SAT Verbal Test 18 - Grammar, Vocabulary & Reading Comprehension
SAT Verbal Test 18
Questions
In context, which of the following sentences would best fit between sentences 4 and 5?
Directions for the question:
The following passage is an early draft of an essay. Some parts of the passage need to be rewritten. Read the passage and select the best answer for the question that follows. Keep in mind that some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask to consider organization and development. In choosing the answer, follow the requirements of standard written English.
[1] Art probably owes more to form for its range of expression than to color. [2] Many of the noblest things it is capable of conveying are expressed by form more directly than by anything else. [3] And it is interesting to notice how some of the world's greatest artists have been very restricted in their use of color, preferring to depend on form for their chief appeal. [4] It is reported that Apelles only used three colors, black, red, and yellow, and Rembrandt used little else. [5] Drawing, although the first, is also the last thing the painter usually studies. [6] There is more in it that can be taught and that requires constant application and effort. [7] A student should set himself to acquire well-trained eye of which he might be capable of; for the appreciation of every form of art. [8] It is not enough in artistic drawing to portray accurately. [9] But to express any form one must first be moved by it. [10] There is in the appearance of all objects, animate and inanimate, a hidden rhythm that is not caught by the accurate, painstaking, but cold artist. [11] This form is never found in a mechanical reproduction like a photograph. [12] You are never moved to say when looking at one, "What fine form." [13] It is difficult to say in what this quality consists. [14] The emphasis and selection that is unconsciously given in a drawing, done directly under the guidance of strong feeling, are too subtle to be tabulated. [15] But it is this selection of the significant and suppression of the non-essential that often gives to a few lines drawn quickly, and having a somewhat remote relation to the complex appearance of the real object, more vitality and truth than are to be found in a highly-wrought and painstaking drawing, during the process of which the essential and vital things have been lost sight of in the labor of the work; and the non-essential, which is usually more obvious, is allowed to creep in and obscure the original impression.
- Color would seem to depend much more on a natural sense and would be less amenable to teaching.
- Every painter should learn about both color and drawing.
- Color depends more on natural sense whereas drawing requires effort as it is difficult to understand and learn.
- A majority of artists focus more on drawing than on color.
- But it was Appelles alone who used three colors; all the other artists used more colors in their paintings.
What is the best way to deal with sentence 9?
Directions for the question:
The following passage is an early draft of an essay. Some parts of the passage need to be rewritten. Read the passage and select the best answer for the question that follows. Keep in mind that some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask to consider organization and development. In choosing the answer, follow the requirements of standard written English.
[1] Art probably owes more to form for its range of expression than to color. [2] Many of the noblest things it is capable of conveying are expressed by form more directly than by anything else. [3] And it is interesting to notice how some of the world's greatest artists have been very restricted in their use of color, preferring to depend on form for their chief appeal. [4] It is reported that Apelles only used three colors, black, red, and yellow, and Rembrandt used little else. [5] Drawing, although the first, is also the last thing the painter usually studies. [6] There is more in it that can be taught and that requires constant application and effort. [7] A student should set himself to acquire well-trained eye of which he might be capable of; for the appreciation of every form of art. [8] It is not enough in artistic drawing to portray accurately. [9] But to express any form one must first be moved by it. [10] There is in the appearance of all objects, animate and inanimate, a hidden rhythm that is not caught by the accurate, painstaking, but cold artist. [11] This form is never found in a mechanical reproduction like a photograph. [12] You are never moved to say when looking at one, "What fine form." [13] It is difficult to say in what this quality consists. [14] The emphasis and selection that is unconsciously given in a drawing, done directly under the guidance of strong feeling, are too subtle to be tabulated. [15] But it is this selection of the significant and suppression of the non-essential that often gives to a few lines drawn quickly, and having a somewhat remote relation to the complex appearance of the real object, more vitality and truth than are to be found in a highly-wrought and painstaking drawing, during the process of which the essential and vital things have been lost sight of in the labor of the work; and the non-essential, which is usually more obvious, is allowed to creep in and obscure the original impression.
- Leave it as it is
- Connect it to sentence 8 by inserting “as” in place of “but”
- Connect it to sentence 10 by inserting “since”
- Delete it
Which phrase, if inserted at the beginning of sentence 11 (reproduced below), best fits the context?
This form is never found in a mechanical reproduction like a photograph.
Directions for the question:
The following passage is an early draft of an essay. Some parts of the passage need to be rewritten. Read the passage and select the best answer for the question that follows. Keep in mind that some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask to consider organization and development. In choosing the answer, follow the requirements of standard written English.
[1] Art probably owes more to form for its range of expression than to color. [2] Many of the noblest things it is capable of conveying are expressed by form more directly than by anything else. [3] And it is interesting to notice how some of the world's greatest artists have been very restricted in their use of color, preferring to depend on form for their chief appeal. [4] It is reported that Apelles only used three colors, black, red, and yellow, and Rembrandt used little else. [5] Drawing, although the first, is also the last thing the painter usually studies. [6] There is more in it that can be taught and that requires constant application and effort. [7] A student should set himself to acquire well-trained eye of which he might be capable of; for the appreciation of every form of art. [8] It is not enough in artistic drawing to portray accurately. [9] But to express any form one must first be moved by it. [10] There is in the appearance of all objects, animate and inanimate, a hidden rhythm that is not caught by the accurate, painstaking, but cold artist. [11] This form is never found in a mechanical reproduction like a photograph. [12] You are never moved to say when looking at one, "What fine form." [13] It is difficult to say in what this quality consists. [14] The emphasis and selection that is unconsciously given in a drawing, done directly under the guidance of strong feeling, are too subtle to be tabulated. [15] But it is this selection of the significant and suppression of the non-essential that often gives to a few lines drawn quickly, and having a somewhat remote relation to the complex appearance of the real object, more vitality and truth than are to be found in a highly-wrought and painstaking drawing, during the process of which the essential and vital things have been lost sight of in the labor of the work; and the non-essential, which is usually more obvious, is allowed to creep in and obscure the original impression.
- Thus,
- However,
- In fact,
- Also
- And actually
Of the following, which is the best way to revise the underlined portion of sentence 6 (reproduced below)?
There is more in it that can be taught and that requires constant application and effort.
Directions for the question:
The following passage is an early draft of an essay. Some parts of the passage need to be rewritten. Read the passage and select the best answer for the question that follows. Keep in mind that some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask to consider organization and development. In choosing the answer, follow the requirements of standard written English.
[1] Art probably owes more to form for its range of expression than to color. [2] Many of the noblest things it is capable of conveying are expressed by form more directly than by anything else. [3] And it is interesting to notice how some of the world's greatest artists have been very restricted in their use of color, preferring to depend on form for their chief appeal. [4] It is reported that Apelles only used three colors, black, red, and yellow, and Rembrandt used little else. [5] Drawing, although the first, is also the last thing the painter usually studies. [6] There is more in it that can be taught and that requires constant application and effort. [7] A student should set himself to acquire well-trained eye of which he might be capable of; for the appreciation of every form of art. [8] It is not enough in artistic drawing to portray accurately. [9] But to express any form one must first be moved by it. [10] There is in the appearance of all objects, animate and inanimate, a hidden rhythm that is not caught by the accurate, painstaking, but cold artist. [11] This form is never found in a mechanical reproduction like a photograph. [12] You are never moved to say when looking at one, "What fine form." [13] It is difficult to say in what this quality consists. [14] The emphasis and selection that is unconsciously given in a drawing, done directly under the guidance of strong feeling, are too subtle to be tabulated. [15] But it is this selection of the significant and suppression of the non-essential that often gives to a few lines drawn quickly, and having a somewhat remote relation to the complex appearance of the real object, more vitality and truth than are to be found in a highly-wrought and painstaking drawing, during the process of which the essential and vital things have been lost sight of in the labor of the work; and the non-essential, which is usually more obvious, is allowed to creep in and obscure the original impression.
- That can be taught and that requires constant application and effort
- Delete “that” after “and”
- Replace “that” after “it” with “than”
- Replace “that” at both places with “which”
- Replace “and” by “but”
In context, which of the following is the best way to phrase sentence 7 (reproduced below)?
A student should set himself to acquire well-trained eye of which he might be capable of; for the appreciation of every form of art.
Directions for the question:
The following passage is an early draft of an essay. Some parts of the passage need to be rewritten. Read the passage and select the best answer for the question that follows. Keep in mind that some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask to consider organization and development. In choosing the answer, follow the requirements of standard written English.
[1] Art probably owes more to form for its range of expression than to color. [2] Many of the noblest things it is capable of conveying are expressed by form more directly than by anything else. [3] And it is interesting to notice how some of the world's greatest artists have been very restricted in their use of color, preferring to depend on form for their chief appeal. [4] It is reported that Apelles only used three colors, black, red, and yellow, and Rembrandt used little else. [5] Drawing, although the first, is also the last thing the painter usually studies. [6] There is more in it that can be taught and that requires constant application and effort. [7] A student should set himself to acquire well-trained eye of which he might be capable of; for the appreciation of every form of art. [8] It is not enough in artistic drawing to portray accurately. [9] But to express any form one must first be moved by it. [10] There is in the appearance of all objects, animate and inanimate, a hidden rhythm that is not caught by the accurate, painstaking, but cold artist. [11] This form is never found in a mechanical reproduction like a photograph. [12] You are never moved to say when looking at one, "What fine form." [13] It is difficult to say in what this quality consists. [14] The emphasis and selection that is unconsciously given in a drawing, done directly under the guidance of strong feeling, are too subtle to be tabulated. [15] But it is this selection of the significant and suppression of the non-essential that often gives to a few lines drawn quickly, and having a somewhat remote relation to the complex appearance of the real object, more vitality and truth than are to be found in a highly-wrought and painstaking drawing, during the process of which the essential and vital things have been lost sight of in the labor of the work; and the non-essential, which is usually more obvious, is allowed to creep in and obscure the original impression.
