Reading Comprehension

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.

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.

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.

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.

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.

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.

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.

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.

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.

As per Passage A, costly satellites could be replaced by

Directions: Read the passage and answer the following question.

Passage - I
With only the sun for fuel, eight tiny electric motors lift a huge, remotely controlled airplane off a runway in Hawaii and pull it to more than 80- thousand feet. Planes like this could fly for months on end in the stratosphere. Ray Morgan, president of AeroVironment says, What we're trying to do is create what we call an atmospheric satellite, which operates and performs any of the functions as a satellite would do in space, but does it very close in, in the atmosphere. NASA is funding research with a former cold war spy plane prototype. Dick Swanson of Sun Power, Inc. says of the planes, ... A very light structure, but they still needed a lot of power to keep this thing up at high altitude, so the other piece of the puzzle is a very light weight, and very high performance solar cell. Dick Swanson's solar cell is super efficient and paper thin. Thousands on the wings of the pathfinder generate ten thousand watts. He says, The solar cell converts sunlight into electricity, or as AeroVironment likes to say, the plane is powered by its shadow. This plane is powered by conventional fan jets, and rather than stay in the stratosphere for months at a time, two would fly in shifts sending and receiving phone calls over a city. The pilots on board would be responsible for taking the plane off, going up to the location, where they would be flying around in circles. Before they leave station, a second plane comes up and assumes responsibility for wireless communications, then there's a hand off. Angel Technologies says a fleet of a thousand planes could provide telecommunications for three hundred cities around the world. Sky Station says several fleets of helium balloons, say two hundred fifty over every major city, could also send cell signals from the stratosphere. And if any of this seems far fetched, Consider the incentive. Planes and balloons would cost only a fraction of the fifty million dollar a launch cost of satellites, and give new companies a piece of the multi-billion dollar communications business.

Passage - II
AeroVironment has been flying solar-electric planes successfully for over two decades and is recognized as the world leader in the field. The aircraft developed under this program have proven the viability of solar-electric aircraft for high-altitude flight. Within two years, solar-electric airplanes incorporating energy storage for nighttime flight will be capable of continuous flight for up to six months at a time at altitudes over 60,000 feet. Applications for such aircraft include telecommunications, remote sensing and atmospheric measurement. The first unmanned solar airplane developed under the NASA program, the Pathfinder, flew to 71,500 feet in 1997. A modified Pathfinder, known as Pathfinder-Plus, flew to 82,000 feet, higher than any other propeller-driven aircraft. This record flight was the 39th consecutive successful flight test of the Pathfinder platform.
Building on Pathfinder’s success, AeroVironment built a next-generation aircraft with a 206-foot wingspan, called the Centurion. The wingspan was then further extended to 247 feet, and the aircraft was renamed the Helios Prototype. The Helios Prototype, which successfully completed initial low altitude flight testing at Edwards Air Force Base in 1999, was then equipped with high efficiency solar cells and underwent high-altitude flight testing in the summer of 2001 in Hawaii at the U.S. Navy Pacific Missile Range Facility in Kauai. On August 13, 2001 on its second high altitude flight, Helios flew to 96,863 feet, shattering the world altitude record for both propeller and jet-powered aircraft. In June and July of 2002, SkyTower/AeroVironment, in collaboration with the Japanese Ministry of Post and Telecommunications (CRL/TAO) and NASA, successfully completed several telecom tests in Kauai—the world’s first commercial applications transmitted from over 60,000 feet in the stratosphere.  The final test, a telecom demonstration scheduled for mid-July, provided an opportunity for participants to see this breakthrough technology first-hand. The commercial version of Helios, which is the ultimate evolution of the Pathfinder and Helios Prototype, will incorporate a fuel cell energy storage system to provide power for flying through the night. It will be capable of continuous flight for months at a time at altitudes of 50,000 to 70,000 feet. A full-size fuel cell and electrolyzer energy storage system for the Helios Prototype is now operating in AeroVironment's test facility. As part of the NASA ERAST program, a reduced weight version of this system will be integrated into the Helios aircraft to enable continuous multi-day flight operation.

