Identifying and Analyzing Important Details in Humanities Passages - ACT Reading

Adapted from Laughter: An Essay on the Meaning of the Comic by Henri Bergson (1914 ed.)

What does laughter mean? What is the basal element in the laughable? What common ground can we find between the grimace of a merry- andrew, a play upon words, an equivocal situation in a burlesque and a scene of high comedy? What method of distillation will yield us invariably the same essence from which so many different products borrow either their obtrusive odour or their delicate perfume? The greatest of thinkers, from Aristotle downwards, have tackled this little problem, which has a knack of baffling every effort, of slipping away and escaping only to bob up again, a pert challenge flung at philosophic speculation. Our excuse for attacking the problem in our turn must lie in the fact that we shall not aim at imprisoning the comic spirit within a definition. We regard it, above all, as a living thing. However trivial it may be, we shall treat it with the respect due to life. We shall confine ourselves to watching it grow and expand. Passing by imperceptible gradations from one form to another, it will be seen to achieve the strangest metamorphoses. We shall disdain nothing we have seen. Maybe we may gain from this prolonged contact, for the matter of that, something more flexible than an abstract definition,--a practical, intimate acquaintance, such as springs from a long companionship. And maybe we may also find that, unintentionally, we have made an acquaintance that is useful. For the comic spirit has a logic of its own, even in its wildest eccentricities. It has a method in its madness. It dreams, I admit, but it conjures up, in its dreams, visions that are at once accepted and understood by the whole of a social group. Can it then fail to throw light for us on the way that human imagination works, and more particularly social, collective, and popular imagination? Begotten of real life and akin to art, should it not also have something of its own to tell us about art and life?

At the outset we shall put forward three observations which we look upon as fundamental. They have less bearing on the actually comic than on the field within which it must be sought.

The first point to which attention should be called is that the comic does not exist outside the pale of what is strictly HUMAN. A landscape may be beautiful, charming and sublime, or insignificant and ugly; it will never be laughable. You may laugh at an animal, but only because you have detected in it some human attitude or expression. You may laugh at a hat, but what you are making fun of, in this case, is not the piece of felt or straw, but the shape that men have given it,--the human caprice whose mould it has assumed. It is strange that so important a fact, and such a simple one too, has not attracted to a greater degree the attention of philosophers. Several have defined man as “an animal which laughs.” They might equally well have defined him as an animal which is laughed at; for if any other animal, or some lifeless object, produces the same effect, it is always because of some resemblance to man, of the stamp he gives it or the use he puts it to.

Here I would point out, as a symptom equally worthy of notice, the ABSENCE OF FEELING which usually accompanies laughter. It seems as though the comic could not produce its disturbing effect unless it fell, so to say, on the surface of a soul that is thoroughly calm and unruffled. Indifference is its natural environment, for laughter has no greater foe than emotion. I do not mean that we could not laugh at a person who inspires us with pity, for instance, or even with affection, but in such a case we must, for the moment, put our affection out of court and impose silence upon our pity. In a society composed of pure intelligences there would probably be no more tears, though perhaps there would still be laughter; whereas highly emotional souls, in tune and unison with life, in whom every event would be sentimentally prolonged and re-echoed, would neither know nor understand laughter. Try, for a moment, to become interested in everything that is being said and done; act, in imagination, with those who act, and feel with those who feel; in a word, give your sympathy its widest expansion: as though at the touch of a fairy wand you will see the flimsiest of objects assume importance, and a gloomy hue spread over everything. Now step aside, look upon life as a disinterested spectator: many a drama will turn into a comedy. It is enough for us to stop our ears to the sound of music, in a room where dancing is going on, for the dancers at once to appear ridiculous. How many human actions would stand a similar test? Should we not see many of them suddenly pass from grave to gay, on isolating them from the accompanying music of sentiment? To produce the whole of its effect, then, the comic demands something like a momentary anesthesia of the heart. Its appeal is to intelligence, pure and simple.

Which of the following is NOT a claim that is made in the passage?

The following is a letter by T. Thatcher, published in The Publishers Circular on September 27th, 1902.

