Adapted from Frederick Douglass (1899) by Charles Chestnutt.

It was the curious fate of Douglass to pass through almost every phase of slavery, as though to prepare him the more thoroughly for his future career. Shortly after he went to Baltimore, his master, Captain Anthony, died intestate, and his property was divided between his two children. Douglass, with the other slaves, was part of the personal estate, and was sent for to be appraised and disposed of in the division. He fell to the share of Mrs. Lucretia Auld, his master's daughter, who sent him back to Baltimore, where, after a month's absence, he resumed his life in the household of Mrs. Hugh Auld, the sister-in-law of his legal mistress. Owing to a family misunderstanding, he was taken, in March, 1833, from Baltimore back to St. Michaels.

His mistress, Lucretia Auld, had died in the mean time; and the new household in which he found himself, with Thomas Auld and his second wife, Rowena, at its head, was distinctly less favorable to the slave boy's comfort than the home where he had lived in Baltimore. Here he saw hardships of the life in bondage that had been less apparent in a large city. It is to be feared that Douglass was not the ideal slave, governed by the meek and lowly spirit of Uncle Tom. A tendency to insubordination, due partly to the freer life he had led in Baltimore, got him into disfavor with a master easily displeased; and, not proving sufficiently amenable to the discipline of the home plantation, he was sent to a certain celebrated slave-breaker by the name of Edward Covey, one of the poorer whites who, as overseers and slave-catchers, and in similar unsavory capacities, earned a living as parasites on the system of slavery. Douglass spent a year under Coveys ministrations, and his life there may be summed up in his own words: "I had neither sufficient time in which to eat nor to sleep, except on Sundays. The overwork and the brutal chastisements of which I was the victim, combined with that ever-gnawing and soul-destroying thought, 'I am a slave,—a slave for life,' rendered me a living embodiment of mental and physical wretchedness."

But even all this did not entirely crush the indomitable spirit of a man destined to achieve his own freedom and thereafter to help win freedom for a race. In August, 1834, after a particularly atrocious beating, which left him wounded and weak from loss of blood, Douglass escaped the vigilance of the slave-breaker and made his way back to his own master to seek protection. The master, who would have lost his slave's wages for a year if he had broken the contract with Covey before the year's end, sent Douglass back to his taskmaster. Anticipating the most direful consequences, Douglass made the desperate resolution to resist any further punishment at Covey's hands. After a fight of two hours Covey gave up his attempt to whip Frederick, and thenceforth laid hands on him no more. Strength of character, re-enforced by strength of muscle, thus won a victory over brute force that secured for Douglass comparative immunity from abuse during the remaining months of his year's service with Covey. And soon after he was emboldened to escape.

The manner of Douglass's escape from Maryland was never publicly disclosed by him until the war had made slavery a memory and the slave-catcher a thing of the past. It was the theory of the anti-slavery workers of the time that the publication of the details of escapes or rescues from bondage seldom reached the ears of those who might have learned thereby to do likewise, but merely furnished the master class with information that would render other escapes more difficult. That this was no idle fear there is abundant testimony in the annals of the period. But in later years, when there was no longer any danger of unpleasant consequences, Douglass published in detail the story of his flight. It would not compare in dramatic interest with many other celebrated escapes from slavery or imprisonment. He simply masqueraded as a sailor, borrowed a sailors "protection," or certificate that he belonged to the navy, took the train to Baltimore in the evening, and rode in the negro car until he reached New York City. Fear clutched at the fugitive's heart whenever he neared a State border line.

Douglass arrived in New York on September 4, 1838. But, though landed in a free State, he was by no means a free man. He was still a piece of property, and could be reclaimed by the law's aid if his whereabouts were discovered. While local sentiment at the North afforded a measure of protection to fugitives, and few were ever returned to bondage compared with the number that escaped, yet the fear of recapture was ever with them, darkening their lives and impeding their pursuit of happiness. But even the partial freedom Douglass had achieved gave birth to a thousand delightful sensations. In his autobiography he describes this dawn of liberty thus: "A new world had opened up to me. I lived more in one day than in a year of my slave life. I felt as one might feel upon escape from a den of hungry lions. My chains were broken, and the victory brought me unspeakable joy."

