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Admission Test Section One : Verbal Sample Questions:

1. King Louis XVI and Queen Marie Antoinette ruled France from 1774 to 1789, a time when the country was
fighting bankruptcy. The royal couple did not let France's insecure financial situation limit their
immoderate spending, however. Even though the minister of finance repeatedly warned the king and
queen against wasting money, they continued to spend great fortunes on their personal pleasure. This
lavish spending greatly enraged the people of France. They felt that the royal couple bought its luxurious
lifestyle at the poor people's expense. Marie Antoinette, the beautiful but exceedingly impractical queen,
seemed uncaring about her subjects; misery. While French citizens begged for lower taxes, the queen
embellished her palace with extravagant works of art. She also surrounded herself with artists, writers,
and musicians, who encouraged the queen to spend money even more profusely. While the queen's
favorites glutted themselves on huge feasts at the royal table, many people in France were starving. The
French government taxed the citizens outrageously. These high taxes paid for the entertainments the
queen and her court so enjoyed. When the minister of finance tried to stop these royal spendthrifts, the
queen replaced him. The intense hatred that the people felt for Louis XVI and Marie Antoinette kept
building until it led to the French Revolution. During this time of struggle and violence (1789-1799),
thousands of aristocrats, as well as the king and queen themselves, lost their lives at the guillotine.
Perhaps if Louis XVI and Marie Antoinette had reined in their extravagant spending, the events that
rocked France would not have occurred.
The people surrounding the queen encouraged her to spend money ____.

A) wisely
B) abundantly
C) foolishly
D) carefully
E) joyfully

2. BELLOW : FURY

A) snicker: hatred
B) hiss:joy
C) gasp: surprise
D) yawn: excitement
E) giggle:dread

3. GAUDY : TASTEFUL

A) chronological: time
B) nutritious : health
C) meager: abundance
D) impartial: objectivity
E) massive: volume

4. Mount Vesuvius, a volcano located between the ancient Italian cities of Pompeii and
Herculaneum, has received much attention because of its frequent and destructive eruptions. The most
famous of these eruptions occurred in A. D. 79. The volcano had been inactive for centuries. There was
little warning of the coming eruption, although one account unearthed by archaeologists says that a hard
rain and a strong wind had disturbed the celestial calm during the preceding night. Early the next morning,
the volcano poured a huge river of molten rock down upon Herculaneum, completely burying the city and
filling in the harbor with coagulated lavA. Meanwhile, on the other side of the mountain, cinders, stone and
ash rained down on Pompeii. Sparks from the burning ash ignited the combustible rooftops quickly. Large
portions of the city were destroyed in the conflagration. Fire, however, was not the only cause of
destruction. Poisonous sulphuric gases saturated the air. These heavy gases were not buoyant in the
atmosphere and therefore sank toward the earth and suffocated people. Over the years, excavations of
Pompeii and Herculaneum have revealed a great deal about the behavior of the volcano.
By analyzing data, much as a zoologist dissects a specimen animal, scientist have concluded that the
eruption changed large portions of the area's geography. For instance, it turned the Sarno River from its
course and raised the level of the beach along the Bay of Naples. Meteorologists studying these events
have also concluded that Vesuvius caused a huge tidal wave that affected the world's climate. In addition
to making these investigations, archaeologists have been able to study the skeletons of victims by using
distilled water to wash away the volcanic ash. By strengthening the brittle bones with acrylic paint,
scientists have been able to examine the skeletons and draw conclusions about the diet and habits of the
residents. Finally, the excavations at both Pompeii and
Herculaneum have yielded many examples of classical art, such as jewelry made of bronze, which is an
alloy of copper and tin. The eruption of Mount Vesuvius and its tragic consequences have provided us
with a wealth of data about the effects that volcanoes can have on the surrounding areA. Today
volcanologists can locate and predict eruptions, saving lives and preventing the destruction of cities and
cultures.
_ ___have concluded that the volcanic eruption caused a tidal wave.

A) Answer not available in article
B) Scientist who study animal behavior
C) Scientist who study ash
D) Scientist who study atmospheric conditions
E) Scientist who study oceans

5. Late Victorian and modern ideas of culture are indebted to Matthew Arnold, who, largely through his
Culture and Anarchy (1869), placed the word at the center of debates about the goals of intellectual life
and humanistic society. Arnold defined culture as "the pursuit of perfection by getting to know the best
which has been thought and said." Through this knowledge, Arnold hoped, we can turn "a fresh and free
thought upon our stock notions and habits." Although Arnold helped to define the purposes of the liberal
arts curriculum in the century following the publication of Culture, three concrete forms of dissent from his
views have had considerable impact of their own. The first protests Arnold's fearful designation of
"anarchy" as culture's enemy, viewing this dichotomy simply as another version of the struggle between a
privileged power structure and radical challenges to its authority. But while Arnold certainly tried to define
the arch-the legitimizing order of value-against the anarch of existentialist democracy, he himself was
plagued in his soul by the blind arrogances of the reactionary powers in his world. The writer who
regarded the contemporary condition with such apprehension in Culture is the poet who wrote "Dover
Beach," not an ideologue rounding up all the usual modern suspects. Another form of opposition saw
Arnold's culture as a perverse perpetuation of classical and literary learning, outlook, and privileges in a
world where science had become the new arch and from which any substantively new order of thinking
must develop. At the center of the "two cultures" debate were the goals of the formal educational
curriculum, the principal vehicle through which Arnoldian culture operates. However, Arnold himself had
viewed culture as enacting its life in a much more broadly conceived set of institutions. A third form is
so-called "multiculturalism," a movement aimed largely at gaining recognition for voices and visions that
Arnoldian culture has implicitly suppressed. In educational practice, multiculturalists are interested in
deflating the imperious authority that "high culture" exercises over curriculum while bringing into play the
principle that we must learn what is representative, for we have overemphasized what is exceptional.
Though the multiculturalists' conflict with Arnoldian culture has clear affinities with the radical critique,
multiculturalism actually affirms Arnold by returning us more specifically to a tension inherent in the idea
of culture rather than to the cultureanarchy dichotomy. The social critics, defenders of science, and
multiculturalists insist that Arnold's culture is simply a device for ordering us about. Instead, however, it is
designed to register the gathering of ideological clouds on the horizon. There is no utopian motive in
Arnold's celebration of perfection. Perfection mattered to Arnold as the only background against which we
could form a just image of our actual circumstances, just as we can conceive finer sunsets and unheard
melodies.
The author's primary concern in the passage is to

A) describe Arnold's conception of culture
B) explain why Arnold considered the pursuit of perfection to be the essence of culture
C) trace Arnold's influence on the liberal arts educational curriculum
D) argue against those who have opposed Arnold's ideas
E) examine the different views of culture that have emerged since the eighteenth century

Solutions: