Understanding Organization and Argument in Humanities Passages - PSAT Critical Reading

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 Defense of Slang” in The Romance of the Commonplace by Gelett Burgess (1902)

Could Shakespeare come to Chicago and listen curiously to "the man in the street," he would find himself more at home than in London. In the mouths of messenger boys and clerks he would find the English language used with all the freedom of unexpected metaphor and the plastic, suggestive diction that was the privilege of the Elizabethan dramatists; he would say, no doubt, that he had found a nation of poets. There was hardly any such thing as slang in his day, for no graphic trope was too virile or uncommon for acceptance, if its meaning were patent. His own heroes often spoke what corresponds to the slang of today.

The word, indeed, needs precise definition, before we condemn all unconventional talk with vigor. Slang has been called "poetry in the rough," and it is not all coarse or vulgar. There is a prosaic as well as a poetic license. The man in the street calls a charming girl, for instance, a "daisy." Surely this is not inelegant, and such a reference will be understood a century from now. Slang, to prove adjuvant to our speech, which is growing more and more rigid and conventional, should be terse; it should make for force and clarity, without any sacrifice of beauty.

The passage as a whole suggests that a “nation of poets” __________.

Adapted from “A Defense of Slang” in The Romance of the Commonplace by Gelett Burgess (1902)

Could Shakespeare come to Chicago and listen curiously to "the man in the street," he would find himself more at home than in London. In the mouths of messenger boys and clerks he would find the English language used with all the freedom of unexpected metaphor and the plastic, suggestive diction that was the privilege of the Elizabethan dramatists; he would say, no doubt, that he had found a nation of poets. There was hardly any such thing as slang in his day, for no graphic trope was too virile or uncommon for acceptance, if its meaning were patent. His own heroes often spoke what corresponds to the slang of today.

The word, indeed, needs precise definition, before we condemn all unconventional talk with vigor. Slang has been called "poetry in the rough," and it is not all coarse or vulgar. There is a prosaic as well as a poetic license. The man in the street calls a charming girl, for instance, a "daisy." Surely this is not inelegant, and such a reference will be understood a century from now. Slang, to prove adjuvant to our speech, which is growing more and more rigid and conventional, should be terse; it should make for force and clarity, without any sacrifice of beauty.

The author believes that slang should primarily be used __________.

Adapted from “A Defense of Slang” in The Romance of the Commonplace by Gelett Burgess (1902)

Could Shakespeare come to Chicago and listen curiously to "the man in the street," he would find himself more at home than in London. In the mouths of messenger boys and clerks he would find the English language used with all the freedom of unexpected metaphor and the plastic, suggestive diction that was the privilege of the Elizabethan dramatists; he would say, no doubt, that he had found a nation of poets. There was hardly any such thing as slang in his day, for no graphic trope was too virile or uncommon for acceptance, if its meaning were patent. His own heroes often spoke what corresponds to the slang of today.

The word, indeed, needs precise definition, before we condemn all unconventional talk with vigor. Slang has been called "poetry in the rough," and it is not all coarse or vulgar. There is a prosaic as well as a poetic license. The man in the street calls a charming girl, for instance, a "daisy." Surely this is not inelegant, and such a reference will be understood a century from now. Slang, to prove adjuvant to our speech, which is growing more and more rigid and conventional, should be terse; it should make for force and clarity, without any sacrifice of beauty.

Why does the author believe there was no slang in Shakespeare’s time?

Adapted from What I Think and Feel at Twenty-Five by F. Scott Fitzgerald (1922)

As a man grows older it stands to reason that his vulnerability increases. Three years ago, for instance, I could be hurt in only one way—through myself. If my best friend’s wife had her hair torn off by an electric washing-machine, I was grieved, of course. I would make my friend a long speech full of “old mans,” and finish up with a paragraph from Washington’s Farewell Address; but when I’d finished I could go to a good restaurant and enjoy my dinner as usual. In fact I was pretty much invulnerable. I put up a conventional wail whenever a ship was sunk or a train got wrecked; but I don’t suppose, if the whole city of Chicago had been wiped out, I’d have lost a night’s sleep over it—unless something led me to believe that St. Paul was the next city on the list. Even then I could have moved my luggage over to Minneapolis and rested pretty comfortably all night.