Which of these pieces of information is least directly supported with evidence?

Adapted from "Bees" in What is Man? And Other Essays (1906) by Mark Twain.

Bee scientists always speak of the bee as she. It is because all the important bees are of that sex. In the hive there is one married bee, called the queen; she has fifty thousand children; of these, about one hundred are sons; the rest are daughters. Some of the daughters are young maids, some are old maids, and all are virgins and remain so.

Every spring the queen comes out of the hive and flies away with one of her sons and marries him. The honeymoon lasts only an hour or two; then the queen divorces her husband and returns home competent to lay two million eggs. This will be enough to last the year, but not more than enough, because hundreds of bees get drowned every day, and other hundreds are eaten by birds, and it is the queen's business to keep the population up to standard—say, fifty thousand. She must always have that many children on hand and efficient during the busy season, which is summer, or winter would catch the community short of food. She lays from two thousand to three thousand eggs a day, according to the demand; and she must exercise judgment, and not lay more than are needed in a slim flower-harvest, nor fewer than are required in a prodigal one, or the board of directors will dethrone her and elect a queen that has more sense.

There are always a few royal heirs in stock and ready to take her place—ready and more than anxious to do it, although she is their own mother. These girls are kept by themselves, and are regally fed and tended from birth. No other bees get such fine food as they get, or live such a high and luxurious life. By consequence they are larger and longer and sleeker than their working sisters. And they have a curved sting, shaped like a scimitar, while the others have a straight one.

A common bee will sting anyone or anybody, but a royalty stings royalties only. A common bee will sting and kill another common bee, for cause, but when it is necessary to kill the queen other ways are employed. When a queen has grown old and slack and does not lay eggs enough one of her royal daughters is allowed to come to attack her, the rest of the bees looking on at the duel and seeing fair play. It is a duel with the curved stings. If one of the fighters gets hard pressed and gives it up and runs, she is brought back and must try again—once, maybe twice; then, if she runs yet once more for her life, judicial death is her portion; her children pack themselves into a ball around her person and hold her in that compact grip two or three days, until she starves to death or is suffocated. Meantime the victor bee is receiving royal honors and performing the one royal function—laying eggs.

During substantially the whole of her short life of five or six years the queen lives in the Egyptian darkness and stately seclusion of the royal apartments, with none about her but plebeian servants, who give her empty lip-affection in place of the love which her heart hungers for; who spy upon her in the interest of her waiting heirs, and report and exaggerate her defects and deficiencies to them; who fawn upon her and flatter her to her face and slander her behind her back; who grovel before her in the day of her power and forsake her in her age and weakness. There she sits, friendless, upon her throne through the long night of her life, cut off from the consoling sympathies and sweet companionship and loving endearments which she craves, by the gilded barriers of her awful rank; a forlorn exile in her own house and home, weary object of formal ceremonies and machine-made worship, winged child of the sun, native to the free air and the blue skies and the flowery fields, doomed by the splendid accident of her birth to trade this priceless heritage for a black captivity, a tinsel grandeur, and a loveless life, with shame and insult at the end and a cruel death—and condemned by the human instinct in her to hold the bargain valuable!

Huber, Lubbock, and Maeterlinck are agreed in denying that the bee is a member of the human family. I do not know why they have done this, but I think it is from dishonest motives. Why, the innumerable facts brought to light by their own painstaking and exhaustive experiments prove that if there is a master fool in the world, it is the bee. That seems to settle it.

But that is the way of the scientist, who will spend thirty years in building up a mountain range of facts with the intent to prove a certain theory, then is so happy in this achievement that, as a rule, the chief fact of all is overlooked—that this accumulation proves an entirely different thing. When you point out this miscarriage, the scientist does not answer your letters. Scientists have odious manners, except when you prop up their theory; then you can borrow money from them. To be strictly fair, I will concede that now and then one of them will answer your letter, but when they do they avoid the issue—you cannot pin them down. When I discovered that the bee was human I wrote about it to all those scientists whom I have just mentioned. For evasions, I have seen nothing to equal the answers I got.

