1. Even the president is not really the CEO. No one is. Power in a corporation is concentrated and vertically structured. Power in Washington is ______________ and horizontally spread out.
URTzX
2'[ a. prudent b. reversible c. diffuse d. mandatory
#bnb ': f 2& LQg=O DVp5hR_$ 2. In describing the Indians of the various sections of the United States at different stages in their history, some of the factors which account for their similarity amid difference can be readily accounted for, others are difficult to _______________.
x?,9_va] kdrod [S _t>"5s&i a. refine b. discern c. embed d. cluster
iLX_T]1 3. The partial transfer of legislative powers from Westminster, implemented by Tony Blair, was designed to give the other members of the club a bigger ______________ and to counter centrifugal forces that seemed to threaten the very idea of the union.
Qu\@Y[eia5 '- PC7"o a. say
P Gn);Baq b. transmission
t%VDR Zo7 c. decay
Z*! O:/B d. contention
+Wn& ,?3^ 4. It can hardly be denied the proliferation of so-called dirty books and films has, to date, reached
almost a saturation point. People do not acknowledge the _______________ fact that children
are bound to be exposed to ―dirty words‖ in a myriad of ways other than through the public
airwaves.
&% =D \YzG a.irrefutable
'?5j[:QY @ b. concrete
$W
8Cf[a c. inevitable
_S?qDG{E| d. haphazard
n> w`26MMp 5. A condition is an essential term of the contract. If a contract is not performed, it may constitute a
substantial breach of contract and allow the other party to _______________ the contract, that is,
treat the contract as discharged or terminated.
n{5NNV6 a. repudiate
G-um`
/ <% b. spurn
c/3$AUsuO c. decline
" {de k d. halt
kyYLP"oB= 6. Each of us shares with the community in which we live a store of words as well as agreed
conventions ______________ these words should be arranged to convey a particular message.
a$11PBi[9 a. as the way by which
c. as to the way in which
[3/VCYje b. by the way in which
d. in the way of which
(GK pA}~R 7. Rarely ______________ a technological development _______________ an impact on many
aspects of social, economic, and cultural development as greatly as the growth of electronics.
o @Z# a. has… had
WY b. had…had
r|<DqTc6l c. has…has
%CnxjtTo d. have…had
s<QkDERMX 8. If early humans ______________ as much as they did, they probably ______________ to evolve
into different species.
Fz
q41jiS a. did not move and intermingle…would continue
b. would not move and intermingle…had continued
c. had not moved and intermingled…would have continued
d. were not to move and intermingle…could have continued
cD EJk?3+ 9/o vKpY 9. It was ______________ the last time around the track ______________ I really kicked it
in--passing the gossiping girlfriends, blocking out the whistles of boys who had already
completed their run and now were hanging out on the grassy hill, I ran--pushing hard, breathing
shallowly, knowing full well that I was going to have to hear about it from my disapproving
friends for the next few days.
^_+XDO a. not until…when
L5fuM]G` b. not until…that
s Kicn5 c. until…when
;T +pu>) d. until…that
R=j% S! 10．One impediment ______________ the general use of a standard in pronunciation is the fact
_____________ pronunciation is learnt naturally and unconsciously, while orthography is
learnt deliberately and consciously.
a. in…which b. of …in which
!p"aAZT7sq c. on…that
\Gp*x\<^Z d. to…that
wEW4gz{s Section B (5 points)
<W)u{KS#TY U/{6%
Qy
W-~n|PX8+ a. division
LtgXS
hp_! b. turmoil
`Y
BkF c. fusion
" Dcs] )7Q d. consolidation
*LC+ PZV@ 2. Concerning speculation, philosophy looks upon things from the broadest possible perspective;
for criticism, it has the twofold role of questioning and judging everything that pertains either
to the foundations or to the superstructure of human thinking.
'T=~jA7SkT a. inebriates
p,g1eb|E b. forsakes
E.bi05l c. relates
KW^<,qt5w d. emaciates
&;T J~r#K 13. Meeting is, in fact, a necessary though not necessarily productive psychological side show.
Perhaps it is our civilized way to moderating，if not preventing, change.
YcX/{L[9o a. promoting
'J )2g"T@ b. impeding
'\#EIG c. tempering
;TiUpg</_3 d. arresting
HmmS(fU 14. The truth about alliances and their merit probably lies somewhere between the travel utopia
presented by the players and the evil empires portrayed by their critics.