September 27th, 1902

A PLEA FOR A LONG WALK

SIR—In these days of increasing rapid artificial locomotion, may I be permitted to say a word in favor of a very worthy and valuable old friend of mine, Mr. Long-Walk?

I am afraid that this good gentleman is in danger of getting neglected, if not forgotten. We live in days of water trips and land trips, excursions by sea, road, and rail—bicycles and tricycles, tram cars and motor cars, hansom cabs and ugly cabs; but in my humble opinion good honest walking exercise for health beats all other kinds of locomotion into a cocked hat. In rapid traveling all the finer nerves, senses, and vessels are ‘rush’ and unduly excited, but in walking every particle of the human frame, and even the moral faculties, are evenly and naturally brought into exercise. It is the best discipline and physical mental tonic in the world. Limbs, body, muscles, lungs, chest, heart, digestion, breathing, are healthily brought into normal operation, while. especially in the long distance walk, the exercise of patience, perseverance, industry, energy, perception, and reflection—and, indeed, all the senses and moral faculties—are elevated and cultivated healthfully and naturally. Many never know the beauty of it because they never go far enough: exercise and hard work should never be relinquished at any age or by either sex. Heart disease, faintness, and sudden death, and even crime, are far more due to the absence of wholesome normal exercise and taste than to anything else, to enervating luxuries rather than to hill climbing.

I usually give myself a holiday on a birthday, and as I lately reached my 63rd I determined to give myself a day with my old friend Mr. Long-Walk, and decided to tramp to the city of Wells and back for my birthday holiday—a distance of about forty-two miles. Fortune favors the brave, and, thanks to a mosquito that pitched on my nose and was just commencing operations, I woke very early in the morning. It is an ill wind that blows no one any good. Mosquitoes are early birds, but I stole a march on them. But to my journey.

I started at about 5 A.M., and proceeding viá Dundry and Chow Stoke, reached Wells soon after 10 A.M. After attending the Cathedral, I pursued my walk homeward by a different route, viá Chewton Mendip, Farrington, Temple Cloud, Clutton, and Pensford.

To make a walk successful, mind and body should be free of burden. I never carry a stick on a long walk, but prefer to be perfectly free, giving Nature’s balancing poles—the pendulum arms—complete swing and absolute liberty. Walking exercises, together with a well-educated palate, are the greatest physicians in the world: no disease can withstand them. I returned from my forty-two miles tramp with birthday honors and reward. I had no headache on the following morning, but was up early in good form, fresh and ready for work. Forty-two miles may be too strong a dose for many, but I cannot too strongly recommend for a day’s companionship the society of my old and well-tried friend, Mr. Long-Walk.

Faithfully yours,

T. Thatcher

44 College Green, Bristol.

“Mr. Long-Walk” is an example of which literary device?

Adapted from a letter by T. Thatcher published in The Publishers Circular on September 27th, 1902

A PLEA FOR A LONG WALK

Sir—In these days of increasing rapid artificial locomotion, may I be permitted to say a word in favor of a very worthy and valuable old friend of mine, Mr. Long-Walk?

I am afraid that this good gentleman is in danger of getting neglected, if not forgotten. We live in days of water trips and land trips, excursions by sea, road, and rail—bicycles and tricycles, tram cars and motor cars, hansom cabs and ugly cabs; but in my humble opinion good honest walking exercise for health beats all other kinds of locomotion into a cocked hat. In rapid traveling all the finer nerves, senses, and vessels are "rush" and unduly excited, but in walking every particle of the human frame, and even the moral faculties, are evenly and naturally brought into exercise. It is the best discipline and physical mental tonic in the world. Limbs, body, muscles, lungs, chest, heart, digestion, breathing, are healthily brought into normal operation, while. especially in the long distance walk, the exercise of patience, perseverance, industry, energy, perception, and reflection—and, indeed, all the senses and moral faculties—are elevated and cultivated healthfully and naturally. Many never know the beauty of it because they never go far enough: exercise and hard work should never be relinquished at any age or by either sex. Heart disease, faintness, and sudden death, and even crime, are far more due to the absence of wholesome normal exercise and taste than to anything else, to enervating luxuries rather than to hill climbing.