But that was three years ago when I was still a young man. I was only twenty-two. Now, I’m vulnerable. I’m vulnerable in every way. I used to have about ten square feet of skin vulnerable to chills and fevers. Now I have about twenty. I have not personally enlarged, the twenty feet includes the skin of my family, but I might as well have, because if a chill or fever strikes any bit of that twenty feet of skin I begin to shiver. And so I ooze gently into middle-age; for the true middle-age is not the acquirement of years, but the acquirement of a family. The incomes of the childless have wonderful elasticity. Two people require a room and a bath; a couple with child requires the millionaire’s suite on the sunny side of the hotel. And yet I think that marriage is the most satisfactory institution we have. I’m simply stating my belief that when Life has used us for its purposes it takes away all our attractive qualities and gives us, instead, ponderous but shallow convictions of our own wisdom and “experience.” The older I grow the more I get so I don’t know anything. If I had been asked to do this article about five years ago it might have been worth reading.

What does the author believe is the surest way to grow older?

Adapted from “Coddling in Education” by Henry Seidel Canby (1922)

American minds have been coddled in school and college for at least a generation. There are two kinds of mental coddling. The first belongs to the public schools, and is one of the defects of our educational system that we abuse privately and largely keep out of print. It is democratic coddling. I mean, of course, the failure to hold up standards, the willingness to let youth wobble upward, knowing little and that inaccurately, passing nothing well, graduating with an education that hits and misses like an old typewriter with a torn ribbon. America is full of "sloppy thinking," of inaccuracy, of half-baked misinformation, of sentimentalism, especially sentimentalism, as a result of coddling by schools that cater to an easy-going democracy.

A dozen causes are responsible for this condition, and among them, I suspect, one, which if not major, at least deserves careful pondering. The teacher and the taught have somehow drifted apart. His function in the large has been to teach an ideal, a tradition. He is content, he has to be content, with partial results. In the mind of the student a dim conception has entered, that this education--all education--is a garment merely, to be doffed for the struggle with realities. The will is dulled. Interest slackens.

But it is in aristocratic coddling that the effects of our educational attitude gleam out to the least observant understanding. The teaching in the best American preparatory schools and colleges is as careful and as conscientious as any in the world. That one gladly asserts. Indeed, an American boy in a good boarding-school is handled like a rare microbe in a research laboratory. He is ticketed; every instant of his time is planned and scrutinized; he is dieted with brain food, predigested, and weighed before application. I sometimes wonder if a moron could not be made into an Abraham Lincoln by such a system--if the system were sound.

It is not sound. The boys and girls, especially the boys, are coddled for entrance examinations, coddled through freshman year, coddled oftentimes for graduation. And they too frequently go out into the world fireproof against anything but intellectual coddling. Such men and women can read only writing especially prepared for brains that will take only selected ideas. They can think only on simple lines. They can live happily only in a life where no intellectual or esthetic experience lies too far outside the range of their curriculum. A world where one reads the news and skips the editorials; goes to musical comedies, but omits the plays; looks at illustrated magazines, but seldom at books; talks business, sports, and politics, but never economics, social welfare, and statesmanship--that is the world for which we coddle the best of our youth. Many indeed escape the evil effects by their own innate originality; more bear the marks to the grave.

How does the author this passage believe some men can escape the “evil effects” of education?

"Not Just Brains Can Be Smart: Why You Should Educate Your Body Too" by Megan Simon (2013)

Several years ago, a communications professor of mine was discussing the unequal opportunities that are available to African American students in America. Many students, she said, were told by society that the only way they could succeed and go on to a higher education was if they excelled at athletics. Discouraged from the hope of excelling in an intellectual field, they resorted to “selling their bodies.”