Z#l%r0(o a. collaboration
3-n1 9[zk b. worth
[Qt?W gPj c. triumph
b^c9po d. defect
3oZ=k]\ 15. But Naifeh and Smith reveal a keen intellect, an avid reader and a passionate observer of other
artists’ work who progressed from labored figure studies to inspired outbursts of creative energy.
Far from an artistic flash in the pan, he pursued his calling with dogged determination against
nearly insurmountable odds.
7Il O G~DC a. insuperable
rX7QbAB b. unsurpassable
98jN)Nl,oD c. uncountable
%#L]]-% d. invaluable
FbnO/! $8 Section C (5 points)
nP~({ :l8X 16. One of the most important non-legislative functions of the U.S. Congress is the power to
iZ3 W"Vd`b investigate, which is usually delegated to committees—either standing committees, special
<AlZ]~Yct 2f`nMW committees set for a specific purpose, or joint committees consisting of members of both houses
A B GV6K/ T : }U w&Ny 17. One of the important corollaries to the investigative power is the power to publicize
investigations and their results. Most committee hearings are open to public and are reported
A B
_lK
Zmhi widely in the mass media. Congressional investigations thus represent one important tool
C
available to lawmakers to inform the citizenry and to arouse public interest in national issues.
D
FSuAjBl0- 18. It is not a voice we recognize at once, whereas our own handwriting is something which we
A B
,bE$| x' almost always know. We begin the natural learning of pronunciation long before we start
C
learning to read or write, and in our early years we go on unconsciously imitating and
D
88"Sai practicing the pronunciation of those around us for many hours everyday.
1=7jz ] t 19. It had happened too often that the farmers sold their wheat soon after harvest when farm debts
u,3,ck!B>@ A
were coming due, only to see prices rising and speculators getting rich. On various occasions,
B
producer groups, asked firmer control, but the government had no wish to become involved, at
C
least not until wartime when wheat prices threatened to run wild.
D
IL /Y c1 20. Detailed studies of the tribe by the food scientists at the University of London showed that
v4miU;|\ A
gathering is a more productive source of food than is hunting. An hour of hunting yields on
B C
e6 B{QP#jq average about 100 edible calories as an hour of gathering produces 240.
D
8mLP5s!7 PART II: e^YHJ>@
:4)
Qt Passage 1
Plato’s Republic has been the source of great consternation, especially in literary circles, for its
o `z
r> yL^UE=#C_
attack on the poets. Socrates in fact asserts that they should have no place in the ideal state. Eric
Havelock suggests that there are several misunderstandings in this regard, and in his Preface to
Plato he identifies the issues, explains the historical context.
Havelock opens his discussion by suggesting that the very title of the Republic is the source of
much confusion. The book is commonly understood to be a treatise on the ideal political entity, but
even a casual analysis will show that only one-third of the text is concerned with statecraft. The
other two-thirds cover a variety of subjects, but the thrust of Plato’s argument amounts to an attack
on the traditional Greek approach to education.
GsbAlN
P The educational methods still in use in the 4th century BC had their origins in what has been
called the Greek Dark Age beginning around 1200 BC when the Mycenaean era collapsed. Very
little is known about the whys and wherefores of this collapse, but it wasn’t until around 700 BC
that the Phoenician alphabet began to be adapted and used in the Greek-speaking world. During the
intervening centuries, all knowledge concerning Greek history, culture, mores and laws were orally
transmitted down through the generations. The most effective device in aid of memorizing vast
amounts of information was rhyme. The epic form we see in Homer’s Iliad grew out of the need to
preserve the Greek cultural memory. Havelock takes the reader through Book 1 of The Iliad and
dissects it in detail to show how this cultural, historical and ethical heritage was conveyed. The
Iliad takes on new and significant meaning to the reader of this minute examination.
The Iliad and presumably other poetic vehicles were taught to children from an early age. The
whole of the Greek-speaking world was immersed in the project of memorizing, and out of the
masses arose those individuals with superior memories and theatrical skills who became the next
generation of minstrels and teachers. Education was thus comprised of memorization and rote
learning, and the people enjoyed constant reminders through public readings and festivals.