- As it is now.
- A well-trained eye for the appreciation of form is what every student should set himself to acquire with all the might of which he is capable.
- To appreciate every form of art, all the students should acquire well trained eyes which they might be capable of.
- Only well-trained eyes appreciate every form of art and this is what every student requires to learn drawing.
- All the well-trained eyes appreciate every form of art and all the students should strive to achieve them.
Jane was (A) by no means popular with the other women, taking (B) far too much upon herself, the strength of her father's rank, and giving (C) herself airs as if she (D) was better than those around her. (E) No error
Directions for the question:
The following question tests your ability to recognize grammar and usage errors. The sentence contains either a single error or no error at all. No sentence contains more than one error. The error, if there is one, is underlined and lettered. If the sentence contains an error, select the underlined part that must be changed to make the sentence correct. If the sentence is correct, select choice (E). In choosing the answer, follow the requirements of standard written English.
Example:
To suggest the virtues of a home grown language (A) over (B) all else (C) have little to do with nationalism and (D) much to do with ostrich mindset. (E) No error
- (A)
- (B)
- (C)
- (D)
- (E)
As long as we depend for our (A) existence mainly upon non-renewable underground resources, our functions will of course (B) run the risk of getting paralyzed; our activities will (C) come to a halt, when the resources (D) run down. (E) No error
Directions for the question:
The following question tests your ability to recognize grammar and usage errors. The sentence contains either a single error or no error at all. No sentence contains more than one error. The error, if there is one, is underlined and lettered. If the sentence contains an error, select the underlined part that must be changed to make the sentence correct. If the sentence is correct, select choice (E). In choosing the answer, follow the requirements of standard written English.
Example:
To suggest the virtues of a home grown language (A) over (B) all else (C) have little to do with nationalism and (D) much to do with ostrich mindset. (E) No error
- (A)
- (B)
- (C)
- (D)
- (E)
This was the most _________ time for mobilizing people against terrorists and defeating them and their ________ plans.
Directions for the question:
The sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five words or sets of words labeled (A) to (E). Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole.
Example:
After having a _________ journey, we had a ___________ food.
(A) persistent, musty (B) frightful, terrific
(C) congenial, palatable (D) tiresome, common
(E) expedition, brisk
- pleasant, outrageous
- congenial, appropriate
- pertinent, dubious
- opportune, nefarious
- compliant, sinister
The _________ over the success of his meetings was soured by the ________ events at a public meeting.
Directions for the question:
The sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five words or sets of words labeled (A) to (E). Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole.
Example:
After having a _________ journey, we had a ___________ food.
(A) persistent, musty (B) frightful, terrific
(C) congenial, palatable (D) tiresome, common
(E) expedition, brisk
- nuance, quarrel
- exaggeration, irrational
- deviation, specious
- euphoria, sordid
- excitement, exceptional
The __________ in the wake of the committee recommendations are indications that we must prepare for more _________ tax debates.
Directions for the question:
The sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five words or sets of words labeled (A) to (E). Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole.
Example:
After having a _________ journey, we had a ___________ food.
(A) persistent, musty (B) frightful, terrific
(C) congenial, palatable (D) tiresome, common
(E) expedition, brisk
- quarrels, filthy
- brawls, unfriendly
- fights, obnoxious
- wrangles, acrimonious
- discussions, affable
(A) 'English grammar for students of Spanish' explains the terms (B) that are in Spanish textbooks and shows students (C) how they relate to English while teachers want to (D) stress on some grammatical rule. (E) No error
Directions for the question:
The following question tests your ability to recognize grammar and usage errors. The sentence contains either a single error or no error at all. No sentence contains more than one error. The error, if there is one, is underlined and lettered. If the sentence contains an error, select the underlined part that must be changed to make the sentence correct. If the sentence is correct, select choice (E). In choosing the answer, follow the requirements of standard written English.
Example:
To suggest the virtues of a home grown language (A) over (B) all else (C) have little to do with nationalism and (D) much to do with ostrich mindset. (E) No error
- (A)
- (B)
- (C)
- (D)
- (E)
I think that, even if there is (A) a little bloodletting, and even if life becomes (B) much more inconvenient (C) and difficult than it is now, we should let the human race continue to exist (D) over this Earth. (E) No error
Directions for the question:
The following question tests your ability to recognize grammar and usage errors. The sentence contains either a single error or no error at all. No sentence contains more than one error. The error, if there is one, is underlined and lettered. If the sentence contains an error, select the underlined part that must be changed to make the sentence correct. If the sentence is correct, select choice (E). In choosing the answer, follow the requirements of standard written English.
Example:
To suggest the virtues of a home grown language (A) over (B) all else (C) have little to do with nationalism and (D) much to do with ostrich mindset. (E) No error
- (A)
- (B)
- (C)
- (D)
- (E)
Animals are gifted with this _________ ability of sensing a/an ____________ calamity and in this way save themselves from many dangers.
Directions for the question:
The sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five words or sets of words labeled (A) to (E). Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole.
Example:
After having a _________ journey, we had a ___________ food.
(A) persistent, musty (B) frightful, terrific
(C) congenial, palatable (D) tiresome, common
(E) expedition, brisk
- abnormal, forthcoming
- natural, absolute
- extraordinary, aforesaid
- uncanny, impending
- extrasensory, offensive
The international community relentlessly____________ the military government for________ upon human rights.
Directions for the question:
The sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five words or sets of words labeled (A) to (E). Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole.
Example:
After having a _________ journey, we had a ___________ food.
(A) persistent, musty (B) frightful, terrific
(C) congenial, palatable (D) tiresome, common
(E) expedition, brisk
- castigated, infringing
- criticized, curtailing
- scolded, abridging
- admonished, sitting
- berated, hitting
The coordinator (A) had planned to (B) overview the college elections for the organization of (C) student council; he (D) told that he was coming. (E) No error
Directions for the question:
The following question tests your ability to recognize grammar and usage errors. The sentence contains either a single error or no error at all. No sentence contains more than one error. The error, if there is one, is underlined and lettered. If the sentence contains an error, select the underlined part that must be changed to make the sentence correct. If the sentence is correct, select choice (E). In choosing the answer, follow the requirements of standard written English.
Example:
To suggest the virtues of a home grown language (A) over (B) all else (C) have little to do with nationalism and (D) much to do with ostrich mindset. (E) No error
- (A)
- (B)
- (C)
- (D)
- (E)
They (A) are building solid concrete walls in places where, (B) they think, perhaps once in a thousand years there will be a landslide and (C) needlessly dig up bamboo groves which will most assuredly (D) not be washed away, and stack up concrete blocks. (E) No error
Directions for the question:
The following question tests your ability to recognize grammar and usage errors. The sentence contains either a single error or no error at all. No sentence contains more than one error. The error, if there is one, is underlined and lettered. If the sentence contains an error, select the underlined part that must be changed to make the sentence correct. If the sentence is correct, select choice (E). In choosing the answer, follow the requirements of standard written English.
Example:
To suggest the virtues of a home grown language (A) over (B) all else (C) have little to do with nationalism and (D) much to do with ostrich mindset. (E) No error
- (A)
- (B)
- (C)
- (D)
They live underground to find _________ from temperature that can ______ below freezing point on winter nights.
Directions for the question:
The sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five words or sets of words labeled (A) to (E). Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole.
Example:
After having a _________ journey, we had a ___________ food.
(A) persistent, musty (B) frightful, terrific
(C) congenial, palatable (D) tiresome, common
(E) expedition, brisk
- enjoy, dwindle
- escape, exacerbate
- sustain, reinforce
- recover, recede
- shelter, plummet
What is the main difference between the two passages?
Answer this question based on the following passages.
Passage 1
It is easy enough to secure buildings and classrooms for our
schools. The expenditure of so many dollars will bring us the
equipment we require. Books and materials may be had
almost for the asking. The great problem is to secure teachers
(5) — real teachers, teachers of power and devotion who are
able to leave their impress on young lives. Without such
teachers all the rest is but as sounding brass or a tinkling
cymbal. And to be a real teacher is a very high achievement.
"I have been a teacher.
(10) In one of my first schools I had Grover Cleveland as a pupil.
He came without a textbook in grammar, and I loaned him
mine. Years passed, and Grover Cleveland was President of
the United States. One day I was one of many hundreds
passing in line at a public reception to grasp the
(15) President's hand. I carried this book with me, and when
it came my turn to meet the President, I presented the
volume and said, 'Mr. President, do you recognize this book,
and do you remember me?' In an instant the light of recognition
had flashed in Mr. Cleveland's eyes. Calling me by name, he
(20) grasped my hand and held it while the crowd waited and while
he recalled old times and thanked me for what I had meant to
him when I was his teacher. Then he took the old book and
autographed it for me."
