Which sentence best explains Lincoln’s wartime decisions?We should remember too that, with events controlling him, Lincoln had to do things as president that he was not equipped to do, either by experience or temperament. He also excelled in understanding the larger political dimensions of the war, in riding the flow of events and changing Northern public opinion with a consummate3 sense of timingHe rose to prominence as a politician who was antislavery but also anti-abolitionistBut it was a position predicated on Lincoln’s belief that the maintenance of the Union was the key to all other political goods.
_____________________
30 answers
We should remember too that, with events controlling him, Lincoln had to do things as president that he was not equipped to do, either by experience or temperament.
Which sentence best explains Lincoln’s wartime decisions?
He rose to prominence as a politician who was antislavery but also anti-abolitionist.But it was a position predicated on Lincoln’s belief that the maintenance of the Union was the key to all other political goods.
He rose to prominence as a politician who was antislavery but also anti-abolitionist.But it was a position predicated on Lincoln’s belief that the maintenance of the Union was the key to all other political goods.
That explanation best explains Lincoln's wartime decisions.
Which sentence best explains Lincoln’s wartime decisions?
1He rose to prominence as a politician who was antislavery but also anti-abolitionist
2But it was a position predicated on Lincoln’s belief that the maintenance of the Union was the key to all other political goods.
1He rose to prominence as a politician who was antislavery but also anti-abolitionist
2But it was a position predicated on Lincoln’s belief that the maintenance of the Union was the key to all other political goods.
The second sentence, "But it was a position predicated on Lincoln’s belief that the maintenance of the Union was the key to all other political goods," best explains Lincoln's wartime decisions.
What can the reader infer about the importance the discovery of the shipwrecks has to archaeologists?
1.
The artifacts from the shipwrecks clarify the motives Spain had for its competition with France for land in Florida.
2.The discovery of the shipwrecks represents the only evidence of Spain’s several attempts to establish a permanent residence in Florida.
1.
The artifacts from the shipwrecks clarify the motives Spain had for its competition with France for land in Florida.
2.The discovery of the shipwrecks represents the only evidence of Spain’s several attempts to establish a permanent residence in Florida.
The reader can infer that the discovery of the shipwrecks represents the only evidence of Spain's several attempts to establish a permanent residence in Florida is important to archaeologists.
Which research question most likely contributed to the author’s development of the second paragraph (sentences 4–7)?
A.
How much wind energy does the United States use?
B.Who is responsible for regulating wind farms in the United States?
A.
How much wind energy does the United States use?
B.Who is responsible for regulating wind farms in the United States?
B. Who is responsible for regulating wind farms in the United States?
In the old days, when dresses were decorated with beautiful designs and worked with exquisite embroidery, ladies rather took a pride in bringing out the garment, wearing it many times, and handing it down to their daughters.
Why does the author most likely include the underlined sentence in the text?
A.
He includes it as reasoning to connect a piece of evidence to his thesis statement.
B.
He includes it as evidence that older English clothes were superior to current American fashions.
Why does the author most likely include the underlined sentence in the text?
A.
He includes it as reasoning to connect a piece of evidence to his thesis statement.
B.
He includes it as evidence that older English clothes were superior to current American fashions.
The author most likely includes the underlined sentence to provide historical context and explain the pride and value placed on garments in the past. Therefore, the correct answer is not provided as an option.
Lucas is writing an essay about bird-watching. He has come across the following excerpt in “What Is That Bird?” by the US Fish and Wildlife Service:
Studying the behavior of a bird is also often helpful in identifying it. Knowing characteristic bird behavior can be an important aspect of bird conservation and management, since erratic behavior can signal a stressed or unhealthy bird. Because birds move around a lot, they can be vulnerable to a variety of different threats.
What is the best way for Lucas use this excerpt in his essay without plagiarizing?
A.
Bird-watchers should note if they see birds doing anything strange, since erratic behavior can signal a stressed or unhealthy bird.