This comment, although obviously well-meant and addressed towards an unacceptable situation of racial inequality, disturbed me in a way that I was not able to articulate at the time. Reflecting upon it, however, it becomes obvious why I find this type of attitude deeply concerning. I am a dancer. The primary instrument in my field is the human body. I use my body everyday to gain creative, academic, and professional success. Am I selling myself?

Let’s say that I am. But now think about other professions, like literature or mathematics. Novelists, what do they do? They sell their words. Mathematicians? They sell their reasoning. And this exchange is socially acceptable. We strive to sell our brains, to place them on the open market. When it comes to the body, on the other hand, things become dirty, cheap—comparable to prostitution.

Academia does the best that it can to separate the mind from the body, to keep pure intellectualism free from the superficiality of the physical body. So proud are we of our human ability to think and reflect that we value the abstract world of reason more than corporeal one around us. We think that by doing so we remove physical limitations and supersede physical prejudices. But limitations and prejudices exist just as much in the realm of the mind as that of the body.

How is dance affected by this fierce devotion to the mind/body dichotomy? It has been forced to fight its way into academic institutions, even more so than the other arts. Visual arts and music are clearly products of the creative mind, but dance is tainted by its association with the body. Before gaining academic legitimacy, it has had to prove that it can be notated, theorized, and philosophized.

While I recognize the great value in these more mind-based approaches to dance, it worries me that so few people recognize the existence of a physical intelligence. Dancers know that movement communicates in a way that is not possible to articulate with words and logic. They know that they can train their bodies to be aware and communicate more effectively, that they can discover new approaches to movement and physical being, and that they can create a bodily discourse. I believe that everyone realizes the power of this communication on some level, but it is so often relegated to the role of interesting afterthought—If you are bored by the actual content of the presidential debates, here’s how to analyze the candidates’ gestures! We have an attitude that if we can’t come up with a consensus of how to describe it in words, it must not be worth studying. And with this attitude, we exclude so much of the world from the ivory tower.

I understand what that communications professor was trying to say. No one should think that their mind is not worthy of higher education. No one should be excluded from that type of intellectual endeavor. But focusing on training the body, whether it be athletics or dance or even everyday, physical communication, should not be seen as a less desirable alternative. The mind and the body could not exist without one another. It is past time that we threw away this arbitrary separation and embraced the entire human experience.

How does the author feel about the statement that opens the fourth paragraph, “Academia does the best that it can to separate the mind from the body, to keep pure intellectualism free from the superficiality of the physical body"?

"Not Just Brains Can Be Smart: Why You Should Educate Your Body Too" by Megan Simon (2013)

Several years ago, a communications professor of mine was discussing the unequal opportunities that are available to African American students in America. Many students, she said, were told by society that the only way they could succeed and go on to a higher education was if they excelled at athletics. Discouraged from the hope of excelling in an intellectual field, they resorted to “selling their bodies.”

This comment, although obviously well-meant and addressed towards an unacceptable situation of racial inequality, disturbed me in a way that I was not able to articulate at the time. Reflecting upon it, however, it becomes obvious why I find this type of attitude deeply concerning. I am a dancer. The primary instrument in my field is the human body. I use my body everyday to gain creative, academic, and professional success. Am I selling myself?

Let’s say that I am. But now think about other professions, like literature or mathematics. Novelists, what do they do? They sell their words. Mathematicians? They sell their reasoning. And this exchange is socially acceptable. We strive to sell our brains, to place them on the open market. When it comes to the body, on the other hand, things become dirty, cheap—comparable to prostitution.

Academia does the best that it can to separate the mind from the body, to keep pure intellectualism free from the superficiality of the physical body. So proud are we of our human ability to think and reflect that we value the abstract world of reason more than corporeal one around us. We think that by doing so we remove physical limitations and supersede physical prejudices. But limitations and prejudices exist just as much in the realm of the mind as that of the body.

How is dance affected by this fierce devotion to the mind/body dichotomy? It has been forced to fight its way into academic institutions, even more so than the other arts. Visual arts and music are clearly products of the creative mind, but dance is tainted by its association with the body. Before gaining academic legitimacy, it has had to prove that it can be notated, theorized, and philosophized.

