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Praise for
Brian Leaf’s Top 50 Skills Series
Top 50 Skills for a Top Score: SAT Math

“What a surprise, what a relief! An SAT guide that “I enjoyed the informal writing style, and the flash
actually meets you where you are, talks to you with cards for math are brilliant! Students are used to
wit and compassion, and clears away the panic of stacks of vocabulary words in preparation for the
test-taking. And, the writing is first-rate too. Bravo verbal portion of the test, why not drills on flash
Brian Leaf.” cards for the math section?”
—Rebecca Pepper Sinkler, former Editor, —Denise Brown-Allen, EdD, Upper School
The New York Times Book Review Director, The Pingry School
“If everyone starts using Brian’s secrets and

strategies, The College Board and ETS are going to
have to rewrite the SAT!!”
—Max Shelton, George Washington
University alum
Top 50 Skills for a Top Score: SAT Critical Reading and Writing
“Brian Leaf has hacked off the head of America’s “What’s more scary than facing SATs? Or more
high school boogie man—the dreaded SAT. He boring than prepping for them? For a student
clearly lays out how the test works, accessible swinging wildly between angst and ennui, the
preparation strategies, and how to maximize one’s solution is Brian Leaf’s Top 50 Skills for a Top Score:
score. Any college applicant can benefit from his SAT Critical Reading and Writing. Leaf, himself a
thoughtful and well-researched advice.” genius at connecting with teenagers, meets students
—Joie Jager-Hyman, former Assistant at their level, and spikes every drill with common
Director of Admissions, Dartmouth College, sense and comedy. I especially loved the Superbad
author of Fat Envelope Frenzy: One Year, Vocabulary section—not your usual stuffy
Five Promising Students and the Pursuit of approach to language deficit disorder. Guaranteed
the Ivy League Prize to relax and engage the most reluctant (or panicked)
student.”
“A long time ago, in an era far, far away, I took the —Rebecca Pepper Sinkler, former Editor,
SAT—and I can remember the pressure and anxiety The New York Times Book Review
of it like it was yesterday. Lucky for you modern-
day seniors, Brian Leaf has written the SAT guide
to end all SAT guides. He thoroughly demystifies
the test and lays out the 50 skills you need to max
out your score. Better yet, Mr. Leaf writes with such
humor, wit, and unpretentious expertise that you’ll
find yourself reading this book just for fun. I did. It
almost—almost—even made me want to take the
SAT again.”
—Sora Song, Senior Editor, Time Magazine
9781264274789_LEAF_SAT-English_PASS4.indb 1 1/13/22 11:17 AM

Top 50 Skills for a Top Score: ACT Math
“Anyone even thinking of taking the ACT needs this “Brian Leaf knows how to talk with students and
short but targeted guide to the math section. You in his book, Top 50 Skills for a Top Score: ACT Math,
simply can’t afford not to spend the time reading you can hear his voice loud and clear. Students who
his laser sharp drills that break down every type follow Brian’s “Mantras” and work through the
of problem on the ACT, show the math behind practice questions will gain confidence in their work,
each type, and then provide drill sections based on as well as improve their ACT scores.”
that skill set. Even poor math students can learn —Barbara Anastos, former Director,
to recognize all the types of math on the ACT and Monmouth Academy
learn the ropes enough to get most of the easy and
medium questions right every time. Mr. Leaf’s guide “Feels like you have an insider divulging secrets
is even entertaining as he gives the skill sets names from behind the walls of the ACT! At times going
like “Green Circle, Black Diamond” to make it feel so far as to circumvent the math skills themselves,
like you are skiing rather than slogging through Brian gives practical tips and tricks specifically
lessons. If you want a short but concise guide to the designed to outwit the ACT’s formula, and he does
ACT with every trick and mathematical explanation it all with a sense of humor and fun. Nice job!”
necessary to get a perfect score, this is the book for —Danica McKellar, actress (The Wonder Years,
you. You may even actually LEARN real math in West Wing) and mathematician and author
the process as Mr. Leaf’s love of the subject shines of New York Times bestsellers Math Doesn’t
through so you don’t just feel you are learning for Suck and Kiss My Math
a test.”
—Dr. Michele Hernandez, author of the
bestselling books A is for Admission, The
Middle School Years, and Acing the College
Application
Top 50 Skills for a Top Score: ACT English, Reading, and Science
“This book is a good read even if you don’t have to
take the ACT.”
—Edward Fiske, author of the bestselling
college guide, the Fiske Guide to Colleges
“The specific skills needed for the ACT, confidence

