138 PART III: SAT Critical Reading Strategies

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Exercise 2
18 Questions • 20 Minutes
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Directions: The passage below is followed by questions based on its content.

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Answer the questions on the basis of what is stated or implied in the passage and
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in any introductory material that may be provided.

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QUESTIONS 1–10 ARE BASED ON THE (35) “. . . as a replacement his personal

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FOLLOWING PASSAGE. library, accumulated over a span of

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fifty years.” It was considered to be one

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The Library of Congress in Washington, D.C., of the finest in the United States. Con-
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is noteworthy in many ways. In this passage, gress accepted Jefferson’s offer. Thus
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the history of the Library is traced, and the (40) the foundation was laid for a great na-
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tional library.
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manner in which the Library evolved is con-

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By the close of the Civil War, the

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sidered. collections of the Library of Congress

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The Library of Congress is the world’s had grown to 82,000 volumes and were
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largest and most open library. With col- (45) still principally used by members of
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lections numbering more than 97 mil- Congress and committees. In 1864

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lion items, it includes materials in 460 President Lincoln appointed as Librar-

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(5) languages; the basic manuscript collec- ian of Congress a man who was to trans-
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tions of 23 Presidents of the United form the Library: Ainsworth Rand

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States; maps and atlases that have aided (50) Spofford, who opened the Library to the
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explorers and navigators in charting both public and greatly expanded its collec-
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the world and outer space; and the ear- tions. Spofford successfully advocated
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(10) liest motion pictures and examples of a change in the copyright law so that
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recorded sound, as well as the latest the Library would receive two free cop-
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databases and software packages. The (55) ies of every book, map, chart, dramatic
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Library’s services extend not only to or musical composition, engraving, cut,

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members and committees of Congress, print, or photograph submitted for copy-

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(15) but to the executive and judicial branches right. Predictably, Spofford soon filled
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of government, to libraries throughout all the Capitol’s library rooms, attics,

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the nation and the world, and to schol- (60) and hallways. In 1873, he then won
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ars, researchers, artists, and scientists another lobbying effort, for a new build-
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who use its resources. ing to permanently house the nation’s

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(20) This was not always the case. When growing collection and reading rooms
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President John Adams signed the bill to serve scholars and the reading pub-
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that provided for the removal of the seat (65) lic. The result was the Thomas Jefferson
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of government to the new capital city of Building, completed in 1897. Since then,
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Washington in 1800, he created a refer- two more buildings have been con-
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(25) ence library for Congress only. The bill structed to house the Library’s ever-
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provided, among other items, $5,000 “for expanding collection.

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the purchase of such books as may be (70) The first Librarian in the new building
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necessary for the use of Congress—and was a newspaperman with no previous

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for putting up a suitable apartment for library experience, John Russell Young.
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(30) containing them therein . . . .” He quickly realized that the Library had
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After this small congressional library to get control of the collections that had
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was destroyed by fire along with the (75) been overflowing the rooms in the Capi-
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Capitol building in 1814, former Presi- tol. Young set up organizational units
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dent Thomas Jefferson offered therein and devised programs that changed the
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 Chapter 4: Reading Strategies 139
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exercises
Library from essentially an acquisitions 1. By saying that the Library of Congress is

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operation into an efficient processing the world’s “most open library” (line 2), the

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(80) factory that organized the materials and

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author means that

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made them useful.

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(A) the Library has branches all over the
Young was succeeded after only two years

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world.

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by Herbert Putnam, formerly head of the

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Boston Public Library, who served as Li- (B) anyone who wants to can use any of

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(85) brarian of Congress for 40 years. While the resources of the Library.

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Librarian Spofford had collected the ma-

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(C) the Library maintains hours from very

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terials, and Young had organized them,

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early in the morning to very late at
Putnam set out to insure that they would

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night.

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be used. He took the Library of Congress

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(90) directly into the national library scene (D) the Library’s services are available to

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and made its holdings known and avail- a wide variety of institutions and in-

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able to the smallest community library in dividuals.

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the most distant part of the country. (E) the Thomas Jefferson Building con-

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About 1912, both Librarian Putnam

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tains several reading rooms for

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(95) and members of Congress became con-

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public use.
cerned about the distance that was wid-

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ening between the Library and its 2. Which of the following kind of materials

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employer, the Congress. Various states

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is NOT mentioned in the passage as being

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had begun to set up “legislative reference

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part of the collection of the Library of
(100) bureaus,” which brought together skilled

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Congress?