B.
Bird-watchers should note if they see birds doing anything strange, since erratic behavior can signal a stressed or unhealthy bird (“What Is That Bird?”).
Studying the behavior of a bird is also often helpful in identifying it. Knowing characteristic bird behavior can be an important aspect of bird conservation and management, since erratic behavior can signal a stressed or unhealthy bird. Because birds move around a lot, they can be vulnerable to a variety of different threats.
What is the best way for Lucas use this excerpt in his essay without plagiarizing?
A.
Bird-watchers should note if they see birds doing anything strange, since erratic behavior can signal a stressed or unhealthy bird.
B.
Bird-watchers should note if they see birds doing anything strange, since erratic behavior can signal a stressed or unhealthy bird (“What Is That Bird?”).
The best way for Lucas to use this excerpt in his essay without plagiarizing is Option A: "Bird-watchers should note if they see birds doing anything strange, since erratic behavior can signal a stressed or unhealthy bird." Lucas can paraphrase the information from the excerpt and provide his own interpretation without directly quoting the source.
In the following excerpt, the author's purpose is to inform his readers about what he has discovered about cholera and to argue that the disease spreads in a specific way. Which three details shape and refine the central idea of the text?
On the Mode of Communication of Cholera
by John Snow (excerpt)
It used to be generally assumed, that if cholera were a catching or communicable disease, it must spread by effluvia given off from the patient into the surrounding air, and inhaled by others into the lungs. This assumption led to very conflicting opinions respecting the disease. A little reflection shows, however, that we have no right thus to limit the way in which a disease may be propagated, for the communicable diseases of which we have a correct knowledge spread in very different manners. . . .
Pathology Indicates Manner of Communication
A consideration of the pathology of cholera is capable of indicating to us the manner in which the disease is communicated. If it were ushered in by fever, or any other general constitutional disorder, then we should be furnished with no clue to the way in which the morbid poison enters the system; whether, for instance, by the alimentary canal, by the lungs, or in some other manner, but should be left to determine this point by circumstances unconnected with the pathology of the disease. But from all that I have been able to learn of cholera, both from my own observations and the descriptions of others, I conclude that cholera invariably commences with the affection of the alimentary canal. The disease often proceeds with so little feeling of general illness, that the patient does not consider himself in danger, or even apply for advice, till the malady is far advanced.
On the Mode of Communication of Cholera
by John Snow (excerpt)
It used to be generally assumed, that if cholera were a catching or communicable disease, it must spread by effluvia given off from the patient into the surrounding air, and inhaled by others into the lungs. This assumption led to very conflicting opinions respecting the disease. A little reflection shows, however, that we have no right thus to limit the way in which a disease may be propagated, for the communicable diseases of which we have a correct knowledge spread in very different manners. . . .
Pathology Indicates Manner of Communication
A consideration of the pathology of cholera is capable of indicating to us the manner in which the disease is communicated. If it were ushered in by fever, or any other general constitutional disorder, then we should be furnished with no clue to the way in which the morbid poison enters the system; whether, for instance, by the alimentary canal, by the lungs, or in some other manner, but should be left to determine this point by circumstances unconnected with the pathology of the disease. But from all that I have been able to learn of cholera, both from my own observations and the descriptions of others, I conclude that cholera invariably commences with the affection of the alimentary canal. The disease often proceeds with so little feeling of general illness, that the patient does not consider himself in danger, or even apply for advice, till the malady is far advanced.
The three details that shape and refine the central idea of the text are:
1. The assumption that cholera spreads through effluvia into the surrounding air and is inhaled by others into the lungs.
2. The acknowledgement that communicable diseases can spread in various manners, not just through inhalation of infected air.
3. The author's conclusion that cholera invariably commences with the affection of the alimentary canal, rather than through a general constitutional disorder or fever.
1. The assumption that cholera spreads through effluvia into the surrounding air and is inhaled by others into the lungs.