building, stress-management, how to avoid careless
errors . . . this book has it covered!”
—Laura Frey, Director of College Counseling,
Vermont Academy
former President, New England Association
for College Admission Counseling

THE MOST TRUSTED
NAME IN TEST PREP
SAT Reading, Writing,

and Language Skills
T H IRD E D IT IO N
BRIAN LEAF

Copyright © 2022, 2016, 2010 by Brian Leaf. All rights reserved. Except as permitted under the United States Copyright Act of 1976,
no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system,
without the prior written permission of the publisher.
ISBN: 978-1-26-427479-6
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Contents
How to Use This Book vi SKILL 22 Are You Independent? 84
Guessing vii SKILL 23 Correct Preposition 88
About Brian Leaf viii SKILL 24 It’s Me 90
Acknowledgments ix
SKILL 25 A Few More Rules 92
Pretest 1
SKILL 26 Direct, to the Point, Not Redundant 94
SKILL 27 Misplaced Phrases 96
Top 50 Skills SKILL 28 Word Choice 98
SKILL 29 Flow 100
Reading Comprehension SKILL 30 Goal Questions 102
SKILL 1 The Intro Paragraph 18 SKILL 31 Yes or No? 104
SKILL 2 The SAT Reading Meditation 20 SKILL 32 Adverbs End in “ly” 106
SKILL 3 “Plethora” Most Nearly Means 22 SKILL 33 Jedi Master Yoda 108
SKILL 4 Direct Info 26 SKILL 34 Combining Sentences 110
SKILL 5 What Are You Trying to “Suggest”? 28 SKILL 35 How to Think Like a Grammar Genius 112
SKILL 6 ASS of U and ME 30
Vocab I: Compliment or Insult? Drills 35 Essay Practice!
SKILL 36 Reading 116
Vocab II: Superbad Vocabulary Drills 37
SKILL 37 Prove It! 120
Vocab III: Deodorant and Spanish
SKILL 38 Dude’s Got Style! 122
Class Drills 41
SKILL 39 Craft Your Thesis 124
Vocab IV: Splitting Words Drills 43
SKILL 40 Intro Paragraph 126
SKILL 7 Some Attitude 44
SKILL 41 Transition Sentences 128
SKILL 8 Two Passages 46
SKILL 42 Body Paragraph I 130
SKILL 9 Main Idea 48
SKILL 43 Body Paragraph II 132
SKILL 10 Best Evidence 50
SKILL 44 A Strong Body 134
SKILL 11 Table 54
SKILL 45 What’s the Problem? 136
SKILL 12 Gretchen Is “Such” a Good Friend 56
SKILL 46 Stretch the Dough 138
SKILL 13 Parallel 60
SKILL 47 Conclusion 140
SKILL 14 How to Be a Reading Ninja 64
SKILL 48 Other Stuff That Matters 142
Writing Multiple Choice SKILL 49 Proofread 144
SKILL 15 Subject/Verb Agreement 70 SKILL 50 How to Be a Writing Monster 146
SKILL 16 Subject/Verb Agreement Tricks 72
Bonus Skill: Writing the Perfect Essay 148
SKILL 17 Pronoun Clarity and Agreement 74 Tavi’s Terrific Essay 149
SKILL 18 Correct Transition Word 76 Easy, Medium, Hard, and Guessing Revisited 150
SKILL 19 Brave, Honest, and Relaxed 78 Now What? 151
SKILL 20 Comparison 80 Posttest 152
SKILL 21 Relaxing Commas 82 Solutions 165