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teams of librarians, economists, and po-

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litical scientists whose purpose was to (A) Computer software

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respond quickly to questions that arose (B) Every book published in English

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in the legislative process. Congress

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(C) Musical recordings

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(105) wanted the same kind of service for itself,

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so Putnam designed such a unit for the (D) Congressional research

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Library of Congress. Called the Legisla- (E) Every photograph copyrighted in the

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tive Reference Service, it went into op-

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United States

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eration in 1914 to prepare indexes,
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(110) digests, and compilations of law that the
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3. Thomas Jefferson’s donation of his per- ○

Congress might need, but it quickly be- sonal library to Congress can be seen as
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came a specialized reference unit for in-

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(A) an attempt to outdo John Adams.

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formation transfer and research. This

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service was the forerunner of the Library’s (B) an indication of Jefferson’s disen-
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(115) current Congressional Research Service. chantment with the library.

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(C) a well-meant but inadequate effort to

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replace what had been lost.

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(D) the largest single contribution by an

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individual to the Library of Congress.

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(E) the seed from which the present

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Library of Congress grew.

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 140 PART III: SAT Critical Reading Strategies
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4. Which of the following made the collec- 7. A comparison between Ainsworth Rand
tions of the Library of Congress available Spofford and John Russell Young, as they
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to the public? are described in the passage, shows that

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(A) Thomas Jefferson (A) Young made a greater effort to ex-

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pand the collection of the Library of

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(B) Ainsworth Rand Spofford

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Congress than Spofford did.

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(C) John Adams

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(B) Spofford had more library experience

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(D) Herbert Putnam

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at the time of his appointment as Li-

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(E) John Russell Young brarian of Congress than Young did.

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5. Ainsworth Rand Spofford wanted to build (C) Spofford served as Librarian of Con-
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a new building for the Library of Con- gress longer than Young did.
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gress because (D) Young was more concerned with hous-

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ing the collection of the Library of

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(A) his efforts to expand the collection

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were so successful that there was no Congress than Spofford was.

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longer room for it in the Capitol. (E) Spofford was more interested in build-
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(B) he wanted to leave a lasting legacy of ing a memorial to himself.

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his tenure as Librarian of Congress.

8. Herbert Putnam’s contributions to the
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(C) housing the collection in the Capitol Library of Congress included which of the
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building made the library inacces-

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following?
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sible to the public.

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I. Giving other libraries access to the

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(D) there were no reading rooms in the Library of Congress’s resources

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Capitol.
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II. Creating distinct organizational

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(E) there was an overwhelming request

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units within the Library

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from the populace for such a building.

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III. Instigating the Legislative Reference

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6. According to the passage, the Library of Service

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Congress now uses how many buildings?

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(A) II only
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(A) Three
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(B) III only

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(B) Two
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(C) I and II only

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(C) One
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(D) II and III only

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(D) Five
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(E) I and III only

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(E) Four
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9. One difference between John Russell

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Young and Herbert Putnam is

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(A) their level of personal wealth.

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(B) the extent to which they focused on

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expanding the Library’s collection.

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(C) their ability to lobby Congress on the

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Library’s behalf.
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(D) their interest in making the Library’s

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resources available to the public.

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(E) the kind of experience they brought to

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the post of Librarian of Congress.

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 Chapter 4: Reading Strategies 141
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exercises
10. The purpose of the Legislative Reference

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QUESTIONS 11–12 ARE BASED ON THE

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Service was FOLLOWING PASSAGE.

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(A) to encourage members of Congress to

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The following is from an eleventh-century

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use the Library’s collection more fully.

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book on government written by Nizam al-

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(B) to replace the states’ legislative refer- Mulik, a Seljuk Turk.

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ence bureaus.

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It should be realized that when kings
(C) more broadly defined than that of any

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send ambassadors to one another, their

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other unit of the Library.

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purpose is not merely the message or the

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(D) similar to the purpose for which the letter which they communicate, but se-

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Library was originally established. (5) cretly they have a hundred other points

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and objects in view. In fact they want to

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(E) to assist lawyers in preparing trial

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briefs. know about the state of roads, mountain

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passes, rivers and grazing grounds, to

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see whether an army can pass or not;

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(10) where fodder is available and where not;

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what is the size of the king’s army and

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how well it is armed and equipped; what

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is the standard of his table and com-

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pany; what is the organization and eti-

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(15) quette of his court and audience hall . . .

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11. The word fodder (line 10) means

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(A) light.

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(B) animal food.

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(C) armaments.

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(D) trees.

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(E) tobacco.