Plato’s focus in the Republic and elsewhere is on Homer and Hesiod and to some extent the
dramatists which at the time were the centerpieces of the educational regime. Their works presented
gods and heroes as fundamentally immoral and thus bad examples for youth. The overall result is
that the Greek adolescent is continually conditioned to an attitude which at bottom is cynical. It is
more important to keep up appearances than to practice the reality. Decorum and decent behavior
are not obviously violated, but the inner principle of morality is. Once the Republic is viewed as a
critique of the educational regime, Havelock says that the logic of its total organization becomes
clear.
What Plato was railing against was an ―oral state of mind‖ which seems to have persisted even
though the alphabet and written documentation had been in use for three centuries. Illiteracy was
thus still a widespread problem in Plato’s time, and the poetic state of mind was the main obstacle
to scientific rationalism and analysis. This is why Plato regarded the poetic or oral state of mind as
the arch-enemy. In his teachings he did the opposite. He asked his students to ―think about what
they were saying instead of just saying it.‖ The epic had become, in Plato’s view, not ―an act of
creation but an act of reminder and recall‖ and contributed to what Havelock terms ―the Homeric
state of mind.‖ It was Socrates’ project (and by extension Plato’s) to reform Greek education to
encourage thinking and analysis. Thus all the ranting and railing about the ―poets‖ in Plato’s
Republic was limited basically to Homer and Hesiod because of what he viewed as a wholly
inadequate approach to education of which these particular poets were an integral part.
Unfortunately, Western culture has misconstrued what Plato and Socrates meant by ―the
poets.‖ And because we view poetry as a highly creative and elevated form of expression, our
wfL-oi '5
critics have failed to recognize that Plato’s diatribe had a very specific and limited target which had
nothing to do with high-minded creativity, of which there is plenty, by the way, in the proscribed
poets. It wasn’t really the poets who were the problem; it was the use of them that was deemed
unacceptable.
Post-Havelock, we can now read the Republic with the scales lifted from our eyes and see it
for what it really was: an indictment of an antiquated educational regime which had no place in a
democratic society.
"!>DX1rsi Comprehension Questions:
gw`B "c| 21. The mistaken understanding of Plato's Republic consists in the widespread belief that it consists
of _______________.
WD;Y~ | a. literary criticism
]Fvm 7V b. a treatise on the ideal polity
cr?7O;, c. a critique of rationalism
OX%MP!#KU d. an indictment of an obsolete pedagogy
.,~(%#Wl$ 22. According to Havelock, Plato’s anger with the poets arose from:
I: Their representation of gods and heroes as fundamentally immoral and thus bad examples for
youth.
L{l6Dd43q II: Their transmission of culture, mores and laws.
V>64/ a. I.
Uw-p758dD b. II.
2,vB'C AI c. Both I and II.
{n g"=3+n d. Neither I nor II.
gef6pfV th
P^ MOx4 23. Prior to the 4 century BC, recitation was considered the best educational method because
_____________.
n\I#CH0V a. poetry was seen as a highly creative and elevated form of expression
b. rhyme was the most effective device in aid of memorizing vast amounts of information
c. there was no writing system
S1 _6C:^k d. the people enjoyed constant reminders through public readings and festivals
k{tMzx]F__ 24. In Plato's diatribe the poetic or oral state of mind is the arch-enemy of _______________.
&2 -L. Xb a. democratic society
c .the Phoenicians
? Y:x[pOe b. the Mycenaean Republic
d. literacy
2>} xhQJ 25. A common critique of the present-day Chinese educational system resembles the educational
system that Plato fulminated against in that it often _______________.
a. asks students to think about what they were saying instead of just saying it
b. comprises of memorization and rote learning
dX8hp Q c. has a very specific and limited target
d. encourages thinking and analysis
PCd0 ?c Passage 2
To govern is to choose how the revenue raised from taxes is spent. So far so good, or bad. But
some people earn more money than others. Should they pay proportionately more money to the
government than those who earn less? And if they do pay more money are they entitled to more
services than those who pay less or those who pay nothing at all? And should those who pay
nothing at all because they have nothing get anything? These matters are of irritable concern to our
41#w
|L
\ rulers, and of some poignancy to the rest.