Two types of teachers are remembered: one to be forgiven
(25) after years have softened the antagonisms and resentments;
the other to be thought of with honor and gratitude as long
as memory lasts. Between these two is a third and a larger
group: those who are forgotten, because they failed to stamp
a lasting impression on their pupils. This group represents the
(30) mediocrity of the profession, not bad enough to be actively
forgiven, not good enough to claim a place in gratitude and
remembrance.
To which type would we belong? To which type can we
belong? Can we choose? What are the factors that go to
(35) determine the place we shall occupy in the scale of
teachers?
Passage 2
A sympathetic teacher draws out all the good qualities in his
pupils, and his gentleness prevents them from being afraid
of him. Each boy then shows himself just as he is, and the
teacher is able to see the line best suited to him and to help
(5) him to follow it. To such a teacher a boy will come with all his
difficulties, knowing that he will be met with sympathy and
kindness, and, instead of hiding his weaknesses, he will be
glad to tell everything to one of whose loving help he is sure.
The good teacher remembers his own youth, and so can feel
(10) with the boy who comes to him.
This love of the teacher for his pupil, protecting and helping
him, will bring out love from the pupil in turn, and as he looks
up to his teacher this love will take the form of reverence.
Reverence, beginning in this way with the boy, will grow as
(15) he grows older, and will become the habit of seeing and
reverencing greatness, and so perhaps in time may lead him
to the Feet of the Master. The love of the boy to the teacher
will make him docile and easy to guide, and so the question
of punishment will never arise. Thus one great cause of fear
(20) which at present poisons all the relations between the teacher
and his pupil will vanish. Those of us who have the happiness
of being pupils of the true Masters know what this relation
ought to be. We know the wonderful patience, gentleness and
sympathy with which they always meet us, even when we may
(25) have made mistakes or have been weak.
Love both at home and in the school will naturally show itself
in continual small acts of service, and these will form a habit
out of which will grow the larger and more heroic acts of
service which makes the greatness of a nation. A teacher
(30) who tries to frighten his boys into doing what he wishes
does not see that they only obey him while he is there, and
that as soon as they are out of his sight they will pay no
attention to his rules, or even take a pleasure in breaking
them because they dislike him. But if he draws them to do
(35) what he wants because they love him and wish to please
'him, they will keep his rules even in his absence, and so
make his work much easier. Instead of developing fear
and dislike in the characters of the boys, the wise teacher
will gain his ends by calling forth from them love and
(40) devotion; and so will strengthen all that is good in them,
and help them on the road of evolution.
- Passage 1 elucidates a student's perspective and passage 2 pertains to a teacher's experience.
- Passage 1 talks of impressions of students and passage 2 discusses how a teacher can leave an imprint on students' mind.
- Passage 1 discusses teaching as a profession and passage 2 discusses teaching as a mission.
- Passage 1 is illustrative and categorizing; passage 2 is descriptive and prototypal.
- Passage 1 takes teacher as an embodiment of love and devotion. (Unlike passage 2)
The following can be inferred from the given passage:
(i) The followers of a revolutionary figure suffer from a narrow field of vision making the revolutionary feel isolated.
(ii) The contemporaries of a revolutionary have always given due recognition and appreciation to the latter.
(iii) The system of social justice has often not followed a coherent and logical path.
Answer this question based on the following passage.
The debt American intellectual growth owes to the
revolutionary exiles has never been fully appreciated. The
seed disseminated by them, though so little understood at
the time, has brought a rich harvest. They have at all times
(5) held aloft the banner of liberty, thus impregnating the social
vitality of the Nation.
Emma Goldman was one of the few who, while thoroughly
preserving their individuality, became an important factor
in the social and intellectual atmosphere of America. The
(10) life she led was rich in color, full of change and variety. She
rose to the topmost heights, and also tasted the bitter dregs
of life. The sensational press surrounded her name with so
much misrepresentation and slander, it would seem almost
a miracle that, in spite of this web of calumny, the truth broke
(15) through and a better appreciation of this much maligned
idealist manifested itself. The mist in which the name of
Emma Goldman had so long been enveloped gradually
dissipated. Her energy in the furtherance of such an
unpopular idea as Anarchism, her deep earnestness,
(20) her courage and abilities, find growing understanding
and admiration.
There is but little consolation in the fact that almost every
representative of a new idea has had to struggle and suffer
under similar difficulties. Is it of any avail that a former
(25) president of a republic pays homage at Osawatomie to the
memory of John Brown? Or that the president of another
republic participates in the unveiling of a statue in honor of
Pierre Proudhon, and holds up his life to the French nation
as a model worthy of enthusiastic emulation? Of what avail
(30) is all this when, at the same time, the LIVING John Browns
and Proudhons are being crucified? The honor and glory of
a Mary Wollstonecraft or of a Louise Michel are not
enhanced by the City Fathers of London or Paris naming a
street after them - the living generation should be concerned
(35) with doing justice to the LIVING Mary Wollstonecrafts and
Louise Michels. Posterity assigns to men like Wendel
Phillips and Lloyd Garrison the proper niche of honor in
the temple of human emancipation; but it is the duty of their
contemporaries to bring them due recognition and appreciation
(40) while they live.
The path of the propagandist of social justice is strewn with
thorns. The powers of darkness and injustice exert all their
might lest a ray of sunshine enter his cheerless life. Nay,
even his comrades in the struggle--indeed, too often his
(45) most intimate friends--show but little understanding for
the personality of the pioneer. Envy, sometimes growing
to hatred, vanity and jealousy, obstruct his way and fill his
heart with sadness. It requires an inflexible will and
tremendous enthusiasm not to lose, under such conditions,
(50) all faith in the Cause. The representative of a revolutionizing
idea stands between two fires: on the one hand, the
persecution of the existing powers which hold him
responsible for all acts resulting from social conditions;
and, on the other, the lack of understanding on the part of
(55) his own followers who often judge all his activity from a
narrow standpoint. Thus it happens that the agitator stands
quite alone in the midst of the multitude surrounding him.
Even his most intimate friends rarely understand how
solitary and deserted he feels.
- (i) only
- (iii) only
- (i) and (iii)
- (ii) and (iii)
During the Miss Universe contest, it was a difficult moment for judges to decide whether Miss India or Miss Greece is the most beautiful.
Directions for the question:
The following sentence tests correctness and effectiveness of expression. Part of the sentence or the entire sentence is underlined; beneath the sentence are five ways of phrasing the underlined material. Choice (A) repeats the original phrasing; the other four choices are different. If you think the original phrasing produces a better sentence than any of the alternatives, select choice (A). If not, select one of the other choices.
In making your selection, follow the requirements of standard written English; that is, pay attention to grammar, choice of words, sentence construction, and punctuation. Your selection should result in the most effective sentence – clear and precise, without awkwardness or ambiguity.
Example:
If it were a British ship the resistance to the duty would be offered by the land merchants rather than by the sea traders; for the merchants did not desire that the cost of the merchandise to themselves and their customers should be doubled without some equivalent advantage.
(A) If it were a British ship the resistance to the duty would be offered by the land merchants
(B) If it had a British ship the resistance to the duty would be offered by the land merchants
(C) If it were a British ship the resistance to the duty would have been offered by the land merchants
(D) If it had been a British ship the resistance to the duty would have been offered by the land merchants
(E) If it would have been a British ship the resistance to the duty would be offered by the land merchant
Answer: (D)
- to decide whether Miss India or Miss Greece is the most beautiful.
- to decide as to whether Miss India or Miss Greece is the most beautiful.
- to decide whether Miss India or Miss Greece is more beautiful.
- to decide whether Miss India or Miss Greece was more beautiful.
- to decide whether Miss India or Miss Greece were beautiful.
One of new editions contain the result of three more years of study and experience, enlightened and aided by very many letters from readers, which served to point out flaws in the previous edition.
Directions for the question:
The following sentence tests correctness and effectiveness of expression. Part of the sentence or the entire sentence is underlined; beneath the sentence are five ways of phrasing the underlined material. Choice (A) repeats the original phrasing; the other four choices are different. If you think the original phrasing produces a better sentence than any of the alternatives, select choice (A). If not, select one of the other choices.
In making your selection, follow the requirements of standard written English; that is, pay attention to grammar, choice of words, sentence construction, and punctuation. Your selection should result in the most effective sentence – clear and precise, without awkwardness or ambiguity.
Example:
If it were a British ship the resistance to the duty would be offered by the land merchants rather than by the sea traders; for the merchants did not desire that the cost of the merchandise to themselves and their customers should be doubled without some equivalent advantage.
(A) If it were a British ship the resistance to the duty would be offered by the land merchants
(B) If it had a British ship the resistance to the duty would be offered by the land merchants
(C) If it were a British ship the resistance to the duty would have been offered by the land merchants
(D) If it had been a British ship the resistance to the duty would have been offered by the land merchants
(E) If it would have been a British ship the resistance to the duty would be offered by the land merchant
Answer: (D)
- new editions contain the result of three more years of study and experience
- new editions contains the results of three years of study and experience
- new editions contain the results for three more years of study and experience
- new editions contains the result of three more years of study and experience
- new editions contained the result of three more years of study and experience
Three years have passed since the author of the present work ventured to lay them before the public, not without the unusual anxiety.
Directions for the question:
The following sentence tests correctness and effectiveness of expression. Part of the sentence or the entire sentence is underlined; beneath the sentence are five ways of phrasing the underlined material. Choice (A) repeats the original phrasing; the other four choices are different. If you think the original phrasing produces a better sentence than any of the alternatives, select choice (A). If not, select one of the other choices.