How to Use This Book
It’s simple. The questions that will appear on your This book is filled with SAT Reading/Writing
SAT are predictable and in this book I will teach Mantras. They tell you what to do and when to do
you exactly what you need to know. I will introduce it. This is the stuff that Paula, who got perfect 800s,
each topic and follow it with drills. After each set does automatically. The Mantras teach you how to
of drills, check your answers. Read and reread the think like her.
solutions until they make sense. They are designed
“Sounds good, but the SAT is tricky,” you say.
to simulate one-on-one tutoring, as if I’m sitting
It is, but we know their tricks. Imagine a football
right there with you. Reread the solutions until
team that has great plays, but only a few of them.
you could teach them to a friend. In fact, do that!
We would watch films and study those plays. No
My students call it “learning to channel their inner
matter how tricky they were, we would learn them,
Brian Leaf.” There is no better way to learn and
expect them, and beat them. SAT prep works the
master a concept than to teach it!
same way. You will learn the strategies, expect the
Any new concept or question type that you master SAT’s tricks, and raise your score. Now, go learn
will be worth 10 or more points toward your SAT and rack up the points!
score. That’s the plan; it is that simple.
NOTE: In 2021, the SAT Essay was mostly eliminated from the test. I say mostly because it is now only
offered in states where it’s required as part of SAT School Day administrations. This is rare and probably
not the case for you (ask your college counselor or school administration to find out). But I have kept the
SAT ESSAY section in the book for those of you that still need to complete an essay on your SAT.
For those of you who will not get an opportunity to tackle the SAT essay, don’t fret—you’ll have plenty of
opportunity to display your writing prowess on your college application essays!
vi

Guessing
The SAT is not graded like an English test at school. use? What is the easy way to do this question?”
If you got only half the questions right on your After you complete this book, you will know!
sophomore year English final, that’d be a big fat F.
What about guessing? Well, you do not lose points
On the SAT, half the questions right is about a 500,
for wrong answers, so put an answer for every
the average score for students across the country.
question, even ones that you do not get to. Even if
If you got 75% of the questions right, that’d be a C
you are running out of time at question 40 out of
in school, but around a 630 on the SAT, better than
44, budget a bit of time to fill in an answer for the
82% of students who took the test. And 89% correct,
last 4 questions. It’d be crazy not to. Statistically, if
which is a B+ in school, is a beautiful 720 on the
you randomly fill in the last four ovals, you’ll get
SAT, higher than 96% of students who took the test.
one correct. That could be worth 10 points on your
Use the above information to determine how score! So keep an eye on the clock, and when there
many questions you need correct on the SAT. Easy are a few minutes left, choose an answer for each
questions are worth just as much as hard ones, so remaining question. Of course, when you have
don’t rush and risk careless errors on questions that completed this book, you’ll understand the test,
appear easy just to reach the harder ones. When a you’ll work faster and yet get more correct, and
question seems hard, take another look for what you’ll rarely need to guess!
you are missing. Ask yourself, “Which skill can I
vii

About Brian Leaf
Six, maybe seven, people in the world know the Unlocking the SAT, ACT, GED, and SSAT (Wiley,
SAT like Brian Leaf. Most are under surveillance in 2009). Brian is Director of the New Leaf Learning
Princeton, NJ. Brian alone is left to bring you this Center in western Massachusetts. He teaches SAT,
book. PSAT, and ACT prep to thousands of students
from throughout the United States. (For more
Brian has seen the SAT from every angle,
information, visit his website www.BrianLeaf.com.)
even teaching yoga to the test makers at ETS
Brian also works with the Georgetown University
Corporation. You are about to find out what
Office of Undergraduate Admissions as an Alumni
Brian learned from them while they slept in deep
Interviewer.
relaxation.
For more about Brian, check out his hilarious
Brian is the author of McGraw Hill’s Top 50 Skills
memoir, Misadventures of a Garden State Yogi.
SAT and ACT test-prep series. He is also the
author of Defining Twilight: Vocabulary Workbook for
viii