2. The acknowledgement that communicable diseases can spread in various manners, not just through inhalation of infected air.
3. The author's conclusion that cholera invariably commences with the affection of the alimentary canal, rather than through a general constitutional disorder or fever.
A little reflection shows, however, that we have no right thus to limit the way in which a disease may be propagated, for the communicable diseases of which we have a correct knowledge spread in very different manners. . . .
The disease often proceeds with so little feeling of general illness, that the patient does not consider himself in danger, or even apply for advice, till the malady is far advanced
In the following excerpt, the author's purpose is to inform his readers about what he has discovered about cholera and to argue that the disease spreads in a specific way. Which details shape and refine the central idea of the text?
The disease often proceeds with so little feeling of general illness, that the patient does not consider himself in danger, or even apply for advice, till the malady is far advanced
In the following excerpt, the author's purpose is to inform his readers about what he has discovered about cholera and to argue that the disease spreads in a specific way. Which details shape and refine the central idea of the text?
The details that shape and refine the central idea of the text are:
1. The statement that we should not limit the way in which a disease may be propagated, as communicable diseases can spread in various manners.
2. The observation that cholera often proceeds with little feeling of general illness, leading patients to not consider themselves in danger or seek medical advice until the disease is far advanced.
These details support the central idea that the author has discovered specific aspects about how cholera is spread and aims to inform the readers about it.
1. The statement that we should not limit the way in which a disease may be propagated, as communicable diseases can spread in various manners.
2. The observation that cholera often proceeds with little feeling of general illness, leading patients to not consider themselves in danger or seek medical advice until the disease is far advanced.
These details support the central idea that the author has discovered specific aspects about how cholera is spread and aims to inform the readers about it.
Which sentence in this excerpt from “Behold the Brooklyn Bridge” best shows the character’s young and naïve perspective?
"They said it couldn't be done, but they did it," Papa kept repeating, almost like he half believed it himself. We had been hearing about the building of the Great East River Bridge for years, with its deals gone bad, workers with illnesses, and defiance of something called physics.
We weren't quite sure what it all meant, except that for now, my sister Rachel and I were putting on our finest dresses and the shoes Mother had polished twice.The sunshine warmed my shoulders as we joined the masses of people walking toward the river. I stretched onto my tiptoes to see the swarm of boats gathering underneath the bridge up ahead. I gasped quietly when I saw the enormous expansion before me. “There it is!” I exclaimed.
“Yes, there’s the Great East River Bridge,” Papa said looking down at me.
"They said it couldn't be done, but they did it," Papa kept repeating, almost like he half believed it himself. We had been hearing about the building of the Great East River Bridge for years, with its deals gone bad, workers with illnesses, and defiance of something called physics.
We weren't quite sure what it all meant, except that for now, my sister Rachel and I were putting on our finest dresses and the shoes Mother had polished twice.The sunshine warmed my shoulders as we joined the masses of people walking toward the river. I stretched onto my tiptoes to see the swarm of boats gathering underneath the bridge up ahead. I gasped quietly when I saw the enormous expansion before me. “There it is!” I exclaimed.
“Yes, there’s the Great East River Bridge,” Papa said looking down at me.
The sentence that best shows the character's young and naïve perspective is: "I gasped quietly when I saw the enormous expansion before me. 'There it is!' I exclaimed." This sentence conveys the awe and excitement of the character upon seeing the Brooklyn Bridge for the first time.
Which sentence in this excerpt from “Behold the Brooklyn Bridge” best shows the character’s young and naïve perspective?
"They said it couldn't be done, but they did it," Papa kept repeating, almost like he half believed it himself.
We weren't quite sure what it all meant, except that for now, my sister Rachel and I were putting on our finest dresses and the shoes Mother had polished twice.The sunshine warmed my shoulders as we joined the masses of people walking toward the river.
