The Mind

Many scientists speak of the mind as the ,,new frontie[,,the most

dynamic area of research. The first selection discusses some amazing
research results by psychologists who have been studying people with an
extraordinary ability to remember or memorize. Then the classical
mystery writer Edgar Rllan poe provides an inside look at the disordered
and diseased mind of a madman. Finally, there is a timed reading about a
very unusual musical genius.

lr i,, Glasses are a vehicle for the eyes, the eyes are a
vehicle for the mind, the mind is a vehicle for insffit,
and insight is a vehicle for the conscience.

ri,kish r.r,ou.-uldd Hi:yfl ffil

 U,,rpl* p

E Oo you think that scientific studies of the brain like the one in the photograph
are important? WhY or why not?

fl Wtrat other ways are there to learn about the human mind?
p nccording to the quotation, what is the purpose of the mind? Do you agree
with this?
 A Memory for All Seasonings

_t,

As you learned in chapter 2 on page 2g, before beginning to read an article, it's
helpful to preview it and predict what it might be about. Try to figure out the topic
and main ideas. Then think about what associations or connections there are be-
tween your life and the topic. Ask yourself:what do I already know about this
topic? This will improve your comprehension.

€D :rri:r i.ri:.i ,:t;r.t: ::r.i i:t:tr: ;:-r,i,r,i'-:,r:_i:r:':-: ThefOllOWingafticle

iS lOngef than the OneS in
previous chapters, so you should preview it and try to grasp the main ideas. Answer the
following questions. Then share your answers with a partner.

1. Look at the title. what part of the mind will be discussed in this article?

2. scan the article and look for these words: psgchotogi,sts, stud,y, research. Do
you think you will get one point of view on the mind or several different ones?

3. Is there something practical you might learn from this reading? where in the
article do you find references to mttemonics ot rtzent?,or?J tri,cks?

4. What is the earliest event in your life that you can remember and
approximately how old were you when it occurred?

136 chapter6
 5. Why do you suppose you can remember the event in question 4?

Determine if the word in the second column is a correct synonym of the italicized word
in the first column. Check the True box if the word is a synonym. Check the False box if
it is not. You can scan the reading for the phrase to get more context.

Vocabulary Synonym? True False

1. a Jashionable restaurant poor trtr

2. Polson didn't think this was
ercept'ional rmusual tr o
3. Polson was'im,pressed enough to ask sad o o
4. he wonld be glad to cooperate work with others a a
5. with anextraordi,nary memory normal o tr
6. have memnrized everynote learned by heart tr tr
7. considere dthe erctusiue ffi of
the genius umque tr tr
8. We studied anou'ice andwatched
him grow into an expert. begirmer D B

9. i,Tltellectual skilts were considered

average abilities of the mind n tr
10. can be adequately described as badly o tr
11. he disliked being her subord'inate boss O O

12. justtrving. . . does notinsurethat

your memory will improve guarantee o tr
13. how long meat should be cooked . . . he
hears "rare, medium, well-done," notverycooked a tr
14. he can encode . . . fast and effort\essly with difficr-rlty tr tr

The Mind 137

 lntroduction
Memory is one of the most important functions of the mind. without our memories,
we would have no identity and no continuity from past to present to future. The
following article is about a mnemonist, a person with an extraordinary power to
remember. The tifle, A Memory for All seasonings, includes a pun, a form of humor
based on a play on words. The usual phrase to describe something constant and
dependable is for all seasons. Here the phrase is changed to for all seasonings
because this mnemonist happens to be a waiter. A waiter serves food, and
seasonings is another word for spices used in food, such as salt, pepperi and curry.

a ln what way does a good memory help a waiter?

I For what other jobs is it helpful to have a good memory?
I why do you think some people are better at remembering than others? what
do you think the people who study memory have discovered on this topic?

