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Admission Test Section One : Verbal Sample Questions:

1. RATIFY : YES

A) stifle: yes
B) loom:no
C) veto: no
D) goad: no
E) eradicate: yes

2. BELLOW : FURY

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

3. 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.
It can be inferred from the passage that the two-cultures debate

A) influenced Arnold's thinking about culture
B) led to a schizophrenic educational system
C) developed after 1869
D) emerged as a reaction to the multiculturalist movement
E) was carried on by American as well as European scientists

4. BOAT : WAKE ::

A) actor : performance
B) drill : hole
C) scalpel : scar
D) airplane : tarmac
E) gardener : cuttings

5. When using a metal file, always remember to bear down on the forward stroke only. On the return stroke,
lift the file clear of the surface to avoid dulling the instrument's teeth.
Only when working on very soft metals is it advisable to drag the file's teeth slightly on the return stroke.
This helps clear out metal pieces from between the teeth. It is best to bear down just hard enough to keep
the file cutting at all times. Too little pressure uses only the tips of the teeth; too much pressure can chip
the teeth. Move the file in straight lines across the surface. Use a vice to grip the work so that your hands
are free to hold the file. Protect your hands by equipping the file with a handle. Buy a wooden handle and
install it by inserting the pointed end of the file into the handle hole.
Protect your hands by-

A) wearing safety gloves
B) dragging the teeth on the backstroke
C) using a vise
D) installing a handle
E) dulling the teeth

Solutions: