Adapted from “The Rise of Pancho Villa” in Insurgent Mexico by John Reed (1913)

The roar began at the back of the crowd and swept like fire in heavy growing crescendo until it seemed to toss thousands of hats above their heads. The band in the courtyard struck up the Mexican national air, and Villa came walking down the street.

He was dressed in an old plain khaki uniform, with several buttons lacking. He hadn't recently shaved, wore no hat, and his hair had not been brushed. He walked a little pigeon-toed, humped over, with his hands in his trousers pockets. As he entered the aisle between the rigid lines of soldiers he seemed slightly embarrassed, and grinned and nodded to a friend here and there in the ranks. At the foot of the grand staircase, Governor Chao and Secretary of State Terrazzas joined him in full-dress uniform. The band threw off all restraint, and, as Villa entered the audience chamber, at a signal from someone in the balcony of the palace, the great throng in the Plaza de Armas uncovered, and all the brilliant crowd of officers in the room saluted stiffly. It was Napoleonic!

Villa hesitated for a minute, pulling his mustache and looking very uncomfortable, finally gravitated toward the throne, which he tested by shaking the arms, and then sat down, with the Governor on his right and the Secretary of State on his left.

Señor Bauche Alcalde stepped forward and pronounced a short discourse, indicting Villa for personal bravery on the field on six counts, which he mentioned in florid detail. He was followed by the Chief of Artillery, who said: "The army adores you. We will follow you wherever you lead. You can be what you desire in Mexico." Then three other officers spoke in the high-flung, extravagant periods necessary to Mexican oratory. They called him "The Friend of the Poor," "The Invincible General," "The Inspirer of Courage and Patriotism," "The Hope of the Indian Republic." And through it all Villa slouched on the throne, his mouth hanging open, his little shrewd eyes playing around the room. Once or twice he yawned, but for the most part he seemed to be speculating, with some intense interior amusement, like a small boy in church, what it was all about. He knew, of course, that it was the proper thing, and perhaps felt a slight vanity that all this conventional ceremonial was addressed to him. But it bored him just the same.

Finally, with an impressive gesture, Colonel Servin stepped forward with the small pasteboard box which held the medal. General Chao nudged Villa, who stood up. The officers applauded violently; the crowd outside cheered; the band in the court burst into a triumphant march.

Villa put out both hands eagerly, like a child for a new toy. He could hardly wait to open the box and see what was inside. An expectant hush fell upon everyone, even the crowd in the square. Villa looked at the medal, scratching his head, and, in a reverent silence, said clearly: "This is a hell of a little thing to give a man for all that heroism you are talking about!" And the bubble of Empire was pricked then and there with a great shout of laughter.

The third paragraph serves the purpose of highlighting Pancho Villa’s __________ with the situation.

Adapted from Common Sense by Thomas Paine (1776)

Society in every state is a blessing, but government even in its best state is but a necessary evil, in its worst state an intolerable one; for when we suffer, or are exposed to the same miseries heightened by reflecting that we furnish the means by which we suffer. Government, like dress, is the badge of lost innocence; the palaces of kings are built on the ruins of the bowers of paradise. For were the impulses of conscience clear, uniform, and irresistibly obeyed, man would need no other lawgiver; but that not being the case, he finds it necessary to surrender up a part of his property to furnish means for the protection of the rest; and this he is induced to do by the same prudence that in every other case advises him out of two evils to choose the least. WHEREFORE, security being the true design and end of government, it unanswerably follows that whatever FORM thereof appears most likely to ensure it to us, with the least expense and greatest benefit, is preferable to all others. 

In order to gain a clear and just idea of the design and end of government, let us suppose a small number of persons settled in some sequestered part of the Earth, unconnected with the rest; they will then represent the first peopling of any country, or of the world. In this state of natural liberty, society will be their first thought. A thousand motives will excite them thereto, the strength of one man is so unequal to his wants, and his mind so unfitted for perpetual solitude, that he is soon obliged to seek assistance and relief of another, who in his turn requires the same. Four or five united would be able to raise a tolerable dwelling in the midst of a wilderness, but ONE man might labor out the common period of life without accomplishing any thing; when he had felled his timber he could not remove it, nor erect it after it was removed; hunger in the mean time would urge him from his work, and every different want call him a different way.

