wished to use the “Copernican Revolution” in a very different manner. These thinkers wanted to show that there was another “recentering” that had to happen. Once upon a time, we talked about the world. Now, however, it was necessary to talk of man as the central reference point. Just as the solar system was “centered” on the sun, so too should the sciences be centered on the human person.
However, both of these approaches are fraught with problems. Those who wished to undermine the religious mindset rather misunderstood the former outlook on the solar system. The earlier geocentric mindset did not believe that the earth was the most important body in the heavens. Instead, many ancient and medieval thinkers believed that the highest “sphere” above the earth was the most important being in the physical universe. Likewise, the so-called “Copernican Revolution” in physics was different from the one applied to the human person. Copernicus’ revolution showed that the human point of view was not the center, whereas the later forms of “Copernican revolution” wished to show just the opposite.
Of course, there are many complexities in the history of such important changes in scientific outlook. Nevertheless, it is fascinating to see the wide-reaching effects of such discoveries, even when they have numerous, ambiguous effects.
Why is the "Copernican revolution" of the human sciences contrary to the literal sense of Copernicus' findings?
"Interpreting the Copernican Revolution" by Matthew Minerd (2014)
The expressions of one discipline can often alter the way that other subjects understand themselves. Among such cases are numbered the investigations of Nicolaus Copernicus. Copernicus is best known for his views concerning heliocentrism, a view which eventually obliterated many aspects of the ancient/medieval worldview, at least from the standpoint of physical science. It had always been the natural view of mankind that the earth stood at the center of the universe, a fixed point in reference to the rest of the visible bodies. The sun, stars, and planets all rotated around the earth.
With time, this viewpoint became one of the major reference points for modern life. It provided a provocative image that was used—and often abused—by many people for various purposes. For those who wished to weaken the control of religion on mankind, it was said that the heliocentric outlook proved man’s insignificance. In contrast with earlier geocentrism, heliocentrism was said to show that man is not the center of the universe. He is merely one small being in the midst of a large cosmos. However, others wished to use the “Copernican Revolution” in a very different manner. These thinkers wanted to show that there was another “recentering” that had to happen. Once upon a time, we talked about the world. Now, however, it was necessary to talk of man as the central reference point. Just as the solar system was “centered” on the sun, so too should the sciences be centered on the human person.
However, both of these approaches are fraught with problems. Those who wished to undermine the religious mindset rather misunderstood the former outlook on the solar system. The earlier geocentric mindset did not believe that the earth was the most important body in the heavens. Instead, many ancient and medieval thinkers believed that the highest “sphere” above the earth was the most important being in the physical universe. Likewise, the so-called “Copernican Revolution” in physics was different from the one applied to the human person. Copernicus’ revolution showed that the human point of view was not the center, whereas the later forms of “Copernican revolution” wished to show just the opposite.
Of course, there are many complexities in the history of such important changes in scientific outlook. Nevertheless, it is fascinating to see the wide-reaching effects of such discoveries, even when they have numerous, ambiguous effects.
Why is the "Copernican revolution" of the human sciences contrary to the literal sense of Copernicus' findings?
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The key sentence for this question is: "Copernicus’ revolution showed that the human point of view was not the center, whereas the later forms of 'Copernican revolution' wished to show just the opposite." To start looking at the sun as the center requires us to "look outward" in a new way, not paying attention to our particular earth-bound viewpoint. However, the "Copernican revolution" centered on humanity does just the opposite. It turns the gaze "inward," quite different from the literal sense of Copernicus' findings.
The key sentence for this question is: "Copernicus’ revolution showed that the human point of view was not the center, whereas the later forms of 'Copernican revolution' wished to show just the opposite." To start looking at the sun as the center requires us to "look outward" in a new way, not paying attention to our particular earth-bound viewpoint. However, the "Copernican revolution" centered on humanity does just the opposite. It turns the gaze "inward," quite different from the literal sense of Copernicus' findings.
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"The Multiple Sides of Computer Science" by Matthew Minerd (2014)
It often takes some time for a new discipline to become recognized as an independent science. An excellent example of this is computer science. In many ways, this science still is a hodgepodge of several different sciences, each one having its own distinct character. For example, some computer scientists are almost indistinguishable from mathematicians. Many of the most difficult topics in pattern recognition and data communications require intensive mathematics in order to provide software solutions. Years of training in the appropriate disciplines are necessary before the computer scientist can even begin to work as a programmer in such areas. In contrast to those computer scientists who work with complex mathematics, many computer scientists work on areas of hardware development that are similar to disciplines like electrical engineering and physics.
However, computer science has its own particular problems regarding the unity of its subject matter. There are many practical applications for computing work; therefore, many computer scientists focus on learning a large set of skills in programming languages, development environments, and even information technology. All of these disciplines have a certain practical coloration that is quite distinct from the theoretical concepts used in other parts of the field. Nevertheless, these practical topics add to the broad range of topics covered by most academic programs that claim to focus on “computer science.” It can only be hoped that these disciplines will increase in orderliness in the coming decades.
Which of the following would strengthen the author’s main contention?
"The Multiple Sides of Computer Science" by Matthew Minerd (2014)
It often takes some time for a new discipline to become recognized as an independent science. An excellent example of this is computer science. In many ways, this science still is a hodgepodge of several different sciences, each one having its own distinct character. For example, some computer scientists are almost indistinguishable from mathematicians. Many of the most difficult topics in pattern recognition and data communications require intensive mathematics in order to provide software solutions. Years of training in the appropriate disciplines are necessary before the computer scientist can even begin to work as a programmer in such areas. In contrast to those computer scientists who work with complex mathematics, many computer scientists work on areas of hardware development that are similar to disciplines like electrical engineering and physics.
