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Question of the Day: MCAT Verbal
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."
Which of these best restates the meaning of the underlined text?
Mediocre displays of research
Clever interpretation of sources
Youthful display of exuberance
Concise use of language
Obvious indications of scholarship
Similar to the Verbal Reasoning section of the previous rendition of the MCAT, the Critical Analysis and Reasoning Skills Section of the 2015 MCAT will ask students to read and consider passages from varying topics in the natural sciences, the social sciences, and the humanities. Following each passage, a set of around five questions will assess how well students comprehended and analyzed the material presented. While the passages may not appear long at between five hundred and six hundred words each, their vocabulary and grammatical structure are complex and the works themselves thought-provoking. In the fifty-three questions tested in the ninety-minute section, students may be asked about medical ethics, medical humanities, history, philosophy, and psychology. In comparison to the old test, test-takers will find more passages related to medicine, at times with an emphasis on the healthcare climate of the United States. Whether you need MCAT tutoring in Atlanta, MCAT tutoring in Houston, or MCAT tutoring in San Francisco, working one-on-one with an expert may be just the boost your studies need.
A couple characteristics make this section unique—all of the questions in this section are passage-based; none are free-standing like those seen in the other three sections of the 2015 MCAT. Furthermore, all of the information required to answer each question is contained within the passage itself; no outside knowledge is required. In fact, use of outside knowledge instead of considering the information in the passage can often lead to incorrect answers. As far as questions are concerned, thirty percent of the questions come directly from the text as reading comprehension, thirty percent will require reasoning from the text (e.g. determining an author’s opinion or the theme of the passage), and forty percent require reasoning beyond the text (e.g. understanding the implicit assumptions required to write such a passage or determining what type of career the author may hold). Within the fifty percent of content that can be in the humanities, the American Association of Medical Colleges has informed test takers that topics can include architecture, art, dance, ethics, literature, music, philosophy, popular culture, religion, theater, and studies of diverse cultures (understanding certain traditions or exploring the heritage of a certain group of people). In the remaining fifty percent of content that can be classified as social sciences, passages may be written about anthropology, archaeology, economics, education, geography, history, linguistics, political science, population health, psychology, or sociology. 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.
In order to score well on this section, students will need the ability both to read passages in a timely manner and to understand content, theme, and tone in order to answer the presented questions. The language used and topics presented to students may seem unfamiliar to some, as most students outside of English, Literature, or Linguistics majors are likely not used to reading such high-level writing on a regular basis. Early practice with passage-reading and utilizing vocabulary-building tools such as flashcards can allow students to read the passages more quickly and with higher fidelity. Additionally, test-takers will likely want to design a passage-mapping strategy that allows them to take notes as they read through the works. Subtle detail will likely be the key to answering questions that ask about the author’s tone, point-of-view, and purpose of writing the passage. Additionally, these notes will allow students to reason beyond the text to understand implicit assumptions needed to understand the passage. In addition to the MCAT Verbal Reasoning Question of the Day and MCAT Verbal Reasoning tutoring, you may also want to consider using some of our MCAT Verbal Reasoning flashcards.
If you want to start reviewing for the MCAT Critical Analysis and Reasoning section, Varsity Tutors’ free MCAT Verbal Learning Tools can help. We feature one MCAT Verbal question every day; picking an answer choice not only reveals the correct answer, but a full explanation of how you can arrive at it. No matter how you do on the question, it helps you: if you answer it correctly, it reinforces knowledge you have already gained, and if you miss the question, you are presented with a valuable opportunity to learn from your error and correct misconceptions before test day. Try your hand at answering our MCAT Verbal question of the day and check back every day for a new featured question and a new chance to improve your MCAT knowledge!
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