Ele Edt giM Fgvoites Iook e|ii.:r;ii

A Memory for All Seasonings

one evening two yeaxs ago, Peter polson, a member of the psychology
deparbment at the university of colorado, took his son and daughter to
dirurer at Bananas, a fashionable restaurant in Boulder. when the waiter
took their orders, Polson noticed that the young man didn,t write anything

138 Chapter 6 ,,,

r
down. He just listened, made small talk, told them that his nalne was John
conrad, and left. Polson didn't think this was exceptional: There were,
afber all, only three of them at the table. Yet he found himself watching
Conrad closely when he returned to take the orders at a nearby table of
eight. Again the waiter listened, chatted, and wrote nothing down. When
he brought Polson and his children their dirmers, the professor couldn't
resist inkoducing himself and telling Conrad that he'd been observing him.
The young man was pleased. He wanted customers to notice that,
unlike other waiters, he didn't use a pen and paper. Sometimes, when they
did notice, they left him quite a large tip. He had once handled atable of 19
complete dirmer orders without a single emor. At Bananas, aparty of 19 (a
bill of rougfirly $200) wogld normally leave the waiter a $35 tip. They had
left Conrad $85. [These days that bill would be more like $400 with a 20
percent tip of about $80.1
Polson was impressed enough to ask the waiter whether he would like
to come to the university's psychology lab and let them run some tests
on him. Anders Ericsson, a young Swedish psychologist recently involved
in memory research, would be joining the university '[u
v vtuaeJ faculty soon
and Polson thought that
he would be interested
in e><ploring memory
methods with the waiter.
Coruad said he would
be glad to cooperate.
He was always on the
Iookout for ways to
increase his income, and
Polson told him he
would receive $S arl
hour to be a guinea pig.
Conrad, of course,
: conductor Arturo Toscanini had an extraordinary memory.
was not the fust person
with an exhaordinary memory to attract attention from researchers.
Alexander R. Luria the distingUished Soviet psycholo$st, studied a
Russian newspaper reporter named Shereshevskii for many years and
wrote about him in Th,e Mind of a Mnumonist @2;;ic Books, 1968). Luria
says that Shereshevskii was able to hear a series of 50 words spoken once
and recite them back in perfect order 15 years later. Another famous
example of extraordinary memory the conductor Arhrro Toscanini, was
larown to have memorized evely note for everJ irstrument in 250
symphonies and 100 operas.
For decades, the conunon belief among psychologists was that
memory was a fixed quantity; an exceptional memory or a poor one, was
something with which a person was bom.