Acknowledgments
Special thanks to all the students of New Leaf Thanks also to the following individuals who
Learning Center for allowing me to find this book. generously allowed me to use their work as reading
Thanks to my agent, Linda Roghaar, and my editors and essay passages: Tavi Wolfwood (Pretest Essay
at McGraw Hill, Anya Kozorez and Bob O’Sullivan. Passage and Essay Skills), Sarah Duggan (Essay
Thanks to Pam Weber-Leaf for great editing tips, Skills), The Coen Brothers (Skills 18 and 21), Emma
Zach Nelson for sage marketing advice, Ian Curtis Sakson (Pretest), Kyle Tucker (Writing the Perfect
for assiduous proofreading, Kyle Rodd for his 12 Essay), David Rice (Pretest, Posttest III, Skill 15),
encyclopedic vocabulary, Manny and Susan Leaf Ian Curtis (Skills 17 and 23, Writing the Perfect 12
for everything, and of course, thanks most of all to Essay), Colette Husemoller (Skill 14, How to Read,
Gwen, Noah, and Benji for time, love, support, and, Skill 20, Posttest III), Noah Dirks (Skill 37), Alex
in the case of Noah and Benji, rejuvenating ninja- Milne (Essay Skills, Posttest I), Manpriya Samra
battle breaks. (Skill 13: Drill 2), and Danielle Keith (Posttest II).
ix

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Pretest
This pretest contains questions that correspond to our 50 Skills. Take the test, and then check your answers to
get an idea of where you need to concentrate as you tackle the 50 Skills.
Each passage or pair of passages below is followed by a number of questions. After reading each passage or pair, choose the best
answer to each question based on what is stated or implied in the passage or passages and in any accompanying graphics (such as a
table or graph).
The following passages consider the roles of two leaders of Passage 2

a group of plane crash survivors on an island. From the moment Oceanic Flight 815 crashes
into the island, Dr. Jack Shepherd secures
Passage 1 his position as the preeminent leader of the
Transformed by the plane crash and reborn on 20 group of survivors. A successful surgeon with
the island, John Locke is the true leader of the a troubled history, Jack is a man based on
survivors of Oceanic 815. Once paralyzed and principles and fact, giving his fellow survivors a
struggling with inner and outer demons, Locke sense of realistic optimism and security during
5 stood up from the crash on the beach and was a time of confusion and chaos. With a heavy
able to walk. This physical epiphany restored 25 emphasis on logic and reason, Jack avoids
his faith in people and changed his philosophy hokey mysticism. Confronted by the mysterious
on life completely. This “man of faith” leads his and inexplicable challenges that the island
fellow survivors on the path that saved him— presents him with, he shows his leadership
10 the path of the island. Now a strong believer in qualities in the democratic decisions that he
the power of the island, Locke knows that the 30 makes in the best interest of the group and for
place where they are stranded has a purpose the ultimate goal of getting everyone rescued.
for everyone. Following the will of the island,
Locke guides others who are lost as he once
15 was, showing them hope for the future and a
chance to start anew.

Pretest
➊ The passages share the common aim of ➏ In lines 13 to 16, the author of Passage 1 makes
the assumption that
A telling the story of the crash of Flight 815.
B analyzing the anatomy of a leader. A t he survivors want to start anew as John
Locke did.
C describing the path of the island.
B John Locke was once paralyzed.
D identifying the leader on the island.
C John Locke feels no hope.
D Jack Shepherd was a successful surgeon.
➋ The primary purpose of Passage 2 is to
A tell the story of Oceanic Flight 815. ➐ he author of Passage 1 would most likely
T
B demonstrate why Jack Shepherd is the true regard Dr. Jack Shepherd with
leader of the survivors.
A absolute puzzlement.
C profile the personality of Jack Shepherd.
B unabashed contempt.
D examine the theme of challenge.
C amusement.
D qualified disapproval.
➌ In Passage 1, line 13, “will” most nearly means
A testament. ➑ The author of Passage 2 would most likely
B stubbornness. regard John Locke with
C being. A reverence.
D desire. B indifference.
C skepticism.
➍ Passage 2 indicates that the principle to which D caustic abhorrence.
Shepherd is most loyal is
A leadership.
B optimism.
C chaos.
D reason.
➎ The two passages suggest that a leader must do

all of the following EXCEPT
A inspire followers.
B govern democratically.
C provide hope.
D have faith in others.