The credibility of Huber, Lubbock, and Maeterlinck presumably rests on __________.

Passage adapted from The New Revelation (1917) by Arthur Conan Doyle

This was my frame of mind when Spiritual phenomena first came before my notice. I had always regarded the subject as the greatest nonsense upon earth, and I had read of the conviction of fraudulent mediums and wondered how any sane man could believe such things. I met some friends, however, who were interested in the matter, and I sat with them at some table-moving seances. We got connected messages. I am afraid the only result that they had on my mind was that I regarded these friends with some suspicion. They were long messages very often, spelled out by tilts, and it was quite impossible that they came by chance. Someone then, was moving the table. I thought it was they. They probably thought that I did it. I was puzzled and worried over it, for they were not people whom I could imagine as cheating--and yet I could not see how the messages could come except by conscious pressure.

About this time--it would be in 1886--I came across a book called The Reminiscences of Judge Edmunds. He was a judge of the U.S. High Courts and a man of high standing. The book gave an account of how his wife had died, and how he had been able for many years to keep in touch with her. All sorts of details were given. I read the book with interest, and absolute scepticism. It seemed to me an example of how a hard practical man might have a weak side to his brain, a sort of reaction, as it were, against those plain facts of life with which he had to deal. Where was this spirit of which he talked? Suppose a man had an accident and cracked his skull; his whole character would change, and a high nature might become a low one. With alcohol or opium or many other drugs one could apparently quite change a man's spirit. The spirit then depended upon matter. These were the arguments which I used in those days. I did not realise that it was not the spirit that was changed in such cases, but the body through which the spirit worked, just as it would be no argument against the existence of a musician if you tampered with his violin so that only discordant notes could come through.

I was sufficiently interested to continue to read such literature as came in my way. I was amazed to find what a number of great men--men whose names were to the fore in science--thoroughly believed that spirit was independent of matter and could survive it. When I regarded Spiritualism as a vulgar delusion of the uneducated, I could afford to look down upon it; but when it was endorsed by men like Crookes, whom I knew to be the most rising British chemist, by Wallace, who was the rival of Darwin, and by Flammarion, the best known of astronomers, I could not afford to dismiss it. It was all very well to throw down the books of these men which contained their mature conclusions and careful investigations, and to say "Well, he has one weak spot in his brain," but a man has to be very self- satisfied if the day does not come when he wonders if the weak spot is not in his own brain. For some time I was sustained in my scepticism by the consideration that many famous men, such as Darwin himself, Huxley, Tyndall and Herbert Spencer, derided this new branch of knowledge; but when I learned that their derision had reached such a point that they would not even examine it, and that Spencer had declared in so many words that he had decided against it on a priori grounds, while Huxley had said that it did not interest him, I was bound to admit that, however great, they were in science, their action in this respect was most unscientific and dogmatic, while the action of those who studied the phenomena and tried to find out the laws that governed them, was following the true path which has given us all human advance and knowledge.

Which of the following statements about the author is most likely true?

Adapted from Albert William Parry's Education in the Middle Ages (1920).

The introduction of Christianity to this country subsequent to the Saxon invasion was effected by means of two independent agencies—the Roman mission under the leadership of Augustine which arrived in Thanet in 597, and the Scottish missionaries who, in response to the invitation of Oswald, king of Northumbria, took up their residence in the island of Lindisfarne in 635.

The primary task of these missionaries was obviously that of converting a people who professed a heathen religion to an adherence to the Christian faith. The accomplishment of this main task, however, involved two additional tasks, the one moral, the other social. A dismal picture of the moral condition of the settlers in this country in the fifth century has been painted by Montalembert. Basing his account on Ozanam’s “Germains avant la Christianisme” he asks, “What could be expected in point of morality from persons accustomed to invoke and to worship Woden, the god of massacres, Freya, the Venus of the North, the goddess of sensuality, and all those bloody and obscene gods of whom the one had for his emblem a naked sword and another the hammer with which he broke the heads of his enemies?” He continues, “The immortality which was promised to them in their Valhalla but reserved for them new days of slaughter and nights of debauchery spent in drinking deep in the halls of their victims. And in this world, their life was but too often a prolonged indulgence of carnage, plundering and lechery.” Herein lay the moral task which awaited the Christian missionaries. They had to replace the existing national ideals with the ideals of Christianity—ideals of the highest standard of personal morality. The social task undertaken by the missionaries was that of elevating this country from a condition of barbarism into a state of civilisation. Referring to the results of the introduction of Christianity, Green writes, “The new England was admitted into the older commonwealth of nations. The civilisation, art, letters, which had fled before the sword of the English conquest returned with the Christian faith.”