In making your selection, follow the requirements of standard written English; that is, pay attention to grammar, choice of words, sentence construction, and punctuation. Your selection should result in the most effective sentence – clear and precise, without awkwardness or ambiguity.
Example:
If it were a British ship the resistance to the duty would be offered by the land merchants rather than by the sea traders; for the merchants did not desire that the cost of the merchandise to themselves and their customers should be doubled without some equivalent advantage.
(A) If it were a British ship the resistance to the duty would be offered by the land merchants
(B) If it had a British ship the resistance to the duty would be offered by the land merchants
(C) If it were a British ship the resistance to the duty would have been offered by the land merchants
(D) If it had been a British ship the resistance to the duty would have been offered by the land merchants
(E) If it would have been a British ship the resistance to the duty would be offered by the land merchant
Answer: (D)
- since the author of the present work ventured to lay them before the public
- since the author of the present work ventured to lay it before the public
- since the author of the present work laid them before the public
- for the author of the present work to lay it before the public
- for the author of the present work to venture to lay it before the public
Who are the 'true masters' (line 22) according to passage 2?
Answer this question based on the following passages.
Passage 1
It is easy enough to secure buildings and classrooms for our
schools. The expenditure of so many dollars will bring us the
equipment we require. Books and materials may be had
almost for the asking. The great problem is to secure teachers
(5) — real teachers, teachers of power and devotion who are
able to leave their impress on young lives. Without such
teachers all the rest is but as sounding brass or a tinkling
cymbal. And to be a real teacher is a very high achievement.
"I have been a teacher.
(10) In one of my first schools I had Grover Cleveland as a pupil.
He came without a textbook in grammar, and I loaned him
mine. Years passed, and Grover Cleveland was President of
the United States. One day I was one of many hundreds
passing in line at a public reception to grasp the
(15) President's hand. I carried this book with me, and when
it came my turn to meet the President, I presented the
volume and said, 'Mr. President, do you recognize this book,
and do you remember me?' In an instant the light of recognition
had flashed in Mr. Cleveland's eyes. Calling me by name, he
(20) grasped my hand and held it while the crowd waited and while
he recalled old times and thanked me for what I had meant to
him when I was his teacher. Then he took the old book and
autographed it for me."
Two types of teachers are remembered: one to be forgiven
(25) after years have softened the antagonisms and resentments;
the other to be thought of with honor and gratitude as long
as memory lasts. Between these two is a third and a larger
group: those who are forgotten, because they failed to stamp
a lasting impression on their pupils. This group represents the
(30) mediocrity of the profession, not bad enough to be actively
forgiven, not good enough to claim a place in gratitude and
remembrance.
To which type would we belong? To which type can we
belong? Can we choose? What are the factors that go to
(35) determine the place we shall occupy in the scale of
teachers?
Passage 2
A sympathetic teacher draws out all the good qualities in his
pupils, and his gentleness prevents them from being afraid
of him. Each boy then shows himself just as he is, and the
teacher is able to see the line best suited to him and to help
(5) him to follow it. To such a teacher a boy will come with all his
difficulties, knowing that he will be met with sympathy and
kindness, and, instead of hiding his weaknesses, he will be
glad to tell everything to one of whose loving help he is sure.
The good teacher remembers his own youth, and so can feel
(10) with the boy who comes to him.
This love of the teacher for his pupil, protecting and helping
him, will bring out love from the pupil in turn, and as he looks
up to his teacher this love will take the form of reverence.
Reverence, beginning in this way with the boy, will grow as
(15) he grows older, and will become the habit of seeing and
reverencing greatness, and so perhaps in time may lead him
to the Feet of the Master. The love of the boy to the teacher
will make him docile and easy to guide, and so the question
of punishment will never arise. Thus one great cause of fear
(20) which at present poisons all the relations between the teacher
and his pupil will vanish. Those of us who have the happiness
of being pupils of the true Masters know what this relation
ought to be. We know the wonderful patience, gentleness and
sympathy with which they always meet us, even when we may
(25) have made mistakes or have been weak.
Love both at home and in the school will naturally show itself
in continual small acts of service, and these will form a habit
out of which will grow the larger and more heroic acts of
service which makes the greatness of a nation. A teacher
(30) who tries to frighten his boys into doing what he wishes
does not see that they only obey him while he is there, and
that as soon as they are out of his sight they will pay no
attention to his rules, or even take a pleasure in breaking
them because they dislike him. But if he draws them to do
(35) what he wants because they love him and wish to please
'him, they will keep his rules even in his absence, and so
make his work much easier. Instead of developing fear
and dislike in the characters of the boys, the wise teacher
will gain his ends by calling forth from them love and
(40) devotion; and so will strengthen all that is good in them,
and help them on the road of evolution.
- Teachers who are able to command the student with their high pitch.
- The spanking lot who use the rod to tame their students.
- Teachers who have built relationship with their students based on love, gentility and patience.
- Teachers who use subtle and sarcastic remarks instead of direct spanking.
The purpose of the third paragraph of the passage can be
Answer this question based on the following passage.
The debt American intellectual growth owes to the
revolutionary exiles has never been fully appreciated. The
seed disseminated by them, though so little understood at
the time, has brought a rich harvest. They have at all times
(5) held aloft the banner of liberty, thus impregnating the social
vitality of the Nation.
Emma Goldman was one of the few who, while thoroughly
preserving their individuality, became an important factor
in the social and intellectual atmosphere of America. The
(10) life she led was rich in color, full of change and variety. She
rose to the topmost heights, and also tasted the bitter dregs
of life. The sensational press surrounded her name with so
much misrepresentation and slander, it would seem almost
a miracle that, in spite of this web of calumny, the truth broke
(15) through and a better appreciation of this much maligned
idealist manifested itself. The mist in which the name of
Emma Goldman had so long been enveloped gradually
dissipated. Her energy in the furtherance of such an
unpopular idea as Anarchism, her deep earnestness,
(20) her courage and abilities, find growing understanding
and admiration.
There is but little consolation in the fact that almost every
representative of a new idea has had to struggle and suffer
under similar difficulties. Is it of any avail that a former
(25) president of a republic pays homage at Osawatomie to the
memory of John Brown? Or that the president of another
republic participates in the unveiling of a statue in honor of
Pierre Proudhon, and holds up his life to the French nation
as a model worthy of enthusiastic emulation? Of what avail
(30) is all this when, at the same time, the LIVING John Browns
and Proudhons are being crucified? The honor and glory of
a Mary Wollstonecraft or of a Louise Michel are not
enhanced by the City Fathers of London or Paris naming a
street after them - the living generation should be concerned
(35) with doing justice to the LIVING Mary Wollstonecrafts and
Louise Michels. Posterity assigns to men like Wendel
Phillips and Lloyd Garrison the proper niche of honor in
the temple of human emancipation; but it is the duty of their
contemporaries to bring them due recognition and appreciation
(40) while they live.
The path of the propagandist of social justice is strewn with
thorns. The powers of darkness and injustice exert all their
might lest a ray of sunshine enter his cheerless life. Nay,
even his comrades in the struggle--indeed, too often his
(45) most intimate friends--show but little understanding for
the personality of the pioneer. Envy, sometimes growing
to hatred, vanity and jealousy, obstruct his way and fill his
heart with sadness. It requires an inflexible will and
tremendous enthusiasm not to lose, under such conditions,
(50) all faith in the Cause. The representative of a revolutionizing
idea stands between two fires: on the one hand, the
persecution of the existing powers which hold him
responsible for all acts resulting from social conditions;
and, on the other, the lack of understanding on the part of
(55) his own followers who often judge all his activity from a
narrow standpoint. Thus it happens that the agitator stands
quite alone in the midst of the multitude surrounding him.
Even his most intimate friends rarely understand how
solitary and deserted he feels.
- to detail the life and achievement of Emma Goldman in chronological order
- to berate the slanders that the contemporaries present the leaders of revolution with
- to deplore the lack of recognition for the revolutionary in his own times; the recognition being largely futile later
- to give plaudits to the revolutionaries and to emphasize that the recognition of their efforts is carried on to other generations as well
'Rich Harvest' (Line 4) of revolutionaries like Goldman can be interpreted as
Answer this question based on the following passage.
The debt American intellectual growth owes to the
revolutionary exiles has never been fully appreciated. The
seed disseminated by them, though so little understood at
the time, has brought a rich harvest. They have at all times
(5) held aloft the banner of liberty, thus impregnating the social
vitality of the Nation.
Emma Goldman was one of the few who, while thoroughly
preserving their individuality, became an important factor
in the social and intellectual atmosphere of America. The
(10) life she led was rich in color, full of change and variety. She
rose to the topmost heights, and also tasted the bitter dregs
of life. The sensational press surrounded her name with so
much misrepresentation and slander, it would seem almost
a miracle that, in spite of this web of calumny, the truth broke
(15) through and a better appreciation of this much maligned
idealist manifested itself. The mist in which the name of
Emma Goldman had so long been enveloped gradually
dissipated. Her energy in the furtherance of such an
unpopular idea as Anarchism, her deep earnestness,
(20) her courage and abilities, find growing understanding
and admiration.