In the first paragraph, the author __________, whereas in the second paragraph, he _________.

Adapted from An Enquiry Concerning Human Understanding by David Hume (1748)

Everyone will readily allow that there is a considerable difference between the perceptions of the mind, when a man feels the pain of excessive heat, or the pleasure of moderate warmth, and when he afterwards recalls to his memory this sensation, or anticipates it by his imagination. These faculties may mimic or copy the perceptions of the senses, but they never can entirely reach the force and vivacity of the original sentiment. The utmost we say of them, even when they operate with greatest vigor, is, that they represent their object in so lively a manner that we could almost say we feel or see it. But, except the mind be disordered by disease or madness, they never can arrive at such a pitch of vivacity as to render these perceptions altogether undistinguishable. All the colors of poetry, however splendid, can never paint natural objects in such a manner as to make the description be taken for a real landscape. The most lively thought is still inferior to the dullest sensation.

We may observe a like distinction to run through all the other perceptions of the mind. A man in a fit of anger is actuated in a very different manner from one who only thinks of that emotion. If you tell me that any person is in love I easily understand your meaning, and form a just conception of his situation, but never can mistake that conception for the real disorders and agitations of the passion. When we reflect on our past sentiments and affections, our thought is a faithful mirror and copies its objects truly, but the colors which it employs are faint and dull in comparison of those in which our original perceptions were clothed. It requires no nice discernment or metaphysical head to mark the distinction between them.

Here, therefore, we may divide all the perceptions of the mind into two classes or species, which are distinguished by their different degrees of force and vivacity. The less forcible and lively are commonly denominated "thoughts" or "ideas." The other species want a name in our language, and in most others; I suppose because it was not requisite for any but philosophical purposes to rank them under a general term or appellation. Let us, therefore, use a little freedom, and call them "impressions," employing that word in a sense somewhat different from the usual. By the term "impression," then, I mean all our more lively perceptions, when we hear, or see, or feel, or love, or hate, or desire, or will. And impressions are distinguished from ideas, which are the less lively perceptions, of which we are conscious when we reflect on any of those sensations or movements above mentioned.

One of the main points made in the last paragraph is that __________.

Passage adapted from “Psychology and the Teaching Art” (1899) by William James

I say moreover that you make a great, a very great mistake, if you think that psychology, being the science of the mind's laws, is something from which you can deduce definite programmes and schemes and methods of instruction for immediate schoolroom use. Psychology is a science, and teaching is an art; and sciences never generate arts directly out of themselves. An intermediary inventive mind must make the application, by using its originality.

The science of logic never made a man reason rightly, and the science of ethics (if there be such a thing) never made a man behave rightly. The most such sciences can do is to help us to catch ourselves up and check ourselves, if we start to reason or to behave wrongly; and to criticize ourselves more articulately after we have made mistakes. A science only lays down lines within which the rules of the art must fall, laws which the follower of the art must not transgress; but what particular thing he shall positively do within those lines is left exclusively to his own genius. One genius will do his work well and succeed in one way, while another succeeds as well quite differently; yet neither will transgress the lines.

The art of teaching grew up in the schoolroom, out of inventiveness and sympathetic concrete observation. Even where (as in the case of Herbart) the advancer of the art was also a psychologist, the pedagogics and the psychology ran side by side, and the former was not derived in any sense from the latter. The two were congruent, but neither was subordinate. And so everywhere the teaching must agree with the psychology, but need not necessarily be the only kind of teaching that would so agree; for many diverse methods of teaching may equally well agree with psychological laws.

To know psychology, therefore, is absolutely no guarantee that we shall be good teachers. To advance to that result, we must have an additional endowment altogether, a happy tact and ingenuity to tell us what definite things to say and do when the pupil is before us. That ingenuity in meeting and pursuing the pupil, that tact for the concrete situation, though they are the alpha and omega of the teacher's art, are things to which psychology cannot help us in the least.

The purpose of the underlined selection is to _____________.