6m .k;' Although the equality of each citizen before the law is the rock upon which the American
Constitution rests, economic equality has never been an American ideal. In fact, it is the one
unmentionable subject in our politics, as the senator from South Dakota recently discovered when
he came up with a few quasi-egalitarian tax reforms. The furious and enduring terror of
Communism in America is not entirely the work of those early cold warriors Truman and Acheson.
A dislike of economic equality is something deep-grained in the American Protestant character.
After all, given a rich empty continent for vigorous Europeans to exploit (the Indians were simply a
disagreeable part of the emptiness, like chiggers), any man of gumption could make himself a good
living. With extra hard work, any man could make himself a fortune, proving that he was a better
man than the rest. Long before Darwin the American ethos was Darwinian.
The vision of the rich empty continent is still a part of the American unconscious in spite of the
Great Crowding and its attendant miseries; and this lingering belief in the heaven any man can
make for himself through hard work and clean living is a key to the majority’s prevailing and
apparently unalterable hatred of the poor, kept out of sight at home, out of mind abroad.
Yet there has been, from the beginning, a significant division in our ruling class. The early
Thomas Jefferson had a dream: a society of honest yeomen, engaged in agricultural pursuits,
without large cities, heavy industry, banks, military pretensions. The early (and the late) Alexander
Hamilton wanted industry, banks, cities, and a military force capable of making itself felt in world
politics. It is a nice irony that so many of today’s laissez-faire conservatives think that they descend
from Hamilton, the proponent of a strong federal government, and that so many liberals believe
themselves to be the heirs of the early Jefferson, who wanted little more than a police force and a
judiciary. Always practical, Jefferson knew that certain men would rise through their own good
efforts while, sadly, others would fall. Government would do no more than observe this Darwinian
spectacle benignly, and provide no succor.
In 1800 the Hamiltonian view was rejected by the people and their new President Thomas
Jefferson. Four years later, the Hamiltonian view had prevailed and was endorsed by the reelected
Jefferson. Between 1800 and 1805 Jefferson had seen to it that an empire in posse had become an
empire in esse. The difference between Jefferson I and Jefferson II is reflected in the two inaugural
addresses.
It is significant that nothing more elevated than greed changed the Dr. Jekyll of Jefferson I into
the Mr. Hyde of Jefferson II. Like his less thoughtful countrymen, Jefferson could not resist a deal.
Subverting the Constitution he had helped create, Jefferson bought Louisiana from Napoleon,
acquiring its citizens without their consents. The author of the Declaration of Independence was
quite able to forget the unalienable rights of anyone whose property he thought should be joined to
our empire—a word which crops up frequently and unselfconsciously in his correspondence.
In the course of land-grabbing, Jefferson II managed to get himself into hot water with France,
England, and Spain simultaneously, a fairly astonishing thing to do considering the state of politics
in Napoleonic Europe.
L_ Q#(in Comprehension Questions:
Z' ) pf 26. The author believes that Americans ________________.
a. still believe America to be largely unpopulated
b. largely believe in lower taxation
rQ4*k'lA: c. are in favor of taxation without representation
z
eP}tzQO d. should reconsider the Louisiana purchase
D PrBFmHF 27. From the passage, we may assume that the senator from South Dakota _______________.
53 QfTP a. opposed tax reform
k>}g\a, b. was Thomas Jefferson
z
s Qo$p c. failed in his attempt to reform tax law
-]C c d. was Alexander Hamilton
jO 9ip 28. Jefferson made it possible for ________________.
a. a potential empire to become a real one
PI A)d-Z b. tax laws to reflect the will of the people
c. France, England, and Spain to simultaneously vacillate upon their mutual feelings towards
the United States.
_ 7oV< d. Darwinian social theories to be accepted without question
;;5Uwd'- 29. Jefferson’s early political writings espoused what would today be called _______________.
})vOaYT|- a. collectivism
0YH+B b. libertarianism
O <9~Kgd8h c. socialism
AJt!!cr s d. liberalism
+& tgJ07A 30. The author holds that Jefferson’s purchase of the Louisiana territories _______________.