What means could be adopted by the missionaries to accomplish the ends they had in view? It is obvious that continual teaching and instruction would be imperative to meet the needs of the converts to the new faith, and it is equally clear that it would be necessary to provide for the creation of a native ministry in order that the labours of the early missionaries might be continued. Teaching, consequently, occupies a position of the greatest importance, and it is to the educational aspect of the labours of these missionaries rather than to the religious or the ecclesiastical aspect that our attention is now directed. It may be advisable for us to remind ourselves that these missionaries came to this country speaking the Latin tongue, that the services of the Church were carried on in that language, and that such books as existed were also written in Latin. It is necessary to make this point clear in order to show that schools for instruction in this language would be imperative from the very first.

It is also important to remember, as Montalembert points out, that the conversion of England was effected by means of monks, first of the Benedictine monks sent from Rome, and afterwards of Celtic monks. We may here lay down a general hypothesis, which the course of this thesis will tend to demonstrate: the educational institutions established in this country were due to an imitation of those which had been in operation elsewhere. The Christian missionaries to England, for example, did not originate a system of education. They adopted what they had seen in operation in the parent monasteries from which they came, and, in so doing, they would naturally adapt the system to the special needs of the country. Some exceptions to this general principle may be found; they will be noted in their proper place.

Accepting this hypothesis, before we can proceed to consider the special work for education of the monasteries in this country, it is necessary briefly to review the meaning of monachism and to consider the extent to which monasteries had previously associated themselves with educational work.

The author cites Montalembert in this passage to what end?

Adapted from Albert William Parry's Education in the Middle Ages (1920).

The introduction of Christianity to this country subsequent to the Saxon invasion was effected by means of two independent agencies—the Roman mission under the leadership of Augustine which arrived in Thanet in 597, and the Scottish missionaries who, in response to the invitation of Oswald, king of Northumbria, took up their residence in the island of Lindisfarne in 635.

The primary task of these missionaries was obviously that of converting a people who professed a heathen religion to an adherence to the Christian faith. The accomplishment of this main task, however, involved two additional tasks, the one moral, the other social. A dismal picture of the moral condition of the settlers in this country in the fifth century has been painted by Montalembert. Basing his account on Ozanam’s “Germains avant la Christianisme” he asks, “What could be expected in point of morality from persons accustomed to invoke and to worship Woden, the god of massacres, Freya, the Venus of the North, the goddess of sensuality, and all those bloody and obscene gods of whom the one had for his emblem a naked sword and another the hammer with which he broke the heads of his enemies?” He continues, “The immortality which was promised to them in their Valhalla but reserved for them new days of slaughter and nights of debauchery spent in drinking deep in the halls of their victims. And in this world, their life was but too often a prolonged indulgence of carnage, plundering and lechery.” Herein lay the moral task which awaited the Christian missionaries. They had to replace the existing national ideals with the ideals of Christianity—ideals of the highest standard of personal morality. The social task undertaken by the missionaries was that of elevating this country from a condition of barbarism into a state of civilisation. Referring to the results of the introduction of Christianity, Green writes, “The new England was admitted into the older commonwealth of nations. The civilisation, art, letters, which had fled before the sword of the English conquest returned with the Christian faith.”

What means could be adopted by the missionaries to accomplish the ends they had in view? It is obvious that continual teaching and instruction would be imperative to meet the needs of the converts to the new faith, and it is equally clear that it would be necessary to provide for the creation of a native ministry in order that the labours of the early missionaries might be continued. Teaching, consequently, occupies a position of the greatest importance, and it is to the educational aspect of the labours of these missionaries rather than to the religious or the ecclesiastical aspect that our attention is now directed. It may be advisable for us to remind ourselves that these missionaries came to this country speaking the Latin tongue, that the services of the Church were carried on in that language, and that such books as existed were also written in Latin. It is necessary to make this point clear in order to show that schools for instruction in this language would be imperative from the very first.

