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Adapted from George Washington’s Farewell Address (1796)
\[Before this point in the text, Washington has declined to run as a candidate in the next election for President of the United States.\]
Here, perhaps, I ought to stop. But a solicitude for your welfare, which cannot end but with my life, and the apprehension of danger, natural to that solicitude, urge me, on an occasion like the present, to offer to your solemn contemplation, and to recommend to your frequent review, some sentiments which are the result of much reflection, of no inconsiderable observation, and which appear to me all-important to the permanency of your felicity as a people. These will be offered to you with the more freedom, as you can only see in them the disinterested warnings of a parting friend, who can possibly have no personal motive to bias his counsel.
Interwoven as is the love of liberty with every ligament of your hearts, no recommendation of mine is necessary to fortify or confirm the attachment.
The unity of government which constitutes you one people is also now dear to you. In contemplating the causes which may disturb our Union, it occurs as matter of serious concern that any ground should have been furnished for characterizing parties by geographical discriminations, Northern and Southern, Atlantic and Western; whence designing men may endeavor to excite a belief that there is a real difference of local interests and views. One of the expedients of party to acquire influence within particular districts is to misrepresent the opinions and aims of other districts. You cannot shield yourselves too much against the jealousies and heartburnings which spring from these misrepresentations; they tend to render alien to each other those who ought to be bound together by fraternal affection.
. . .
Against the insidious wiles of foreign influence the jealousy of a free people ought to be constantly awake, since history and experience prove that foreign influence is one of the most baneful foes of republican government. But that jealousy to be useful must be impartial; else it becomes the instrument of the very influence to be avoided, instead of a defense against it. Excessive partiality for one foreign nation and excessive dislike of another cause those whom they actuate to see danger only on one side, and serve to veil and even second the arts of influence on the other. Real patriots who may resist the intrigues of the favorite are liable to become suspected and odious, while its tools and dupes usurp the applause and confidence of the people, to surrender their interests.
The great rule of conduct for us in regard to foreign nations is in extending our commercial relations, to have with them as little political connection as possible. So far as we have already formed engagements, let them be fulfilled with perfect good faith. Here let us stop. Europe has a set of primary interests which to us have none; or a very remote relation. Hence she must be engaged in frequent controversies, the causes of which are essentially foreign to our concerns. Hence, therefore, it must be unwise in us to implicate ourselves by artificial ties in the ordinary vicissitudes of her politics, or the ordinary combinations and collisions of her friendships or enmities.
Our detached and distant situation invites and enables us to pursue a different course. If we remain one people under an efficient government, the period is not far off when we may defy material injury from external annoyance; when we may take such an attitude as will cause the neutrality we may at any time resolve upon to be scrupulously respected; when belligerent nations, under the impossibility of making acquisitions upon us, will not lightly hazard the giving us provocation; when we may choose peace or war, as our interest, guided by justice, shall counsel.
Why forego the advantages of so peculiar a situation? Why quit our own to stand upon foreign ground? Why, by interweaving our destiny with that of any part of Europe, entangle our peace and prosperity in the toils of European ambition, rivalship, interest, humor or caprice?
In offering to you, my countrymen, these counsels of an old and affectionate friend, I dare not hope they will make the strong and lasting impression I could wish. But, if I may even flatter myself that they may be productive of some partial benefit, some occasional good; that they may now and then recur to moderate the fury of party spirit, to warn against the mischiefs of foreign intrigue, to guard against the impostures of pretended patriotism; this hope will be a full recompense for the solicitude for your welfare, by which they have been dictated.
How does the content of the underlined paragraph relate to the content of the paragraph that precedes it?
The underlined paragraph, paragraph 7, consists entirely of rhetorical questions:
Why forego the advantages of so peculiar a situation? Why quit our own to stand upon foreign ground? Why, by interweaving our destiny with that of any part of Europe, entangle our peace and prosperity in the toils of European ambition, rivalship, interest, humor or caprice?
These questions all pertain to the topic of international independence—that is, to Washington's recommendation that the United States not get involved in foreign treaties when it could benefit, in his opinion, from remaining relatively politically isolated on the international stage. The questions are rhetorical because their answers are clearly implied by the preceding two paragraphs' discussion of the negative aspects of getting involved in international politics and the benefits of remaining relatively isolated. According to Washington, there's no good reason to "forego the advantages of so peculiar a situation," etc.
With that in mind, let's now turn our attention to the answer choices and figure out which one best describes how this paragraph relates to the one that precedes it.
"It conveys to the audience that while most people know the answers to the questions the author is asking, the author himself does not." - This answer choice is incorrect because the paragraph at hand consists of rhetorical questions. The author knows the answer to these questions; he's presented his opinion on the subject in the two preceding paragraphs, so it's not reasonable to assume that he's asking these questions literally, i.e. because he doesn't know the answer.
"It suggests that the United States can avoid potential problems by modeling its trade practices on those of Europe." - This is the opposite conclusion to the one at which the paragraph arrives. In the preceding two paragraphs, Washington outlines the negative consequences of getting bogged down in international treaties and disputes and, conversely, the positive effects of remaining relatively isolated. He discusses Europe not in terms of its trade practices, but as a separate area of the world that it would be wise (in his opinion) to remain independent of:
Europe has a set of primary interests which to us have none; or a very remote relation. Hence she must be engaged in frequent controversies, the causes of which are essentially foreign to our concerns. Hence, therefore, it must be unwise in us to implicate ourselves by artificial ties in the ordinary vicissitudes of her politics, or the ordinary combinations and collisions of her friendships or enmities.
Thus, it doesn't make sense to say that the rhetorical questions of the indicated paragraph suggest to the reader that the U.S. can avoid problems by modeling its trade practices on Europe's. Specific trade practices are not discussed, and Washington argues that the U.S. ought to remain independent of Europe in general.
"It presents open-ended questions that demonstrate the author sees positives and negatives of making many international treaties." - This answer initially might appear to be correct, as Washington does talk about positive and negative things in the paragraphs preceding the indicated one; however, it's important to keep in mind the subjects he is discussing in each of these paragraphs. He's not considering positive and negative views of one thing; he's considering the negative aspects of getting involved in international politics and the positive aspects of remaining isolated. By presenting a negative view of one thing and a positive view of the opposite thing, he's arguing a single point. This answer choice can't be correct, because it states that the questions are "open-ended" when they are not, and because it states that they demonstrate that "the author sees positives and negatives of making many international treaties," when the passage only presents a negative view of this action.
"It keeps the reader’s attention on the positive traits of isolationism presented in the previous paragraph." - This is the correct answer! The indicated paragraph consists of rhetorical questions that continue to discuss the topic introduced in the preceding paragraph: the positive traits of remaining relatively politically isolated in international politics.
Compare your answer with the correct one above
Adapted from Lewis Carroll’s Symbolic Logic (1896)
“Classification,” or the formation of Classes, is a Mental Process, in which we imagine that we have put together, in a group, certain Things. Such a group is called a “Class.” This Process may be performed in three different ways, as follows:
(1) We may imagine that we have put together all Things. The Class so formed (i.e. the Class "Things") contains the whole Universe.
(2) We may think of the Class "Things," and may imagine that we have picked out from it all the Things which possess a certain Adjunct not possessed by the whole Class. This Adjunct is said to be “peculiar” to the Class so formed. In this case, the Class "Things" is called a “Genus” with regard to the Class so formed: the Class, so formed, is called a 'Species' of the Class "Things": and its peculiar Adjunct is called its “Differentia.”
As this Process is entirely Mental, we can perform it whether there is, or is not, an existing Thing which pos- sesses that Adjunct. If there is, the Class us said to be “Real;” if not, it is said to be “Unreal,” or “Imaginary.”
\[For example, we may imagine that we have picked out, from the Class "Things," all the Things which possess the Adjunct "material, artificial, consisting of houses and street"; and we may thus form the Real Class "towns." Here we may regard "Things" as a Genus, "Towns" as a Species of Things, and "material, artificial, consisting of houses and streets" as its Differentia. Again, we may imagine that we have picked out all the Things which possess the Adjunct "weighing a ton, easily lifted by a baby"; and we may thus form the Imaginary Class "Things that weigh a ton and are easily lifted by a baby."\]
(3) We may think of a certain Class, not the Class "Things," and may imagine that we have picked out from it all the Members of it which possess a certain Adjunct not possessed by the whole Class. This Adjunct is said to be “peculiar” to the smaller Class so formed. In this case, the Class thought of is called a “Genus” with regard to the smaller Class picked out from it: the smaller Class is called a “Species” of the larger: and its peculiar Adjunct is called its “Differentia.”
\[For example, we may think of the Class "towns," and imagine that we have picked out from it all the towns which possess the Attribute "lit with gas"; and we may thus form the Real Class "towns lit with gas." Here may regard "Towns" as a Genus, "Towns lit with gas" as a Species of Towns, and "lit with gas" as its Differentia. If, in the above example, we were to alter "lit with gas" into "paved with gold," we should get the Imaginary Class "towns paved with gold."\]
A Class, containing only one Member is called an “Individual.”
\[For example, the Class "towns having four million inhabitants," which Class contains only one Member, viz. "London."\]
Hence, any single Thing, which we can name so as to distinguish it from all other Things, may be regarded as a one-Member Class.
\[Thus "London" may be regarded as the one-Member Class, picked out from the Class "towns," which has, as its Differentia, "having four million inhabitants."\]
A Class, containing two or more Members, is sometimes regarded as one single Thing. When so regarded, it may possess an Adjunct which is not possessed by any Member of it taken separately.
\[Thus, the Class "The soldiers of the Tenth Regiment," when regarded as one single Thing, may possess the Attribute "formed in square," which is not possessed by any Member of it taken separately.\]
The author uses the sections of text in square brackets to _______________.
This question asks you to analyze the role of a specific structural feature of the text, and to relate that feature to the author's overall argument.
A notable feature of the text is the repeated structure of square brackets, twice used to give "examples" and twice beginning with "thus." This clearly suggests a direct relationship with the text that precedes them. The relationship is direct, and not in any way in "counter" to the claims that precede them. They are each focused on the previous claims closest to them, not all directed at the first claim.
Compare your answer with the correct one above
Adapted from Mark Twain’s “A Defense of General Funston” (1802)
We are made, brick by brick, of influences, patiently built up around the framework of our born dispositions. It is the sole process of construction; there is no other. Every man and woman and child is an influence; a daily and hourly influence which never ceases from work, and never ceases from affecting for good or evil the characters about it--some contributing gold-dust, some contributing trash-dust, but in either case helping on the building, and never stopping to rest. The shoemaker helps to build his two-dozen associates; the pickpocket helps to build his four dozen associates; the village clergyman helps to build his five hundred associates; the renowned bank-robber's name and fame help to build his hundred associates and three thousand persons whom he has never seen; the renowned philanthropist's labors and the benevolent millionaire's gifts move to kindly works and generous outlays of money a hundred thousand persons whom they have never met and never will meet; and to the building of the character of every individual thus moved these movers have added a brick. The unprincipled newspaper adds a baseness to a million decaying character-fabrics every day; the high-principled newspaper adds a daily betterment to the character-fabric of another million. The swiftly-enriched wrecker and robber of railway systems lowers the commercial morals of a whole nation for three generations. A Washington, standing upon the world's utmost summit, eternally visible, eternally clothed in light, a serene, inspiring, heartening example and admonition, is an influence which raises the level of character in all receptive men and peoples, alien and domestic; and the term of its gracious work is not measurable by fleeting generations, but only by the lingering march of the centuries.
Washington was more and greater than the father of a nation, he was the Father of its Patriotism--patriotism at its loftiest and best; and so powerful was the influence which he left behind him, that that golden patriotism remained undimmed and unsullied for a hundred years, lacking one; and so fundamentally right-hearted are our people by grace of that long and ennobling teaching, that to-day, already, they are facing back for home, they are laying aside their foreign-born and foreign-bred imported patriotism and resuming that which Washington gave to their fathers, which is American and the only American--which lasted ninety-nine years and is good for a million more. Doubt--doubt that we did right by the Filipinos--is rising steadily higher and higher in the nation's breast; conviction will follow doubt. The nation will speak; its will is law; there is no other sovereign on this soil; and in that day we shall right such unfairnesses as we have done. We shall let go our obsequious hold on the rear-skirts of the sceptred land-thieves of Europe, and be what we were before, a real World Power, and the chiefest of them all, by right of the only clean hands in Christendom, the only hands guiltless of the sordid plunder of any helpless people's stolen liberties, hands recleansed in the patriotism of Washington, and once more fit to touch the hem of the revered Shade's garment and stand in its presence unashamed. It was Washington's influence that made Lincoln and all other real patriots the Republic has known; it was Washington's influence that made the soldiers who saved the Union; and that influence will save us always, and bring us back to the fold when we stray.
And so, when a Washington is given us, or a Lincoln, or a Grant, what should we do? Knowing, as we do, that a conspicuous influence for good is worth more than a billion obscure ones, without doubt the logic of it is that we should highly value it, and make a vestal flame of it, and keep it briskly burning in every way we can--in the nursery, in the school, in the college, in the pulpit, in the newspaper--even in Congress, if such a thing were possible.
The proper inborn disposition was required to start a Washington; the acceptable influences and circumstances and a large field were required to develop and complete him.
How does the closing sentence relate to the opening paragraph?
Here, you're being asked to relate a specific sentence to another part of the text. The two sections you're being asked about are also the two most common parts of a text to relate to one another: the opening and the conclusion of the passage.
The opening of the passage establishes the author's initial assertions about the nature of human development. The concluding sentence directly echoes and reasserts the opening claim that "influences" are piled on a frame of fundamental internal characteristics. Notice the structure of this concluding sentence; it uses a semicolon to draw this two-pronged assertion about human development into a unified sentence. The form matches the content here. This concluding sentence is a reassertion of the author's initial general argument, and it applies this principle to the specific example examined in the second paragraph, George Washington.