a. may be seen as a hypocritical act
( VyNvB b. rigorously held with his previous views of inalienable rights
c. cannot be seen as an act of empire-expansion
d. was an act meant to lower taxes and improve the wealth of the nation
(-7ZI"Ku Passage 3
If, besides the accomplishments of being witty and ill-natured, a man is vicious into the bargain,
"_L?2ta he is one of the most mischievous creatures that can enter into a civil society. His satire will then
chiefly fall upon those who ought to be the most exempt from it. Virtue, merit, and everything that
is praiseworthy, will be made the subject of ridicule and buffoonery. It is impossible to enumerate
the evils which arise from these arrows that fly in the dark; and I know no other excuse that is or
can be made for them, than that the wounds they give are only imaginary, and produce nothing
more than a secret shame or sorrow in the mind of the suffering person. It must indeed be confessed
that a lampoon or a satire do not carry in them robbery or murder; but at the same time, how many
are there that would not rather lose a considerable sum of money, or even life itself, than be set up
as a mark of infamy and derision? And in this case a man should consider that an injury is not to be
measured by the notions of him that gives, but of him that receives it. Those who can put the best
countenance upon the outrages of this nature which are offered them, are not without their secret
anguish. I have often observed a passage in Socrates’ behavior at his death in a light wherein none
of the critics have considered it. That excellent man entertaining his friends a little before he drank
the bowl of poison, with a discourse on the immortality of the soul, at his entering upon it says that
he does not believe any the most comic genius can censure him for talking upon such a subject at
such at a time. This passage, I think, evidently glances upon Aristophanes, who write a comedy on
purpose to ridicule the discourses of that divine philosopher. It has been observed by many writers
that Socrates was so little moved at this piece of buffoonery, that he was several times present at its
being acted upon the stage, and never expressed the least resentment of it. But, with submission, I
think the remark I have here made shows us that this unworthy treatment made an impression upon
K*K1(_x= his mind, though he had been too wise to discover it. When Julius Caesar was lampooned by
Catullus, he invited him to a supper, and treated him with such a generous civility, that he made the
poet his friend ever after. Cardinal Mazarine gave the same kind of treatment to the learned Quillet,
who had reflected upon his eminence in a famous Latin poem. The cardinal sent for him, and, after
some kind expostulations upon what he had written, assured him of his esteem, and dismissed him
with a promise of the next good abbey that should fall, which he accordingly conferred upon him in
a few months after. This had so good an effect upon the author, that he dedicated the second edition
of his book to the cardinal, after having expunged the passages which had given him offence.
Though in the various examples which I have here drawn together, these several great men behaved
themselves very differently towards the wits of the age who had reproached them, they all of them
plainly showed that they were very sensible of their reproaches, and consequently that they
received them as very great injuries. For my own part, I would never trust a man that I thought was
capable of giving these secret wounds; and cannot but think that he would hurt the person, whose
reputation he thus assaults, in his body or in his fortune, could he do it with the same security.
There is indeed something very barbarous and inhuman in the ordinary scribblers of lampoons. I
have indeed heard of heedless, inconsiderate writers that, without any malice, have sacrificed the
reputation of their friends and acquaintance to a certain levity of temper, and a silly ambition of
distinguishing themselves by a spirit of raillery and satire; as if it were not infinitely more
honourable to be a good-natured man than a wit. Where there is this little petulant humor in an
author, he is often very mischievous without designing to be so.
Q_*_?yf Comprehension Questions:
(dJI_A 31. According to the author, those who want to trivialize satire tend to suggest that
2. }R a. the damage is immaterial
c. wit is a streak of genius
mIZwAKo b. the effect is mere buffoonery
d. the mischief must be taken in a spirit of raillery
p l*~kG= 32. What would be the best strategy for the object of satire to adopt, according to the author?
71Fe
Dpe a. To take no heed.
c. To take offence.
1,2EhfX|s b. To placate the author.
d. To suffer the consequences.
W:&R~R 33. The main purpose of this article is ________________.
a. the derision of the perpetrators of satire
b. a warning against mischievous scribblers
c. creating understanding of the genre
{hSGv d. reproaching fellow satirists
Q+|{Bs)6i1 34. When the author speaks of ―this little petulant humor‖ it is evident that he means
Qx|H1_6 a. good-natured wit
c. a silly ambition
{mYP<N BT b. the choleric temper
d. submission
V BoMT:# 35. In view of the opinion of the author, it is unlikely that the author is a ________________.
PL0`d`TI a. man of letters
x!S;SU b. satirist
.W\ve >; c. wit
S{F-ttS" d. a good-natured man
Passage 4
}m]q}r Alexander the Great’s conquests in the Eastern Mediterranean initiated a series of profound
cultural transformations in the ancient centers of urban civilization of the Fertile Crescent. The final
destruction of native rule and the imposition of an alien elite culture instigated a cultural
discourse—Hellenism—which irrevocably marked all participants, both conquerors and conquered.