The first unmanned solar airplane was finally modified into

Directions: Read the passage and answer the following question.

Passage - I
With only the sun for fuel, eight tiny electric motors lift a huge, remotely controlled airplane off a runway in Hawaii and pull it to more than 80- thousand feet. Planes like this could fly for months on end in the stratosphere. Ray Morgan, president of AeroVironment says, What we're trying to do is create what we call an atmospheric satellite, which operates and performs any of the functions as a satellite would do in space, but does it very close in, in the atmosphere. NASA is funding research with a former cold war spy plane prototype. Dick Swanson of Sun Power, Inc. says of the planes, ... A very light structure, but they still needed a lot of power to keep this thing up at high altitude, so the other piece of the puzzle is a very light weight, and very high performance solar cell. Dick Swanson's solar cell is super efficient and paper thin. Thousands on the wings of the pathfinder generate ten thousand watts. He says, The solar cell converts sunlight into electricity, or as AeroVironment likes to say, the plane is powered by its shadow. This plane is powered by conventional fan jets, and rather than stay in the stratosphere for months at a time, two would fly in shifts sending and receiving phone calls over a city. The pilots on board would be responsible for taking the plane off, going up to the location, where they would be flying around in circles. Before they leave station, a second plane comes up and assumes responsibility for wireless communications, then there's a hand off. Angel Technologies says a fleet of a thousand planes could provide telecommunications for three hundred cities around the world. Sky Station says several fleets of helium balloons, say two hundred fifty over every major city, could also send cell signals from the stratosphere. And if any of this seems far fetched, Consider the incentive. Planes and balloons would cost only a fraction of the fifty million dollar a launch cost of satellites, and give new companies a piece of the multi-billion dollar communications business.

Passage - II
AeroVironment has been flying solar-electric planes successfully for over two decades and is recognized as the world leader in the field. The aircraft developed under this program have proven the viability of solar-electric aircraft for high-altitude flight. Within two years, solar-electric airplanes incorporating energy storage for nighttime flight will be capable of continuous flight for up to six months at a time at altitudes over 60,000 feet. Applications for such aircraft include telecommunications, remote sensing and atmospheric measurement. The first unmanned solar airplane developed under the NASA program, the Pathfinder, flew to 71,500 feet in 1997. A modified Pathfinder, known as Pathfinder-Plus, flew to 82,000 feet, higher than any other propeller-driven aircraft. This record flight was the 39th consecutive successful flight test of the Pathfinder platform.
Building on Pathfinder’s success, AeroVironment built a next-generation aircraft with a 206-foot wingspan, called the Centurion. The wingspan was then further extended to 247 feet, and the aircraft was renamed the Helios Prototype. The Helios Prototype, which successfully completed initial low altitude flight testing at Edwards Air Force Base in 1999, was then equipped with high efficiency solar cells and underwent high-altitude flight testing in the summer of 2001 in Hawaii at the U.S. Navy Pacific Missile Range Facility in Kauai. On August 13, 2001 on its second high altitude flight, Helios flew to 96,863 feet, shattering the world altitude record for both propeller and jet-powered aircraft. In June and July of 2002, SkyTower/AeroVironment, in collaboration with the Japanese Ministry of Post and Telecommunications (CRL/TAO) and NASA, successfully completed several telecom tests in Kauai—the world’s first commercial applications transmitted from over 60,000 feet in the stratosphere.  The final test, a telecom demonstration scheduled for mid-July, provided an opportunity for participants to see this breakthrough technology first-hand. The commercial version of Helios, which is the ultimate evolution of the Pathfinder and Helios Prototype, will incorporate a fuel cell energy storage system to provide power for flying through the night. It will be capable of continuous flight for months at a time at altitudes of 50,000 to 70,000 feet. A full-size fuel cell and electrolyzer energy storage system for the Helios Prototype is now operating in AeroVironment's test facility. As part of the NASA ERAST program, a reduced weight version of this system will be integrated into the Helios aircraft to enable continuous multi-day flight operation.