The Mind 139

 This point of view has come under attack in recent yearc; expert
memory is no longer universally considered the exclusive gift of the genius,
or the abnormal. "People with astonishing memory for pictures, musical
scores, chess positiors, business kansactiors, dramatic scripts, or faces
are by no means urdque," wrote comell psychologist ulric Neisser in
Memory Obserued (1981). "They may not even be very rare.,' Some
university researchers, including Polson and Ericsson, go a step further
than Neisser. They believe that there are no physiological differences at all
between the memory of a shereshevskii or a Toscanini and that of the
average person. The only real difference, they believe, is that Toscanini
traiaed his memory exercised it regr.rlarly, and wanted to improve it.
Like manypeople with his capacity to remember, Toscanini may also
have used memory tricks called mnemoni,cs. shereshevskii, for
example, employed a technique lcrown as loci. As soon as he heard a
series of words, he mentally "distributed" them along Gorky street in
Moscow If one of the words was orange, he might visualize a man
stepping on an orange at a precise location on the familiar street. Later,
in order to retrieve orange, he would take an imaginary walk down
Gorky street and see the image from which it could easily be recalled.
Did the waiter at Bananas have such a system? what was his secret?
John conrad would be the subject of Anders Ericsson's second in-
depth study of the machinations of memory. As a research associate at
carnegie-Mellon university in Pittsburgh, Ericsson had spent the
previous three years working with william chase on an extensive study
of steve Faloon, an undergraduate whose memory and intellectual skills
were considered average. when Ericsson and chase began testing
Faloon, he could remember no more than seven random digits after
hearing them spoken once. According to generally accepted research,
almost everyone is capable of storing five to nine random digits in short-
term memory. After 20 months of working with chase and Ericsson,
Faloon could memorize and retrieve 80 digits.
"The important thing about our testing Faloon is that researchers
usually study experLs," chase says. "we studied a novice and watched
him grow into an expert. Initially, we were just rururing tests to see
whether his digit span could be expanded. For four days he could not go
beyond seven digits. on the flfth day he discovered his mnemonic
system and then began to improve rapidly."
Faloon's intellectual abilities didn't change, the researchers say. Nor
did the storage capacity of his short-term memory. chase and Ericsson
believe that short-terrn memory is a more or less fixed quantity. It
reaches saturation quickly, and to overcome its limitations, one must
learn to link new data with material that is permanently stored in long-
term memory. once the associations have been made, the short-term
memory is free to absorb new information. shereshevskii transfemed
material from short-term to long-term memory by placing words along
140 Chapter 6
Gorky Street in Moscow. Faloon's hobby was long-distance rururing, and
he discovered that he could break down a spoken list of 80 digits into
units of three or four artd associate most of these with running times.
To Faloon, a series like 4, 0, L,2 would translate as four minutes, one
and two-tenths seconds, or "nea.r a four-minute mile"; 2,I,4,7 wogld be
encOded as two hOurS fourteen minutes Seven seconds, or "an excellent
maxathon time." When running didn't provide the link to his long-term
memory, ages and dates did; L,9, 4,4 is not relevant to running, but it is
"neax the end of World War II.'
Chase and Ericsson see individual differences in memory
performance as resulting from previous experience and mental training.
"[:r sum,' they write, "adu]t memory performance can be described by a
single model of memory.'
Not every student of psycholory agrees with Chase and Ericsson, of
coltrse. "I'm very suspicious of saying that everyone has the same kind of
memory," says Matthew Erdelyi, a psycholo$ist at Brooldyn College. "In
my reseaxch," he says, "I {ind that people have very different memory
levels. They can all improve, but some levels remain high and some
remain low. There are dramatic individual differences."
It is unlikely that there will be any agreement among psychologists on
the conclusions that they have thus far drawn from their research. The
debate about exceptional memory will continue. But in the meantime, it is
interesting to look deeper into the mind of a contemporary mnemonist.
Ericsson and Polson, both of whomhave tested Conrad over the past
two yeaxs, believe that there is nothing intellectually outstanding about
him. When they began testing Conrad's memory his digit scan was
normal: about seven numbers. His grades in college were average.
Conrad himself says that he is unexceptional mentally, but he has
compared his earliest memories with others' and has found that he cart
recall things that many people can't. His first distinct memory is of lying
on his back and raising his legs so that his mother could change his
diapers. As a high school student, he didn't take notes in class-he says
he preferred watching the girls take notes-and he has never made a list
in his life. "By never writing down a list of ttrings to do, and letting it
think for me," he says, "I've forced my memory to improve."
Conrad does believe that his powers of observation, including his
ability to listen, are keener than most people's' Memory he says, is just
one part of the whole process of observation. "I'm not extraordinary, but
sometimes people make me feel that way. I watch them and realize how
many of them have disorganized minds and memories and that makes me
feel unusual. A good memory is nothing more than arl organized one."
One of the flrst things Conrad observed at Bananas was that the
headwaiter, his boss, was "avery lnpleasant woman." He disliked being
her subordinate, and he wanted her job. The only way he could get it was
by being a superior waiter. He stayed up nights trying to figure out how
rlpMind 141
 to do this; the idea of memorizing orders eventually came to him. Within
ayealr he was the headwaiter.
i

"One of the most interesting things we've found," says Ericsson, "is
that just trying to memorize things does not insure that your memory
will improve. It's the active decision to get better and the number of
hours you push yowself to improve that make the difference. Motivation