It is also important to remember, as Montalembert points out, that the conversion of England was effected by means of monks, first of the Benedictine monks sent from Rome, and afterwards of Celtic monks. We may here lay down a general hypothesis, which the course of this thesis will tend to demonstrate: the educational institutions established in this country were due to an imitation of those which had been in operation elsewhere. The Christian missionaries to England, for example, did not originate a system of education. They adopted what they had seen in operation in the parent monasteries from which they came, and, in so doing, they would naturally adapt the system to the special needs of the country. Some exceptions to this general principle may be found; they will be noted in their proper place.

Accepting this hypothesis, before we can proceed to consider the special work for education of the monasteries in this country, it is necessary briefly to review the meaning of monachism and to consider the extent to which monasteries had previously associated themselves with educational work.

Based on the passage, which of the following is likely to be true of the author?

Adapted from Eminent Victorians by Lytton Strachey (1918)

Let us consider the popular conception of Florence Nightingale. The saintly, self-sacrificing woman, the delicate maiden of high degree who threw aside the pleasures of a life of ease to succor the afflicted; the Lady with the Lamp, gliding through the horrors of the hospital at Scutari, and consecrating with the radiance of her goodness the dying soldier's couch. The vision is familiar to all—but the truth was different. The Miss Nightingale of fact was not as facile as fancy painted her. It happens that in the real Miss Nightingale there was more that was interesting than in the legendary one; there was also less that was agreeable.

Her family was extremely well-to-do, and connected by marriage with a spreading circle of other well-to-do families. Brought up among such advantages, it was only natural to suppose that Florence would show a proper appreciation of them by doing her duty—in other words, by marrying. It was inconceivable that Florence should dream of anything else; yet dream she did.

As the years passed, a restlessness began to grow upon her. She was unhappy, and at last she knew it. Mrs. Nightingale, too, began to notice that there was something wrong. It was very odd—what could be the matter with dear Flo? Mr. Nightingale suggested that a husband might be advisable; but the curious thing was that she seemed to take no interest in husbands. She would think of nothing but how to satisfy that singular craving of hers to be doing something.

Florence announced an extreme desire to go to Salisbury Hospital for several months as a nurse; and she confessed to some visionary plan of eventually setting up in a house of her own in a neighboring village, and there founding “something like a Protestant Sisterhood, without vows, for women of educated feelings.” The difficulties in her path were great. For not only was it an almost unimaginable thing in those days for a woman of means to make her own way in the world and to live in independence, but the particular profession for which Florence was clearly marked out both by her instincts and her capacities was at that time a peculiarly disreputable one. A “nurse” meant then a coarse old woman, always ignorant, usually dirty, often brutal, in bunched-up sordid garments.

Yet the want, absurd and impracticable as it was, not only remained fixed immovably in her heart, but grew in intensity day by day. Her wretchedness deepened into a morbid melancholy. A weaker spirit would have been overwhelmed by the load of such distresses—would have yielded or snapped. But this extraordinary young woman held firm, and fought her way to victory. In secret she devoured the reports of medical commissions, the pamphlets of sanitary authorities, the histories of hospitals and homes. She spent the intervals of the London season in ragged schools and workhouses.

But one other trial awaited her. It appeared in the shape of a desirable young man. Hitherto, her lovers had been nothing to her but an added burden and a mockery; but now—for a moment—she wavered. She knew in her heart that it could not be. “To be nailed to a continuation and exaggeration of my present life … to put it out of my power ever to be able to seize the chance of forming for myself a true and rich life”—that would be a suicide. She made her choice, and refused what was at least a certain happiness for a visionary good which might never come to her at all. And so she returned to her old life of waiting and bitterness.

“The thoughts and feelings that I have now,” she wrote, “I can remember since I was six years old. A profession, a trade, a necessary occupation, something to fill and employ all my faculties, I have always felt essential to me, I have always longed for. The first thought I can remember, and the last, was nursing work. My God! What is to become of me?”

A desirable young man? Dust and ashes! What was there desirable in such a thing as that? “In my thirty-first year. I see nothing desirable but death.”

Three more years passed, and then at last the pressure of time told; her family seemed to realize that she was old enough and strong enough to have her way; and she became the superintendent of a charitable nursing home in Harley Street. She had gained her independence, though it was in a meagre sphere enough; and her mother was still not quite resigned: surely Florence might at least spend the summer in the country. At times, indeed, among her intimates, Mrs. Nightingale almost wept. “We are ducks,” she said with tears in her eyes, “who have hatched a wild swan.” But the poor lady was wrong; it was not a swan that they had hatched—it was an eagle.

Why can we trust the veracity of the underlined source?

Adapted from Albert William Parry's Education in the Middle Ages (1920).

The introduction of Christianity to this country subsequent to the Saxon invasion was effected by means of two independent agencies—the Roman mission under the leadership of Augustine which arrived in Thanet in 597, and the Scottish missionaries who, in response to the invitation of Oswald, king of Northumbria, took up their residence in the island of Lindisfarne in 635.

The primary task of these missionaries was obviously that of converting a people who professed a heathen religion to an adherence to the Christian faith. The accomplishment of this main task, however, involved two additional tasks, the one moral, the other social. A dismal picture of the moral condition of the settlers in this country in the fifth century has been painted by Montalembert. Basing his account on Ozanam’s “Germains avant la Christianisme” he asks, “What could be expected in point of morality from persons accustomed to invoke and to worship Woden, the god of massacres, Freya, the Venus of the North, the goddess of sensuality, and all those bloody and obscene gods of whom the one had for his emblem a naked sword and another the hammer with which he broke the heads of his enemies?” He continues, “The immortality which was promised to them in their Valhalla but reserved for them new days of slaughter and nights of debauchery spent in drinking deep in the halls of their victims. And in this world, their life was but too often a prolonged indulgence of carnage, plundering and lechery.” Herein lay the moral task which awaited the Christian missionaries. They had to replace the existing national ideals with the ideals of Christianity—ideals of the highest standard of personal morality. The social task undertaken by the missionaries was that of elevating this country from a condition of barbarism into a state of civilisation. Referring to the results of the introduction of Christianity, Green writes, “The new England was admitted into the older commonwealth of nations. The civilisation, art, letters, which had fled before the sword of the English conquest returned with the Christian faith.”

What means could be adopted by the missionaries to accomplish the ends they had in view? It is obvious that continual teaching and instruction would be imperative to meet the needs of the converts to the new faith, and it is equally clear that it would be necessary to provide for the creation of a native ministry in order that the labours of the early missionaries might be continued. Teaching, consequently, occupies a position of the greatest importance, and it is to the educational aspect of the labours of these missionaries rather than to the religious or the ecclesiastical aspect that our attention is now directed. It may be advisable for us to remind ourselves that these missionaries came to this country speaking the Latin tongue, that the services of the Church were carried on in that language, and that such books as existed were also written in Latin. It is necessary to make this point clear in order to show that schools for instruction in this language would be imperative from the very first.

It is also important to remember, as Montalembert points out, that the conversion of England was effected by means of monks, first of the Benedictine monks sent from Rome, and afterwards of Celtic monks. We may here lay down a general hypothesis, which the course of this thesis will tend to demonstrate: the educational institutions established in this country were due to an imitation of those which had been in operation elsewhere. The Christian missionaries to England, for example, did not originate a system of education. They adopted what they had seen in operation in the parent monasteries from which they came, and, in so doing, they would naturally adapt the system to the special needs of the country. Some exceptions to this general principle may be found; they will be noted in their proper place.

Accepting this hypothesis, before we can proceed to consider the special work for education of the monasteries in this country, it is necessary briefly to review the meaning of monachism and to consider the extent to which monasteries had previously associated themselves with educational work.

The author's credibility could be affected by his __________ attitude towards Montalembert.