“Yes, there’s the Great East River Bridge,” Papa said looking down at me.
"They said it couldn't be done, but they did it," Papa kept repeating, almost like he half believed it himself.
We weren't quite sure what it all meant, except that for now, my sister Rachel and I were putting on our finest dresses and the shoes Mother had polished twice.The sunshine warmed my shoulders as we joined the masses of people walking toward the river.
“Yes, there’s the Great East River Bridge,” Papa said looking down at me.
The sentence that best shows the character's young and naïve perspective is: "We weren't quite sure what it all meant, except that for now, my sister Rachel and I were putting on our finest dresses and the shoes Mother had polished twice." This sentence suggests that the character doesn't fully understand the significance or implications of the Brooklyn Bridge, but focuses on the superficial excitement of dressing up for the occasion.
Read the excerpt from Julius Caesar by William Shakespeare. Which statement develops the theme that abuse of power leads to destruction?
CASSIUS: Why, man, he doth bestride the narrow world
Like a Colossus, and we petty men
Walk under his huge legs and peep about
To find ourselves dishonorable graves.
Men at some time are masters of their fates.
The fault, dear Brutus, is not in our stars
But in ourselves, that we are underlings.
Brutus and Caesar—what should be in that “Caesar”?
Why should that name be sounded more than yours?
Write them together, yours is as fair a name.
Sound them, it doth become the mouth as well.
CASSIUS: Why, man, he doth bestride the narrow world
Like a Colossus, and we petty men
Walk under his huge legs and peep about
To find ourselves dishonorable graves.
Men at some time are masters of their fates.
The fault, dear Brutus, is not in our stars
But in ourselves, that we are underlings.
Brutus and Caesar—what should be in that “Caesar”?
Why should that name be sounded more than yours?
Write them together, yours is as fair a name.
Sound them, it doth become the mouth as well.
The statement that develops the theme that abuse of power leads to destruction is:
"Why, man, he doth bestride the narrow world Like a Colossus, and we petty men Walk under his huge legs and peep about To find ourselves dishonorable graves."
This statement conveys the idea that Caesar's immense power and dominance over others is creating a dangerous situation, where the "petty men" are being oppressed and may end up in dishonorable graves. It suggests that the abuse of power by Caesar can lead to destruction and downfall.
"Why, man, he doth bestride the narrow world Like a Colossus, and we petty men Walk under his huge legs and peep about To find ourselves dishonorable graves."
This statement conveys the idea that Caesar's immense power and dominance over others is creating a dangerous situation, where the "petty men" are being oppressed and may end up in dishonorable graves. It suggests that the abuse of power by Caesar can lead to destruction and downfall.
Which detail from the passage is best represented in the image?
A.
the barrenness below
C.
Ocean's voice of welcome
D.
a precipitous bank, the grassy verge
A.
the barrenness below
C.
Ocean's voice of welcome
D.
a precipitous bank, the grassy verge
Without the image being provided, it is not possible to determine which detail from the passage is best represented. Please provide the image or describe it further for a more accurate response.
Pyramus was the handsomest youth, and Thisbe the fairest maiden, in all Babylonia, where Semiramis reigned. Their parents occupied adjoining houses; and neighborhood brought the young people together, and acquaintance ripened into love. They would gladly have married, but their parents forbade. One thing, however, they could not forbid that love should glow with equal ardor in the bosoms of both. They conversed by signs and glances, and the fire burned more intensely for being covered up. In the wall that parted the two houses there was a crack, caused by some fault in the structure. No one had remarked it before, but the lovers discovered it. 'What will love not discover? It afforded a passage to the voice; and tender messages used to pass backward and forward through the gap. As they stood, Pyramus on this side, Thisbe on that, their breaths would mingle. "Cruel wall," they said, "why do you keep two lovers apart? But we will not be ungrateful. We owe you, we confess, the privilege of transmitting loving words to willing ears." Such words they uttered on different sides of the wall; and when night came and they must say farewell, they pressed their lips upon the wall, she on her side, he on his, as they could come no nearer.
from Bulfinch's Mythology: The Age of Fable
Passage 2
In the following excerpt of Romeo and Juliet, the scene takes place outside of Juliet's window. Romeo wants to find Juliet, and he hears her lament their situation.
from Romeo and Juliet
by William Shakespeare
Juliet: O Romeo, Romeo! wherefore art thou Romeo?