There is but little consolation in the fact that almost every
representative of a new idea has had to struggle and suffer
under similar difficulties. Is it of any avail that a former
(25) president of a republic pays homage at Osawatomie to the
memory of John Brown? Or that the president of another
republic participates in the unveiling of a statue in honor of
Pierre Proudhon, and holds up his life to the French nation
as a model worthy of enthusiastic emulation? Of what avail
(30) is all this when, at the same time, the LIVING John Browns
and Proudhons are being crucified? The honor and glory of
a Mary Wollstonecraft or of a Louise Michel are not
enhanced by the City Fathers of London or Paris naming a
street after them - the living generation should be concerned
(35) with doing justice to the LIVING Mary Wollstonecrafts and
Louise Michels. Posterity assigns to men like Wendel
Phillips and Lloyd Garrison the proper niche of honor in
the temple of human emancipation; but it is the duty of their
contemporaries to bring them due recognition and appreciation
(40) while they live.
The path of the propagandist of social justice is strewn with
thorns. The powers of darkness and injustice exert all their
might lest a ray of sunshine enter his cheerless life. Nay,
even his comrades in the struggle--indeed, too often his
(45) most intimate friends--show but little understanding for
the personality of the pioneer. Envy, sometimes growing
to hatred, vanity and jealousy, obstruct his way and fill his
heart with sadness. It requires an inflexible will and
tremendous enthusiasm not to lose, under such conditions,
(50) all faith in the Cause. The representative of a revolutionizing
idea stands between two fires: on the one hand, the
persecution of the existing powers which hold him
responsible for all acts resulting from social conditions;
and, on the other, the lack of understanding on the part of
(55) his own followers who often judge all his activity from a
narrow standpoint. Thus it happens that the agitator stands
quite alone in the midst of the multitude surrounding him.
Even his most intimate friends rarely understand how
solitary and deserted he feels.
- scandalous outrage of the public
- the growth in number of their supporters although they may not realize the extent of their vision
- their ability to win laurels by striking a balance between different cultures
- their ideologies finally find a niche in the way of life and stimulate intellectual growth
The tone of the passage can be summarized as
Answer this question based on the following passage.
The debt American intellectual growth owes to the
revolutionary exiles has never been fully appreciated. The
seed disseminated by them, though so little understood at
the time, has brought a rich harvest. They have at all times
(5) held aloft the banner of liberty, thus impregnating the social
vitality of the Nation.
Emma Goldman was one of the few who, while thoroughly
preserving their individuality, became an important factor
in the social and intellectual atmosphere of America. The
(10) life she led was rich in color, full of change and variety. She
rose to the topmost heights, and also tasted the bitter dregs
of life. The sensational press surrounded her name with so
much misrepresentation and slander, it would seem almost
a miracle that, in spite of this web of calumny, the truth broke
(15) through and a better appreciation of this much maligned
idealist manifested itself. The mist in which the name of
Emma Goldman had so long been enveloped gradually
dissipated. Her energy in the furtherance of such an
unpopular idea as Anarchism, her deep earnestness,
(20) her courage and abilities, find growing understanding
and admiration.
There is but little consolation in the fact that almost every
representative of a new idea has had to struggle and suffer
under similar difficulties. Is it of any avail that a former
(25) president of a republic pays homage at Osawatomie to the
memory of John Brown? Or that the president of another
republic participates in the unveiling of a statue in honor of
Pierre Proudhon, and holds up his life to the French nation
as a model worthy of enthusiastic emulation? Of what avail
(30) is all this when, at the same time, the LIVING John Browns
and Proudhons are being crucified? The honor and glory of
a Mary Wollstonecraft or of a Louise Michel are not
enhanced by the City Fathers of London or Paris naming a
street after them - the living generation should be concerned
(35) with doing justice to the LIVING Mary Wollstonecrafts and
Louise Michels. Posterity assigns to men like Wendel
Phillips and Lloyd Garrison the proper niche of honor in
the temple of human emancipation; but it is the duty of their
contemporaries to bring them due recognition and appreciation
(40) while they live.
The path of the propagandist of social justice is strewn with
thorns. The powers of darkness and injustice exert all their
might lest a ray of sunshine enter his cheerless life. Nay,
even his comrades in the struggle--indeed, too often his
(45) most intimate friends--show but little understanding for
the personality of the pioneer. Envy, sometimes growing
to hatred, vanity and jealousy, obstruct his way and fill his
heart with sadness. It requires an inflexible will and
tremendous enthusiasm not to lose, under such conditions,
(50) all faith in the Cause. The representative of a revolutionizing
idea stands between two fires: on the one hand, the
persecution of the existing powers which hold him
responsible for all acts resulting from social conditions;
and, on the other, the lack of understanding on the part of
(55) his own followers who often judge all his activity from a
narrow standpoint. Thus it happens that the agitator stands
quite alone in the midst of the multitude surrounding him.
Even his most intimate friends rarely understand how
solitary and deserted he feels.
- advocating
- subjective
- explicating
- reconciling
- skeptic
She found the subject difficult at first, but now she is really getting off her stride.
Directions for the question:
The following sentence tests correctness and effectiveness of expression. Part of the sentence or the entire sentence is underlined; beneath the sentence are five ways of phrasing the underlined material. Choice (A) repeats the original phrasing; the other four choices are different. If you think the original phrasing produces a better sentence than any of the alternatives, select choice (A). If not, select one of the other choices.
In making your selection, follow the requirements of standard written English; that is, pay attention to grammar, choice of words, sentence construction, and punctuation. Your selection should result in the most effective sentence – clear and precise, without awkwardness or ambiguity.
Example:
If it were a British ship the resistance to the duty would be offered by the land merchants rather than by the sea traders; for the merchants did not desire that the cost of the merchandise to themselves and their customers should be doubled without some equivalent advantage.
(A) If it were a British ship the resistance to the duty would be offered by the land merchants
(B) If it had a British ship the resistance to the duty would be offered by the land merchants
(C) If it were a British ship the resistance to the duty would have been offered by the land merchants
(D) If it had been a British ship the resistance to the duty would have been offered by the land merchants
(E) If it would have been a British ship the resistance to the duty would be offered by the land merchant
Answer: (D)
- but now she is really getting off her stride.
- but now she really is getting off her stride.
- but now she is really getting into her stride.
- but she really is getting on her stride now.
- but she is really now getting at her stride.
Why are the agitators left alone in the 'midst of the multitude'? (Line 57)
Answer this question based on the following passage.
The debt American intellectual growth owes to the
revolutionary exiles has never been fully appreciated. The
seed disseminated by them, though so little understood at
the time, has brought a rich harvest. They have at all times
(5) held aloft the banner of liberty, thus impregnating the social
vitality of the Nation.
Emma Goldman was one of the few who, while thoroughly
preserving their individuality, became an important factor
in the social and intellectual atmosphere of America. The
(10) life she led was rich in color, full of change and variety. She
rose to the topmost heights, and also tasted the bitter dregs
of life. The sensational press surrounded her name with so
much misrepresentation and slander, it would seem almost
a miracle that, in spite of this web of calumny, the truth broke
(15) through and a better appreciation of this much maligned
idealist manifested itself. The mist in which the name of
Emma Goldman had so long been enveloped gradually
dissipated. Her energy in the furtherance of such an
unpopular idea as Anarchism, her deep earnestness,
(20) her courage and abilities, find growing understanding
and admiration.
There is but little consolation in the fact that almost every
representative of a new idea has had to struggle and suffer
under similar difficulties. Is it of any avail that a former
(25) president of a republic pays homage at Osawatomie to the
memory of John Brown? Or that the president of another
republic participates in the unveiling of a statue in honor of
Pierre Proudhon, and holds up his life to the French nation
as a model worthy of enthusiastic emulation? Of what avail
(30) is all this when, at the same time, the LIVING John Browns
and Proudhons are being crucified? The honor and glory of
a Mary Wollstonecraft or of a Louise Michel are not
enhanced by the City Fathers of London or Paris naming a
street after them - the living generation should be concerned
(35) with doing justice to the LIVING Mary Wollstonecrafts and
Louise Michels. Posterity assigns to men like Wendel
Phillips and Lloyd Garrison the proper niche of honor in
the temple of human emancipation; but it is the duty of their
contemporaries to bring them due recognition and appreciation
(40) while they live.
The path of the propagandist of social justice is strewn with
thorns. The powers of darkness and injustice exert all their
might lest a ray of sunshine enter his cheerless life. Nay,
even his comrades in the struggle--indeed, too often his
(45) most intimate friends--show but little understanding for
the personality of the pioneer. Envy, sometimes growing
to hatred, vanity and jealousy, obstruct his way and fill his
heart with sadness. It requires an inflexible will and
tremendous enthusiasm not to lose, under such conditions,
(50) all faith in the Cause. The representative of a revolutionizing
idea stands between two fires: on the one hand, the
persecution of the existing powers which hold him
responsible for all acts resulting from social conditions;
and, on the other, the lack of understanding on the part of
(55) his own followers who often judge all his activity from a
narrow standpoint. Thus it happens that the agitator stands
quite alone in the midst of the multitude surrounding him.
Even his most intimate friends rarely understand how
solitary and deserted he feels.
- They are considered a misfit in the existing social system.
- They beget envy and hatred from their fellow men due to the novelty of their ideas.
- Their ideologies may obstruct the path of others.
- They are caught between the hostility of the existing powers and lack of acceptance of the new ideology even by their own followers.
This necessitated their regular keep-up and maintenance resulting in the emergence of the whole crop of crafts and mechanics.
Directions for the question:
The following sentence tests correctness and effectiveness of expression. Part of the sentence or the entire sentence is underlined; beneath the sentence are five ways of phrasing the underlined material. Choice (A) repeats the original phrasing; the other four choices are different. If you think the original phrasing produces a better sentence than any of the alternatives, select choice (A). If not, select one of the other choices.