From “The Place of Science in a Liberal Education” (1913) by Bertrand Russell

In the broader sense, education will include not only what we learn through instruction, but all that we learn through personal experience—the formation of character through the education of life. Of this aspect of education, vitally important as it is, I will say nothing, since its consideration would introduce topics quite foreign to the question with which we are concerned.

In the narrower sense, education may be confined to instruction, the imparting of definite information on various subjects, because such information, in and for itself, is useful in daily life. Elementary education—reading, writing, and arithmetic—is almost wholly of this kind. But instruction, necessary as it is, does not per se constitute education in the sense in which I wish to consider it.

Education, in the sense in which I mean it, may be defined as “the formation, by means of instruction, of certain mental habits and a certain outlook on life and the world.” It remains to ask ourselves, what mental habits, and what sort of outlook, can be hoped for as the result of instruction? When we have answered this question we can attempt to decide what science has to contribute to the formation of the habits and outlook which we desire.

Why does the author open as he does in the initial paragraph?

Passage adapted from “The Place of Science in a Liberal Education” (1913) by Bertrand Russell

Our whole life is built about a certain number—not a very small number—of primary instincts and impulses. Only what is in some way connected with these instincts and impulses appears to us desirable or important; there is no faculty, whether "reason" or "virtue" or whatever it may be called, that can take our active life and our hopes and fears outside the region controlled by these first movers of all desire. Each of them is like a queen-bee, aided by a hive of workers gathering honey; but when the queen is gone the workers languish and die, and the cells remain empty of their expected sweetness.

So with each primary impulse in civilised man: it is surrounded and protected by a busy swarm of attendant derivative desires, which store up in its service whatever honey the surrounding world affords. But if the queen-impulse dies, the death-dealing influence, though retarded a little by habit, spreads slowly through all the subsidiary impulses, and a whole tract of life becomes inexplicably colourless. What was formerly full of zest, and so obviously worth doing that it raised no questions, has now grown dreary and purposeless: with a sense of disillusion we inquire the meaning of life, and decide, perhaps, that all is vanity. The search for an outside meaning that can compel an inner response must always be disappointed: all "meaning" must be at bottom related to our primary desires, and when they are extinct no miracle can restore to the world the value which they reflected upon it.

The purpose of education, therefore, cannot be to create any primary impulse which is lacking in the uneducated; the purpose can only be to enlarge the scope of those that human nature provides, by increasing the number and variety of attendant thoughts, and by showing where the most permanent satisfaction is to be found. Under the impulse of a Calvinistic horror of the "natural man," this obvious truth has been too often misconceived in the training of the young; "nature" has been falsely regarded as excluding all that is best in what is natural, and the endeavour to teach virtue has led to the production of stunted and contorted hypocrites instead of full-grown human beings. From such mistakes in education a better psychology or a kinder heart is beginning to preserve the present generation; we need, therefore, waste no more words on the theory that the purpose of education is to thwart or eradicate nature.

What is the purpose of the first two paragraphs in relation to the third?

Passage adapted from The Profit of Religion (1917) by Upton Sinclair

Life is a process of expansion, of the unfoldment of new powers; driven by that inner impulse which the philosophers of Pragmatism call the élan vital. Whenever this impulse has its way, there is an emotion of joy; whenever it is balked, there is one of distress. So pleasure and pain are the guides of life, and the final goal is a condition of free and constantly accelerating growth, in which joy is enduring.

That man will ever reach such a state is more than we can say. It is a perfectly conceivable thing that tomorrow a comet may fall upon the earth and wipe out all man's labors. But on the other hand, it is a conceivable thing that man may someday learn to control the movements of comets, and even of starry systems. It seems certain that if he is given time, he will make himself master of the forces of his immediate environment—-

The untamed giants of nature shall bow down—-
The tides, the tempest and the lightning cease
From mockery and destruction, and be turned
Unto the making of the soul of man.

It is a conceivable thing that man may learn to create his food from the elements without the slow processes of agriculture; it is conceivable that he may master the bacteria which at present prey upon his body, and so put an end to death. It is certain that he will ascertain the laws of heredity, and create human qualities as he has created the spurs of the fighting-cock and the legs of the greyhound. He will find out what genius is, and the laws of its being, and the tests whereby it may be recognized. In the new science of psycho-analysis he has already begun the work of bringing an infinity of sub consciousness into the light of day; it may be that in the evidence of telepathy which the psychic researchers are accumulating, he is beginning to grope his way into a universal consciousness, which may come to include the joys and griefs of the inhabitants of Mars, and of the dark stars which the spectroscope and the telescope are disclosing.

