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Flashcards: Modifying a conclusion
Adapted from "The Writing of History" in Political and Literary Essays 1908-1913 by the Earl of Cromer (1913)
What are the purposes of history, and in what spirit should it be written? Such, in effect, are the questions which Mr. Gooch propounds in this very interesting volume. He wisely abstains from giving any dogmatic answers to these questions, but in a work which shows manifest signs of great erudition and far-reaching research he ranges over the whole field of European and American literature, and gives us a very complete summary both of how, as a matter of fact, history has been written, and of the spirit in which the leading historians of the nineteenth century have approached their task.
Mr. Bryce, himself one of the most eminent of modern historians, recently laid down the main principle which, in his opinion, should guide his fellow-craftsmen. "Truth," he said, "and truth only is our aim." The maxim is one which would probably be unreservedly accepted in theory by the most ardent propagandist who has ever used history as a vehicle for the dissemination of his own views on political, economic, or social questions. For so fallible is human nature that the proclivities of the individual can rarely be entirely submerged by the judicial impartiality of the historian. It is impossible to peruse Mr. Gooch's work without being struck by the fact that, amongst the greatest writers of history, bias—often unconscious bias—has been the rule, and the total absence of preconceived opinions the exception. Generally speaking, the subjective spirit has prevailed amongst historians in all ages. The danger of following the scent of analogies—not infrequently somewhat strained analogies—between the present and the past is comparatively less imminent in cases where some huge upheaval, such as the French Revolution, has inaugurated an entirely new epoch, accompanied by the introduction of fresh ideals and habits of thought. It is, as Macaulay has somewhere observed, a more serious stumbling-block in the path of a writer who deals with the history of a country like England, which has through long centuries preserved its historical continuity. Hallam and Macaulay viewed history through Whig, and Alison through Tory spectacles.
Neither has the remoteness of the events described proved any adequate safeguard against the introduction of bias born of contemporary circumstances. Mitford, who composed his history of Greece during the stormy times of the French Revolution, thought it compatible with his duty as an historian to strike a blow at Whigs and Jacobins. Grote's sympathy with the democracy of Athens was unquestionably to some extent the outcome of the views which he entertained of events passing under his own eyes at Westminster. Mommsen, by inaugurating the publication of the Corpus of Latin Inscriptions, has earned the eternal gratitude of scholarly posterity, but Mr. Gooch very truly remarks that his historical work is tainted with the "strident partisanship" of a keen politician and journalist. Truth, as the old Greek adage says, is indeed the fellow-citizen of the gods; but if the standard of historical truth be rated too high, and if the authority of all who have not strictly complied with that standard is to be discarded on the ground that they stand convicted of partiality, we should be left with little to instruct subsequent ages beyond the dry records of men such as the laborious, the useful, though somewhat over-credulous Clinton, or the learned but arid Marquardt, whose "massive scholarship" Mr. Gooch dismisses somewhat summarily in a single line. Such writers are not historians, but rather compilers of records, upon the foundations of which others can build history.
Under the process we have assumed, Droysen, Sybel, and Treitschke would have to be cast down from their pedestals. They were the political schoolmasters of Germany during a period of profound national discouragement. They used history in order to stir their countrymen to action, but "if the supreme aim of history is to discover truth and to interpret the movement of humanity, they have no claim to a place in the first class." Patriotism, as the Portuguese historian, Herculano da Carvalho, said, is "a bad counsellor for historians."
How does the author’s statements about the “learned but arid Marquardt” modify the conclusion?
It undermines the previous declarations about the importance of truth and impartiality.
It suggests that objectivity is not always the best approach to historical writing.
It suggests that objectivity should not be sacrificed to patriotism or nationalistic sensibilities; it is important to treat one’s own nation as if it were another's.
It suggests that sometimes it is better to be specific and narrow, rather than broad and general, when approaching historical writing.
It suggests that truth and the recording of facts are not the only goals for historians; their work must entertain as well as educate.
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The Verbal Reasoning section of the MCAT contains 40 passage-based questions that test cognitive thinking, inference, and attention to detail. Given the section length of 60 minutes, each question is allotted roughly one minute and thirty seconds each. In contrast to the Physical and Biological Sciences sections, this section does not test a student’s background knowledge about specific scientific topics. In fact, bringing in outside knowledge often serves as a hindrance to selecting the correct response and is best avoided by using only the information presented in the passage. Varsity Tutors offers resources like free MCAT Verbal Reasoning Practice Tests to help with your self-paced study, or you may want to consider an MCAT Verbal Reasoning tutor.
There are four types of question on the test:
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2.) Evaluation: Evaluation questions ask you to determine the validity of an argument by an author. The credibility of quotes, progression of conclusions, strength of evidence, and relevance of information may all be evaluated.
3.) Application: These questions go beyond just the passage by asking you to predict results of an unrelated situation based on the information contained in the passage. Alternatively, you could be required to determine what events may have occurred prior to the events of the current passage, in order to make the passage appropriate or valid.
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Preparation for the Verbal Reasoning section of the MCAT takes continued practice with passages. A variety of skill sets, such as passage mapping to identify the main thesis and purpose of the passage, are helpful in succeeding on the MCAT Verbal Reasoning section; however, these skill sets must be practiced extensively to be of use. Some students have trouble acclimating to the complexity of language used in the passages. If this is the case for you, you should try reading publications designed for college graduate reading levels, which often allow readers to expand their vocabularies and understand complex sentence structure. Also, you can use Varsity Tutors’ free MCAT Verbal Flaschards to determine your strengths and weaknesses regarding MCAT Verbal material. Use them to hone your reading comprehension skills and practice understanding the difficult language and answering the variety of question types that can be featured on the MCAT Verbal Section. Overall, continued exposure to complex language is the best way to prepare for the MCAT Verbal Reasoning section, and Varsity Tutors’ free MCAT resources can help you do just that. In addition to the MCAT Verbal Reasoning flashcards and MCAT Verbal Reasoning tutoring, you may also want to consider using some of our MCAT Verbal Reasoning Diagnostic Tests.
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