Conrad began his memory training by trving to memorize the orders

for a table of hro, then progressed to memorizing larger orders'
He starts by associating the entree with the customer's face. He
might see a large, heavy-set man and hear "I'd like a big Boulder Steak."
Sometimes, Peter Polson says, "John thinks a person looks like a turkey :'l
and that customer orders a turkey sandwich. Then it's easy."
In memorizing how long meat should be cooked, the different salad
dressings, and starches, Conrad relies on patterns of repetition and
variation. "John breaks things up into chunks of four," Ericsson says. "lf
he hears 'rare, ra.re, medium, well-done,' he inStantly SeeS a pattern in
their relationship. sometimes he makes a mental graph. An easy
progression-rare, medium-rare, medium, well-done-would take the .,]

shape of a steadily ascending line on his graph. A more difficult order-

..1
::i
::I
:l
medium, well-done, rare, medium-would resemble a mountain range." :.]
.i
The simplest part of Conrad's system is his encoding of salad dressings. ,:' :':l
':l
He uses letters: B for blue cheese; H for the house dressing; O for oil and :t:1

vinegaq .F, for Flench; ? for Thousand Island. A series of orders, always
arranged according to entuee, might spell a word, like B-o-o-7, or a near
word, like B-o-o-F,or make aphonetic pattem: F-}-F-O. As Ericsson says,
'"'i'
Conrad remembers orders, regardless of their size, in chunks of four. This
is similar to the way Faloon stores digts, and it seenrs to support Chase
and Ericsson's contention that short-term memory is limited and that
people are most comfortable working with small gnits of information.
one of the most intriguing things about conrad is the number of
ways he can associate material. Another is the speed with which he is r-'
able to call it up from memoly. Ericsson and Polson have also tested him
with animals, units of time, flowers, and metals. At first, his recall was
slow and gncertain. But with relatively little practice, he could retrieve
these "orders" almost as quickly as he could food.
,,The djfference behreen someone like John, who has a trained :,
memory and the average person," says Ericsson, "is that he can encode
material in his memory fast and effortlessly. It's similar to the way you can
understand En$ish when you hear it spoken. [n our tests in the lab, he just
gets better and faster." "What John Conrad has," says Polson, "is not unlike
an atfletic skill. With hrro or three hundred hours of practice, you can l
develop these skills in the sarne way you can learn to play teruris."
,,A
source: Memory for all seasonings" Psychology Tod,ay (stephen singular)

142 chapter 6

I
 John Conrad spoke of the importance of having an organized mind for developing
one,s memory. h this section, two skills will be presented to help you organize
materials for study: underlining and marginal glossing.
1. Underlining Material Before underlining, read the material once. Then
Scan the reading, underlining key words and phrases that relate to main ideas
and important Statistics or examples that support them. Underline no more
than 20 to 30 percent of the material. Many students underline with felt pens,
often using one color for main concepts and a different color for Statistics
and examples.
Another effective method is to underline main ideas and circle or draw
rectangles around names, terms, or statistics you want to remember' Sup-
porting ideas can be undeflined with broken lines. Practice underlining a few
different ways until you find a method you like.
2. Marginal Glossint Marginal glossing is another way to organize material
for study. A marginal gloss is a note in the margin of your book summarizing
the material next to it. When you study, these notes stand out and remind you
of other points as well. This saves time because you do not reread everything,
only the brief notes. You can also try to think of questions that might be
asked on a test and write these questions in the margins.

,1, . ri ,,::;r,r afe the fifst gight pafagfaphs ffom A

r-ii.: ,it'l'-l '.::ir,rt:.::',irt: BeIOW

Memory for Alt Seasonings with underlining and marginal glosses done for the first four
paragraphs. Look over the four paragraphs that have been marked. Then finish the
remaining paragraphs by underlining and glossing them yourself. Afteruvard, compare
your work with your classmates, You should find that the first part of the comprehension
quiz is quite easy after this preparation.

One evening hvo years ago, Peter Poiion, a member of the psychology
daughter to
$e-partmqnt at the Ufuogf$ty= of C9!9-ry!9, took his son and
dinner at Ba!?{!as, a fashionable restaurant in Bor-rlder. When the wait.er
took their orders, Polson noticed that the young man Qidn'! ryqtle-any!,!!49
{qyII. He just listened, made small talk, told them that his narne was
,Jo''!4-_e^o-n{rd,,and left. Polson didn't think this was exceptiona} There were,
afLer all, only three of them at the table. Yet he found himself watching
Conrad closely when he returned to take the orders at a nearby table of
eight. Again the waiter listened, chatted, and wrote nothing down. When he
brought Polson and his children their dinners, the professor couldn't resist
introducing himself and teling Conrad that he'd been observing him.

The Mind 143

 The young man was pleased. He wanted customers to notice that, unlike
other waiters, he didn't use a pen and paper. Sometimes, when they did
notice, they left him quite a laxge tip. He had once handled a table of 19
complete dirmer orders without a single error. At Bananas, aparby of 19 (abill
of rougfiy $200) would normally leave the waiter a $35 tip. They had left
Coruad $85.
polson was impressed enoug[r to ask the waiter whether he would like to
come to the university's psyc}ology lab and Iet them run some tests on him.
Anders Erigssonr a young S-wedis,h psycttologigt recently involved in memory
reseaxgh, would be joining the university factrlff soon, and Polson thought
that he would be interested in exploring memory methods with the waiter.
Co-ry{ s3i{ he would be gtad to cooperate. He was always 9n the lookgut for
*rvr i" incryg_sg hr ingg.ryg, and Polson told him he would receive $5 an hour
to be aguineapig.
corua.d, of colrse, was notthe flrstpersonwith an exhaordinarymemory
to attract at[ention from researchers. A]exander R. Luria the distinguished
Soviet psychologist, studied a Russjan newspaper reporter named
Shereshevskii for many years and wrote about him in :The MW ?.f a
M ,'leasic Books, 1968). Luria says that shereshevskii was able to
hear a series of 50 words spoken once and recite them back in perfect
order 15 years later. Another famous example of extraordinary memory the
conductor,Arti-ro toscanini, was Imown to ha_ve,ry1eryorized every ng!.e for
every instoument in 2 50 .sylr-Ipl.-o"i-9q *9 1.0Q 9neras,.
For decades, the common belief among psychologists was that memory
rgas a fixed quantity; an exceptional memory or a poor one, was something
with which aperson was bom.
This point of view has come under atb,ack in recent yeffS; exper[ memory
is no longer universally corsidered the exchrsive Sft of the genius, or the
abnormal. "Peop1e with astonishing memory for pictures, musical Scores,
chess positiors, business trarsactions, dramatic scripts, or faces are by no
means unique," wrote Cornell psychologist Ulric Neisser tn Memory Obserued,
(1931). "They may not even be very rare." Some lniversity researchers,
including Polson and Ericsson, go a step further than Neisser. They believe
that there are no physiological differences at all behveen the memory of a
Shereshevskii or a Tbscanini and that of the average person. The only real
difference, they believe, is that Toscanini hained his memory exercised it
regularly, and wanted to improve it'
Like manypeople withhis eapacityto remember, Toscanini may also have
nsed memory tricks called mnernoltics. Shereshevskii, for example,
employed a technique latown as toc"t. As soon as he heard a series of words,
he mentally "distributed" tttem along Gorky Stueet in Moscow. If one of the
words was orange, he might visualize a man stepping on an orange at a
precise location on the familiar street. Later, in order to retrieve orange, he
would take an imaginary walk down Gorky Street and see the image from

144 chapter 6
which it could easily be recalled. Did the waiter at Bananas have such a
system? What was his secret?
John Conrad would be the subject of Anders Ericsson's second in-depth
study of the machinatiors of memory. As a research associate at Carnegie-
Mellon University in Pittsburgh, Ericsson had spent the previous three years
working with William Chase on an extersive study of Steve Faloon, an
undergraduate whose memory and intellectual skills were considered
average. When Ericsson and Chase began testing Faloon, he could remember
no more than seven random digits after hearing them spoken once. According
to generally accepted research, almost everyone is capable of storing flve to
nine random digits in short-term memory. After 20 months of working with
Chase and Ericsson, Faloon could memorize and rekieve 80 digits.

of finishing each statement.

1. The psychology professor discovered John conrad's incredible ability to

memorize
@ in school
@ onatest
@ i"arestaurant
2. Conrad agreed to let the professor study his memory because
@ Conrad was interested in psychology
@ Conrad wanted to increase his income
@ Conrad needed to improve his memory

3. The famous Russian mnemonist Shereshevskii used a memory trick called loca
to remember objects bY
@ associating them with events in Russian history
Cil imagining them piaced
-. along a street in Moscow

@ pictwing each one in his mind in a different color

4. The memory trick used by Steve Faloon was the association of certain numbers
with
@ running times
@ -.important dates
@ bothoftheabove
5. Coruadhadbeen
@ affiedstudent
@ a below-average student

@ anaveragestudent
6. Part of Coruad's motivation for developing memory tricks to aid him as a waiter
was
@ his desire to get his boss's job
@ -.his great admiration for the headwaiter
@ hi. fear of not finding anY work
The Mind 145
 -.',,'rl ,,, ,,,,, , . , :'i', -. '
Look at this incomplete study map for A Man for All
QD .:.,..
your work afteruvard with
Seasonings. Work with a partner and finish the map. Compare
other pairs. Did you add too much information? Too little?

associated
To rey3mb1r, u1ed, d1sits;1i17L

was motivated by: increased to:

wrole nothing down while
taking restourant orders average studenl, could remember 1 digits

invited by Polson & studied by Ericsson

Conrod Faloon & Chase
studied by €ricsson

A Aan
For All
Seosonings

Chase. & Ericsson's theory saYs:

O+her fqmous mnemonists

Ey r
_d.e
t y i'
1 !:: |y .? iv :,

Shereshevskii

:..;ili:r;ri..r:l,t'i.:'.'.ii:: :':,::;ra:,:',:,!i.,'!l:ir,:;'r,ii1-i','*i::
Several different mnemonic systems (memory tricks) are described in the reading'
These tricks can help you remember words and information. A list of the Systems
with line references is given below
d. loci, (imagining objects in a familiar place), used by Shereshevskii, lines 61-67
b. number association, used by Steve Faloon, lines 94-102
c. physical appearance association, used by John conrad, lines 148-151
d. mental Sraph or picture, used by Conrad, lines 1 56-159
e. word or sound pattern association, used by Conrad, lines 160-165

rhe Mind 147

 understand mnemonic systems by applying them to the following situations. Look in
the Strategy Box on page 147 for a list of the mnemonic systems discussed in the
reading.

1. You want to remember the names of all the psychologists mentioned in this
article: Polson, Ericsson, Luria, Neisser, Chase. How would you do this using
word or sound pattern association?
2. You want to remember to buy the following items at the grocery store: apples,
milk, rice, pepper, salad dressing, and olives. How would you do this, using
Loci,? How would you do it using word or sound pattern association? Which
system would be better for you?
3. You have just a minute or two to look at the alphabetical list of exam grades
and want to remember the grades of seven of your friends. What kind of mental
graph would you picture in your mind to remember them in the following
order: A, D, A, D, B, C, B?
4. You want to remember the combinations for the locks you use for your
bicycle, your school locker, and your gym locker: 0915, 1220, 1492. How
could you do this, using number association? Can you think of any other way
of doing it?
5. You are at a dinner party and want to remember the names of the four other
guests: a very tall lady named Mrs. Stemski; a large, heavy-set man named Mr.
Barnes; a cheerfir.l young woman with a big smile named Miss Rich; and a sad-
looking young man named Mr. Winter. How conld you use physical appearance
association to remember their names?