I usually give myself a holiday on a birthday, and as I lately reached my 63rd I determined to give myself a day with my old friend Mr. Long-Walk, and decided to tramp to the city of Wells and back for my birthday holiday—a distance of about forty-two miles. Fortune favors the brave, and, thanks to a mosquito that pitched on my nose and was just commencing operations, I woke very early in the morning. It is an ill wind that blows no one any good. Mosquitoes are early birds, but I stole a march on them. But to my journey.

I started at about 5 A.M., and proceeding via Dundry and Chow Stoke, reached Wells soon after 10 A.M. After attending the cathedral, I pursued my walk homeward by a different route,via Chewton Mendip, Farrington, Temple Cloud, Clutton, and Pensford.

To make a walk successful, mind and body should be free of burden. I never carry a stick on a long walk, but prefer to be perfectly free, giving Nature’s balancing poles—the pendulum arms—complete swing and absolute liberty. Walking exercises, together with a well-educated palate, are the greatest physicians in the world: no disease can withstand them. I returned from my forty-two miles tramp with birthday honors and reward. I had no headache on the following morning, but was up early in good form, fresh and ready for work. Forty-two miles may be too strong a dose for many, but I cannot too strongly recommend for a day’s companionship the society of my old and well-tried friend, Mr. Long-Walk.

Faithfully yours,

T. Thatcher

44 College Green, Bristol.

What evidence does the author give to support his claim that long walks are good for personal well-being?

Adapted from Walden by Henry Thoreau (1854)

Still we live meanly, like ants; it is error upon error, and clout upon clout, and our best virtue has for its occasion a superfluous and evitable wretchedness. Our life is frittered away by detail. An honest man has hardly need to count more than his ten fingers, or in extreme cases he may add his ten toes, and lump the rest. Simplicity, simplicity, simplicity! I say, let your affairs be as two or three, and not a hundred or a thousand; instead of a million count half a dozen, and keep your accounts on your thumbnail. In the midst of this chopping sea of civilized life, such are the clouds and storms and quicksands and thousand-and-one items to be allowed for, that a man has to live, if he would not founder and go to the bottom and not make his port at all, by dead reckoning, and he must be a great calculator indeed who succeeds. Simplify, simplify. Instead of three meals a day, if it be necessary eat but one; instead of a hundred dishes, five; and reduce other things in proportion.

Our life is like a German Confederacy, made up of petty states, with its boundary forever fluctuating, so that even a German cannot tell you how it is bounded at any moment. The nation itself, with all its so-called internal improvements, which, by the way are all external and superficial, is just such an unwieldy and overgrown establishment, cluttered with furniture and tripped up by its own traps, ruined by luxury and heedless expense, by want of calculation and a worthy aim, as the million households in the land; and the only cure for it, as for them, is in a rigid economy, a stern and more than Spartan simplicity of life and elevation of purpose. It lives too fast. Men think that it is essential that the Nation have commerce, and export ice, and talk through a telegraph, and ride thirty miles an hour, without a doubt, whether they do or not, but whether we should live like baboons or like men is a little uncertain. If we do not get out sleepers, and forge rails, and devote days and nights to the work, but go to tinkering upon our lives to improve them, who will build railroads? And if railroads are not built, how shall we get to heaven in season? But if we stay at home and mind our business, who will want railroads? We do not ride on the railroad; it rides upon us. Did you ever think what those sleepers are that underlie the railroad? Each one is a man, an Irishman, or a Yankee man. The rails are laid on them, and they are covered with sand, and the cars run smoothly over them. They are sound sleepers, I assure you.

Which of the following things is NOT mentioned in the passage as something the author feels is excessive?

Adapted from "The Author to Her Book" by Anne Bradstreet (1678)

Thou ill-form’d offspring of my feeble brain,

Who after birth didst by my side remain,

Till snatched from thence by friends, less wise than true,

Who thee abroad, expos’d to public view,

Made thee in rags, halting to th’ press to trudge,

Where errors were not lessened (all may judge).