Directions: Read the passage and answer the following question.

Passage - I
With only the sun for fuel, eight tiny electric motors lift a huge, remotely controlled airplane off a runway in Hawaii and pull it to more than 80- thousand feet. Planes like this could fly for months on end in the stratosphere. Ray Morgan, president of AeroVironment says, What we're trying to do is create what we call an atmospheric satellite, which operates and performs any of the functions as a satellite would do in space, but does it very close in, in the atmosphere. NASA is funding research with a former cold war spy plane prototype. Dick Swanson of Sun Power, Inc. says of the planes, ... A very light structure, but they still needed a lot of power to keep this thing up at high altitude, so the other piece of the puzzle is a very light weight, and very high performance solar cell. Dick Swanson's solar cell is super efficient and paper thin. Thousands on the wings of the pathfinder generate ten thousand watts. He says, The solar cell converts sunlight into electricity, or as AeroVironment likes to say, the plane is powered by its shadow. This plane is powered by conventional fan jets, and rather than stay in the stratosphere for months at a time, two would fly in shifts sending and receiving phone calls over a city. The pilots on board would be responsible for taking the plane off, going up to the location, where they would be flying around in circles. Before they leave station, a second plane comes up and assumes responsibility for wireless communications, then there's a hand off. Angel Technologies says a fleet of a thousand planes could provide telecommunications for three hundred cities around the world. Sky Station says several fleets of helium balloons, say two hundred fifty over every major city, could also send cell signals from the stratosphere. And if any of this seems far fetched, Consider the incentive. Planes and balloons would cost only a fraction of the fifty million dollar a launch cost of satellites, and give new companies a piece of the multi-billion dollar communications business.

Passage - II
AeroVironment has been flying solar-electric planes successfully for over two decades and is recognized as the world leader in the field. The aircraft developed under this program have proven the viability of solar-electric aircraft for high-altitude flight. Within two years, solar-electric airplanes incorporating energy storage for nighttime flight will be capable of continuous flight for up to six months at a time at altitudes over 60,000 feet. Applications for such aircraft include telecommunications, remote sensing and atmospheric measurement. The first unmanned solar airplane developed under the NASA program, the Pathfinder, flew to 71,500 feet in 1997. A modified Pathfinder, known as Pathfinder-Plus, flew to 82,000 feet, higher than any other propeller-driven aircraft. This record flight was the 39th consecutive successful flight test of the Pathfinder platform.
Building on Pathfinder’s success, AeroVironment built a next-generation aircraft with a 206-foot wingspan, called the Centurion. The wingspan was then further extended to 247 feet, and the aircraft was renamed the Helios Prototype. The Helios Prototype, which successfully completed initial low altitude flight testing at Edwards Air Force Base in 1999, was then equipped with high efficiency solar cells and underwent high-altitude flight testing in the summer of 2001 in Hawaii at the U.S. Navy Pacific Missile Range Facility in Kauai. On August 13, 2001 on its second high altitude flight, Helios flew to 96,863 feet, shattering the world altitude record for both propeller and jet-powered aircraft. In June and July of 2002, SkyTower/AeroVironment, in collaboration with the Japanese Ministry of Post and Telecommunications (CRL/TAO) and NASA, successfully completed several telecom tests in Kauai—the world’s first commercial applications transmitted from over 60,000 feet in the stratosphere.  The final test, a telecom demonstration scheduled for mid-July, provided an opportunity for participants to see this breakthrough technology first-hand. The commercial version of Helios, which is the ultimate evolution of the Pathfinder and Helios Prototype, will incorporate a fuel cell energy storage system to provide power for flying through the night. It will be capable of continuous flight for months at a time at altitudes of 50,000 to 70,000 feet. A full-size fuel cell and electrolyzer energy storage system for the Helios Prototype is now operating in AeroVironment's test facility. As part of the NASA ERAST program, a reduced weight version of this system will be integrated into the Helios aircraft to enable continuous multi-day flight operation.