Pretest
This passage is adapted from a film review written in The table shows examples of Westerns released and their
2006. gross revenue in each of four sample years.
The most distinctly American of all genres, the

Western has evolved and changed greatly over 1939 1981 1995 2010
the past sixty years. After an initial “rebirth” Sample Stagecoach The Lone Dead True
marked by John Ford’s Stagecoach, the genre’s Westerns Ranger Man Grit
5 moral conflicts and dominant ideologies have Gross Revenue $0.297 $12 $1 $171
grown ever more complicated. We can see this (in millions)
progression in the contrast between the gloomy
and existentially aimless Dead Man (1995) and
the relatively idealistic and naïve Stagecoach
10 (1939). From one to the other, the myth of pure
masculinity has become convoluted, the male
hero less omnipotent, the not always moral
White settler less a symbol of “Family Values,”
and America less of a pristine, idealized dream.
15 However, both films still adhere to some defining
genre conventions, both aesthetically and
thematically, so some aspects remain the same.
A close examination of the following points
will be adequate to illustrate this change. We
20 shall see what form the roles and portrayals of
Indians, women, white civilization, violence,
and the hero’s masculinity and mission take in
each film. In the time between Stagecoach and
Dead Man, encompassing the bulk of WWII
25 and the entirety of the war in Vietnam, each
category has grown progressively darker
and less supportive of an idealized notion of
“America the Beautiful.” Jim Jarmusch’s Dead
Man, featuring an effete, nearly-albino Johnny
30 Depp as a banker named William Blake, is part
of a larger trend that aims to besmirch a long-
established Western legend that Stagecoach
unambiguously supports. As the Western
serves largely to present a certain image of this
35 country’s foundations and of the men who
laid them, these changes are significant not
only within the film, but also as they serve to
redefine film’s role in society.

Pretest
➒ The passage is best described as 13

Which statement about Westerns, if true,
detracts most from the author’s assertions
A an illustration of an ongoing relationship.
expressed in lines 15 to 18 (“both films . . .
B an introduction to a character. same”)?
C a social commentary on the Western genre.
A B oth films have a similar style.
D a nostalgic depiction of a Western hero.
B Both films examine the theme of love and
loss.
10
Which choice provides the best evidence for the
ead Man and Stagecoach each stick to
C D
answer to the previous question?
predictable Western patterns.
A lines 1–2 (“The . . . years”) ead Man and Stagecoach examine different
D D
B lines 10–17 (“From . . . same”) subject matter.
C lines 18–19 (“A . . . change”)
D lines 23–28 (“In . . . Beautiful”) 14 In line 19, “this change” refers to
A t he beginning and end of the Vietnam War.
11
Based on the table and the passage, which film B the different representations depicted in the
best captures the Western genre? two films.
A Stagecoach C the loss of American values.
B Dead Man D the changing role of film in society.
C True Grit
D The passage and the table do not indicate
which film best captures the Western genre.
12
In line 13, the quotation marks around the
words “Family Values” serve to
A criticize the Western genre.
B indicate an irony in the meaning of the
words.
C e mphasize the uniqueness of the author’s
writing.
D support the common use of the words.