,',':',:',".'"':"i" :. rr:r"i,'', ll1SmallSfOUpS,d|SCUSSthefollowing

questions.

1. In what other professions, besides that of a waiter or waitress, is it usefirl to

have a good memory? Why?
2. What people with extraordinary memories are mentioned in the articie? What
others have you heard about or met?
3. What tools, gadgets, or techniques, other than those mentioned in the
preceding exercise, are sometimes used to aid memory? What do you do to
help you remember things?

As the article points out, some psychologists today believe that extraordinary memories
are simply the result of development through hard work and the application of a
system. According to their hypothesis, an average person can achieve a superior
memory if he or she tries hard enough.

148 chapter6
l

il
Complete the following activity. Then compare and share your work with a partner or in
a smallSroup.

1. Find evidence from the article to support this hypothesis. Write it below.

2. Find evidence from the article that goes against this hypothesis.

i. Wft t is your opinion of this controversial (debatable) question?

The Tell-Tale Heart

{,\.{.!it; :.;'. ..' :i. li i.r i''.r'Cq .":'l'' ;'!i }:"d'

Some Words and expressions in the next selection are no longer used in modern
English. Many English-Speaking readers would not be familiar with them' Howeve[
they would have little trouble following the story because the context provides
many clues.

$,$; U*tt*:lg rl:* IJli:m*]*iH

*'i'ii'';'*r#s {r+rii *{-}:"i{-ai:{'i", Read the following sentences
from the Edgar Allan Poe story that follows and select a modern word or expression to
replace the old-fashioned one in italics. Remember to use the context to help you.

1. ,,How, then, am I mad? Hearken! and observe how healthily-how calmly I can
tell you the whole story." (Iine 5)
a. Speak!
b. Listen!
c. Go away!
2. "It is impossible to say how first the idea entered my brain, but once conceived,
it harinted me day and night. Object there was none. Passion there was none' . ' .
For his gold I had no desi-re." (line 7)

The Mind 149

 l
a. fear
b. purpose
c. argument
3. "Now this is the point. Yotfancy me mad. Madmen know nothing. But you
shouid have seen me." (line 15)
a. Iike
b. imagine
c. offend
4. "Presently I heard a slight groan, and I knew it was the groan of mortal terror.
It was not a groan of pain or of grief-oh, no!-it was the low stifled sound that
arises from the bottom of the soul. I knew the sound well. Many a night. . . it
has welled up from my owrr bosom. . ." (line 54)
a. house
b. chest
c. table
E "I knew what the old man felt, and pitied him . . . His fears had been ever
since growing upon him . . . He had been saying to himself-'It is nothing but
the wind in the chimney . . .'Yes, he had been trying to comfort himself with
these suppositions: but he had found d).i,n uai,n. An,in uai,n;because
Death . . . had stalked with his black shadow before him, and enveloped the
victim." (line 59)
a. useless
b. successful
c. harmful
6. "But, for many minutes, the heart beat on with a muffled sound. This, however,
did not Dey me; it would not be heard through the wall. At length it ceased.
The old man was dead." (line 99)
ae:r
a. delight
b. confuse
c. irritate
at Length
a. soon
b. afler a while
c. in a moment
7. "I took my visitors all over the house. lbade them search-searchuell."
(line 132)
a. bathed
b. invited
c. refused
8. "They sat, and while I answered cheerily, they chatted of familiar things. But,
ere Long,I felt myself getting pale and wished them gone." Cline 141)
a. too long, afler many hours
b. before long, in a short wtLile
c. immediately, right at that moment
150 chapter 6