The main purpose of both the passages combined is to

Directions: Read the passage and answer the following question.

Passage - I
With only the sun for fuel, eight tiny electric motors lift a huge, remotely controlled airplane off a runway in Hawaii and pull it to more than 80- thousand feet. Planes like this could fly for months on end in the stratosphere. Ray Morgan, president of AeroVironment says, What we're trying to do is create what we call an atmospheric satellite, which operates and performs any of the functions as a satellite would do in space, but does it very close in, in the atmosphere. NASA is funding research with a former cold war spy plane prototype. Dick Swanson of Sun Power, Inc. says of the planes, ... A very light structure, but they still needed a lot of power to keep this thing up at high altitude, so the other piece of the puzzle is a very light weight, and very high performance solar cell. Dick Swanson's solar cell is super efficient and paper thin. Thousands on the wings of the pathfinder generate ten thousand watts. He says, The solar cell converts sunlight into electricity, or as AeroVironment likes to say, the plane is powered by its shadow. This plane is powered by conventional fan jets, and rather than stay in the stratosphere for months at a time, two would fly in shifts sending and receiving phone calls over a city. The pilots on board would be responsible for taking the plane off, going up to the location, where they would be flying around in circles. Before they leave station, a second plane comes up and assumes responsibility for wireless communications, then there's a hand off. Angel Technologies says a fleet of a thousand planes could provide telecommunications for three hundred cities around the world. Sky Station says several fleets of helium balloons, say two hundred fifty over every major city, could also send cell signals from the stratosphere. And if any of this seems far fetched, Consider the incentive. Planes and balloons would cost only a fraction of the fifty million dollar a launch cost of satellites, and give new companies a piece of the multi-billion dollar communications business.

Passage - II
AeroVironment has been flying solar-electric planes successfully for over two decades and is recognized as the world leader in the field. The aircraft developed under this program have proven the viability of solar-electric aircraft for high-altitude flight. Within two years, solar-electric airplanes incorporating energy storage for nighttime flight will be capable of continuous flight for up to six months at a time at altitudes over 60,000 feet. Applications for such aircraft include telecommunications, remote sensing and atmospheric measurement. The first unmanned solar airplane developed under the NASA program, the Pathfinder, flew to 71,500 feet in 1997. A modified Pathfinder, known as Pathfinder-Plus, flew to 82,000 feet, higher than any other propeller-driven aircraft. This record flight was the 39th consecutive successful flight test of the Pathfinder platform.
Building on Pathfinder’s success, AeroVironment built a next-generation aircraft with a 206-foot wingspan, called the Centurion. The wingspan was then further extended to 247 feet, and the aircraft was renamed the Helios Prototype. The Helios Prototype, which successfully completed initial low altitude flight testing at Edwards Air Force Base in 1999, was then equipped with high efficiency solar cells and underwent high-altitude flight testing in the summer of 2001 in Hawaii at the U.S. Navy Pacific Missile Range Facility in Kauai. On August 13, 2001 on its second high altitude flight, Helios flew to 96,863 feet, shattering the world altitude record for both propeller and jet-powered aircraft. In June and July of 2002, SkyTower/AeroVironment, in collaboration with the Japanese Ministry of Post and Telecommunications (CRL/TAO) and NASA, successfully completed several telecom tests in Kauai—the world’s first commercial applications transmitted from over 60,000 feet in the stratosphere.  The final test, a telecom demonstration scheduled for mid-July, provided an opportunity for participants to see this breakthrough technology first-hand. The commercial version of Helios, which is the ultimate evolution of the Pathfinder and Helios Prototype, will incorporate a fuel cell energy storage system to provide power for flying through the night. It will be capable of continuous flight for months at a time at altitudes of 50,000 to 70,000 feet. A full-size fuel cell and electrolyzer energy storage system for the Helios Prototype is now operating in AeroVironment's test facility. As part of the NASA ERAST program, a reduced weight version of this system will be integrated into the Helios aircraft to enable continuous multi-day flight operation.