Deny thy father and refuse thy name!
Or, if thou wilt not, be but sworn my love,
And I'll no longer be a Capulet.
Romeo: [aside] Shall I hear more, or shall I speak at this?
Juliet: 'Tis but thy name that is my enemy.
Thou art thyself, though not a Montague.
What's Montague? it is nor hand, nor foot,
Nor arm, nor face, nor any other part
Belonging to a man. O, be some other name!
What's in a name? That which we call a rose
By any other name would smell as sweet.
So Romeo would, were he not Romeo call'd,
Retain that dear perfection which he owes
Without that title. Romeo, doff thy name;
And for that name, which is no part of thee,
Take all myself.
19
Select the correct answer.
The Roman myth about Pyramus and Thisbe influenced Shakespeare’s Romeo and Juliet. How are the passages similar?
A.
In both passages, the two young lovers are content with their situations.
B.
In both passages, the two young lovers wish to change their family names.
C.
In both passages, the two young lovers pass messages to each other through a wall.
D.
In both passages, the two young lovers are forced apart because of their families.
from Bulfinch's Mythology: The Age of Fable
Passage 2
In the following excerpt of Romeo and Juliet, the scene takes place outside of Juliet's window. Romeo wants to find Juliet, and he hears her lament their situation.
from Romeo and Juliet
by William Shakespeare
Juliet: O Romeo, Romeo! wherefore art thou Romeo?
Deny thy father and refuse thy name!
Or, if thou wilt not, be but sworn my love,
And I'll no longer be a Capulet.
Romeo: [aside] Shall I hear more, or shall I speak at this?
Juliet: 'Tis but thy name that is my enemy.
Thou art thyself, though not a Montague.
What's Montague? it is nor hand, nor foot,
Nor arm, nor face, nor any other part
Belonging to a man. O, be some other name!
What's in a name? That which we call a rose
By any other name would smell as sweet.
So Romeo would, were he not Romeo call'd,
Retain that dear perfection which he owes
Without that title. Romeo, doff thy name;
And for that name, which is no part of thee,
Take all myself.
19
Select the correct answer.
The Roman myth about Pyramus and Thisbe influenced Shakespeare’s Romeo and Juliet. How are the passages similar?
A.
In both passages, the two young lovers are content with their situations.
B.
In both passages, the two young lovers wish to change their family names.
C.
In both passages, the two young lovers pass messages to each other through a wall.
D.
In both passages, the two young lovers are forced apart because of their families.
The correct answer is C. In both passages, the two young lovers pass messages to each other through a wall.
Which sentence best sums up the author’s point of view in this section of the text?
adapted excerpt from "Some Rights of Children as Persons" in School Education
by Charlotte Mason
In another way, more within our present control, we do not let children alone enough in their work. We prod them continually and do not let them stand or fall by their own efforts. One of the features, and one of the disastrous features, of modern society, is that, in our laziness, we depend upon prodders and encourage a vast system of prodding. We are prodded to our social duties, to our charitable duties, and to our religious duties. . . . Perhaps it is a result of the hurry of the age that there is a curious division of labor, and society falls into those who prod and those who are prodded. Not that anybody prods in all directions, nor that anybody else offers himself entirely as a pincushion. It is truer, perhaps, to say that we all prod, and that we are all prodded. Now, an occasional prick is stimulating and wholesome, but the force of inertia1 in human nature is such that we would rather lean up against a wall of spikes than not lean at all. What we must guard against in the training of children is the danger of their getting into the habit of being prodded to every duty and every effort. Our whole system of school policy is largely a system of prods. Marks, prizes, and exhibitions are all prods; and a system of prodding is apt to obscure the meaning of must and ought for the boy or girl who gets into the habit of mental and moral lolling up against his prods.