While I recognize the great value in these more mind-based approaches to dance, it worries me that so few people recognize the existence of a physical intelligence. Dancers know that movement communicates in a way that is not possible to articulate with words and logic. They know that they can train their bodies to be aware and communicate more effectively, that they can discover new approaches to movement and physical being, and that they can create a bodily discourse. I believe that everyone realizes the power of this communication on some level, but it is so often relegated to the role of interesting afterthought—If you are bored by the actual content of the presidential debates, here’s how to analyze the candidates’ gestures! We have an attitude that if we can’t come up with a consensus of how to describe it in words, it must not be worth studying. And with this attitude, we exclude so much of the world from the ivory tower.

I understand what that communications professor was trying to say. No one should think that their mind is not worthy of higher education. No one should be excluded from that type of intellectual endeavor. But focusing on training the body, whether it be athletics or dance or even everyday, physical communication, should not be seen as a less desirable alternative. The mind and the body could not exist without one another. It is past time that we threw away this arbitrary separation and embraced the entire human experience.

According to the author, why has dance had to “prove that it can be notated, theorized, and philosophized” in order to gain academic legitimacy?

Adapted from “Advice to Youth” by Mark Twain (1882)

Being told I would be expected to talk here, I inquired what sort of talk I ought to make. They said it should be something suitable to youth--something didactic, instructive, or something in the nature of good advice. Very well. I have a few things in my mind which I have often longed to say for the instruction of the young; for it is in one’s tender early years that such things will best take root and be most enduring and most valuable. First, then I will say to you my young friends--and I say it beseechingly, urgently-- Always obey your parents, when they are present. This is the best policy in the long run, because if you don’t, they will make you. Most parents think they know better than you do, and you can generally make more by humoring that superstition than you can by acting on your own better judgment.

Be respectful to your superiors, if you have any, also to strangers, and sometimes to others. If a person offends you and you are in doubt as to whether it was intentional or not, do not resort to extreme measures; simply watch your chance and hit him with a brick. That will be sufficient. If you shall find that he had not intended any offense, come out frankly and confess yourself in the wrong when you struck him; acknowledge it like a man and say you didn’t mean to.

Go to bed early, get up early--this is wise. Some authorities say get up with the sun; some say get up with one thing, others with another. But a lark is really the best thing to get up with. It gives you a splendid reputation with everybody to know that you get up with the lark; and if you get the right kind of lark, and work at him right, you can easily train him to get up at half past nine, every time--it’s no trick at all.

Now as to the matter of lying. You want to be very careful about lying; otherwise you are nearly sure to get caught. Once caught, you can never again be in the eyes to the good and the pure, what you were before. Many a young person has injured himself permanently through a single clumsy and ill finished lie, the result of carelessness born of incomplete training. Some authorities hold that the young ought not to lie at all. That of course, is putting it rather stronger than necessary; still while I cannot go quite so far as that, I do maintain, and I believe I am right, that the young ought to be temperate in the use of this great art until practice and experience shall give them that confidence, elegance, and precision which alone can make the accomplishment graceful and profitable. Patience, diligence, painstaking attention to detail--these are requirements; these in time, will make the student perfect; upon these only, may he rely as the sure foundation for future eminence.

But I have said enough. I hope you will treasure up the instructions which I have given you, and make them a guide to your feet and a light to your understanding. Build your character thoughtfully and painstakingly upon these precepts, and by and by, when you have got it built, you will be surprised and gratified to see how nicely and sharply it resembles everybody else’s.

From the whole of this passage what does the author think of most parents?

"Commentaries" by Matthew Minerd (2013)

The idea of a commentary is not anywhere as simple as most people think. To the popular imagination, the commentator makes a few observations based on a text, not going far beyond its contents. This standard opinion completely misses the various types of commentaries that can be written. Indeed, even the notion of “literal commentary” is itself so variegated that it is incorrect to imagine that such “literal” work is merely a slavish repetition of an original text.