This discourse was particularly characterized by a transformation of indigenous cultural traditions,
necessitated by their need to negotiate their place in a new social order. As Bowerstock has argued,
the process of Hellenization did not accomplish the wholesale replacement of indigenous cultural
traditions with Greek civilization. Instead, it provided a new cultural vocabulary through which
much pre-existing cultural tradition was often able to find new expression. This phenomenon is
especially intriguing as it relates to language and literacy. The ancient civilizations of the
Syro-Mesopotamian and Egyptian cultural spheres were, of course, literate, possessing indigenous
literary traditions already of great antiquity at the time of the Macedonian conquests. The
disenfranchisement of traditional elites by the imposition of Greek rule had the related effect of
displacing many of the traditional social structures where in indigenous literacy functioned and was
taught—in particular, the institutions of the palace and the temple. A new language of power, Greek,
replaced the traditional language of these institutions. This had the unavoidable effect of displacing
the traditional writing systems associated with these indigenous languages. Traditional literacy’s
longstanding association with the centers of social and political authority began to be eroded.
Naturally, the eclipse of traditional, indigenous literacy did not occur overnight. The decline of
Cuneiform and Hieroglyphic literacies was a lengthy process. Nor was the nature of their respective
declines identical. Akkadian, the ancient language of Mesopotamian court and temple culture,
vanished forever, along with cuneiform writing, in the first century CE. Egyptian lived on beyond
the disappearance of hieroglyphic in the fourth century CE in the guise of Coptic, to succumb as a
living, spoken language of daily social intercourse only after the Islamic conquest of Egypt. Even
then, Coptic survives to this day as the liturgical language of the Coptic Orthodox Church. This
latter point draws attention to an aspect of the decline of these indigenous literacies worthy of note:
it is in the sphere of religion that these literacies are often preserved longest, after they have been
superseded in palace circles—the last dated cuneiform text we have is an astrological text; the last
dated hieroglyphic text a votive graffito. This should cause little surprise. The sphere of religion is
generally one of the most conservative of cultural subsystems. The local need to negotiate the
necessities of daily life and individual and collective identity embodied in traditional religious
structures is slow to change and exists in ongoing dialogue with the more readily changeable royal
and/or state ideologies that bind various locales together in an institutional framework.
yT /EHmJ The process of ―Hellenization‖ of the ancient cultures of the Eastern Mediterranean
provides us, then, with an opportunity to observe the on-going effect on traditional, indigenous
literacy of the imposition of a new status language possessed of its own distinct writing system. The
cultural politics of written and spoken language-use in such contexts has been much discussed and
it is clear that the processes leading to the adoption of a new language—in written form, or spoken
form, or both—in some cultural spheres and the retention of traditional languages in others are
complex. Factors including the imposition of a new language from above, adoption of a new
language of social prestige from below, as well as preservation of older idioms of traditional status
0V,Nv9!S in core cultural institutions, must have affected different sectors of a conquered society in different
fashions and at different rates.
'aJgLws*w Comprehension Questions:
UgHf* m 36. The languages that have to some extent managed to survive Hellenization did so in what area?
@B1{r|-<^ a. In palace circles.
c. In the religious sphere.
E,G<_40 b. In governmental institutions.
d. In philological circles.
m y^ak*N 37. Which aspect of society, according to the passage, is one of the most resistant to change?
uq7T{7~< a. Monarchical institutions.
c. Linguistic norms.
GrEs1M1]* b. Religious institutions.
d. State ideologies.
7 &)])
{Q 38. In the first paragraph, you saw the underlined word disenfranchisement. Choose, among the
following expressions, the closest in similar meaning.
a. the removal of power, right and/or privilege
^t. W|teD b. a strong sense of disappointment
c. the prohibition of the right to conduct business
d. the loss of social position
54p tP 39. Who was the leader of the Macedonian Conquest?
~&G4)AM a. King Philip of Macedon.
c. Alexander the Great.
64ox jF) b. Pericles of Athens.
d. the Ottoman Empire.