Pretest
Each passage below is accompanied by a number of questions. For some questions, you will consider how the passage
might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be
edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one
or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions.
Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location in a
passage or ask you to think about the passage as a whole.
After reading each passage, choose the answer to each question that most effectively improves the quality of writing in the
passage or that makes the passage conform to the conventions of standard written English. Many questions include a “NO
CHANGE” option. Choose that option if you think the best choice is to leave the relevant portion of the passage as it is.
It was a Monday morning in 2006, and I am Kyle 15 A NO CHANGE

15
Tucker, the politician and intellectual, the defiant B was
C were
liberal embarking on his first day of what would be
D have been
an illustrious political career. I, with several other
16 A NO CHANGE
interns, were arriving at the “Bermuda Government
16 B had been arrived
Offices.” We entered the lobby, dispensing
C was arriving
automatic “good mornings” and “hellos” (and the D were being arriving
occasional “what’s up,” reserved for the younger,

17 A NO CHANGE
more friendly looking politicians). I approached the
B one’s
bulletin board that held your summer destiny. C my
17 D whose
Jostling amongst other eager students, my eyes read
the dreadful words “Kyle Tucker—Assistant to 18 A NO CHANGE
the Assistant to the Assistant Secretary of Security B But,

C Still
Services.”
D OMIT the underlined portion.
“No, No, No!” I thought. Nevertheless. I got 19

18 A NO CHANGE
angry—blood rushed to my head and my knees B I just plain considered quitting
went weak. I considered protesting, having a C quitting
D considering quitting
tantrum, and I considered quitting. What were they
19

Pretest
thinking? My skills were far stronger than 20 A NO CHANGE

the guy who got the job I wanted. My dreams B that guy
20 C the other guy
of valiantly arguing the righteous cause in
D those of the guy who got the job I wanted
Parliament were evaporating before my eyes.
21 A NO CHANGE
Not me, the budding politician, an assistant to
21 B me the budding politician an
the assistant to the assistant? Rage manifested C me the budding politician an,
within me. I was no subordinate. Besides, I hated D me the budding politician; an
filing and data entry. I was a politician! 22

Which of the following alternatives to the
underlined portion would NOT be acceptable?
I found my department and I was immediately
22 A department: and I was
given a list of mundane tasks. My thoughts went B department; I was
between two poles: the government in serious need C department and was
D department. I was
of fixing, and the humiliation of filing. I was young,
but I understood every aspect in the government. 23 A NO CHANGE

23
B the government offered
My emotions went from anger to embarrassment C of the government
to sadness, then back to anger. At some point D for the government
before midday, I began thinking seriously 24 A NO CHANGE

about quitting. “The Assistant’s office, its B office; its
24
C office, it’s
right downstairs,” I thought. But I feared the
D office
words “I’ll never quit.” I feared the gossip “. . . that
25 A NO CHANGE
Tucker kid quit his job . . . looooser.” I saw my
B moms eyes and heard both of my uncles
mom’s eyes and heard both of my uncles’ laughter.
25 C mom’s eyes and heard both of my uncle’s
D mom’s eyes and heard both of my uncles
I was on page two of the Fire Station Monthly
Expenditures data form when I cracked. What I said 26 A NO CHANGE

to my neighbor intern who worked next to me. B neighbor intern next to me,
26 C neighbor intern
D neighbor, the intern next to me

Pretest
I don’t recall. Something like, “Bathroom . . . I’ll 27 A NO CHANGE

be quick . . . sorry.” Climbing the metal stairs, B t he cubicle of the intern supervisor
C I made a beeline to the intern supervisor’s
the intern supervisor’s cubicle was two flights up. cubicle which
27
D the intern supervisors cubicle which
I remember staring at the man sitting there
28 A NO CHANGE
expectantly, the curiously look on his face, and then
28 B quizzical
down at my hands, then at the Ministry exit doors.
C stormy
I tried to will myself toward the glass doors. D questionable
“Now,” I thought. But I couldn’t. 29
If the writer were to delete the underlined
29
sentence, the paragraph would lose
Freedom was just twenty quick steps away, but I
A an important detail.
couldn’t do it. I turned and walked back down the B a transition from one sentence to the next.
hall. C some of its personal tone.
30 D nothing at all, since this sentence is out of
31 And so I continued my work, and I learned a lot place.
30
The writer wishes to add details that emphasize
his trip back to his filing. Which would best
accomplish this?
A h
all, down the harsh metal stairs, straight to
the Filing Room, then to my filing.
B h
all, feeling the approval of my family.
hall, knowing that one day I would do more
C
than just file.
hall, once again angry, yet perhaps more
D
humble.
31
Suppose the writer had been assigned to write a
brief essay about internship opportunities in
Bermuda. Would this essay fulfill the
assignment?
Yes, because the essay describes his reaction
A
to his assignment.
B Yes, because the essay indicates the effect of
internships on young people in Bermuda.
No, because the essay restricts its focus to
C
the writer’s internship experience.
No, because the essay does not describe how
D
the writer learned from his internship.
7