Some literal commentaries truly are “literal,” that is, based on the letters and words of the text. Such philological studies investigate the language structures and meanings of a text. The interpretation of the text proceeds based on these linguistic investigations. Often, this process will note the types of rhetoric being used, the dialects utilized, and any odd language structures that might imply something with regard to the text’s meaning. All of these methods remain very concerned with the “letter of the text” in a very direct manner.

Indeed, even the Medieval commentaries on Aristotle’s works could be considered “literal,” though they do differ from such linguistic approaches. Men like Thomas Aquinas would very carefully read Aristotle’s text, giving what was called a divisio textus for every section of the text in question. This “division of the text” sought to provide a succinct but correct outline of the text in question so that its literal meaning might be more easily noticed. Certainly, the commentary that followed this divisio textus did express some aspects of Aquinas’ own thought. However, he (like other literal commentators of this type) would attempt to remain as close to the literal meaning of the text as possible, always using the divisio textus as a guide for understanding the structure of the original author’s thought.

What was the purpose of the so-called divisio textus mentioned in the third paragraph above?

Adapted from "The Philosophy of Composition" by Edgar Allan Poe (1846)

I have often thought how interesting a magazine paper might be written by any author who would—that is to say, who could—detail, step by step, the processes by which any one of his compositions attained its ultimate point of completion. Why such a paper has never been given to the world, I am much at a loss to say—but, perhaps, the autorial vanity has had more to do with the omission than any one other cause. Most writers—poets in especial—prefer having it understood that they compose by a species of fine frenzy—an ecstatic intuition—and would positively shudder at letting the public take a peep behind the scenes, at the elaborate and vacillating crudities of thought—at the true purposes seized only at the last moment—at the innumerable glimpses of idea that arrived not at the maturity of full view—at the fully-matured fancies discarded in despair as unmanageable—at the cautious selections and rejections—at the painful erasures and interpolations—in a word, at the wheels and pinions—the tackle for scene-shifting—the step-ladders, and demon-traps—the cock's feathers, the red paint and the black patches, which, in ninety-nine cases out of a hundred, constitute the properties of the literary histrio.

I am aware, on the other hand, that the case is by no means common, in which an author is at all in condition to retrace the steps by which his conclusions have been attained. In general, suggestions, having arisen pell-mell are pursued and forgotten in a similar manner.

What does Poe give as the primary reason that an article by an author about how he composed a work has not been written?

Adapted from "The Philosophy of Composition" by Edgar Allan Poe (1846)

I have often thought how interesting a magazine paper might be written by any author who would—that is to say, who could—detail, step by step, the processes by which any one of his compositions attained its ultimate point of completion. Why such a paper has never been given to the world, I am much at a loss to say—but, perhaps, the authorial vanity has had more to do with the omission than any one other cause. Most writers—poets in especial—prefer having it understood that they compose by a species of fine frenzy—an ecstatic intuition—and would positively shudder at letting the public take a peep behind the scenes, at the elaborate and vacillating crudities of thought—at the true purposes seized only at the last moment—at the innumerable glimpses of idea that arrived not at the maturity of full view—at the fully-matured fancies discarded in despair as unmanageable—at the cautious selections and rejections—at the painful erasures and interpolations—in a word, at the wheels and pinions—the tackle for scene-shifting—the step-ladders, and demon-traps—the cock's feathers, the red paint and the black patches, which, in ninety-nine cases out of a hundred, constitute the properties of the literary histrio.

I am aware, on the other hand, that the case is by no means common, in which an author is at all in condition to retrace the steps by which his conclusions have been attained. In general, suggestions, having arisen pell-mell are pursued and forgotten in a similar manner.

In the second paragraph, Poe states that another reason such an essay hasn't been written before is because __________.

Adapted from "The Philosophy of Composition" by Edgar Allan Poe (1846)

Nothing is more clear than that every plot, worth the name, must be elaborated to its dénouement before any thing be attempted with the pen. It is only with the dénouement constantly in view that we can give a plot its indispensable air of consequence, or causation, by making the incidents, and especially the tone at all points, tend to the development of the intention.

There is a radical error, I think, in the usual mode of constructing a story. Either history affords a thesis—or one is suggested by an incident of the day—or, at best, the author sets himself to work in the combination of striking events to form merely the basis of his narrative—designing, generally, to fill in with description, dialogue, or autorial comment, whatever crevices of fact, or action, may, from page to page, render themselves apparent.

I prefer commencing with the consideration of an effect. Keeping originality always in view—for he is false to himself who ventures to dispense with so obvious and so easily attainable a source of interest—I say to myself, in the first place, “Of the innumerable effects, or impressions, of which the heart, the intellect, or (more generally) the soul is susceptible, what one shall I, on the present occasion, select?” Having chosen a novel, first, and secondly a vivid effect, I consider whether it can best be wrought by incident or tone—whether by ordinary incidents and peculiar tone, or the converse, or by peculiarity both of incident and tone—afterward looking about me (or rather within) for such combinations of event, or tone, as shall best aid me in the construction of the effect.

Poe claims that the dénouement must constantly be kept in mind for all of the following reasons EXCEPT __________.

Adapted from "The Philosophy of Composition" by Edgar Allan Poe (1846)

Nothing is more clear than that every plot, worth the name, must be elaborated to its dénouement before any thing be attempted with the pen. It is only with the dénouement constantly in view that we can give a plot its indispensable air of consequence, or causation, by making the incidents, and especially the tone at all points, tend to the development of the intention.

There is a radical error, I think, in the usual mode of constructing a story. Either history affords a thesis—or one is suggested by an incident of the day—or, at best, the author sets himself to work in the combination of striking events to form merely the basis of his narrative—designing, generally, to fill in with description, dialogue, or autorial comment, whatever crevices of fact, or action, may, from page to page, render themselves apparent.

I prefer commencing with the consideration of an effect. Keeping originality always in view—for he is false to himself who ventures to dispense with so obvious and so easily attainable a source of interest—I say to myself, in the first place, “Of the innumerable effects, or impressions, of which the heart, the intellect, or (more generally) the soul is susceptible, what one shall I, on the present occasion, select?” Having chosen a novel, first, and secondly a vivid effect, I consider whether it can best be wrought by incident or tone—whether by ordinary incidents and peculiar tone, or the converse, or by peculiarity both of incident and tone—afterward looking about me (or rather within) for such combinations of event, or tone, as shall best aid me in the construction of the effect.

Poe says that each of the following ways of constructing a story are common but erroneous EXCEPT for __________.

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.

In the third paragraph, Wells says that a quill pen "would quote you Montaigne and Horace in the hands of a trades-union delegate" in order to imply that __________.

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 brings up Addison most likely because __________.

Adapted from "Preface: The Maypole and the Column" in Extemporary Essays by Maurice Hewlett (1922)

In days of more single purpose than these, young men and maidens, in the first flush of summer, set up a maypole on the green; but before they joined hands and danced round about it they had done honor to what it stood for by draping it with swags of flowers and green-stuff, hanging it with streamers of diverse colors, and sticking it with as many gilt hearts as there were hearts among them of votive inclination. So they transfigured the thing signified, and turned a shaven tree-trunk from a very crude emblem into a thing of happy fantasy. That will serve me for a figure of how the poet deals with his little idea, or great one; and in his more sober mood it is open to the essayist so to deal with his, supposing he have one. He must hang his pole, or concept, not with rhyme but with wise or witty talk. He must turn it about and about, not to set the ornaments jingling, or little bells ringing; rather that you may see its shapeliness enhanced, its proportions emphasized, and in all the shifting lights and shadows of its ornamentation discern it still for the notion that it is. That, at least, is my own notion of what the essayist should do, though I am aware that very distinguished practitioners have not agreed with me and do not agree at this hour. The modern essayist, for reasons which I shall try to expound, has been driven from the maypole to the column.