In making your selection, follow the requirements of standard written English; that is, pay attention to grammar, choice of words, sentence construction, and punctuation. Your selection should result in the most effective sentence – clear and precise, without awkwardness or ambiguity.
Example:
If it were a British ship the resistance to the duty would be offered by the land merchants rather than by the sea traders; for the merchants did not desire that the cost of the merchandise to themselves and their customers should be doubled without some equivalent advantage.
(A) If it were a British ship the resistance to the duty would be offered by the land merchants
(B) If it had a British ship the resistance to the duty would be offered by the land merchants
(C) If it were a British ship the resistance to the duty would have been offered by the land merchants
(D) If it had been a British ship the resistance to the duty would have been offered by the land merchants
(E) If it would have been a British ship the resistance to the duty would be offered by the land merchant
Answer: (D)
- This necessitated their regular keep-up and maintenance
- This made necessary their regular keep-up and maintenance
- This necessitated their regular up-keep and maintenance
- This necessitated their regular keeping and maintenance
- This necessitated their regular keeping-up and maintenance
What inference can you draw from the second paragraph?
Answer this question based on the following passage.
The ills of the modern home are symptomatic. Divorce,
childless families, irreverent children, and the decadence of
the old type of separate home life are signs of forgotten
ideals, lost motives, and insufficient purposes. Where the
(5) home is only an opportunity for self-indulgence, it easily
becomes a cheap boarding-house, a sleeping-shelf, an
implement for social advantage. While it is true that general
economic developments have effected marked changes in
domestic economy, the happiness and efficiency of the
(10) family do not depend wholly on them. Rather, everything
depends on whether the home and family are considered in
worthy and adequate terms
They who marry for lust are divorced for further lust.
Selfishness, even in its form of self-preservation, is an unstable
(15) foundation for a home. Essentially the problem is not one of
mechanics but of persons. What we call the home problem is
more truly a family problem. It centers in persons; the solution
awaits a race with new ideals, educated to live as more than
dust, for more than dirt, for personality rather than for possessions.
(20) We need young people who establish homes, not simply
because they feel miserable when separated, nor because
one needs a place in which to board and the other needs
a boarder, but because the largest duty and joy of life is to
enrich the world with other lives and to give themselves in
(25) high love to making those other lives of the greatest possible
worth to the world.
- Infidelity leads to a jinxed relation.
- Love should rear domestic front and fidelity should procure the boundaries.
- We should sort out all family problems without publicity.
- Home is a like a rest house with explicit luxuries.
What are 'signs of forgotten ideals'? (Lines 3 - 4)
Answer this question based on the following passage.
The ills of the modern home are symptomatic. Divorce,
childless families, irreverent children, and the decadence of
the old type of separate home life are signs of forgotten
ideals, lost motives, and insufficient purposes. Where the
(5) home is only an opportunity for self-indulgence, it easily
becomes a cheap boarding-house, a sleeping-shelf, an
implement for social advantage. While it is true that general
economic developments have effected marked changes in
domestic economy, the happiness and efficiency of the
(10) family do not depend wholly on them. Rather, everything
depends on whether the home and family are considered in
worthy and adequate terms
They who marry for lust are divorced for further lust.
Selfishness, even in its form of self-preservation, is an unstable
(15) foundation for a home. Essentially the problem is not one of
mechanics but of persons. What we call the home problem is
more truly a family problem. It centers in persons; the solution
awaits a race with new ideals, educated to live as more than
dust, for more than dirt, for personality rather than for possessions.
(20) We need young people who establish homes, not simply
because they feel miserable when separated, nor because
one needs a place in which to board and the other needs
a boarder, but because the largest duty and joy of life is to
enrich the world with other lives and to give themselves in
(25) high love to making those other lives of the greatest possible
worth to the world.
- Loss of family bondage that existed in olden times.
- Moral turpitude of the modern generation.
- Loss of fidelity in human relations.
- Long lost, but cherished values and virtues of kinship.
Who are capable of 'more heroic acts of service' which makes the greatness of a nation (passage 2, lines 28 - 29)?
(i) The group that forgives and forgets the teacher who had left little impression.
(ii) The devoted lot in whom love and respect has been inculcated by, among others, great teachers.
(iii) The teachers whose students fear punishment and dread them.
Answer this question based on the following passages.
Passage 1
It is easy enough to secure buildings and classrooms for our
schools. The expenditure of so many dollars will bring us the
equipment we require. Books and materials may be had
almost for the asking. The great problem is to secure teachers
(5) — real teachers, teachers of power and devotion who are
able to leave their impress on young lives. Without such
teachers all the rest is but as sounding brass or a tinkling
cymbal. And to be a real teacher is a very high achievement.
"I have been a teacher.
(10) In one of my first schools I had Grover Cleveland as a pupil.
He came without a textbook in grammar, and I loaned him
mine. Years passed, and Grover Cleveland was President of
the United States. One day I was one of many hundreds
passing in line at a public reception to grasp the
(15) President's hand. I carried this book with me, and when
it came my turn to meet the President, I presented the
volume and said, 'Mr. President, do you recognize this book,
and do you remember me?' In an instant the light of recognition
had flashed in Mr. Cleveland's eyes. Calling me by name, he
(20) grasped my hand and held it while the crowd waited and while
he recalled old times and thanked me for what I had meant to
him when I was his teacher. Then he took the old book and
autographed it for me."
Two types of teachers are remembered: one to be forgiven
(25) after years have softened the antagonisms and resentments;
the other to be thought of with honor and gratitude as long
as memory lasts. Between these two is a third and a larger
group: those who are forgotten, because they failed to stamp
a lasting impression on their pupils. This group represents the
(30) mediocrity of the profession, not bad enough to be actively
forgiven, not good enough to claim a place in gratitude and
remembrance.
To which type would we belong? To which type can we
belong? Can we choose? What are the factors that go to
(35) determine the place we shall occupy in the scale of
teachers?
Passage 2
A sympathetic teacher draws out all the good qualities in his
pupils, and his gentleness prevents them from being afraid
of him. Each boy then shows himself just as he is, and the
teacher is able to see the line best suited to him and to help
(5) him to follow it. To such a teacher a boy will come with all his
difficulties, knowing that he will be met with sympathy and
kindness, and, instead of hiding his weaknesses, he will be
glad to tell everything to one of whose loving help he is sure.
The good teacher remembers his own youth, and so can feel
(10) with the boy who comes to him.
This love of the teacher for his pupil, protecting and helping
him, will bring out love from the pupil in turn, and as he looks
up to his teacher this love will take the form of reverence.
Reverence, beginning in this way with the boy, will grow as
(15) he grows older, and will become the habit of seeing and
reverencing greatness, and so perhaps in time may lead him
to the Feet of the Master. The love of the boy to the teacher
will make him docile and easy to guide, and so the question
of punishment will never arise. Thus one great cause of fear
(20) which at present poisons all the relations between the teacher
and his pupil will vanish. Those of us who have the happiness
of being pupils of the true Masters know what this relation
ought to be. We know the wonderful patience, gentleness and
sympathy with which they always meet us, even when we may
(25) have made mistakes or have been weak.
Love both at home and in the school will naturally show itself
in continual small acts of service, and these will form a habit
out of which will grow the larger and more heroic acts of
service which makes the greatness of a nation. A teacher
(30) who tries to frighten his boys into doing what he wishes
does not see that they only obey him while he is there, and
that as soon as they are out of his sight they will pay no
attention to his rules, or even take a pleasure in breaking
them because they dislike him. But if he draws them to do
(35) what he wants because they love him and wish to please
'him, they will keep his rules even in his absence, and so
make his work much easier. Instead of developing fear
and dislike in the characters of the boys, the wise teacher
will gain his ends by calling forth from them love and
(40) devotion; and so will strengthen all that is good in them,
and help them on the road of evolution.
- (i) only
- (ii) only
- (iii) only
- (i) & (iii)
The author uses the phrase “web of calumny” (line 14) in order to
Answer this question based on the following passage.
The debt American intellectual growth owes to the
revolutionary exiles has never been fully appreciated. The
seed disseminated by them, though so little understood at
the time, has brought a rich harvest. They have at all times
(5) held aloft the banner of liberty, thus impregnating the social
vitality of the Nation.
Emma Goldman was one of the few who, while thoroughly
preserving their individuality, became an important factor
in the social and intellectual atmosphere of America. The
(10) life she led was rich in color, full of change and variety. She
rose to the topmost heights, and also tasted the bitter dregs
of life. The sensational press surrounded her name with so
much misrepresentation and slander, it would seem almost
a miracle that, in spite of this web of calumny, the truth broke
(15) through and a better appreciation of this much maligned
idealist manifested itself. The mist in which the name of
Emma Goldman had so long been enveloped gradually
dissipated. Her energy in the furtherance of such an
unpopular idea as Anarchism, her deep earnestness,
(20) her courage and abilities, find growing understanding
and admiration.