Compare your answer with the correct one above
Adapted from George Washington’s Farewell Address (1796)
\[Before this point in the text, Washington has declined to run as a candidate in the next election for President of the United States.\]
Here, perhaps, I ought to stop. But a solicitude for your welfare, which cannot end but with my life, and the apprehension of danger, natural to that solicitude, urge me, on an occasion like the present, to offer to your solemn contemplation, and to recommend to your frequent review, some sentiments which are the result of much reflection, of no inconsiderable observation, and which appear to me all-important to the permanency of your felicity as a people. These will be offered to you with the more freedom, as you can only see in them the disinterested warnings of a parting friend, who can possibly have no personal motive to bias his counsel.
Interwoven as is the love of liberty with every ligament of your hearts, no recommendation of mine is necessary to fortify or confirm the attachment.
The unity of government which constitutes you one people is also now dear to you. In contemplating the causes which may disturb our Union, it occurs as matter of serious concern that any ground should have been furnished for characterizing parties by geographical discriminations, Northern and Southern, Atlantic and Western; whence designing men may endeavor to excite a belief that there is a real difference of local interests and views. One of the expedients of party to acquire influence within particular districts is to misrepresent the opinions and aims of other districts. You cannot shield yourselves too much against the jealousies and heartburnings which spring from these misrepresentations; they tend to render alien to each other those who ought to be bound together by fraternal affection.
. . .
Against the insidious wiles of foreign influence the jealousy of a free people ought to be constantly awake, since history and experience prove that foreign influence is one of the most baneful foes of republican government. But that jealousy to be useful must be impartial; else it becomes the instrument of the very influence to be avoided, instead of a defense against it. Excessive partiality for one foreign nation and excessive dislike of another cause those whom they actuate to see danger only on one side, and serve to veil and even second the arts of influence on the other. Real patriots who may resist the intrigues of the favorite are liable to become suspected and odious, while its tools and dupes usurp the applause and confidence of the people, to surrender their interests.
The great rule of conduct for us in regard to foreign nations is in extending our commercial relations, to have with them as little political connection as possible. So far as we have already formed engagements, let them be fulfilled with perfect good faith. Here let us stop. Europe has a set of primary interests which to us have none; or a very remote relation. Hence she must be engaged in frequent controversies, the causes of which are essentially foreign to our concerns. Hence, therefore, it must be unwise in us to implicate ourselves by artificial ties in the ordinary vicissitudes of her politics, or the ordinary combinations and collisions of her friendships or enmities.
Our detached and distant situation invites and enables us to pursue a different course. If we remain one people under an efficient government, the period is not far off when we may defy material injury from external annoyance; when we may take such an attitude as will cause the neutrality we may at any time resolve upon to be scrupulously respected; when belligerent nations, under the impossibility of making acquisitions upon us, will not lightly hazard the giving us provocation; when we may choose peace or war, as our interest, guided by justice, shall counsel.
Why forego the advantages of so peculiar a situation? Why quit our own to stand upon foreign ground? Why, by interweaving our destiny with that of any part of Europe, entangle our peace and prosperity in the toils of European ambition, rivalship, interest, humor or caprice?
In offering to you, my countrymen, these counsels of an old and affectionate friend, I dare not hope they will make the strong and lasting impression I could wish. But, if I may even flatter myself that they may be productive of some partial benefit, some occasional good; that they may now and then recur to moderate the fury of party spirit, to warn against the mischiefs of foreign intrigue, to guard against the impostures of pretended patriotism; this hope will be a full recompense for the solicitude for your welfare, by which they have been dictated.
How does the content of the underlined paragraph relate to the content of the paragraph that precedes it?
The underlined paragraph, paragraph 7, consists entirely of rhetorical questions:
Why forego the advantages of so peculiar a situation? Why quit our own to stand upon foreign ground? Why, by interweaving our destiny with that of any part of Europe, entangle our peace and prosperity in the toils of European ambition, rivalship, interest, humor or caprice?
These questions all pertain to the topic of international independence—that is, to Washington's recommendation that the United States not get involved in foreign treaties when it could benefit, in his opinion, from remaining relatively politically isolated on the international stage. The questions are rhetorical because their answers are clearly implied by the preceding two paragraphs' discussion of the negative aspects of getting involved in international politics and the benefits of remaining relatively isolated. According to Washington, there's no good reason to "forego the advantages of so peculiar a situation," etc.
With that in mind, let's now turn our attention to the answer choices and figure out which one best describes how this paragraph relates to the one that precedes it.
"It conveys to the audience that while most people know the answers to the questions the author is asking, the author himself does not." - This answer choice is incorrect because the paragraph at hand consists of rhetorical questions. The author knows the answer to these questions; he's presented his opinion on the subject in the two preceding paragraphs, so it's not reasonable to assume that he's asking these questions literally, i.e. because he doesn't know the answer.
"It suggests that the United States can avoid potential problems by modeling its trade practices on those of Europe." - This is the opposite conclusion to the one at which the paragraph arrives. In the preceding two paragraphs, Washington outlines the negative consequences of getting bogged down in international treaties and disputes and, conversely, the positive effects of remaining relatively isolated. He discusses Europe not in terms of its trade practices, but as a separate area of the world that it would be wise (in his opinion) to remain independent of:
Europe has a set of primary interests which to us have none; or a very remote relation. Hence she must be engaged in frequent controversies, the causes of which are essentially foreign to our concerns. Hence, therefore, it must be unwise in us to implicate ourselves by artificial ties in the ordinary vicissitudes of her politics, or the ordinary combinations and collisions of her friendships or enmities.
Thus, it doesn't make sense to say that the rhetorical questions of the indicated paragraph suggest to the reader that the U.S. can avoid problems by modeling its trade practices on Europe's. Specific trade practices are not discussed, and Washington argues that the U.S. ought to remain independent of Europe in general.
"It presents open-ended questions that demonstrate the author sees positives and negatives of making many international treaties." - This answer initially might appear to be correct, as Washington does talk about positive and negative things in the paragraphs preceding the indicated one; however, it's important to keep in mind the subjects he is discussing in each of these paragraphs. He's not considering positive and negative views of one thing; he's considering the negative aspects of getting involved in international politics and the positive aspects of remaining isolated. By presenting a negative view of one thing and a positive view of the opposite thing, he's arguing a single point. This answer choice can't be correct, because it states that the questions are "open-ended" when they are not, and because it states that they demonstrate that "the author sees positives and negatives of making many international treaties," when the passage only presents a negative view of this action.
"It keeps the reader’s attention on the positive traits of isolationism presented in the previous paragraph." - This is the correct answer! The indicated paragraph consists of rhetorical questions that continue to discuss the topic introduced in the preceding paragraph: the positive traits of remaining relatively politically isolated in international politics.
Compare your answer with the correct one above
Adapted from Lewis Carroll’s Symbolic Logic (1896)
“Classification,” or the formation of Classes, is a Mental Process, in which we imagine that we have put together, in a group, certain Things. Such a group is called a “Class.” This Process may be performed in three different ways, as follows:
(1) We may imagine that we have put together all Things. The Class so formed (i.e. the Class "Things") contains the whole Universe.