However, computer science has its own particular problems regarding the unity of its subject matter. There are many practical applications for computing work; therefore, many computer scientists focus on learning a large set of skills in programming languages, development environments, and even information technology. All of these disciplines have a certain practical coloration that is quite distinct from the theoretical concepts used in other parts of the field. Nevertheless, these practical topics add to the broad range of topics covered by most academic programs that claim to focus on “computer science.” It can only be hoped that these disciplines will increase in orderliness in the coming decades.
Which of the following would strengthen the author’s main contention?
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The general point of the passage is that it is hard to find the "focus" of computer science. A number of the answers actually help to find the focus—either (1) by stating what all (or almost all) study or (2) by excluding certain subjects entirely (chemistry / biology); however, if computer scientists also studied behavioral psychology it would be yet one more topic in the "mix" of many different subjects studied.
The general point of the passage is that it is hard to find the "focus" of computer science. A number of the answers actually help to find the focus—either (1) by stating what all (or almost all) study or (2) by excluding certain subjects entirely (chemistry / biology); however, if computer scientists also studied behavioral psychology it would be yet one more topic in the "mix" of many different subjects studied.
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Adapted from "Errors in Our Food Economy" in Scientific American Supplement No. 1082 Vol. XLII (September 26th, 1896)
Scientific research, interpreting the observations of practical life, implies that several errors are common in the use of food.
First, many people purchase needlessly expensive kinds of food, doing this under the false impression that there is some peculiar virtue in the costlier materials, and that economy in our diet is somehow detrimental to our dignity or our welfare. And, unfortunately, those who are most extravagant in this respect are often the ones who can least afford it.
Secondly, the food which we eat does not always contain the proper proportions of the different kinds of nutritive ingredients. We consume relatively too much of the fuel ingredients of food, such as the fats of meat and butter, and the starch which makes up the larger part of the nutritive material of flour, potatoes, sugar, and sweetmeats. Conversely, we have relatively too little of the protein of flesh-forming substances, like the lean of meat and fish and the gluten of wheat, which make muscle and sinew and which are the basis of blood, bone and brain.
Thirdly, many people, not only the well-to-do, but those in moderate circumstances, use needless quantities of food. Part of the excess, however, is simply thrown away with the wastes of the table and the kitchen; so that the injury to health, great as it may be, is doubtless much less than if all were eaten. Probably the worst sufferers from this evil are well-to-do people of sedentary occupations.
Finally, we are guilty of serious errors in our cooking. We waste a great deal of fuel in the preparation of our food, and even then a great deal of the food is very badly cooked. A reform in these methods of cooking is one of the economic demands of our time.
The primary argument of the second paragraph is that .
Adapted from "Errors in Our Food Economy" in Scientific American Supplement No. 1082 Vol. XLII (September 26th, 1896)
Scientific research, interpreting the observations of practical life, implies that several errors are common in the use of food.
First, many people purchase needlessly expensive kinds of food, doing this under the false impression that there is some peculiar virtue in the costlier materials, and that economy in our diet is somehow detrimental to our dignity or our welfare. And, unfortunately, those who are most extravagant in this respect are often the ones who can least afford it.
Secondly, the food which we eat does not always contain the proper proportions of the different kinds of nutritive ingredients. We consume relatively too much of the fuel ingredients of food, such as the fats of meat and butter, and the starch which makes up the larger part of the nutritive material of flour, potatoes, sugar, and sweetmeats. Conversely, we have relatively too little of the protein of flesh-forming substances, like the lean of meat and fish and the gluten of wheat, which make muscle and sinew and which are the basis of blood, bone and brain.
Thirdly, many people, not only the well-to-do, but those in moderate circumstances, use needless quantities of food. Part of the excess, however, is simply thrown away with the wastes of the table and the kitchen; so that the injury to health, great as it may be, is doubtless much less than if all were eaten. Probably the worst sufferers from this evil are well-to-do people of sedentary occupations.
Finally, we are guilty of serious errors in our cooking. We waste a great deal of fuel in the preparation of our food, and even then a great deal of the food is very badly cooked. A reform in these methods of cooking is one of the economic demands of our time.
The primary argument of the second paragraph is that .
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The primary argument of the second paragraph is actually two ideas combined. First, the idea that “many people purchase needlessly expensive kinds of food" is argued. This idea is expressed in many of the answer choices, so we need to combine it with the second idea, which is that “unfortunately, those who are most extravagant in this respect are often the ones who can least afford it.” So, those people who can least afford the expense are most likely to needlessly spend money. Only one of these answer choices reflects this argument. The rest are primarily concerned with attaching blame, either to “society” or to “wealthy people,” which the author does not do.
The primary argument of the second paragraph is actually two ideas combined. First, the idea that “many people purchase needlessly expensive kinds of food" is argued. This idea is expressed in many of the answer choices, so we need to combine it with the second idea, which is that “unfortunately, those who are most extravagant in this respect are often the ones who can least afford it.” So, those people who can least afford the expense are most likely to needlessly spend money. Only one of these answer choices reflects this argument. The rest are primarily concerned with attaching blame, either to “society” or to “wealthy people,” which the author does not do.
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