There is but little consolation in the fact that almost every
representative of a new idea has had to struggle and suffer
under similar difficulties. Is it of any avail that a former
(25) president of a republic pays homage at Osawatomie to the
memory of John Brown? Or that the president of another
republic participates in the unveiling of a statue in honor of
Pierre Proudhon, and holds up his life to the French nation
as a model worthy of enthusiastic emulation? Of what avail
(30) is all this when, at the same time, the LIVING John Browns
and Proudhons are being crucified? The honor and glory of
a Mary Wollstonecraft or of a Louise Michel are not
enhanced by the City Fathers of London or Paris naming a
street after them - the living generation should be concerned
(35) with doing justice to the LIVING Mary Wollstonecrafts and
Louise Michels. Posterity assigns to men like Wendel
Phillips and Lloyd Garrison the proper niche of honor in
the temple of human emancipation; but it is the duty of their
contemporaries to bring them due recognition and appreciation
(40) while they live.
The path of the propagandist of social justice is strewn with
thorns. The powers of darkness and injustice exert all their
might lest a ray of sunshine enter his cheerless life. Nay,
even his comrades in the struggle--indeed, too often his
(45) most intimate friends--show but little understanding for
the personality of the pioneer. Envy, sometimes growing
to hatred, vanity and jealousy, obstruct his way and fill his
heart with sadness. It requires an inflexible will and
tremendous enthusiasm not to lose, under such conditions,
(50) all faith in the Cause. The representative of a revolutionizing
idea stands between two fires: on the one hand, the
persecution of the existing powers which hold him
responsible for all acts resulting from social conditions;
and, on the other, the lack of understanding on the part of
(55) his own followers who often judge all his activity from a
narrow standpoint. Thus it happens that the agitator stands
quite alone in the midst of the multitude surrounding him.
Even his most intimate friends rarely understand how
solitary and deserted he feels.
- stress the fact that the life of public figures is open to scrutiny in all respects
- emphasize that innovative ideas generally have to go through a lot of struggle before they get established
- state how, at times, revolutionary ideas might cause clash of opinions that lead to slander
- ponder on the reason why press and public resist revolutionary ideas
What is the central idea of passage 1?
Answer this question based on the following passages.
Passage 1
It is easy enough to secure buildings and classrooms for our
schools. The expenditure of so many dollars will bring us the
equipment we require. Books and materials may be had
almost for the asking. The great problem is to secure teachers
(5) — real teachers, teachers of power and devotion who are
able to leave their impress on young lives. Without such
teachers all the rest is but as sounding brass or a tinkling
cymbal. And to be a real teacher is a very high achievement.
"I have been a teacher.
(10) In one of my first schools I had Grover Cleveland as a pupil.
He came without a textbook in grammar, and I loaned him
mine. Years passed, and Grover Cleveland was President of
the United States. One day I was one of many hundreds
passing in line at a public reception to grasp the
(15) President's hand. I carried this book with me, and when
it came my turn to meet the President, I presented the
volume and said, 'Mr. President, do you recognize this book,
and do you remember me?' In an instant the light of recognition
had flashed in Mr. Cleveland's eyes. Calling me by name, he
(20) grasped my hand and held it while the crowd waited and while
he recalled old times and thanked me for what I had meant to
him when I was his teacher. Then he took the old book and
autographed it for me."
Two types of teachers are remembered: one to be forgiven
(25) after years have softened the antagonisms and resentments;
the other to be thought of with honor and gratitude as long
as memory lasts. Between these two is a third and a larger
group: those who are forgotten, because they failed to stamp
a lasting impression on their pupils. This group represents the
(30) mediocrity of the profession, not bad enough to be actively
forgiven, not good enough to claim a place in gratitude and
remembrance.
To which type would we belong? To which type can we
belong? Can we choose? What are the factors that go to
(35) determine the place we shall occupy in the scale of
teachers?
Passage 2
A sympathetic teacher draws out all the good qualities in his
pupils, and his gentleness prevents them from being afraid
of him. Each boy then shows himself just as he is, and the
teacher is able to see the line best suited to him and to help
(5) him to follow it. To such a teacher a boy will come with all his
difficulties, knowing that he will be met with sympathy and
kindness, and, instead of hiding his weaknesses, he will be
glad to tell everything to one of whose loving help he is sure.
The good teacher remembers his own youth, and so can feel
(10) with the boy who comes to him.
This love of the teacher for his pupil, protecting and helping
him, will bring out love from the pupil in turn, and as he looks
up to his teacher this love will take the form of reverence.
Reverence, beginning in this way with the boy, will grow as
(15) he grows older, and will become the habit of seeing and
reverencing greatness, and so perhaps in time may lead him
to the Feet of the Master. The love of the boy to the teacher
will make him docile and easy to guide, and so the question
of punishment will never arise. Thus one great cause of fear
(20) which at present poisons all the relations between the teacher
and his pupil will vanish. Those of us who have the happiness
of being pupils of the true Masters know what this relation
ought to be. We know the wonderful patience, gentleness and
sympathy with which they always meet us, even when we may
(25) have made mistakes or have been weak.
Love both at home and in the school will naturally show itself
in continual small acts of service, and these will form a habit
out of which will grow the larger and more heroic acts of
service which makes the greatness of a nation. A teacher
(30) who tries to frighten his boys into doing what he wishes
does not see that they only obey him while he is there, and
that as soon as they are out of his sight they will pay no
attention to his rules, or even take a pleasure in breaking
them because they dislike him. But if he draws them to do
(35) what he wants because they love him and wish to please
'him, they will keep his rules even in his absence, and so
make his work much easier. Instead of developing fear
and dislike in the characters of the boys, the wise teacher
will gain his ends by calling forth from them love and
(40) devotion; and so will strengthen all that is good in them,
and help them on the road of evolution.
- To showcase the role of a teacher in a student's life and in epoch-making decisions.
- To put forth the example of Grover Cleveland's modesty.
- To stress the importance of a quality teacher in education and how his memory always remains etched in the mind of his pupils.
- To elucidate the mediocrity and materialism of the teaching professionals in the modern age.
What is the point of agreement between the authors of both passages?
Answer this question based on the following passages.
Passage 1
It is easy enough to secure buildings and classrooms for our
schools. The expenditure of so many dollars will bring us the
equipment we require. Books and materials may be had
almost for the asking. The great problem is to secure teachers
(5) — real teachers, teachers of power and devotion who are
able to leave their impress on young lives. Without such
teachers all the rest is but as sounding brass or a tinkling
cymbal. And to be a real teacher is a very high achievement.
"I have been a teacher.
(10) In one of my first schools I had Grover Cleveland as a pupil.
He came without a textbook in grammar, and I loaned him
mine. Years passed, and Grover Cleveland was President of
the United States. One day I was one of many hundreds
passing in line at a public reception to grasp the
(15) President's hand. I carried this book with me, and when
it came my turn to meet the President, I presented the
volume and said, 'Mr. President, do you recognize this book,
and do you remember me?' In an instant the light of recognition
had flashed in Mr. Cleveland's eyes. Calling me by name, he
(20) grasped my hand and held it while the crowd waited and while
he recalled old times and thanked me for what I had meant to
him when I was his teacher. Then he took the old book and
autographed it for me."
Two types of teachers are remembered: one to be forgiven
(25) after years have softened the antagonisms and resentments;
the other to be thought of with honor and gratitude as long
as memory lasts. Between these two is a third and a larger
group: those who are forgotten, because they failed to stamp
a lasting impression on their pupils. This group represents the
(30) mediocrity of the profession, not bad enough to be actively
forgiven, not good enough to claim a place in gratitude and
remembrance.
To which type would we belong? To which type can we
belong? Can we choose? What are the factors that go to
(35) determine the place we shall occupy in the scale of
teachers?
Passage 2
A sympathetic teacher draws out all the good qualities in his
pupils, and his gentleness prevents them from being afraid
of him. Each boy then shows himself just as he is, and the
teacher is able to see the line best suited to him and to help
(5) him to follow it. To such a teacher a boy will come with all his
difficulties, knowing that he will be met with sympathy and
kindness, and, instead of hiding his weaknesses, he will be
glad to tell everything to one of whose loving help he is sure.
The good teacher remembers his own youth, and so can feel
(10) with the boy who comes to him.
This love of the teacher for his pupil, protecting and helping
him, will bring out love from the pupil in turn, and as he looks
up to his teacher this love will take the form of reverence.
Reverence, beginning in this way with the boy, will grow as
(15) he grows older, and will become the habit of seeing and
reverencing greatness, and so perhaps in time may lead him
to the Feet of the Master. The love of the boy to the teacher
will make him docile and easy to guide, and so the question
of punishment will never arise. Thus one great cause of fear
(20) which at present poisons all the relations between the teacher
and his pupil will vanish. Those of us who have the happiness
of being pupils of the true Masters know what this relation
ought to be. We know the wonderful patience, gentleness and
sympathy with which they always meet us, even when we may
(25) have made mistakes or have been weak.
Love both at home and in the school will naturally show itself
in continual small acts of service, and these will form a habit
out of which will grow the larger and more heroic acts of
service which makes the greatness of a nation. A teacher
(30) who tries to frighten his boys into doing what he wishes
does not see that they only obey him while he is there, and
that as soon as they are out of his sight they will pay no
attention to his rules, or even take a pleasure in breaking
them because they dislike him. But if he draws them to do
(35) what he wants because they love him and wish to please
'him, they will keep his rules even in his absence, and so
make his work much easier. Instead of developing fear
and dislike in the characters of the boys, the wise teacher
will gain his ends by calling forth from them love and
(40) devotion; and so will strengthen all that is good in them,
and help them on the road of evolution.
- Patience helps a teacher to sharpen the pupils' abilities to the utmost.
- A respected teacher's short stare is enough to tamper hooliganism in students.