Adapted from On the Motion of the Heart and Blood in Animals by William Harvey (1628) in The Harvard Classics, Vol. XXXVIII, Part 3 (trans. 1909-1914)

When I first gave my mind to vivisections as a means of discovering the motions and uses of the heart, and sought to discover these from actual inspection and not from the writings of others, I found the task so truly arduous, so full of difficulties, that I was almost tempted to think, with Fracastorius, that the motion of the heart was only to be comprehended by God. For I could neither rightly perceive at first when the systole and when the diastole took place, nor when and where dilatation and contraction occurred, by reason of the rapidity of the motion, which in many animals is accomplished in the twinkling of an eye, coming and going like a flash of lightning; so that the systole presented itself to me now from this point, now from that; the diastole the same; and then everything was reversed, the motions occurring, as it seemed, variously and confusedly together. My mind was therefore greatly unsettled, nor did I know what I should myself conclude, nor what believe from others. I was not surprised that Andreas Laurentius should have written that the motion of the heart was as perplexing as the flux and reflux of Euripus had appeared to Aristotle.

At length, by using greater and daily diligence and investigation, making frequent inspection of many and various animals, and collating numerous observations, I thought that I had attained to the truth, that I should extricate myself and escape from this labyrinth, and that I had discovered what I so much desired, both the motion and the use of the heart and arteries. From that time I have not hesitated to expose my views upon these subjects, not only in private to my friends, but also in public, in my anatomical lectures, after the manner of the Academy of old.

These views as usual, pleased some more, others less; some chid and calumniated me, and laid it to me as a crime that I had dared to depart from the precepts and opinions of all anatomists; others desired further explanations of the novelties, which they said were both worthy of consideration, and might perchance be found of signal use. At length, yielding to the requests of my friends, that all might be made participators in my labors, and partly moved by the envy of others, who, receiving my views with uncandid minds and understanding them indifferently, have essayed to traduce me publicly, I have moved to commit these things to the press, in order that all may be enabled to form an opinion both of me and my labors. This step I take all the more willingly, seeing that Hieronymus Fabricius of Aquapendente, although he has accurately and learnedly delineated almost every one of the several parts of animals in a special work, has left the heart alone untouched.

What best describes the confidence the author has in his theories about the function of the heart?

Adapted from On the Motion of the Heart and Blood in Animals by William Harvey (1628) in The Harvard Classics, Vol. XXXVIII, Part 3 (trans. 1909-1914)

When I first gave my mind to vivisections as a means of discovering the motions and uses of the heart, and sought to discover these from actual inspection and not from the writings of others, I found the task so truly arduous, so full of difficulties, that I was almost tempted to think, with Fracastorius, that the motion of the heart was only to be comprehended by God. For I could neither rightly perceive at first when the systole and when the diastole took place, nor when and where dilatation and contraction occurred, by reason of the rapidity of the motion, which in many animals is accomplished in the twinkling of an eye, coming and going like a flash of lightning; so that the systole presented itself to me now from this point, now from that; the diastole the same; and then everything was reversed, the motions occurring, as it seemed, variously and confusedly together. My mind was therefore greatly unsettled, nor did I know what I should myself conclude, nor what believe from others. I was not surprised that Andreas Laurentius should have written that the motion of the heart was as perplexing as the flux and reflux of Euripus had appeared to Aristotle.

At length, by using greater and daily diligence and investigation, making frequent inspection of many and various animals, and collating numerous observations, I thought that I had attained to the truth, that I should extricate myself and escape from this labyrinth, and that I had discovered what I so much desired, both the motion and the use of the heart and arteries. From that time I have not hesitated to expose my views upon these subjects, not only in private to my friends, but also in public, in my anatomical lectures, after the manner of the Academy of old.

These views as usual, pleased some more, others less; some chid and calumniated me, and laid it to me as a crime that I had dared to depart from the precepts and opinions of all anatomists; others desired further explanations of the novelties, which they said were both worthy of consideration, and might perchance be found of signal use. At length, yielding to the requests of my friends, that all might be made participators in my labors, and partly moved by the envy of others, who, receiving my views with uncandid minds and understanding them indifferently, have essayed to traduce me publicly, I have moved to commit these things to the press, in order that all may be enabled to form an opinion both of me and my labors. This step I take all the more willingly, seeing that Hieronymus Fabricius of Aquapendente, although he has accurately and learnedly delineated almost every one of the several parts of animals in a special work, has left the heart alone untouched.