All these are fascinating possibilities. What stands in the way of their realization? Ignorance and superstition, fear and submission, the old habits of rapine and hatred which man has brought with him from his animal past. These make him a slave, a victim of himself and of others; to root them out of the garden of the soul is the task of the modern thinker.

The new morality is thus a morality of freedom. It teaches that man is the master, or shall become so; that there is no law, save the law of his own being, no check upon his will save that which he himself imposes.

The new morality is a morality of joy. It teaches that true pleasure is the end of being, and the test of all righteousness.

The new morality is a morality of reason. It teaches that there is no authority above reason; no possibility of such authority, because if such were to appear, reason would have to judge it, and accept or reject it.

The new morality is a morality of development. It teaches that there can no more be an immutable law of conduct, than there can be an immutable position for the steering-wheel of an aeroplane. The business of the pilot of an aeroplane is to keep his machine aloft amid shifting currents of wind. The business of a moralist is to adjust life to a constantly changing environment. An action which was suicide yesterday becomes heroism today, and futility or hypocrisy tomorrow.

What is the relationship between the first two paragraphs in the passage?

Passage adapted from The Profit of Religion (1917) by Upton Sinclair

Life is a process of expansion, of the unfoldment of new powers; driven by that inner impulse which the philosophers of Pragmatism call the élan vital. Whenever this impulse has its way, there is an emotion of joy; whenever it is balked, there is one of distress. So pleasure and pain are the guides of life, and the final goal is a condition of free and constantly accelerating growth, in which joy is enduring.

That man will ever reach such a state is more than we can say. It is a perfectly conceivable thing that tomorrow a comet may fall upon the earth and wipe out all man's labors. But on the other hand, it is a conceivable thing that man may someday learn to control the movements of comets, and even of starry systems. It seems certain that if he is given time, he will make himself master of the forces of his immediate environment—-

The untamed giants of nature shall bow down—-
The tides, the tempest and the lightning cease
From mockery and destruction, and be turned
Unto the making of the soul of man.

It is a conceivable thing that man may learn to create his food from the elements without the slow processes of agriculture; it is conceivable that he may master the bacteria which at present prey upon his body, and so put an end to death. It is certain that he will ascertain the laws of heredity, and create human qualities as he has created the spurs of the fighting-cock and the legs of the greyhound. He will find out what genius is, and the laws of its being, and the tests whereby it may be recognized. In the new science of psycho-analysis he has already begun the work of bringing an infinity of sub consciousness into the light of day; it may be that in the evidence of telepathy which the psychic researchers are accumulating, he is beginning to grope his way into a universal consciousness, which may come to include the joys and griefs of the inhabitants of Mars, and of the dark stars which the spectroscope and the telescope are disclosing.

All these are fascinating possibilities. What stands in the way of their realization? Ignorance and superstition, fear and submission, the old habits of rapine and hatred which man has brought with him from his animal past. These make him a slave, a victim of himself and of others; to root them out of the garden of the soul is the task of the modern thinker.

The new morality is thus a morality of freedom. It teaches that man is the master, or shall become so; that there is no law, save the law of his own being, no check upon his will save that which he himself imposes.

The new morality is a morality of joy. It teaches that true pleasure is the end of being, and the test of all righteousness.

The new morality is a morality of reason. It teaches that there is no authority above reason; no possibility of such authority, because if such were to appear, reason would have to judge it, and accept or reject it.

The new morality is a morality of development. It teaches that there can no more be an immutable law of conduct, than there can be an immutable position for the steering-wheel of an aeroplane. The business of the pilot of an aeroplane is to keep his machine aloft amid shifting currents of wind. The business of a moralist is to adjust life to a constantly changing environment. An action which was suicide yesterday becomes heroism today, and futility or hypocrisy tomorrow.

The underlined lines ("It is perfectly conceivable...starry systems) contrast ______________.