Critical Reading For Exams / Short Reading Comprehension 18


Passage 1 

We love, we dearly love our country, and it is due to your honorable bodies, as well as to us, to make known why  we think the country is ours, and why we wish to remain in peace where we are. 

The land on which we stand we have received as an inheritance from our fathers, who possessed it from time im-  memorial, as a gift from our common Father in Heaven. We have already said, that, when the white man came to  the shore of America, our ancestors were found in peaceable possession of this very land. They bequeathed it to us  as their children, and we have sacredly kept it, as containing the remains of our beloved men. This right of inheri-  tance we have never ceded, nor ever forfeited. Permit us to ask, what better right can the people have to a country,  than the right of inheritance and immemorial peaceable possession? We know it is said of late by the State of 

Georgia, and the Executive of the United States, that we have forfeited this right—but we think this is said gratu-  itously. At what time have we made the forfeit? What great crime have we committed, whereby we must forever be  divested of our country and rights? 

Passage 2 
When centuries hence, (as it must, in my opinion, be centuries hence before the life of these States, or of 

Democracy, can be really written and illustrated) the leading historians and dramatists seek for some personage,  some special event, incisive enough to mark with deepest cut, and mnemonize, this turbulent nineteenth century of  ours, (not only these States, but all over the political and social world)—something, perhaps, to close that gorgeous  procession of European feudalism, with all its pomp and caste prejudices, (of whose long train we in America are  yet so inextricably the heirs)—something to identify with terrible identification, by far the greatest revolutionary  step in the history of the United States, (perhaps the greatest of the world, our century)—the absolute extirpation  and erasure of slavery from the States—those historians will seek in vain for any point to serve more thoroughly  their purpose, than Abraham Lincoln’s death. 
 



The reference to “our common Father in Heaven” Passage 1 is used to

Establish a common basis point of reference
Present a position of civilization instead of savagery
Declare the false claims of the authorities
Confirm their belief in a supreme being
Disavow any rights predicated upon a universal being

What does the author mean in the phrase, “and it is due to your honorable bodies” Passage 1, line (1)?

Creates an obligation to discuss
Because of your government
Presents an individual perspective
Is a question of ownership
Qualifies a division of two sides

Which of the following best describes the author’s feeling about European feudalism in Passage 2?

Matured as a society but unfit for early America
Dominantly appropriate for an established and mature society
A natural procession beginning with feudalism and progressing to Democracy
Full of arrogance and segregation of classes
Hierarchical governance with appreciable maintenance of class separations

What best describes the author’s position on slavery in Passage 2?

America tolerated slavery only as long as necessary for development and growth.
From a historical perspective, slavery was a dark period, albeit justified predicated upon ancestry.
Slavery was an extension of European feudalism and necessary for the development of early America.
America was developed in the pattern of European feudalism and slavery was simply a byproduct of that development.
Slavery was a complete and total ill and the eradication of this practice sets America apart from European ideology.

The purpose of Passage 2 is to

Qualify the use of slavery as a stepping stone in the history of America.
Establish the errant ways of early America as it relates to enslaving men.
Expose the faults of Europe and the relationship to America.
Establish the general understanding and need for slavery.
Compare the ills of Europe with the feudalist methods employed in early America.

The author of Passage 2 suggests which event was responsible for the growth beyond feudalism in early America?

The understanding that historical alliances with European feudalism could not prevail
The recognition that the feudalistic way of life was a historical blight
The passage of time away from the control of European alliance
The demarcation of abolishment of slavery historically tied to Lincoln’s death
The realization that Democracy could not be realized so long as slavery was existent

How would the author of Passage 1 most likely align with the position of Passage 2?

Disbelief that the governance who had the compassion to free slaves had the cruelty to take the land of their forefathers, the land of their birthright
Understanding that the times had changed and the hearts of men opened to the acceptance of the full development of a Democracy
Disdain that slaves should be freed then their people were still kept in a kind of slavery by being ostracized
Discontentment that the government would not see the red man at least equal to the black man as opposed to the red man being a savage and the black man being worthy of freedom
Appreciation for the change of heart evidenced by a country to free slaves and an appreciation that their plight was sufficiently different to warrant dissimilar actions

What is the significance of the phrase, “sacredly kept it” Passage 1?

Established the importance of the land as containing remains of ancestors
Suggests the white man only had interest in the land for commerce
Alleviates the common belief that Indians were only savage creatures
Qualifies the relationship of nature to Indians
Creates a relationship to the earlier reference to “Father in Heaven”

Which of the following best describes the position of the author in Passage 1?

Entreating
Demonstrative
Indifferent
Placid
Placating

Which of the following statements best represents the position of Passage 1 and Passage 2, respectively?

Passage 1 presents questions for justification of the acts of the government and Passage 2 condemns the government for their acts albeit regarding separate issues.
Passage 1 presents freedoms lost and Passage 2 presents freedoms won.
Passage 1 represents that man cannot be separated from his land and therefore taking one is to enslave the other where Passage 2 separates the freed slave and provides for him the opportunity to join with land.
Passage 1 seeks justification for the rights of ownership of someone else’s land wherein Passage 2 questions the ownership rights of another individual.
Passage 1 is presenting a case for retaining land and Passage 2 is celebrating freed slaves being able to acquire land.