(2) We may think of the Class "Things," and may imagine that we have picked out from it all the Things which possess a certain Adjunct not possessed by the whole Class. This Adjunct is said to be “peculiar” to the Class so formed. In this case, the Class "Things" is called a “Genus” with regard to the Class so formed: the Class, so formed, is called a 'Species' of the Class "Things": and its peculiar Adjunct is called its “Differentia.”
As this Process is entirely Mental, we can perform it whether there is, or is not, an existing Thing which pos- sesses that Adjunct. If there is, the Class us said to be “Real;” if not, it is said to be “Unreal,” or “Imaginary.”
\[For example, we may imagine that we have picked out, from the Class "Things," all the Things which possess the Adjunct "material, artificial, consisting of houses and street"; and we may thus form the Real Class "towns." Here we may regard "Things" as a Genus, "Towns" as a Species of Things, and "material, artificial, consisting of houses and streets" as its Differentia. Again, we may imagine that we have picked out all the Things which possess the Adjunct "weighing a ton, easily lifted by a baby"; and we may thus form the Imaginary Class "Things that weigh a ton and are easily lifted by a baby."\]
(3) We may think of a certain Class, not the Class "Things," and may imagine that we have picked out from it all the Members of it which possess a certain Adjunct not possessed by the whole Class. This Adjunct is said to be “peculiar” to the smaller Class so formed. In this case, the Class thought of is called a “Genus” with regard to the smaller Class picked out from it: the smaller Class is called a “Species” of the larger: and its peculiar Adjunct is called its “Differentia.”
\[For example, we may think of the Class "towns," and imagine that we have picked out from it all the towns which possess the Attribute "lit with gas"; and we may thus form the Real Class "towns lit with gas." Here may regard "Towns" as a Genus, "Towns lit with gas" as a Species of Towns, and "lit with gas" as its Differentia. If, in the above example, we were to alter "lit with gas" into "paved with gold," we should get the Imaginary Class "towns paved with gold."\]
A Class, containing only one Member is called an “Individual.”
\[For example, the Class "towns having four million inhabitants," which Class contains only one Member, viz. "London."\]
Hence, any single Thing, which we can name so as to distinguish it from all other Things, may be regarded as a one-Member Class.
\[Thus "London" may be regarded as the one-Member Class, picked out from the Class "towns," which has, as its Differentia, "having four million inhabitants."\]
A Class, containing two or more Members, is sometimes regarded as one single Thing. When so regarded, it may possess an Adjunct which is not possessed by any Member of it taken separately.
\[Thus, the Class "The soldiers of the Tenth Regiment," when regarded as one single Thing, may possess the Attribute "formed in square," which is not possessed by any Member of it taken separately.\]
The author uses the sections of text in square brackets to _______________.
This question asks you to analyze the role of a specific structural feature of the text, and to relate that feature to the author's overall argument.
A notable feature of the text is the repeated structure of square brackets, twice used to give "examples" and twice beginning with "thus." This clearly suggests a direct relationship with the text that precedes them. The relationship is direct, and not in any way in "counter" to the claims that precede them. They are each focused on the previous claims closest to them, not all directed at the first claim.
Compare your answer with the correct one above
Adapted from Mark Twain’s “A Defense of General Funston” (1802)
We are made, brick by brick, of influences, patiently built up around the framework of our born dispositions. It is the sole process of construction; there is no other. Every man and woman and child is an influence; a daily and hourly influence which never ceases from work, and never ceases from affecting for good or evil the characters about it--some contributing gold-dust, some contributing trash-dust, but in either case helping on the building, and never stopping to rest. The shoemaker helps to build his two-dozen associates; the pickpocket helps to build his four dozen associates; the village clergyman helps to build his five hundred associates; the renowned bank-robber's name and fame help to build his hundred associates and three thousand persons whom he has never seen; the renowned philanthropist's labors and the benevolent millionaire's gifts move to kindly works and generous outlays of money a hundred thousand persons whom they have never met and never will meet; and to the building of the character of every individual thus moved these movers have added a brick. The unprincipled newspaper adds a baseness to a million decaying character-fabrics every day; the high-principled newspaper adds a daily betterment to the character-fabric of another million. The swiftly-enriched wrecker and robber of railway systems lowers the commercial morals of a whole nation for three generations. A Washington, standing upon the world's utmost summit, eternally visible, eternally clothed in light, a serene, inspiring, heartening example and admonition, is an influence which raises the level of character in all receptive men and peoples, alien and domestic; and the term of its gracious work is not measurable by fleeting generations, but only by the lingering march of the centuries.
Washington was more and greater than the father of a nation, he was the Father of its Patriotism--patriotism at its loftiest and best; and so powerful was the influence which he left behind him, that that golden patriotism remained undimmed and unsullied for a hundred years, lacking one; and so fundamentally right-hearted are our people by grace of that long and ennobling teaching, that to-day, already, they are facing back for home, they are laying aside their foreign-born and foreign-bred imported patriotism and resuming that which Washington gave to their fathers, which is American and the only American--which lasted ninety-nine years and is good for a million more. Doubt--doubt that we did right by the Filipinos--is rising steadily higher and higher in the nation's breast; conviction will follow doubt. The nation will speak; its will is law; there is no other sovereign on this soil; and in that day we shall right such unfairnesses as we have done. We shall let go our obsequious hold on the rear-skirts of the sceptred land-thieves of Europe, and be what we were before, a real World Power, and the chiefest of them all, by right of the only clean hands in Christendom, the only hands guiltless of the sordid plunder of any helpless people's stolen liberties, hands recleansed in the patriotism of Washington, and once more fit to touch the hem of the revered Shade's garment and stand in its presence unashamed. It was Washington's influence that made Lincoln and all other real patriots the Republic has known; it was Washington's influence that made the soldiers who saved the Union; and that influence will save us always, and bring us back to the fold when we stray.
And so, when a Washington is given us, or a Lincoln, or a Grant, what should we do? Knowing, as we do, that a conspicuous influence for good is worth more than a billion obscure ones, without doubt the logic of it is that we should highly value it, and make a vestal flame of it, and keep it briskly burning in every way we can--in the nursery, in the school, in the college, in the pulpit, in the newspaper--even in Congress, if such a thing were possible.
The proper inborn disposition was required to start a Washington; the acceptable influences and circumstances and a large field were required to develop and complete him.
How does the closing sentence relate to the opening paragraph?
Here, you're being asked to relate a specific sentence to another part of the text. The two sections you're being asked about are also the two most common parts of a text to relate to one another: the opening and the conclusion of the passage.
The opening of the passage establishes the author's initial assertions about the nature of human development. The concluding sentence directly echoes and reasserts the opening claim that "influences" are piled on a frame of fundamental internal characteristics. Notice the structure of this concluding sentence; it uses a semicolon to draw this two-pronged assertion about human development into a unified sentence. The form matches the content here. This concluding sentence is a reassertion of the author's initial general argument, and it applies this principle to the specific example examined in the second paragraph, George Washington.