Why is psychotherapy difficult to mange successfully?

Directions: Read the passage and answer the following question.

There is a strong correlation between learning disabilities (LDs) and both DSM-IV Axis 1 psychiatric disorders and other measures of psychological distress such as lowered self-esteem and lack of social competence (Beitchman and Young, 1997; American Academy of Child and Adolescent Psychiatry, 1998). This is true whether one begins by studying a group of learning-disabled children (Maughan et al., 1996; Boetsch et al., 1997; Fergussen and Lynskey, 1997) or by studying a group identified as psychiatrically disturbed (Munir and Boulefard, 1995; Cohen, 1996). If the starting point of a study was children identified by the educational system as having emotional disturbance (ED), between 30% and 75% were additionally identified as having LDs (Fessier, Rosenberg, and Rosenberg, 1991; Duchnowski et al., 1993; Forness and Kavale, 1997). The most commonly associated psychiatric problem is an externalizing disorder-usually attention-deficit/hyperactivity disorder (ADHD), or a conduct disorder (CD), or both-although internalizing disorders (anxiety, depression) are also found. The type of psychiatric disorder (externalizing or internalizing) may be of importance in predicting which students will successfully complete treatment. CD worsens the prognosis, and internalizing disorders improve it (Mattison, Spitznagel, and Felix, 1998). Internalizing disorders in the young child may become externalizing disorders in adolescence. Externalizing disorders, especially CD, may progress to antisocial personality disorder in late adolescence or early adulthood. In all cases, psychotherapy can be difficult to institute or to manage successfully, because the youngsters tend to be defensive and fearful of criticism.
The Foundation Schools are programs in the greater Washington, D.C., area that provide therapeutic and educational help to students referred by the local public schools. These are students with emotional disorders severe enough to prevent them from benefiting from regular school. The youngsters referred to Foundation Schools' special education programs often have multiple and varying DSM-IV diagnoses. This was true in the case of the youngsters (Lakeisha and Arthur) in the first two case studies in this chapter. It should also be noted that both Lakeisha and Arthur had been given both internalizing and externalizing diagnoses at various points in their past.
Because reading disorders are the most-studied combined LD group, a brief review of the research in this area is useful. The relationships between reading disorders and behavior disorders is complicated and not completely worked out yet (Hinshaw, 1992; Moffitt, 1993; Beitchman, Brownlie, and Wilson, 1996; Maughan et al., 1996; Fergussen and Lynskey, 1997; Prior et al., 1999). Rutter (cited in Maughan and Yule, 1994) proposed three broad hypotheses to account for the reading-behavior problem links. First, the behavior problem may be primary and lead to reading problems by interfering with the child's learning. Second, the reading problem may be primary and lead to the behavior problem, perhaps through academic failure, frustration, and lowered self-esteem. Third, both difficulties may stem from a common root in genetic, temperamental, or environmental adversities. These models may interact in reciprocal and unidirectional ways, leading to the final result. Research has not settled which model is most accurate. Fergussen and Lynskey (1997) found that children with reading disabilities had early-onset conduct problems prior to the onset of reading problems. This supports the first model. The connection of reading disorder with ADHD (Lambert and Sandoval, 1980) and the observation that youngsters with ADHD show subpar preschool achievement tests (Mariani and Barkley, 1995) also tend to support the first model. Shaywitz (1996) has reported language delays and inattention to the sounds of words (trouble playing rhyming games with words or confusing words that sound alike) in preschool children at risk of dyslexia-second model. Hinshaw (1992) reported that the overlap of externalizing problems with cognitive and academic readiness deficits early in development suggest the influence of antecedent variables. Low socioeconomic status, family adversity, subaverage IQ, language deficits, and neurodevelopmental delays were explored as possible underlying factors-third model. Moffitt (1993) describes a neuropsychological model in which attention deficits, verbal deficits, and executive dysfunction interact with environmental responses to produce CD.