What best describes the author's stated objectives in publishing this work?

Adapted from Eminent Victorians by Lytton Strachey (1918)

Let us consider the popular conception of Florence Nightingale. The saintly, self-sacrificing woman, the delicate maiden of high degree who threw aside the pleasures of a life of ease to succor the afflicted; the Lady with the Lamp, gliding through the horrors of the hospital at Scutari, and consecrating with the radiance of her goodness the dying soldier's couch. The vision is familiar to all—but the truth was different. The Miss Nightingale of fact was not as facile as fancy painted her. It happens that in the real Miss Nightingale there was more that was interesting than in the legendary one; there was also less that was agreeable.

Her family was extremely well-to-do, and connected by marriage with a spreading circle of other well-to-do families. Brought up among such advantages, it was only natural to suppose that Florence would show a proper appreciation of them by doing her duty—in other words, by marrying. It was inconceivable that Florence should dream of anything else; yet dream she did.

As the years passed, a restlessness began to grow upon her. She was unhappy, and at last she knew it. Mrs. Nightingale, too, began to notice that there was something wrong. It was very odd—what could be the matter with dear Flo? Mr. Nightingale suggested that a husband might be advisable; but the curious thing was that she seemed to take no interest in husbands. She would think of nothing but how to satisfy that singular craving of hers to be doing something.

Florence announced an extreme desire to go to Salisbury Hospital for several months as a nurse; and she confessed to some visionary plan of eventually setting up in a house of her own in a neighboring village, and there founding “something like a Protestant Sisterhood, without vows, for women of educated feelings.” The difficulties in her path were great. For not only was it an almost unimaginable thing in those days for a woman of means to make her own way in the world and to live in independence, but the particular profession for which Florence was clearly marked out both by her instincts and her capacities was at that time a peculiarly disreputable one. A “nurse” meant then a coarse old woman, always ignorant, usually dirty, often brutal, in bunched-up sordid garments.

Yet the want, absurd and impracticable as it was, not only remained fixed immovably in her heart, but grew in intensity day by day. Her wretchedness deepened into a morbid melancholy. A weaker spirit would have been overwhelmed by the load of such distresses—would have yielded or snapped. But this extraordinary young woman held firm, and fought her way to victory. In secret she devoured the reports of medical commissions, the pamphlets of sanitary authorities, the histories of hospitals and homes. She spent the intervals of the London season in ragged schools and workhouses.

But one other trial awaited her. It appeared in the shape of a desirable young man. Hitherto, her lovers had been nothing to her but an added burden and a mockery; but now—for a moment—she wavered. She knew in her heart that it could not be. “To be nailed to a continuation and exaggeration of my present life … to put it out of my power ever to be able to seize the chance of forming for myself a true and rich life”—that would be a suicide. She made her choice, and refused what was at least a certain happiness for a visionary good which might never come to her at all. And so she returned to her old life of waiting and bitterness.

“The thoughts and feelings that I have now,” she wrote, “I can remember since I was six years old. A profession, a trade, a necessary occupation, something to fill and employ all my faculties, I have always felt essential to me, I have always longed for. The first thought I can remember, and the last, was nursing work. My God! What is to become of me?”

A desirable young man? Dust and ashes! What was there desirable in such a thing as that? “In my thirty-first year. I see nothing desirable but death.”

Three more years passed, and then at last the pressure of time told; her family seemed to realize that she was old enough and strong enough to have her way; and she became the superintendent of a charitable nursing home in Harley Street. She had gained her independence, though it was in a meagre sphere enough; and her mother was still not quite resigned: surely Florence might at least spend the summer in the country. At times, indeed, among her intimates, Mrs. Nightingale almost wept. “We are ducks,” she said with tears in her eyes, “who have hatched a wild swan.” But the poor lady was wrong; it was not a swan that they had hatched—it was an eagle.

Which of these sources is the least credible?