Certainly, the parent of the Essay draped no maypoles with speech. Montaigne was a sedentary philosopher, of the order of the post-prandials; a wine-and-walnuts man. One thing would open out into another, and one seem better than the other, at the time of hearing. "Je n'enseigne point; je raconte," he tells you of himself; and it is true. To listen to him is a liberal education; yet you can hardly think of Montaigne footing it on the green. Bacon's line, again, was the aphoristic. He shreds off his maypole rather than clothes it: but he has one set up. He can give his argument as witty a turn as the Frenchman when he pleases—"There is no man doth a wrong for the wrong's sake, but thereby to purchase himself profit, or pleasure, or honor, or the like. Therefore why should I be angry with a man for loving himself better than me?" That is the turn his thoughts take upon Revenge, and a fair sample of his way with an abstract idea—shredding off it all the time, getting down to the pith. But he can be very obscure: "A single life doth well with Churchmen; for charity will hardly water the ground where it must first fill a pool." That is proleptic reasoning. We are to caper about the pole before the ornaments are on.

Hewlett's second paragraph suggests that __________.

Passage adapted from “Utopia” by Thomas More (1516) in Ideal Commonwealths : Comprising More's Utopia, Bacon's New Atlantis, Campanella's City of the Sun, and Harrington's Oceans (1901)

Thus have I described to you, as particularly as I could, the constitution of that commonwealth, which I do not only think the best in the world, but indeed the only commonwealth that truly deserves that name. In all other places it is visible that, while people talk of a commonwealth, every man only seeks his own wealth; but there, where no man has any property, all men zealously pursue the good of the public, and, indeed, it is no wonder to see men act so differently, for in other commonwealths every man knows that unless he provides for himself, how flourishing soever the commonwealth may be, he must die of hunger, so that he sees the necessity of preferring his own concerns to the public; but in Utopia, where every man has a right to everything, they all know that if care is taken to keep the public stores full no private man can want anything, for among them there is no unequal distribution, so that no man is poor, none in necessity, and though no man has anything, yet they are all rich; for what can make a man so rich as to lead a serene and cheerful life, free from anxieties, neither apprehending want himself, nor vexed with the endless complaints of his wife? He is not afraid of the misery of his children, nor is he contriving how to raise a portion for his daughters, but is secure in this, that both he and his wife, his children and grandchildren, to as many generations as he can fancy, will all live both plentifully and happily, since, among them, there is no less care taken of those who were once engaged in labor, but grow afterwards unable to follow it, than there is, elsewhere, of these that continue still employed. I would gladly hear any man compare the justice that is among them with that of all other nations; among whom may I perish if I see anything that looks either like justice or equity; for what justice is there in this: that a nobleman, a goldsmith, a banker, or any other man, who either does nothing at all, or, at best, is employed in things that are of no use to the public, should live in great luxury and splendor upon what is so ill acquired, and a mean man, a carter, a smith, or a plowman, who works harder even than the beasts themselves, and is employed in labors so necessary, that no commonwealth could hold out a year without them, can only earn so poor a livelihood and must lead so miserable a life, that the condition of the beasts is much better than theirs? For as the beasts do not work so constantly, so they feed almost as well, and with more pleasure, and have no anxiety about what is to come, whilst these men are depressed by a barren and fruitless employment, and tormented with the apprehensions of want in their old age; since that which they get by their daily labour does but maintain them at present, and is consumed as fast as it comes in, there is no overplus left to lay up for old age.

What is the narrator's opinion of bankers?

Passage adapted from “Utopia” by Thomas More (1516) in Ideal Commonwealths : Comprising More's Utopia, Bacon's New Atlantis, Campanella's City of the Sun, and Harrington's Oceans (1901)