Compare your answer with the correct one above
Adapted from George Washington’s Farewell Address (1796)
\[Before this point in the text, Washington has declined to run as a candidate in the next election for President of the United States.\]
Here, perhaps, I ought to stop. But a solicitude for your welfare, which cannot end but with my life, and the apprehension of danger, natural to that solicitude, urge me, on an occasion like the present, to offer to your solemn contemplation, and to recommend to your frequent review, some sentiments which are the result of much reflection, of no inconsiderable observation, and which appear to me all-important to the permanency of your felicity as a people. These will be offered to you with the more freedom, as you can only see in them the disinterested warnings of a parting friend, who can possibly have no personal motive to bias his counsel.
Interwoven as is the love of liberty with every ligament of your hearts, no recommendation of mine is necessary to fortify or confirm the attachment.
The unity of government which constitutes you one people is also now dear to you. In contemplating the causes which may disturb our Union, it occurs as matter of serious concern that any ground should have been furnished for characterizing parties by geographical discriminations, Northern and Southern, Atlantic and Western; whence designing men may endeavor to excite a belief that there is a real difference of local interests and views. One of the expedients of party to acquire influence within particular districts is to misrepresent the opinions and aims of other districts. You cannot shield yourselves too much against the jealousies and heartburnings which spring from these misrepresentations; they tend to render alien to each other those who ought to be bound together by fraternal affection.
. . .
Against the insidious wiles of foreign influence the jealousy of a free people ought to be constantly awake, since history and experience prove that foreign influence is one of the most baneful foes of republican government. But that jealousy to be useful must be impartial; else it becomes the instrument of the very influence to be avoided, instead of a defense against it. Excessive partiality for one foreign nation and excessive dislike of another cause those whom they actuate to see danger only on one side, and serve to veil and even second the arts of influence on the other. Real patriots who may resist the intrigues of the favorite are liable to become suspected and odious, while its tools and dupes usurp the applause and confidence of the people, to surrender their interests.
The great rule of conduct for us in regard to foreign nations is in extending our commercial relations, to have with them as little political connection as possible. So far as we have already formed engagements, let them be fulfilled with perfect good faith. Here let us stop. Europe has a set of primary interests which to us have none; or a very remote relation. Hence she must be engaged in frequent controversies, the causes of which are essentially foreign to our concerns. Hence, therefore, it must be unwise in us to implicate ourselves by artificial ties in the ordinary vicissitudes of her politics, or the ordinary combinations and collisions of her friendships or enmities.
Our detached and distant situation invites and enables us to pursue a different course. If we remain one people under an efficient government, the period is not far off when we may defy material injury from external annoyance; when we may take such an attitude as will cause the neutrality we may at any time resolve upon to be scrupulously respected; when belligerent nations, under the impossibility of making acquisitions upon us, will not lightly hazard the giving us provocation; when we may choose peace or war, as our interest, guided by justice, shall counsel.
Why forego the advantages of so peculiar a situation? Why quit our own to stand upon foreign ground? Why, by interweaving our destiny with that of any part of Europe, entangle our peace and prosperity in the toils of European ambition, rivalship, interest, humor or caprice?
In offering to you, my countrymen, these counsels of an old and affectionate friend, I dare not hope they will make the strong and lasting impression I could wish. But, if I may even flatter myself that they may be productive of some partial benefit, some occasional good; that they may now and then recur to moderate the fury of party spirit, to warn against the mischiefs of foreign intrigue, to guard against the impostures of pretended patriotism; this hope will be a full recompense for the solicitude for your welfare, by which they have been dictated.
How does the content of the underlined paragraph relate to the content of the paragraph that precedes it?
The underlined paragraph, paragraph 7, consists entirely of rhetorical questions:
Why forego the advantages of so peculiar a situation? Why quit our own to stand upon foreign ground? Why, by interweaving our destiny with that of any part of Europe, entangle our peace and prosperity in the toils of European ambition, rivalship, interest, humor or caprice?
These questions all pertain to the topic of international independence—that is, to Washington's recommendation that the United States not get involved in foreign treaties when it could benefit, in his opinion, from remaining relatively politically isolated on the international stage. The questions are rhetorical because their answers are clearly implied by the preceding two paragraphs' discussion of the negative aspects of getting involved in international politics and the benefits of remaining relatively isolated. According to Washington, there's no good reason to "forego the advantages of so peculiar a situation," etc.
With that in mind, let's now turn our attention to the answer choices and figure out which one best describes how this paragraph relates to the one that precedes it.
"It conveys to the audience that while most people know the answers to the questions the author is asking, the author himself does not." - This answer choice is incorrect because the paragraph at hand consists of rhetorical questions. The author knows the answer to these questions; he's presented his opinion on the subject in the two preceding paragraphs, so it's not reasonable to assume that he's asking these questions literally, i.e. because he doesn't know the answer.
"It suggests that the United States can avoid potential problems by modeling its trade practices on those of Europe." - This is the opposite conclusion to the one at which the paragraph arrives. In the preceding two paragraphs, Washington outlines the negative consequences of getting bogged down in international treaties and disputes and, conversely, the positive effects of remaining relatively isolated. He discusses Europe not in terms of its trade practices, but as a separate area of the world that it would be wise (in his opinion) to remain independent of:
Europe has a set of primary interests which to us have none; or a very remote relation. Hence she must be engaged in frequent controversies, the causes of which are essentially foreign to our concerns. Hence, therefore, it must be unwise in us to implicate ourselves by artificial ties in the ordinary vicissitudes of her politics, or the ordinary combinations and collisions of her friendships or enmities.
Thus, it doesn't make sense to say that the rhetorical questions of the indicated paragraph suggest to the reader that the U.S. can avoid problems by modeling its trade practices on Europe's. Specific trade practices are not discussed, and Washington argues that the U.S. ought to remain independent of Europe in general.
"It presents open-ended questions that demonstrate the author sees positives and negatives of making many international treaties." - This answer initially might appear to be correct, as Washington does talk about positive and negative things in the paragraphs preceding the indicated one; however, it's important to keep in mind the subjects he is discussing in each of these paragraphs. He's not considering positive and negative views of one thing; he's considering the negative aspects of getting involved in international politics and the positive aspects of remaining isolated. By presenting a negative view of one thing and a positive view of the opposite thing, he's arguing a single point. This answer choice can't be correct, because it states that the questions are "open-ended" when they are not, and because it states that they demonstrate that "the author sees positives and negatives of making many international treaties," when the passage only presents a negative view of this action.
"It keeps the reader’s attention on the positive traits of isolationism presented in the previous paragraph." - This is the correct answer! The indicated paragraph consists of rhetorical questions that continue to discuss the topic introduced in the preceding paragraph: the positive traits of remaining relatively politically isolated in international politics.
Compare your answer with the correct one above
Adapted from Lewis Carroll’s Symbolic Logic (1896)
“Classification,” or the formation of Classes, is a Mental Process, in which we imagine that we have put together, in a group, certain Things. Such a group is called a “Class.” This Process may be performed in three different ways, as follows:
(1) We may imagine that we have put together all Things. The Class so formed (i.e. the Class "Things") contains the whole Universe.