Why are adolescents not eager for psychotherapy?

Directions: Read the passage and answer the following question.

The reasons some children perform at a lower academic level than intelligence and educational opportunity predict are still under study. We reference the relevant and conflicting research later, but clinically it is clear that learning disorders are associated with disturbed behavior and with psychiatric symptoms. It is our contention that youngsters with this group of difficulties require dynamically informed psychotherapeutic help if they are to utilize any academic approach. Without psychotherapy, they are often unmotivated and tend to avoid academics, using other techniques-often maladaptive-to maintain self-esteem. This tendency accelerates as they move into and through adolescence. It is also important to remember that some academic problems are primarily psychological inhibitions of curiosity (Blanchard, 1946; Buxbaum, 1964) or performance (Berger and Kennedy, 1975), and it is crucial that these are not confused with learning problems that have a cognitive origin. In addition, even in those instances in which there are cognitive problems, the final presentation is a complex interaction between neuropsychological deficits and emotional factors (Rothstein et al., 1988; Swanson, Harris, and Graham, 2003). In brief, learning problems can be the result of psychological conflict, or psychological conflict can occur secondary to neuropsychiatric deficiencies. Two of our case examples will illustrate these two possibilities, whereas the third will show how difficult it can be to make that differentiation with some adolescents.
Recent literature has contained very few essays addressing dynamic psychotherapeutic approaches to the adolescent population. Most treatment accounts describe cognitive models (Flavell, 1979), cognitive-behavioral models (Borkowski and Burke, 1996; Hallahan, Kauffman, and Lloyd, 1996), and task-analytic models (Rosenshine and Stevens, 1986). There is also some promise in computer-assisted instruction (Hall et al., 2000). There is objective evidence of success with many of these cognitive remediations, especially from the task-analytic approaches, even though a significant number of students do not respond (Torgenson, 2000). Simmerman and Swanson (2001) have pointed out procedural flaws in some studies but do not question the proven value of the procedures employed. It should also be noted that these approaches have been most successful with young children, suggesting that they may not be sufficient for adolescents. Garber (1992) describes the maneuvering and testing that these students display. After years of negative school experiences, they have taken refuge in a variety of defenses designed to hide their learning disability from others and from themselves. Garber (1992) says, The various maneuvers are means of dealing with an environment that may be ambiguous or confusing. The more intelligent the adolescent, the more complex the testing maneuver. These testing maneuvers, which try the patience of parents, teachers, and therapists, often obscure the learning-disabled adolescent's strengths and capabilities (p. 344). Palombo (2001) has provided a detailed description of the impact of learning disorders on the development of the sense of self and self-narratives. He also provides a thoughtful guide to treatment that recognizes the differential impact of the youngster's neuropsychological deficiencies as opposed to psychological issues on the development of transference. Arkowitz (2000) has suggested that dyslexia can lead to a generally over stimulated state by interfering with organizing, containing, and distinguishing among crucial features of affective experience (p. 1493). Needless to say, these adolescents are not eager for psychotherapy, viewing that prospect as a major threat to their precarious self-esteem. Still, other cognitive remedial approaches are impossible to implement when the adolescent is truant (if not from school, then often from the classroom), is unable to admit that remediation is needed, and actively avoids it. Although the effort to help adolescents with school problems is definitely multidisciplinary, the psychotherapist often has to prepare the student to accept help and also to coordinate the professional team, while maintaining the student's cooperation (Meeks and Dupont, 2003).