K!{5 [G 40. According to the passage, can the imposition of a foreign language and culture bring about rapid
change in all of the conquered people’s institutions?
-/{af a. Yes, court life will change to remain functional, and it will affect all other institutions.
b. No, apparently it affects different parts of society in different ways at different speeds.
c. It isn’t clear from the passage, but it may happen quickly.
d. Yes, the speed at which a society’s institutions are affected by a conquering power would be
quite rapid.
mMw;0/n PART III: Reading and Writing
=v-2@=NJ`K Section A (10 points)
L ^Y3=1#"g Directions: Some sentences have been removed in the following text. Choose the most suitable
one from the list A—G to fit into each of the blanks. There are two extra choices which do not
fit in any of the blanks.
M]_E
But there is of culture another view, in which not solely the scientific passion, the sheer desire
to see things as they are, natural and proper in an intelligent being, appears as the ground of it.
There is a view in which all the love of our neighbor, the impulses towards action, help, and
beneficence, the desire for removing human error, clearing human confusion, and diminishing
human misery, the noble aspiration to leave the world better and happier than we found it, --motives
eminently such as are called social--come in as part of the grounds of culture, and the main and
&~~s6
preeminent part. Culture is then properly described not as having its origin in curiosity, but as
having its origin in the love of perfection; it is a study of perfection. (41) ____________________.
Religion says: The Kingdom of God is within you; (42) ____________________. It places it
in the ever-increasing efficacy and in the general harmonious expansion of those gifts of thought
and feeling, which make the peculiar dignity, wealth, and happiness of human nature. As I have said
on a former occasion: ―It is in making endless additions to itself, in the endless expansion of its
powers, in endless growth in wisdom and beauty, that the spirit of the human race finds its ideal. To
reach this ideal, culture is an indispensable aid, and that is the true value of culture.‖ Not a having
and a resting but a growing and a becoming, is the character of perfection as culture conceives it;
and here, too, it coincides with religion…
If culture, then, is a study of perfection, and of harmonious perfection, general perfection, and
perfection which consists in becoming something rather than in having something , in an inward
condition of the mind and spirit, not in an outward set of circumstances, it is clear that culture… has
a very important function to fulfill for mankind. And this function is particularly important in our
modern world, of which the whole civilization is, to a much greater degree than the civilization of
Greece and Rome, mechanical and external, and tends constantly to become more so.
tm)*2lH6 (43)_______________________.
<)#kq1b? The pursuit of perfection, then, is the pursuit of sweetness and light… culture has one great
3{J.xWB@: passion, the passion for sweetness and light. It has one even yet greater! --the passion for making
them prevail. It is not satisfied till we all come to a perfect man; it knows that the sweetness and
light of the few must be imperfect until the raw and unkindled masses of humanity are touched with
sweetness and light. If I have not shrunk from saying that we must work for sweetness and light, so
neither have I shrunk from saying that we must have a broad basis, must have sweetness and light
for as many as possible… (44) _______________________.
r'aY2n^O (45) ________________________. The great men of culture are those who have had a
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r G passion for diffusing, for making prevail, for carrying from one end of society to the other, the best
knowledge, the best ideas of their time; who have labored to divest knowledge of all that was harsh,
uncouth, difficult, abstract, professional , exclusive; to humanize it, to make it efficient outside the
clique of the cultivated and learned, yet still remaining the best knowledge and thought of the time,
and a true source, therefore, of sweetness and light.
ey 1Z/| A. Culture seeks to make the best that has been thought and known in the world current
everywhere; to make all men live in an atmosphere of sweetness and light, where they may
use ideas, as it uses them itself, freely, --- nourished, and not bound by them.
B. This is the social idea; and the men of culture are the true apostles of equality.
C. It moves by the force, not merely or primarily of the scientific passion for pure knowledge,
but also of the moral and social passion for doing good.
D. All these things ought to be done merely by the way: the formation of the spirit and
character must be our real concern.
E. They humanized knowledge; because they broadened the basis of life and intelligence;
because they worked powerfully to diffuse sweetness and light.
`F1dyf!p< F. And culture, in like manner, places human perfection in an internal condition, in the growth
and predominance of our humanity proper, as distinguished from our animality.
G. But above all in our own country has culture a weighty part to perform, because here that
Qlz Q]:dWC mechanical character, which civilization tends to take everywhere, is shown in the most
eminent degree.
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