At thy return my blushing was not small,

My rambling brat (in print) should mother call,

I cast thee by as one unfit for light,

Thy visage was so irksome in my sight;

Yet being mine own, at length affection would

Thy blemishes amend, if so I could:

I wash’d thy face, but more defects I saw,

And rubbing off a spot, still made a flaw.

I stretched thy joints to make thee even feet,

Yet still thou run’st more hobling then is meet;

In better dress to trim thee was my mind,

But nought save home-spun cloth, i’ th’ house I find.

In this array ’mongst vulgars mayst thou roam.

In critics' hands, beware thou dost not come;

And take thy way where yet thou art not known,

If for thy father askt, say, thou hadst none:

And for thy mother, she alas is poor,

Which caus’d her thus to send thee out of door.

The first two lines of this poem imply all but which of the following?

Adapted from "The Author to Her Book" by Anne Bradstreet (1678)

Thou ill-form’d offspring of my feeble brain,

Who after birth didst by my side remain,

Till snatched from thence by friends, less wise than true,

Who thee abroad, expos’d to public view,

Made thee in rags, halting to th’ press to trudge,

Where errors were not lessened (all may judge).

At thy return my blushing was not small,

My rambling brat (in print) should mother call,

I cast thee by as one unfit for light,

Thy visage was so irksome in my sight;

Yet being mine own, at length affection would

Thy blemishes amend, if so I could:

I wash’d thy face, but more defects I saw,

And rubbing off a spot, still made a flaw.

I stretched thy joints to make thee even feet,

Yet still thou run’st more hobling then is meet;

In better dress to trim thee was my mind,

But nought save home-spun cloth, i’ th’ house I find.

In this array ’mongst vulgars mayst thou roam.

In critics' hands, beware thou dost not come;

And take thy way where yet thou art not known,

If for thy father askt, say, thou hadst none:

And for thy mother, she alas is poor,

Which caus’d her thus to send thee out of door.

The third and fourth lines of the poem imply all but which of the following?

Adapted from "The Author to Her Book" by Anne Bradstreet (1678)

Thou ill-form’d offspring of my feeble brain,

Who after birth didst by my side remain,

Till snatched from thence by friends, less wise than true,

Who thee abroad, expos’d to public view,

Made thee in rags, halting to th’ press to trudge,

Where errors were not lessened (all may judge).

At thy return my blushing was not small,

My rambling brat (in print) should mother call,

I cast thee by as one unfit for light,

Thy visage was so irksome in my sight;

Yet being mine own, at length affection would

Thy blemishes amend, if so I could:

I wash’d thy face, but more defects I saw,

And rubbing off a spot, still made a flaw.

I stretched thy joints to make thee even feet,

Yet still thou run’st more hobling then is meet;

In better dress to trim thee was my mind,

But nought save home-spun cloth, i’ th’ house I find.

In this array ’mongst vulgars mayst thou roam.

In critics' hands, beware thou dost not come;

And take thy way where yet thou art not known,

If for thy father askt, say, thou hadst none:

And for thy mother, she alas is poor,

Which caus’d her thus to send thee out of door.

Lines 11–14 imply all but which of the following?

Thou ill-form’d offspring of my feeble brain,
Who after birth didst by my side remain,
Till snatched from thence by friends, less wise than true,
Who thee abroad, expos’d to public view,
Made thee in rags, halting to th’ press to trudge,
Where errors were not lessened (all may judge).
At thy return my blushing was not small,
My rambling brat (in print) should mother call,
I cast thee by as one unfit for light,
Thy visage was so irksome in my sight;
Yet being mine own, at length affection would
Thy blemishes amend, if so I could:
I wash’d thy face, but more defects I saw,
And rubbing off a spot, still made a flaw.
I stretched thy joints to make thee even feet,
Yet still thou run’st more hobling then is meet;
In better dress to trim thee was my mind,
But nought save home-spun cloth, i’ th’ house I find.
In this array ’mongst vulgars mayst thou roam.
In critics' hands, beware thou dost not come;
And take thy way where yet thou art not known,
If for thy father askt, say, thou hadst none:
And for thy mother, she alas is poor,
Which caus’d her thus to send thee out of door.