- Only proper financial allurements attract good teachers to the field of education.
- Love and devotion of an educationalist helps build a bond with the pupils.
Across the threshold stepped a tall figure under a wide, featherless hat, and wrapped in a cloak which is loosened as he entered.
Directions for the question:
The following sentence tests correctness and effectiveness of expression. Part of the sentence or the entire sentence is underlined; beneath the sentence are five ways of phrasing the underlined material. Choice (A) repeats the original phrasing; the other four choices are different. If you think the original phrasing produces a better sentence than any of the alternatives, select choice (A). If not, select one of the other choices.
In making your selection, follow the requirements of standard written English; that is, pay attention to grammar, choice of words, sentence construction, and punctuation. Your selection should result in the most effective sentence – clear and precise, without awkwardness or ambiguity.
Example:
If it were a British ship the resistance to the duty would be offered by the land merchants rather than by the sea traders; for the merchants did not desire that the cost of the merchandise to themselves and their customers should be doubled without some equivalent advantage.
(A) If it were a British ship the resistance to the duty would be offered by the land merchants
(B) If it had a British ship the resistance to the duty would be offered by the land merchants
(C) If it were a British ship the resistance to the duty would have been offered by the land merchants
(D) If it had been a British ship the resistance to the duty would have been offered by the land merchants
(E) If it would have been a British ship the resistance to the duty would be offered by the land merchant
Answer: (D)
- and wrapped in a cloak which is loosened as he entered.
- wrapped in a cloak which he loosened as he entered.
- and wrapped in a cloak which he loosened as he entered.
- and wrapped it in a cloak that is loosened as he entered.
- wrapped in a cloak, loosened as he entered.
What is meant by 'failed to stamp? (Line 28)
Answer this question based on the following passages.
Passage 1
It is easy enough to secure buildings and classrooms for our
schools. The expenditure of so many dollars will bring us the
equipment we require. Books and materials may be had
almost for the asking. The great problem is to secure teachers
(5) — real teachers, teachers of power and devotion who are
able to leave their impress on young lives. Without such
teachers all the rest is but as sounding brass or a tinkling
cymbal. And to be a real teacher is a very high achievement.
"I have been a teacher.
(10) In one of my first schools I had Grover Cleveland as a pupil.
He came without a textbook in grammar, and I loaned him
mine. Years passed, and Grover Cleveland was President of
the United States. One day I was one of many hundreds
passing in line at a public reception to grasp the
(15) President's hand. I carried this book with me, and when
it came my turn to meet the President, I presented the
volume and said, 'Mr. President, do you recognize this book,
and do you remember me?' In an instant the light of recognition
had flashed in Mr. Cleveland's eyes. Calling me by name, he
(20) grasped my hand and held it while the crowd waited and while
he recalled old times and thanked me for what I had meant to
him when I was his teacher. Then he took the old book and
autographed it for me."
Two types of teachers are remembered: one to be forgiven
(25) after years have softened the antagonisms and resentments;
the other to be thought of with honor and gratitude as long
as memory lasts. Between these two is a third and a larger
group: those who are forgotten, because they failed to stamp
a lasting impression on their pupils. This group represents the
(30) mediocrity of the profession, not bad enough to be actively
forgiven, not good enough to claim a place in gratitude and
remembrance.
To which type would we belong? To which type can we
belong? Can we choose? What are the factors that go to
(35) determine the place we shall occupy in the scale of
teachers?
Passage 2
A sympathetic teacher draws out all the good qualities in his
pupils, and his gentleness prevents them from being afraid
of him. Each boy then shows himself just as he is, and the
teacher is able to see the line best suited to him and to help
(5) him to follow it. To such a teacher a boy will come with all his
difficulties, knowing that he will be met with sympathy and
kindness, and, instead of hiding his weaknesses, he will be
glad to tell everything to one of whose loving help he is sure.
The good teacher remembers his own youth, and so can feel
(10) with the boy who comes to him.
This love of the teacher for his pupil, protecting and helping
him, will bring out love from the pupil in turn, and as he looks
up to his teacher this love will take the form of reverence.
Reverence, beginning in this way with the boy, will grow as
(15) he grows older, and will become the habit of seeing and
reverencing greatness, and so perhaps in time may lead him
to the Feet of the Master. The love of the boy to the teacher
will make him docile and easy to guide, and so the question
of punishment will never arise. Thus one great cause of fear
(20) which at present poisons all the relations between the teacher
and his pupil will vanish. Those of us who have the happiness
of being pupils of the true Masters know what this relation
ought to be. We know the wonderful patience, gentleness and
sympathy with which they always meet us, even when we may
(25) have made mistakes or have been weak.
Love both at home and in the school will naturally show itself
in continual small acts of service, and these will form a habit
out of which will grow the larger and more heroic acts of
service which makes the greatness of a nation. A teacher
(30) who tries to frighten his boys into doing what he wishes
does not see that they only obey him while he is there, and
that as soon as they are out of his sight they will pay no
attention to his rules, or even take a pleasure in breaking
them because they dislike him. But if he draws them to do
(35) what he wants because they love him and wish to please
'him, they will keep his rules even in his absence, and so
make his work much easier. Instead of developing fear
and dislike in the characters of the boys, the wise teacher
will gain his ends by calling forth from them love and
(40) devotion; and so will strengthen all that is good in them,
and help them on the road of evolution.
- Incapable of inculcating the right moral values.
- Unable to set forth ideals for a great teacher.
- Failed to justify the queries of the students.
- Inability to leave an ever lasting mark in the student's mind.
What kind of relation exists between the two passages?
Answer this question based on the following passages.
Passage 1
It is easy enough to secure buildings and classrooms for our
schools. The expenditure of so many dollars will bring us the
equipment we require. Books and materials may be had
almost for the asking. The great problem is to secure teachers
(5) — real teachers, teachers of power and devotion who are
able to leave their impress on young lives. Without such
teachers all the rest is but as sounding brass or a tinkling
cymbal. And to be a real teacher is a very high achievement.
"I have been a teacher.
(10) In one of my first schools I had Grover Cleveland as a pupil.
He came without a textbook in grammar, and I loaned him
mine. Years passed, and Grover Cleveland was President of
the United States. One day I was one of many hundreds
passing in line at a public reception to grasp the
(15) President's hand. I carried this book with me, and when
it came my turn to meet the President, I presented the
volume and said, 'Mr. President, do you recognize this book,
and do you remember me?' In an instant the light of recognition
had flashed in Mr. Cleveland's eyes. Calling me by name, he
(20) grasped my hand and held it while the crowd waited and while
he recalled old times and thanked me for what I had meant to
him when I was his teacher. Then he took the old book and
autographed it for me."
Two types of teachers are remembered: one to be forgiven
(25) after years have softened the antagonisms and resentments;
the other to be thought of with honor and gratitude as long
as memory lasts. Between these two is a third and a larger
group: those who are forgotten, because they failed to stamp
a lasting impression on their pupils. This group represents the
(30) mediocrity of the profession, not bad enough to be actively
forgiven, not good enough to claim a place in gratitude and
remembrance.
To which type would we belong? To which type can we
belong? Can we choose? What are the factors that go to
(35) determine the place we shall occupy in the scale of
teachers?
Passage 2
A sympathetic teacher draws out all the good qualities in his
pupils, and his gentleness prevents them from being afraid
of him. Each boy then shows himself just as he is, and the
teacher is able to see the line best suited to him and to help
(5) him to follow it. To such a teacher a boy will come with all his
difficulties, knowing that he will be met with sympathy and
kindness, and, instead of hiding his weaknesses, he will be
glad to tell everything to one of whose loving help he is sure.
The good teacher remembers his own youth, and so can feel
(10) with the boy who comes to him.
This love of the teacher for his pupil, protecting and helping
him, will bring out love from the pupil in turn, and as he looks
up to his teacher this love will take the form of reverence.
Reverence, beginning in this way with the boy, will grow as
(15) he grows older, and will become the habit of seeing and
reverencing greatness, and so perhaps in time may lead him
to the Feet of the Master. The love of the boy to the teacher
will make him docile and easy to guide, and so the question
of punishment will never arise. Thus one great cause of fear
(20) which at present poisons all the relations between the teacher
and his pupil will vanish. Those of us who have the happiness
of being pupils of the true Masters know what this relation
ought to be. We know the wonderful patience, gentleness and
sympathy with which they always meet us, even when we may
(25) have made mistakes or have been weak.
Love both at home and in the school will naturally show itself
in continual small acts of service, and these will form a habit
out of which will grow the larger and more heroic acts of
service which makes the greatness of a nation. A teacher
(30) who tries to frighten his boys into doing what he wishes
does not see that they only obey him while he is there, and
that as soon as they are out of his sight they will pay no
attention to his rules, or even take a pleasure in breaking
them because they dislike him. But if he draws them to do
(35) what he wants because they love him and wish to please
'him, they will keep his rules even in his absence, and so
make his work much easier. Instead of developing fear
and dislike in the characters of the boys, the wise teacher
will gain his ends by calling forth from them love and
(40) devotion; and so will strengthen all that is good in them,
and help them on the road of evolution.
- The 1st passage relates a personal incident that illustrates a generalization made in the 2nd passage.
- Both offer a different explanation of a phenomenon.
- The second passage totally deviates from the issue discussed in the first passage.
- The 2nd passage challenges the validity of argument made in the1st passage.
- The claims made in the first passage get a justification in the second passage only.