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12. The phrase “standard of his table and
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company” (lines 13–14) refers to the king’s ○
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(A) flag.
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(B) requirements.
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(C) hospitality.
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(D) performance.
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(E) language.
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 142 PART III: SAT Critical Reading Strategies
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Directions: The two passages below deal with a related topic. Following the
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passages are questions about the content of each passage or about the relationship
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between the two passages. Answer the questions based upon what is stated or
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implied in the passages and in any introductory material provided.

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QUESTIONS 13–16 ARE BASED ON THE (30) ber of the human family, capable of
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FOLLOWING PASSAGES. establishing fundamental principles and

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of merging his own interests, those of his

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Fanny Wright was a reformer, author, and associates, and those of his nation in the
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orator, unusual occupations for a woman in interests of the human race. Laurels
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the early nineteenth century. Young Robert (35) and statues are vain things, and mis-
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chievous as they are childish; but could

Emmet was condemned to death for treason
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we imagine them of use, on such a pa-

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after organizing a rebellion against the En-

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triot alone could they be with any reason

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glish in Ireland. He, too, had achieved fame as bestowed. . . .

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an orator, with speeches decrying tyranny.

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Passage 2—Robert Emmet to the Court

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That Condemned Him to Death (1803)

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Passage 1—Fanny Wright to a Fourth-

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of-July Audience at New Harmony,

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I am charged with being an emissary of

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Indiana (1828) France. An emissary of France! and for

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what end? It is alleged that I wish to

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In continental Europe, of late years, the sell the independence of my country;

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words patriotism and patriot have been

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(5) and for what end? Was this the object of

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used in a more enlarged sense than it is my ambition? . . . No; I am no emissary;

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usual here to attribute to them, or than

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and my ambition was to hold a place

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(5) is attached to them in Great Britain. among the deliverers of my country, not
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Since the political struggles of France,

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in power nor in profit, but in the glory of

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Italy, Spain, and Greece, the word pa- (10) the achievement. Sell my country’s in-
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triotism has been employed, throughout

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dependence to France! and for what?

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continental Europe, to express a love of Was it a change of masters? No, but for
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(10) the public good; a preference for the

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ambition. Oh, my country! Was it per-

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interests of the many to those of the few; sonal ambition that could influence me?
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a desire for the emancipation of the

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(15) Had it been the soul of my actions, could

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human race from the thrall of despo- I not, by my education and fortune, by
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tism, religious and civil: in short, patrio-

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the rank and consideration of my fam-

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(15) tism there is used rather to express the ily, have placed myself amongst the
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interest felt in the human race in gen-

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proudest of your oppressors? My coun-

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eral than that felt for any country, or (20) try was my idol! To it I sacrificed every
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inhabitants of a country, in particular.

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selfish, every endearing sentiment; and

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And patriot, in like manner, is employed for it I now offer up myself, O God! No,
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(20) to signify a lover of human liberty and

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my lords; I acted as an Irishman, deter-

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human improvement rather than a mere mined on delivering my country from

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lover of the country in which he lives, or

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(25) the yoke of a foreign and unrelenting

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the tribe to which he belongs. Used in tyranny, and the more galling yoke of a
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this sense, patriotism is a virtue, and a

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domestic faction, which is its joint part-

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(25) patriot is a virtuous man. With such an ner and perpetrator in the patricide,
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interpretation, a patriot is a useful mem-

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from the ignominy existing with an

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ber of society capable of enlarging all (30) exterior of splendor and a conscious
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minds and bettering all hearts with

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depravity. It was the wish of my heart

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which he comes in contact; a useful mem- to extricate my country from this double
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 Chapter 4: Reading Strategies 143
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exercises
riveted despotism—I wished to place 14. How could you restate Wright’s last sen-

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her independence beyond the reach of tence?

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(35) any power on earth. I wished to exalt

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(A) Laurels and statues are silly, but if

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her to that proud station in the world.

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they had any meaning at all, a patriot
Connection with France was, indeed,

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like the one I describe might deserve

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intended, but only as far as mutual

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interest would sanction or require. Were them.

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(40) the French to assume any authority (B) Tributes make men vain, but such a

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inconsistent with the purest indepen-

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man could wear them wisely.

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dence, it would be the signal for their

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(C) We decorate men in vain, but a useful
destruction. . . .

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man could be called a patriot.

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Let no man dare, when I am dead, to

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(45) charge me with dishonor; let no man (D) A patriot such as the one I have men-

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attaint my memory by believing that I tioned will have no need for statues

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could have engaged in any cause but and laurels.

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that of my country’s liberty and inde- (E) In vain do we search for appropriate

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pendence; or that I could have become

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laurels and statues with which to

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(50) the pliant minion of power in the oppres-

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reward such a patriot.
sion and misery of my country. The proc-

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lamation of the provisional government 15. Emmet’s speech moves from

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speaks for our views; no inference can be

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(A) a plea for mercy to acceptance.

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tortured from it to countenance barbar-

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(55) ity or debasement at home, or subjec- (B) interpretation to description.

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tion, humiliation, or treachery from (C) polite refusal to calm denial.

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abroad. I would not have submitted to a

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(D) impassioned denial to angry chal-

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foreign oppressor, for the same reason

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that I would resist the foreign and do- lenge.

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(60) mestic oppressor. In the dignity of free- (E) expressions of remorse to expressions

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dom, I would have fought upon the

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of fear.

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threshold of my country, and its enemy

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should enter only by passing over my 16. In what way does Emmet fail to fit Wright’s

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lifeless corpse. And am I, who lived but definition of a patriot?
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(65) for my country, and who have subjected
(A) He prefers the despotism of France to ○
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myself to the dangers of the jealous and

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that of England.
watchful oppressor, and the bondage of
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the grave, only to give my countrymen (B) He wants to free his people.
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their rights, and my country its inde-

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(C) He idolizes his own country over all.

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(70) pendence—am I to be loaded with cal-

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(D) He declares the court’s sentence to be

umny, and not suffered to resent it? No;
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unjust.
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God forbid!
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(E) He sees no dishonor in his actions.

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13. In Passage 1, the word thrall (line 13) is

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used to mean
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(A) freedom.
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(B) bondage.
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(C) tremor.
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(D) excitement.
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(E) stimulation.
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 144 PART III: SAT Critical Reading Strategies
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Directions: The two passages below deal with a related topic. Following the
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passages are questions about the content of each passage or about the relationship
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between the two passages. Answer the questions based upon what is stated or
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implied in the passages and in any introductory material provided.

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QUESTIONS 17–20 ARE BASED ON THE 17. The purpose of Passage 1 is to

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FOLLOWING PASSAGES. (A) explain why neurons die.

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Passage 1 (B) set up the difference between tangles

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and plaques.
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According to some researchers, the main

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culprit in Alzheimer’s disease is the for- (C) explain the place of the immune sys-
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tem in Alzheimer’s disease.

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mation of plaques in the brain. Plaque

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appears to be formed by the amyloid (D) explain the amyloid cascade

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(5) gene. Amyloid occurs naturally in nerve hypothesis.

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cells in the brain. When mutant genes

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(E) explain the cause of Alzheimer’s

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keep amyloid from functioning properly,

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disease.
it forms sticky clumps that kill neurons.
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The immune system then kicks into ac- 18. In Passage 1, the word culprit (line 2)
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(10) tion by setting up an inflammatory reac-

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means
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tion to the death of neurons. Additional

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damage to the neurons results from this (A) malefactor.

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inflammatory response. Tangles, an- (B) felon.

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other identifying characteristic of

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(C) criminal.
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(15) Alzheimer’s, are then caused by a chemi-

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cal reaction to the activity within the (D) villain.

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brain. The whole is known as the amy- (E) trespasser.

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loid cascade hypothesis.

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19. If one “physiological brain abnormality”

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Passage 2
is plaque, the other discussed in Passage
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Some researchers have conducted stud- 2 is

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ies that show that tangles in the brain

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(A) neurons.
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are a major determinant in Alzheimer’s

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disease. These researchers believe that (B) tau.

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(5) a protein called tau is responsible for the (C) tangles.

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tangles that are one characteristic of

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(D) a missing gene.

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Alzheimer’s. Tau occurs normally in

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neurons and consists of microtubules (E) microtubules.

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that look like ropes. These become the

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20. Based on the information in Passages 1

(10) tangled masses of Alzheimer’s when
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and 2, the cause of Alzheimer’s is

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abnormal formations of tau occur. A

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specific gene is thought to be responsible (A) proven by the amyloid cascade

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for inhibiting the formation of tangles. hypothesis.

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When this gene is not present, the tau

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(B) plaques.
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(15) goes unchecked and tangles result. The

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gene that replaces the tau inhibitor gene (C) tangles.

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is thought to be responsible for the for- (D) tangles and plaques.

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mation of plaque, the other physiologi-

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(E) still under debate.

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cal brain abnormality seen in those with

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(20) Alzheimer’s.
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www.petersons.com
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04_Ch4,117-150 144 5/24/06, 11:07

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