The underlined lines "I stretched thy joints to make thee even feet, / Yet still thou run'st more hobbling than is meet" most likely refers to what?

Adapted from "The Author to Her Book" by Anne Bradstreet (1678)

Thou ill-form’d offspring of my feeble brain,

Who after birth didst by my side remain,

Till snatched from thence by friends, less wise than true,

Who thee abroad, expos’d to public view,

Made thee in rags, halting to th’ press to trudge,

Where errors were not lessened (all may judge).

At thy return my blushing was not small,

My rambling brat (in print) should mother call,

I cast thee by as one unfit for light,

Thy visage was so irksome in my sight;

Yet being mine own, at length affection would

Thy blemishes amend, if so I could:

I wash’d thy face, but more defects I saw,

And rubbing off a spot, still made a flaw.

I stretched thy joints to make thee even feet,

Yet still thou run’st more hobling then is meet;

In better dress to trim thee was my mind,

But nought save home-spun cloth, i’ th’ house I find.

In this array ’mongst vulgars mayst thou roam.

In critics' hands, beware thou dost not come;

And take thy way where yet thou art not known,

If for thy father askt, say, thou hadst none:

And for thy mother, she alas is poor,

Which caus’d her thus to send thee out of door.

In the lines "In better dress to trim thee was my mind, / But nought save homespun cloth i' th' house I find," Bradstreet is using the image of dressing a child in better clothes to symbolize __________.

Adapted from "The Author to Her Book" by Anne Bradstreet (1678)

Thou ill-form’d offspring of my feeble brain,

Who after birth didst by my side remain,

Till snatched from thence by friends, less wise than true,

Who thee abroad, expos’d to public view,

Made thee in rags, halting to th’ press to trudge,

Where errors were not lessened (all may judge).

At thy return my blushing was not small,

My rambling brat (in print) should mother call,

I cast thee by as one unfit for light,

Thy visage was so irksome in my sight;

Yet being mine own, at length affection would

Thy blemishes amend, if so I could:

I wash’d thy face, but more defects I saw,

And rubbing off a spot, still made a flaw.

I stretched thy joints to make thee even feet,

Yet still thou run’st more hobling then is meet;

In better dress to trim thee was my mind,

But nought save home-spun cloth, i’ th’ house I find.

In this array ’mongst vulgars mayst thou roam.

In critics' hands, beware thou dost not come;

And take thy way where yet thou art not known,

If for thy father askt, say, thou hadst none:

And for thy mother, she alas is poor,

Which caus’d her thus to send thee out of door.

The lines "In critic's hands beware thou dost not come, / And take thy way where yet thou art not known" implies all but which of the following?

Adapted from "The Author to Her Book" by Anne Bradstreet (1678)

Thou ill-form’d offspring of my feeble brain,

Who after birth didst by my side remain,

Till snatched from thence by friends, less wise than true,

Who thee abroad, expos’d to public view,

Made thee in rags, halting to th’ press to trudge,

Where errors were not lessened (all may judge).

At thy return my blushing was not small,

My rambling brat (in print) should mother call,

I cast thee by as one unfit for light,

Thy visage was so irksome in my sight;

Yet being mine own, at length affection would

Thy blemishes amend, if so I could:

I wash’d thy face, but more defects I saw,

And rubbing off a spot, still made a flaw.

I stretched thy joints to make thee even feet,

Yet still thou run’st more hobling then is meet;

In better dress to trim thee was my mind,

But nought save home-spun cloth, i’ th’ house I find.

In this array ’mongst vulgars mayst thou roam.

In critics' hands, beware thou dost not come;

And take thy way where yet thou art not known,

If for thy father askt, say, thou hadst none:

And for thy mother, she alas is poor,

Which caus’d her thus to send thee out of door.

The underlined lines "And for thy mother, she alas is poor, / Which caused her thus to send thee out of door" could be interpreted in but which of the following ways?

Adapted from "The Author to Her Book" by Anne Bradstreet (1678)

Thou ill-form’d offspring of my feeble brain,

Who after birth didst by my side remain,

Till snatched from thence by friends, less wise than true,

Who thee abroad, expos’d to public view,

Made thee in rags, halting to th’ press to trudge,

Where errors were not lessened (all may judge).