____________________________________
adapted excerpt from "Some Rights of Children as Persons" in School Education
by Charlotte Mason
In another way, more within our present control, we do not let children alone enough in their work. We prod them continually and do not let them stand or fall by their own efforts. One of the features, and one of the disastrous features, of modern society, is that, in our laziness, we depend upon prodders and encourage a vast system of prodding. We are prodded to our social duties, to our charitable duties, and to our religious duties. . . . Perhaps it is a result of the hurry of the age that there is a curious division of labor, and society falls into those who prod and those who are prodded. Not that anybody prods in all directions, nor that anybody else offers himself entirely as a pincushion. It is truer, perhaps, to say that we all prod, and that we are all prodded. Now, an occasional prick is stimulating and wholesome, but the force of inertia1 in human nature is such that we would rather lean up against a wall of spikes than not lean at all. What we must guard against in the training of children is the danger of their getting into the habit of being prodded to every duty and every effort. Our whole system of school policy is largely a system of prods. Marks, prizes, and exhibitions are all prods; and a system of prodding is apt to obscure the meaning of must and ought for the boy or girl who gets into the habit of mental and moral lolling up against his prods.
____________________________________
The sentence that best sums up the author's point of view in this section of the text is: "What we must guard against in the training of children is the danger of their getting into the habit of being prodded to every duty and every effort." The author expresses concern about the reliance on external motivation and prodding in motivating children to fulfill their responsibilities, highlighting the need for children to develop intrinsic motivation and the ability to work independently.
Personal Initiative in Work
In their work, too, we are too apt to interfere with children. We all know the delight with which any scope for personal initiative is hailed, the pleasure children take in doing anything which they may do their own way; anything, in fact, which allows room for skill of hand, play of fancy, or development of thought. With our present theories of education, it seems that we cannot give much scope for personal initiative. There is so much task-work to be done, so many things that must be, not learned, but learned about, that it is only now and then a child gets the chance to produce himself in his work. But let us use such opportunities as come in our way.
A very interesting and instructive educational experiment on these lines has lately been tried in Hackney, where Mr. Sargent got together some eighty boys and girls under the conditions of an ordinary elementary school . . . The results seem to have been purely delightful; the children developed an amazing capacity for drawing, perhaps because so soon as they were familiar with the outlines of the flower and foliage of a given plant, for example, they were encouraged to form designs with these elements. The really beautiful floral designs produced by these girls and boys, after quite a short art training, would surprise parents whose children have been taught drawing for years with no evident result. These children developed themselves a great deal on their school magazine also, for which they wrote tales and poems, and essays, not prescribed work, but self-chosen. The children's thought was stimulated, and they felt they had it in them to say much about a doll's ball, Peter, the school cat, or whatever other subject struck their fancy. "They felt their feet" as the nurses say of children when they begin to walk; and our non-success in education is a good deal due to the fact that we carry children through their school work and do not let them feel their feet.
Children Must Stand or Fall By Their Own Efforts
In another way, more within our present control, we do not let children alone enough in their work. We prod them continually and do not let them stand or fall by their own efforts. One of the features, and one of the disastrous features, of modern society, is that, in our laziness, we depend upon prodders and encourage a vast system of prodding. We are prodded to our social duties, to our charitable duties, and to our religious duties. . . . Perhaps it is a result of the hurry of the age that there is a curious division of labor, and society falls into those who prod and those who are prodded. Not that anybody prods in all directions, nor that anybody else offers himself entirely as a pincushion. It is truer, perhaps, to say that we all prod, and that we are all prodded. Now, an occasional prick is stimulating and wholesome, but the force of inertia1 in human nature is such that we would rather lean up against a wall of spikes than not lean at all. What we must guard against in the training of children is the danger of their getting into the habit of being prodded to every duty and every effort. Our whole system of school policy is largely a system of prods. Marks, prizes, and exhibitions are all prods; and a system of prodding is apt to obscure the meaning of must and ought for the boy or girl who gets into the habit of mental and moral lolling up against his prods.Select two ways in which the author appeals to logic to advance her point of view.