(2) We may think of the Class "Things," and may imagine that we have picked out from it all the Things which possess a certain Adjunct not possessed by the whole Class. This Adjunct is said to be “peculiar” to the Class so formed. In this case, the Class "Things" is called a “Genus” with regard to the Class so formed: the Class, so formed, is called a 'Species' of the Class "Things": and its peculiar Adjunct is called its “Differentia.”
As this Process is entirely Mental, we can perform it whether there is, or is not, an existing Thing which pos- sesses that Adjunct. If there is, the Class us said to be “Real;” if not, it is said to be “Unreal,” or “Imaginary.”
\[For example, we may imagine that we have picked out, from the Class "Things," all the Things which possess the Adjunct "material, artificial, consisting of houses and street"; and we may thus form the Real Class "towns." Here we may regard "Things" as a Genus, "Towns" as a Species of Things, and "material, artificial, consisting of houses and streets" as its Differentia. Again, we may imagine that we have picked out all the Things which possess the Adjunct "weighing a ton, easily lifted by a baby"; and we may thus form the Imaginary Class "Things that weigh a ton and are easily lifted by a baby."\]
(3) We may think of a certain Class, not the Class "Things," and may imagine that we have picked out from it all the Members of it which possess a certain Adjunct not possessed by the whole Class. This Adjunct is said to be “peculiar” to the smaller Class so formed. In this case, the Class thought of is called a “Genus” with regard to the smaller Class picked out from it: the smaller Class is called a “Species” of the larger: and its peculiar Adjunct is called its “Differentia.”
\[For example, we may think of the Class "towns," and imagine that we have picked out from it all the towns which possess the Attribute "lit with gas"; and we may thus form the Real Class "towns lit with gas." Here may regard "Towns" as a Genus, "Towns lit with gas" as a Species of Towns, and "lit with gas" as its Differentia. If, in the above example, we were to alter "lit with gas" into "paved with gold," we should get the Imaginary Class "towns paved with gold."\]
A Class, containing only one Member is called an “Individual.”
\[For example, the Class "towns having four million inhabitants," which Class contains only one Member, viz. "London."\]
Hence, any single Thing, which we can name so as to distinguish it from all other Things, may be regarded as a one-Member Class.
\[Thus "London" may be regarded as the one-Member Class, picked out from the Class "towns," which has, as its Differentia, "having four million inhabitants."\]
A Class, containing two or more Members, is sometimes regarded as one single Thing. When so regarded, it may possess an Adjunct which is not possessed by any Member of it taken separately.
\[Thus, the Class "The soldiers of the Tenth Regiment," when regarded as one single Thing, may possess the Attribute "formed in square," which is not possessed by any Member of it taken separately.\]
The author uses the sections of text in square brackets to _______________.
This question asks you to analyze the role of a specific structural feature of the text, and to relate that feature to the author's overall argument.
A notable feature of the text is the repeated structure of square brackets, twice used to give "examples" and twice beginning with "thus." This clearly suggests a direct relationship with the text that precedes them. The relationship is direct, and not in any way in "counter" to the claims that precede them. They are each focused on the previous claims closest to them, not all directed at the first claim.
Compare your answer with the correct one above
Adapted from Mark Twain’s “A Defense of General Funston” (1802)
We are made, brick by brick, of influences, patiently built up around the framework of our born dispositions. It is the sole process of construction; there is no other. Every man and woman and child is an influence; a daily and hourly influence which never ceases from work, and never ceases from affecting for good or evil the characters about it--some contributing gold-dust, some contributing trash-dust, but in either case helping on the building, and never stopping to rest. The shoemaker helps to build his two-dozen associates; the pickpocket helps to build his four dozen associates; the village clergyman helps to build his five hundred associates; the renowned bank-robber's name and fame help to build his hundred associates and three thousand persons whom he has never seen; the renowned philanthropist's labors and the benevolent millionaire's gifts move to kindly works and generous outlays of money a hundred thousand persons whom they have never met and never will meet; and to the building of the character of every individual thus moved these movers have added a brick. The unprincipled newspaper adds a baseness to a million decaying character-fabrics every day; the high-principled newspaper adds a daily betterment to the character-fabric of another million. The swiftly-enriched wrecker and robber of railway systems lowers the commercial morals of a whole nation for three generations. A Washington, standing upon the world's utmost summit, eternally visible, eternally clothed in light, a serene, inspiring, heartening example and admonition, is an influence which raises the level of character in all receptive men and peoples, alien and domestic; and the term of its gracious work is not measurable by fleeting generations, but only by the lingering march of the centuries.
Washington was more and greater than the father of a nation, he was the Father of its Patriotism--patriotism at its loftiest and best; and so powerful was the influence which he left behind him, that that golden patriotism remained undimmed and unsullied for a hundred years, lacking one; and so fundamentally right-hearted are our people by grace of that long and ennobling teaching, that to-day, already, they are facing back for home, they are laying aside their foreign-born and foreign-bred imported patriotism and resuming that which Washington gave to their fathers, which is American and the only American--which lasted ninety-nine years and is good for a million more. Doubt--doubt that we did right by the Filipinos--is rising steadily higher and higher in the nation's breast; conviction will follow doubt. The nation will speak; its will is law; there is no other sovereign on this soil; and in that day we shall right such unfairnesses as we have done. We shall let go our obsequious hold on the rear-skirts of the sceptred land-thieves of Europe, and be what we were before, a real World Power, and the chiefest of them all, by right of the only clean hands in Christendom, the only hands guiltless of the sordid plunder of any helpless people's stolen liberties, hands recleansed in the patriotism of Washington, and once more fit to touch the hem of the revered Shade's garment and stand in its presence unashamed. It was Washington's influence that made Lincoln and all other real patriots the Republic has known; it was Washington's influence that made the soldiers who saved the Union; and that influence will save us always, and bring us back to the fold when we stray.
And so, when a Washington is given us, or a Lincoln, or a Grant, what should we do? Knowing, as we do, that a conspicuous influence for good is worth more than a billion obscure ones, without doubt the logic of it is that we should highly value it, and make a vestal flame of it, and keep it briskly burning in every way we can--in the nursery, in the school, in the college, in the pulpit, in the newspaper--even in Congress, if such a thing were possible.
The proper inborn disposition was required to start a Washington; the acceptable influences and circumstances and a large field were required to develop and complete him.
How does the closing sentence relate to the opening paragraph?
Here, you're being asked to relate a specific sentence to another part of the text. The two sections you're being asked about are also the two most common parts of a text to relate to one another: the opening and the conclusion of the passage.
The opening of the passage establishes the author's initial assertions about the nature of human development. The concluding sentence directly echoes and reasserts the opening claim that "influences" are piled on a frame of fundamental internal characteristics. Notice the structure of this concluding sentence; it uses a semicolon to draw this two-pronged assertion about human development into a unified sentence. The form matches the content here. This concluding sentence is a reassertion of the author's initial general argument, and it applies this principle to the specific example examined in the second paragraph, George Washington.