At thy return my blushing was not small,

My rambling brat (in print) should mother call,

I cast thee by as one unfit for light,

Thy visage was so irksome in my sight;

Yet being mine own, at length affection would

Thy blemishes amend, if so I could:

I wash’d thy face, but more defects I saw,

And rubbing off a spot, still made a flaw.

I stretched thy joints to make thee even feet,

Yet still thou run’st more hobling then is meet;

In better dress to trim thee was my mind,

But nought save home-spun cloth, i’ th’ house I find.

In this array ’mongst vulgars mayst thou roam.

In critics' hands, beware thou dost not come;

And take thy way where yet thou art not known,

If for thy father askt, say, thou hadst none:

And for thy mother, she alas is poor,

Which caus’d her thus to send thee out of door.

The literary technique that Bradstreet uses in addressing her book directly as her "offspring" is __________.

Thou ill-form’d offspring of my feeble brain,
Who after birth didst by my side remain,
Till snatched from thence by friends, less wise than true,
Who thee abroad, expos’d to public view,
Made thee in rags, halting to th’ press to trudge,
Where errors were not lessened (all may judge).
At thy return my blushing was not small,
My rambling brat (in print) should mother call,
I cast thee by as one unfit for light,
Thy visage was so irksome in my sight;
Yet being mine own, at length affection would
Thy blemishes amend, if so I could:
I wash’d thy face, but more defects I saw,
And rubbing off a spot, still made a flaw.
I stretched thy joints to make thee even feet,
Yet still thou run’st more hobling then is meet;
In better dress to trim thee was my mind,
But nought save home-spun cloth, i’ th’ house I find.
In this array ’mongst vulgars mayst thou roam.
In critics' hands, beware thou dost not come;
And take thy way where yet thou art not known,
If for thy father askt, say, thou hadst none:
And for thy mother, she alas is poor,
Which caus’d her thus to send thee out of door.

The poetic form that Bradstreet uses in this poem is __________.

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

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

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

The author believes that slang should primarily be used __________.

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

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

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

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

The following is an excerpt from The Monk by Matthew Gregory Lewis (1794)

"Were it possible" said the Friar, "for man to be so totally wrapped up in himself as to live in absolute seclusion from human nature, and could yet feel the contented tranquillity which these lines express, I allow that the situation would be more desirable, than to live in a world so pregnant with every vice and every folly; but this never can be the case. This inscription was merely placed here for the ornament of the grotto, and the sentiments and the hermit are equally imaginary. Man was born for society. However little He may be attached to the world, he never can wholly forget it, or bear to be wholly forgotten by it. Disgusted at the guilt or absurdity of mankind, the misanthrope flies from it: he resolves to become an hermit, and buries himself in the cavern of some gloomy rock. While hate inflames his bosom, possibly he may feel contented with his situation: but when his passions begin to cool; when time has mellowed his sorrows, and healed those wounds which he bore with him to his solitude, think you that content becomes his companion? Ah! no, Rosario. No longer sustained by the violence of his passions, he feels all the monotony of his way of living, and his heart becomes the prey of ennui and weariness. He looks round, and finds himself alone in the universe: the love of society revives in his bosom, and he pants to return to that world which he has abandoned. Nature loses all her charms in his eyes: no one is near him to point out her beauties, or share in his admiration of her excellence and variety. Propped upon the fragment of some rock, he gazes upon the tumbling waterfall with a vacant eye; he views without emotion the glory of the setting sun."

To what does the phrase, “violence of passions,” refer?

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

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

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

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

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

What does the author of this passage describe as “hits and misses like an old typewriter with a torn ribbon”?

Educators often speak of the “Depth of Knowledge” chart. This is a chart that breaks down all academic exercises into four categories that ascend in difficulty. The first category is “memorization.” The second is the basic processing of memorization, which consists of things like “comparing and contrasting.” Once students have been able to compare and contrast two things about which they’ve memorized facts, they will then be able to do things like “formulate hypotheses” based on the information they have. This is the third step. When students can use information to formulate hypotheses or make inferences, they can then move into the “analyze” or “design” phase, using the information to create new ideas, experiments, or stories.