The author uses hyperbole to highlight the absurdity of a system that allows no freedom of expression.
The author uses a case in point to illustrate the value of education that allows free rein in personal initiative.
The author uses comparison and contrast of educational methods to illustrate relative strengths and weaknesses.
The author uses satire to poke fun at those who enjoy nagging others to perform their duties.
The author uses an extended figure of speech to illustrate how people prod others to work rather than leave them to their own efforts.
In their work, too, we are too apt to interfere with children. We all know the delight with which any scope for personal initiative is hailed, the pleasure children take in doing anything which they may do their own way; anything, in fact, which allows room for skill of hand, play of fancy, or development of thought. With our present theories of education, it seems that we cannot give much scope for personal initiative. There is so much task-work to be done, so many things that must be, not learned, but learned about, that it is only now and then a child gets the chance to produce himself in his work. But let us use such opportunities as come in our way.
A very interesting and instructive educational experiment on these lines has lately been tried in Hackney, where Mr. Sargent got together some eighty boys and girls under the conditions of an ordinary elementary school . . . The results seem to have been purely delightful; the children developed an amazing capacity for drawing, perhaps because so soon as they were familiar with the outlines of the flower and foliage of a given plant, for example, they were encouraged to form designs with these elements. The really beautiful floral designs produced by these girls and boys, after quite a short art training, would surprise parents whose children have been taught drawing for years with no evident result. These children developed themselves a great deal on their school magazine also, for which they wrote tales and poems, and essays, not prescribed work, but self-chosen. The children's thought was stimulated, and they felt they had it in them to say much about a doll's ball, Peter, the school cat, or whatever other subject struck their fancy. "They felt their feet" as the nurses say of children when they begin to walk; and our non-success in education is a good deal due to the fact that we carry children through their school work and do not let them feel their feet.
Children Must Stand or Fall By Their Own Efforts
In another way, more within our present control, we do not let children alone enough in their work. We prod them continually and do not let them stand or fall by their own efforts. One of the features, and one of the disastrous features, of modern society, is that, in our laziness, we depend upon prodders and encourage a vast system of prodding. We are prodded to our social duties, to our charitable duties, and to our religious duties. . . . Perhaps it is a result of the hurry of the age that there is a curious division of labor, and society falls into those who prod and those who are prodded. Not that anybody prods in all directions, nor that anybody else offers himself entirely as a pincushion. It is truer, perhaps, to say that we all prod, and that we are all prodded. Now, an occasional prick is stimulating and wholesome, but the force of inertia1 in human nature is such that we would rather lean up against a wall of spikes than not lean at all. What we must guard against in the training of children is the danger of their getting into the habit of being prodded to every duty and every effort. Our whole system of school policy is largely a system of prods. Marks, prizes, and exhibitions are all prods; and a system of prodding is apt to obscure the meaning of must and ought for the boy or girl who gets into the habit of mental and moral lolling up against his prods.Select two ways in which the author appeals to logic to advance her point of view.
The author uses hyperbole to highlight the absurdity of a system that allows no freedom of expression.
The author uses a case in point to illustrate the value of education that allows free rein in personal initiative.
The author uses comparison and contrast of educational methods to illustrate relative strengths and weaknesses.
The author uses satire to poke fun at those who enjoy nagging others to perform their duties.
The author uses an extended figure of speech to illustrate how people prod others to work rather than leave them to their own efforts.
1 answer