Compare your answer with the correct one above
Adapted from George Washington’s Farewell Address (1796)
\[Before this point in the text, Washington has declined to run as a candidate in the next election for President of the United States.\]
Here, perhaps, I ought to stop. But a solicitude for your welfare, which cannot end but with my life, and the apprehension of danger, natural to that solicitude, urge me, on an occasion like the present, to offer to your solemn contemplation, and to recommend to your frequent review, some sentiments which are the result of much reflection, of no inconsiderable observation, and which appear to me all-important to the permanency of your felicity as a people. These will be offered to you with the more freedom, as you can only see in them the disinterested warnings of a parting friend, who can possibly have no personal motive to bias his counsel.
Interwoven as is the love of liberty with every ligament of your hearts, no recommendation of mine is necessary to fortify or confirm the attachment.
The unity of government which constitutes you one people is also now dear to you. In contemplating the causes which may disturb our Union, it occurs as matter of serious concern that any ground should have been furnished for characterizing parties by geographical discriminations, Northern and Southern, Atlantic and Western; whence designing men may endeavor to excite a belief that there is a real difference of local interests and views. One of the expedients of party to acquire influence within particular districts is to misrepresent the opinions and aims of other districts. You cannot shield yourselves too much against the jealousies and heartburnings which spring from these misrepresentations; they tend to render alien to each other those who ought to be bound together by fraternal affection.
. . .
Against the insidious wiles of foreign influence the jealousy of a free people ought to be constantly awake, since history and experience prove that foreign influence is one of the most baneful foes of republican government. But that jealousy to be useful must be impartial; else it becomes the instrument of the very influence to be avoided, instead of a defense against it. Excessive partiality for one foreign nation and excessive dislike of another cause those whom they actuate to see danger only on one side, and serve to veil and even second the arts of influence on the other. Real patriots who may resist the intrigues of the favorite are liable to become suspected and odious, while its tools and dupes usurp the applause and confidence of the people, to surrender their interests.
The great rule of conduct for us in regard to foreign nations is in extending our commercial relations, to have with them as little political connection as possible. So far as we have already formed engagements, let them be fulfilled with perfect good faith. Here let us stop. Europe has a set of primary interests which to us have none; or a very remote relation. Hence she must be engaged in frequent controversies, the causes of which are essentially foreign to our concerns. Hence, therefore, it must be unwise in us to implicate ourselves by artificial ties in the ordinary vicissitudes of her politics, or the ordinary combinations and collisions of her friendships or enmities.
Our detached and distant situation invites and enables us to pursue a different course. If we remain one people under an efficient government, the period is not far off when we may defy material injury from external annoyance; when we may take such an attitude as will cause the neutrality we may at any time resolve upon to be scrupulously respected; when belligerent nations, under the impossibility of making acquisitions upon us, will not lightly hazard the giving us provocation; when we may choose peace or war, as our interest, guided by justice, shall counsel.
Why forego the advantages of so peculiar a situation? Why quit our own to stand upon foreign ground? Why, by interweaving our destiny with that of any part of Europe, entangle our peace and prosperity in the toils of European ambition, rivalship, interest, humor or caprice?
In offering to you, my countrymen, these counsels of an old and affectionate friend, I dare not hope they will make the strong and lasting impression I could wish. But, if I may even flatter myself that they may be productive of some partial benefit, some occasional good; that they may now and then recur to moderate the fury of party spirit, to warn against the mischiefs of foreign intrigue, to guard against the impostures of pretended patriotism; this hope will be a full recompense for the solicitude for your welfare, by which they have been dictated.
How does the content of the underlined paragraph relate to the content of the paragraph that precedes it?
The underlined paragraph, paragraph 7, consists entirely of rhetorical questions:
Why forego the advantages of so peculiar a situation? Why quit our own to stand upon foreign ground? Why, by interweaving our destiny with that of any part of Europe, entangle our peace and prosperity in the toils of European ambition, rivalship, interest, humor or caprice?
These questions all pertain to the topic of international independence—that is, to Washington's recommendation that the United States not get involved in foreign treaties when it could benefit, in his opinion, from remaining relatively politically isolated on the international stage. The questions are rhetorical because their answers are clearly implied by the preceding two paragraphs' discussion of the negative aspects of getting involved in international politics and the benefits of remaining relatively isolated. According to Washington, there's no good reason to "forego the advantages of so peculiar a situation," etc.
With that in mind, let's now turn our attention to the answer choices and figure out which one best describes how this paragraph relates to the one that precedes it.
"It conveys to the audience that while most people know the answers to the questions the author is asking, the author himself does not." - This answer choice is incorrect because the paragraph at hand consists of rhetorical questions. The author knows the answer to these questions; he's presented his opinion on the subject in the two preceding paragraphs, so it's not reasonable to assume that he's asking these questions literally, i.e. because he doesn't know the answer.
"It suggests that the United States can avoid potential problems by modeling its trade practices on those of Europe." - This is the opposite conclusion to the one at which the paragraph arrives. In the preceding two paragraphs, Washington outlines the negative consequences of getting bogged down in international treaties and disputes and, conversely, the positive effects of remaining relatively isolated. He discusses Europe not in terms of its trade practices, but as a separate area of the world that it would be wise (in his opinion) to remain independent of:
Europe has a set of primary interests which to us have none; or a very remote relation. Hence she must be engaged in frequent controversies, the causes of which are essentially foreign to our concerns. Hence, therefore, it must be unwise in us to implicate ourselves by artificial ties in the ordinary vicissitudes of her politics, or the ordinary combinations and collisions of her friendships or enmities.
Thus, it doesn't make sense to say that the rhetorical questions of the indicated paragraph suggest to the reader that the U.S. can avoid problems by modeling its trade practices on Europe's. Specific trade practices are not discussed, and Washington argues that the U.S. ought to remain independent of Europe in general.
"It presents open-ended questions that demonstrate the author sees positives and negatives of making many international treaties." - This answer initially might appear to be correct, as Washington does talk about positive and negative things in the paragraphs preceding the indicated one; however, it's important to keep in mind the subjects he is discussing in each of these paragraphs. He's not considering positive and negative views of one thing; he's considering the negative aspects of getting involved in international politics and the positive aspects of remaining isolated. By presenting a negative view of one thing and a positive view of the opposite thing, he's arguing a single point. This answer choice can't be correct, because it states that the questions are "open-ended" when they are not, and because it states that they demonstrate that "the author sees positives and negatives of making many international treaties," when the passage only presents a negative view of this action.
"It keeps the reader’s attention on the positive traits of isolationism presented in the previous paragraph." - This is the correct answer! The indicated paragraph consists of rhetorical questions that continue to discuss the topic introduced in the preceding paragraph: the positive traits of remaining relatively politically isolated in international politics.
Compare your answer with the correct one above
Adapted from Lewis Carroll’s Symbolic Logic (1896)
“Classification,” or the formation of Classes, is a Mental Process, in which we imagine that we have put together, in a group, certain Things. Such a group is called a “Class.” This Process may be performed in three different ways, as follows:
(1) We may imagine that we have put together all Things. The Class so formed (i.e. the Class "Things") contains the whole Universe.