One part of the problem is that for many years now, educators have focused solely on the last two steps of this taxonomy because it is thought that this brings about higher level thinking abilities in students. I believe the job market has disproved this theory. The United States is losing its science and technology jobs to overseas markets, people that are more capable of these higher level cognitive skills in realistic areas such as math and science. We might be focusing on projects and statements that start with key words like “analyze” and “predict,” but we are still failing to produce students that can actually do those things in real analytical situations.

The other part of this problem is the advent of immediate knowledge at our fingertips: the portable internet. Many educators feel that they can now skip the first two categories of academic exercises because the information is so readily available. Students don’t need to memorize or compare and contrast basic information because at any and all times, they can search anything online to access any and all information they don’t have memorized. We just need to teach them what to do with it.

As new, better, and more accessible technologies become the norm, students are finding less and less motivation to undergo the basic exercises that a human brain must experience to truly expand, grow, and analyze. The problem with not teaching and not requiring students to achieve rote memorization is that when students do “create” and “synthesize,” all they are really doing is building upon emotion and sentiment. Without the basic principles of memorizing necessary facts and figures, a student cannot truly build anything of worth. A home cannot be built without a foundation, and no matter how flashy and beautiful the finished product would be, it would not function without the concrete foundation poured into the mud and clay of the earth. The nitty-gritty must take place before the art can be appreciated.

Education must turn its eyes ground-ward if it ever wants to build something skyward that will last any sort of time. Requiring students to master basic functions even though they might be less interesting is necessary. Good teachers don’t skip those steps because they might be boring. Good teachers require those steps but find ways to motivate students to put in the effort and to make it fun.

In the opinion of the author, what is the responsibility of an educator?

Educators often speak of the “Depth of Knowledge” chart. This is a chart that breaks down all academic exercises into four categories that ascend in difficulty. The first category is “memorization.” The second is the basic processing of memorization, which consists of things like “comparing and contrasting.” Once students have been able to compare and contrast two things about which they’ve memorized facts, they will then be able to do things like “formulate hypotheses” based on the information they have. This is the third step. When students can use information to formulate hypotheses or make inferences, they can then move into the “analyze” or “design” phase, using the information to create new ideas, experiments, or stories.

One part of the problem is that for many years now, educators have focused solely on the last two steps of this taxonomy because it is thought that this brings about higher level thinking abilities in students. I believe the job market has disproved this theory. The United States is losing its science and technology jobs to overseas markets, people that are more capable of these higher level cognitive skills in realistic areas such as math and science. We might be focusing on projects and statements that start with key words like “analyze” and “predict,” but we are still failing to produce students that can actually do those things in real analytical situations.

The other part of this problem is the advent of immediate knowledge at our fingertips: the portable internet. Many educators feel that they can now skip the first two categories of academic exercises because the information is so readily available. Students don’t need to memorize or compare and contrast basic information because at any and all times, they can search anything online to access any and all information they don’t have memorized. We just need to teach them what to do with it.

As new, better, and more accessible technologies become the norm, students are finding less and less motivation to undergo the basic exercises that a human brain must experience to truly expand, grow, and analyze. The problem with not teaching and not requiring students to achieve rote memorization is that when students do “create” and “synthesize,” all they are really doing is building upon emotion and sentiment. Without the basic principles of memorizing necessary facts and figures, a student cannot truly build anything of worth. A home cannot be built without a foundation, and no matter how flashy and beautiful the finished product would be, it would not function without the concrete foundation poured into the mud and clay of the earth. The nitty-gritty must take place before the art can be appreciated.

Education must turn its eyes ground-ward if it ever wants to build something skyward that will last any sort of time. Requiring students to master basic functions even though they might be less interesting is necessary. Good teachers don’t skip those steps because they might be boring. Good teachers require those steps but find ways to motivate students to put in the effort and to make it fun.

Where does the author think that the US ranks insofar as quality of education compared to other countries?