C
（35 minutes）
Passage 1
The novelist Robert Herrick was born in Cambridge, Massachusetts, on April 26, 1868. His oldest American ancestor, a nephew of the author of Hesperides, had settled at Salem in 1638; he was related to the Hales, the Mannings, the Hawthornes, and the Peabodys; his immediate forebears were lawyers, teachers, and clergymen. At Harvard, he was a contemporary of Santayana. William Vaughn Moody,Norman Hpgood, and Robert Morss Lovett; he nearly
wrecked the Harvard Monthly when he sullied its chaste pages with the first English translation of lbsen's ludy from the Sea. His teaching began at the Massachusetts Institute of Technology, but William Rainey Harper lured him to the new University of Chicago, where he remained officially for exactly a generation and where his students in advanced composition found him terrifyingly frigid in the classroom but sympathetic and understanding in their personal conferences. During his later years the spot of earth dearest to his heart was York Viliage, Maine, but after his
retirement from teaching he brought his career to a rather amazing close as government secretary of the Virgin islands, He died at St. Thomas on December 23, 1938.
1. To which of the following families was Herrick related? (A) The Santayanas (B) The Hawthornes (C) The Moodys (D) The Hapgoods
2.In lines 3-4, the phrase \(A) closest ancestors (B) wealthiest relatives (C) cleverest kinsmen (D) earliest forefathers
3. Which of the following is NOT mentioned as a profession of Herrick's relatives? (A) Farmer (B) Teacher (C) Clergyman (D) Lawyer
4. Herrick moved to the University of Chicago at the request of (A) the Hales (B) the Mannings
(C) Robert Morss Lovett (D) William Rainey Harper
5. According to the passage, Herrick's students thought he was (A) gifted in English translation (B) unfair in his grading (C) easy to understand
(D) kind during personal contact
6. In which of the following activities was Herick involved during the last years of his life? (A) University teaching (B) Government work (C) Translating (D) Lecturing
Passage 2
There are two main kinds of sloth; the two-toed and the three-toed. Of these, the three-toed is considerably the more slothful. It hangs upside down from a branch suspended by hook-like claws at the ends of its long bony arms. It feeds on only one kind of leaf, Cecropia, which happily for the sloth grows in quantity and is easily found. No predators attack the sloth-few indeed can even reach it-and nothing competes with it for the Cecropia. Lulled by this security, it has sunk into an existence that is only just short of complete torpor. It spends eighteen out of twenty-four hours soundly asleep. It pays such little attention to its personal hygiene that green algae grow on its coarse hair and communities of a parasitic moth live in the depths of its coat producing caterpillars which graze on its mouldy hair. Its muscles are such that it is quite incapable of moving at a speed of over a kilometer an hour even over the shortest distances and the swiftest movement it can make is a sweep of its hooked arm. It is virtually dumb and its hearing is so poor that you can let off a gun within inches of it and its only response will be to turn slowly and blink. Even its sense of smell, though it is better than ours, is very much less acute than that of most mammals. And it sleeps and feeds entirely alone.
1. The purpose of the passage is to
(A) compare the two-toed and the three-toed sloths
(B) explain the parasitic relation of a type of moth to the sloth (C) describe the behavior of the three-toed sloth (D) condemn the way the sloth takes care of itself
2. It can be inferred from the passage that the sloth uses its hooked claws mainly to (A) hang on tree branches (B) clean its coat (C) catch prey
(D) swing from one place to another
3. What does the sloth eat? (A) Caterpillars (B) Cecropia (C) Moths (D) Algae
4. How does the sloth spend most of its time? (A) Eating (B) Sleeping
(C) Grooming itself (D) Finding food
5. It can be inferred from the passage that if a person makes a loud noise near a sloth, the sloth
will
(A) attack the person
(B) run away as fast as it can (C) show little response (D) become deaf
6. The author's discussion of the sloth focuses primarily on the animal's (A) solitary nature (B) physical handicaps (C) diet
(D) inactivity
Passage 3
The Montessori method of educating children is guided by perhaps a half–dozen major
principles of education. The first affirms the biological programming of child development, the child's capacity for self – realization, for \pedagogy.\
environment in which self-development can be expressed and observed. Montessori believed that the school could be made into such an environment, thus becoming a laboratory for scientific pedagogy. This environment should be determined scientifically. In order to expand, children, left at liberty to exercise their activities, ought to find in their surroundings something organized in direct relation to the children's internal organization. All of these principles imply the next, which Montessori calls the \spontaneously and to interact with the prepared environment. The entire program is concerned with the individual child; the spontaneity, the needs, the observation, the freedom are always those of the individual. Finally, the modus operandi of the method is sensory training. 1. Which of the following is the best title for the passage? (A) Principles of the Montessori Method (B) Modern Principles of Education (C) Results of the Montessori Method (D) Stages of Child Development 2. In line 6, the phrase \
environment?