(2) We may think of the Class "Things," and may imagine that we have picked out from it all the Things which possess a certain Adjunct not possessed by the whole Class. This Adjunct is said to be “peculiar” to the Class so formed. In this case, the Class "Things" is called a “Genus” with regard to the Class so formed: the Class, so formed, is called a 'Species' of the Class "Things": and its peculiar Adjunct is called its “Differentia.”
As this Process is entirely Mental, we can perform it whether there is, or is not, an existing Thing which pos- sesses that Adjunct. If there is, the Class us said to be “Real;” if not, it is said to be “Unreal,” or “Imaginary.”
\[For example, we may imagine that we have picked out, from the Class "Things," all the Things which possess the Adjunct "material, artificial, consisting of houses and street"; and we may thus form the Real Class "towns." Here we may regard "Things" as a Genus, "Towns" as a Species of Things, and "material, artificial, consisting of houses and streets" as its Differentia. Again, we may imagine that we have picked out all the Things which possess the Adjunct "weighing a ton, easily lifted by a baby"; and we may thus form the Imaginary Class "Things that weigh a ton and are easily lifted by a baby."\]
(3) We may think of a certain Class, not the Class "Things," and may imagine that we have picked out from it all the Members of it which possess a certain Adjunct not possessed by the whole Class. This Adjunct is said to be “peculiar” to the smaller Class so formed. In this case, the Class thought of is called a “Genus” with regard to the smaller Class picked out from it: the smaller Class is called a “Species” of the larger: and its peculiar Adjunct is called its “Differentia.”
\[For example, we may think of the Class "towns," and imagine that we have picked out from it all the towns which possess the Attribute "lit with gas"; and we may thus form the Real Class "towns lit with gas." Here may regard "Towns" as a Genus, "Towns lit with gas" as a Species of Towns, and "lit with gas" as its Differentia. If, in the above example, we were to alter "lit with gas" into "paved with gold," we should get the Imaginary Class "towns paved with gold."\]
A Class, containing only one Member is called an “Individual.”
\[For example, the Class "towns having four million inhabitants," which Class contains only one Member, viz. "London."\]
Hence, any single Thing, which we can name so as to distinguish it from all other Things, may be regarded as a one-Member Class.
\[Thus "London" may be regarded as the one-Member Class, picked out from the Class "towns," which has, as its Differentia, "having four million inhabitants."\]
A Class, containing two or more Members, is sometimes regarded as one single Thing. When so regarded, it may possess an Adjunct which is not possessed by any Member of it taken separately.
\[Thus, the Class "The soldiers of the Tenth Regiment," when regarded as one single Thing, may possess the Attribute "formed in square," which is not possessed by any Member of it taken separately.\]
The author uses the sections of text in square brackets to _______________.
This question asks you to analyze the role of a specific structural feature of the text, and to relate that feature to the author's overall argument.
A notable feature of the text is the repeated structure of square brackets, twice used to give "examples" and twice beginning with "thus." This clearly suggests a direct relationship with the text that precedes them. The relationship is direct, and not in any way in "counter" to the claims that precede them. They are each focused on the previous claims closest to them, not all directed at the first claim.
Compare your answer with the correct one above
Adapted from Mark Twain’s “A Defense of General Funston” (1802)
We are made, brick by brick, of influences, patiently built up around the framework of our born dispositions. It is the sole process of construction; there is no other. Every man and woman and child is an influence; a daily and hourly influence which never ceases from work, and never ceases from affecting for good or evil the characters about it--some contributing gold-dust, some contributing trash-dust, but in either case helping on the building, and never stopping to rest. The shoemaker helps to build his two-dozen associates; the pickpocket helps to build his four dozen associates; the village clergyman helps to build his five hundred associates; the renowned bank-robber's name and fame help to build his hundred associates and three thousand persons whom he has never seen; the renowned philanthropist's labors and the benevolent millionaire's gifts move to kindly works and generous outlays of money a hundred thousand persons whom they have never met and never will meet; and to the building of the character of every individual thus moved these movers have added a brick. The unprincipled newspaper adds a baseness to a million decaying character-fabrics every day; the high-principled newspaper adds a daily betterment to the character-fabric of another million. The swiftly-enriched wrecker and robber of railway systems lowers the commercial morals of a whole nation for three generations. A Washington, standing upon the world's utmost summit, eternally visible, eternally clothed in light, a serene, inspiring, heartening example and admonition, is an influence which raises the level of character in all receptive men and peoples, alien and domestic; and the term of its gracious work is not measurable by fleeting generations, but only by the lingering march of the centuries.
Washington was more and greater than the father of a nation, he was the Father of its Patriotism--patriotism at its loftiest and best; and so powerful was the influence which he left behind him, that that golden patriotism remained undimmed and unsullied for a hundred years, lacking one; and so fundamentally right-hearted are our people by grace of that long and ennobling teaching, that to-day, already, they are facing back for home, they are laying aside their foreign-born and foreign-bred imported patriotism and resuming that which Washington gave to their fathers, which is American and the only American--which lasted ninety-nine years and is good for a million more. Doubt--doubt that we did right by the Filipinos--is rising steadily higher and higher in the nation's breast; conviction will follow doubt. The nation will speak; its will is law; there is no other sovereign on this soil; and in that day we shall right such unfairnesses as we have done. We shall let go our obsequious hold on the rear-skirts of the sceptred land-thieves of Europe, and be what we were before, a real World Power, and the chiefest of them all, by right of the only clean hands in Christendom, the only hands guiltless of the sordid plunder of any helpless people's stolen liberties, hands recleansed in the patriotism of Washington, and once more fit to touch the hem of the revered Shade's garment and stand in its presence unashamed. It was Washington's influence that made Lincoln and all other real patriots the Republic has known; it was Washington's influence that made the soldiers who saved the Union; and that influence will save us always, and bring us back to the fold when we stray.
And so, when a Washington is given us, or a Lincoln, or a Grant, what should we do? Knowing, as we do, that a conspicuous influence for good is worth more than a billion obscure ones, without doubt the logic of it is that we should highly value it, and make a vestal flame of it, and keep it briskly burning in every way we can--in the nursery, in the school, in the college, in the pulpit, in the newspaper--even in Congress, if such a thing were possible.
The proper inborn disposition was required to start a Washington; the acceptable influences and circumstances and a large field were required to develop and complete him.
How does the closing sentence relate to the opening paragraph?
Here, you're being asked to relate a specific sentence to another part of the text. The two sections you're being asked about are also the two most common parts of a text to relate to one another: the opening and the conclusion of the passage.
The opening of the passage establishes the author's initial assertions about the nature of human development. The concluding sentence directly echoes and reasserts the opening claim that "influences" are piled on a frame of fundamental internal characteristics. Notice the structure of this concluding sentence; it uses a semicolon to draw this two-pronged assertion about human development into a unified sentence. The form matches the content here. This concluding sentence is a reassertion of the author's initial general argument, and it applies this principle to the specific example examined in the second paragraph, George Washington.
Compare your answer with the correct one above