Thus have I described to you, as particularly as I could, the constitution of that commonwealth, which I do not only think the best in the world, but indeed the only commonwealth that truly deserves that name. In all other places it is visible that, while people talk of a commonwealth, every man only seeks his own wealth; but there, where no man has any property, all men zealously pursue the good of the public, and, indeed, it is no wonder to see men act so differently, for in other commonwealths every man knows that unless he provides for himself, how flourishing soever the commonwealth may be, he must die of hunger, so that he sees the necessity of preferring his own concerns to the public; but in Utopia, where every man has a right to everything, they all know that if care is taken to keep the public stores full no private man can want anything, for among them there is no unequal distribution, so that no man is poor, none in necessity, and though no man has anything, yet they are all rich; for what can make a man so rich as to lead a serene and cheerful life, free from anxieties, neither apprehending want himself, nor vexed with the endless complaints of his wife? He is not afraid of the misery of his children, nor is he contriving how to raise a portion for his daughters, but is secure in this, that both he and his wife, his children and grandchildren, to as many generations as he can fancy, will all live both plentifully and happily, since, among them, there is no less care taken of those who were once engaged in labor, but grow afterwards unable to follow it, than there is, elsewhere, of these that continue still employed. I would gladly hear any man compare the justice that is among them with that of all other nations;among whom may I perish if I see anything that looks either like justice or equity; for what justice is there in this: that a nobleman, a goldsmith, a banker, or any other man, who either does nothing at all, or, at best, is employed in things that are of no use to the public, should live in great luxury and splendor upon what is so ill acquired, and a mean man, a carter, a smith, or a plowman, who works harder even than the beasts themselves, and is employed in labors so necessary, that no commonwealth could hold out a year without them, can only earn so poor a livelihood and must lead so miserable a life, that the condition of the beasts is much better than theirs? For as the beasts do not work so constantly, so they feed almost as well, and with more pleasure, and have no anxiety about what is to come, whilst these men are depressed by a barren and fruitless employment, and tormented with the apprehensions of want in their old age; since that which they get by their daily labour does but maintain them at present, and is consumed as fast as it comes in, there is no overplus left to lay up for old age.

Which of the following does the narrator NOT give as a reason why the beasts live better lives than plowmen?

Passage adapted from “Utopia” by Thomas More (1516) in Ideal Commonwealths : Comprising More's Utopia, Bacon's New Atlantis, Campanella's City of the Sun, and Harrington's Oceans (1901)

Thus have I described to you, as particularly as I could, the constitution of that commonwealth, which I do not only think the best in the world, but indeed the only commonwealth that truly deserves that name. In all other places it is visible that, while people talk of a commonwealth, every man only seeks his own wealth; but there, where no man has any property, all men zealously pursue the good of the public, and, indeed, it is no wonder to see men act so differently, for in other commonwealths every man knows that unless he provides for himself, how flourishing soever the commonwealth may be, he must die of hunger, so that he sees the necessity of preferring his own concerns to the public; but in Utopia, where every man has a right to everything, they all know that if care is taken to keep the public stores full no private man can want anything, for among them there is no unequal distribution, so that no man is poor, none in necessity, and though no man has anything, yet they are all rich; for what can make a man so rich as to lead a serene and cheerful life, free from anxieties, neither apprehending want himself, nor vexed with the endless complaints of his wife? He is not afraid of the misery of his children, nor is he contriving how to raise a portion for his daughters, but is secure in this, that both he and his wife, his children and grandchildren, to as many generations as he can fancy, will all live both plentifully and happily, since, among them, there is no less care taken of those who were once engaged in labor, but grow afterwards unable to follow it, than there is, elsewhere, of these that continue still employed. I would gladly hear any man compare the justice that is among them with that of all other nations; among whom may I perish if I see anything that looks either like justice or equity; for what justice is there in this: that a nobleman, a goldsmith, a banker, or any other man, who either does nothing at all, or, at best, is employed in things that are of no use to the public, should live in great luxury and splendor upon what is so ill acquired, and a mean man, a carter, a smith, or a plowman, who works harder even than the beasts themselves, and is employed in labors so necessary, that no commonwealth could hold out a year without them, can only earn so poor a livelihood and must lead so miserable a life, that the condition of the beasts is much better than theirs? For as the beasts do not work so constantly, so they feed almost as well, and with more pleasure, and have no anxiety about what is to come, whilst these men are depressed by a barren and fruitless employment, and tormented with the apprehensions of want in their old age; since that which they get by their daily labour does but maintain them at present, and is consumed as fast as it comes in, there is no overplus left to lay up for old age.

Which of the following occupations does the narrator believe receives more wealth than it deserves to earn?