(A) Biological, accompanied by specimens (B) Scientific, accompanied by experiments (C) Pedagogical, in which ideology prevails (D) Natural, in which self-expression prevails 3. According to the passage, the Montessori method focuses on (A) the individual child (B) pairs of children
(C) small groups of children (D) large groups of children 4. It can be inferred from the passage that the Montessori method was named after a (A) school (B) town (C) person (D) book 5. Which of the following would NOT be advocated by the Montessori method? (A) Tightly controlling children's group activities (B) Carefully teaching children to listen and observe (B) Permitting children to work at their own pace
(C) Allowing children to speak out at will during classes
Passage 4
In an experiment designed to study the effect of majority opinion, even when it is contrary to fact, small groups of subjects observed a standard straight line, and then judged which of three other lines equaled it in length. One of the other lines was longer, one shorter, one equal to the standard; the differences were great enough that threshold judgments were not involved. All but one member of each group had been instructed to agree upon a wrong answer for a majority of the
trials. The experimental subject was thus pitted against a majority, and the subject's problem was whether to disagree with the majority, or to doubt his or her own judgment and agree. Many subjects refused to change, and continued to hold to their independent appraisals. But a
substantial number yielded under pressure from the others' apparent judgments. The amount of yielding depended upon the clarity of conditions (lack of clarity led to conformity to majority
opinion), individual differences, and the size and unanimity of the opposition. With the opposition of only one other person there was very little yielding; with tow against one the amount of
yielding became pronounced; and a majority of three was nearly as effective as larger majorities against the lone dissenter. 1. What does the passage mainly discuss? (A) The accuracy of threshold judgments.
(B) The inability of groups to estimate correct line length.
(C) The impact of majority opinion on the judgment of an individual.
(D) The necessity of clear conditions in conducting successful experiments. 2. A total of how many lines were shown to each group of subjects? (A) Two (B) Three (C) Four (D) Five 3. Why did all but one of the members of each group choose the wrong line? (A) They could not accurately judge which lines were equal in length. (B) They were told to do so for the purposes of the study. (C) They wanted to humiliate the person who disagreed. (D) They did not understand the instructions. 4. It can be inferred from the passage that the main purpose of the experiment was to examine the
tendency that many people have to (A) compete (B) conform (C) criticize
(D) communicate 5. The experiment described in the passage was most likely carried out by (A) physicists
(B) mathematicians (C) linguists
(D) psychologists
Passage 5
This vertical movement of the fieldstones is not simply an artifact of soil erosion, it is the result of frost heaving. In the fall the soil freezes first beneath stones, because stones are a better conductor of heat than soil. Or, put another way, soil is a better insulator than rock in a sea of insulation, stones are chilly islands.
Because most glacial till has a fairly high water content, ice forms beneath fieldstones when they freeze, and the expansion of this ice forces them upward. Even when the ice thaws, the stones do not return to their original positions because during thawing particles of soil seep into the cavity beneath, partially preventing the stones from dropping. Like a ratchet on a car jack each freeze-thaw cycle gradually lifts the fieldstones toward the surface. Ina very cold winter there may actually be two thrusts per freeze. Ice expands when it initially forms, but as the temperature