Pretest
that summer. Now I worked content, happy to be 32 A NO CHANGE

32
learning. From now on, hard work I would do. B contentedly
33 C in content
It turned out I didn’t know everything. I knew D with contentedly
barely anything of Bermuda’s government. 34 33 A NO CHANGE
All I had known of local politics to that point had B hard would be done by me
C hard work is what I did
been gleaned from my parents’ political banter,
D I would work hard.
lopsided as it was.
35 34
Which of the following is the best way to revise
and combine the sentences reproduced below?
It turned out I didn’t know everything. I knew
barely anything of Bermuda’s government.
A NO CHANGE
B It turned out I didn’t know everything,
I knew barely anything of Bermuda’s
government.
It turned out I didn’t know everything, in
C
fact I knew barely anything of Bermuda’s
government.
It turned out I didn’t know everything;
D
and knew barely anything of Bermuda’s
government.
35 A NO CHANGE
B lopsided
C lopsided as the banter was being
D lopsided as it’s.
Skills 36 to 50: Essay

See essay prompt on next page.
Bonus Question:
The night before the test, you should
A stay up all night studying.
B spend time with your most freaked out
grade-mongering friends.
get answers from someone who is 18 hours
C
ahead in Australia and already took the test.
have a nice dinner, relax, and go to bed at a
D
reasonable hour.

Pretest
Essay
Time: 50 minutes
As you read the passage below, consider how the author uses:
• Evidence, such as facts or examples, to support his claims.

• Reasoning to develop his ideas and to connect claims and evidence.
• Stylistic or persuasive elements, such as word choice or appeals to emotion, to add
power to the ideas expressed.
Adapted from Aza Lev, “Cape Cod: The Threat to the Beauty.” Originally published
March 1, 2016.
The wind rustles through the sawtooth grass atop the dunes of sand, causing them to
dance gently back and forth. It whips through the sand at my feet, churning up a miniature
sandstorm and settling into miniscule waves of golden dust: a thousand deserts lined up the
sea. The sparkling waters of the Cape Cod Bay creep up and cover my toes, delivering an icy
shock in the warm breeze of a summer afternoon.
Since the end of the 19th century, the beaches of Cape Cod have been a beloved home and
vacation area to people from all around the United States. Cape Cod has served as the
epicenter of cod fishing, it is a nautical landmark and historic port, and it is a buzzing hub of
tourism and cultural activity in Eastern Massachusetts. The beaches, nearby towns, fishing
and culture have attracted more than 500,000 satisfied visitors every year.
Cape Cod is one of the most beautiful and unique places on earth. The National Park service
states that Cape Cod serves as a safe haven for “over 450 species of amphibians, reptiles,
fish, birds, and mammals, and a myriad of invertebrate animals.” A gorgeous reminder of
the beauty of the eastern coastal waters, and a stunning natural refuge, I come here year
after year, enjoying the wind, the sun, the water and the sand, but my children may never
experience the serenity of this beach.
The beaches of Cape Cod are severely threatened. According to the Massachusetts Office
of Coastal Zone Management, 65%–70% of the Massachusetts coastline, particularly in
Cape Cod, is eroding and 11% of the Massachusetts shoreline is considered to be “critically
eroding.” In fact, the Cape Cod shoreline is retreating by between three and thirteen feet per
year. For our children to retain the wondrous beauty and tranquility of this place, something
must be done.
To fully address this problem and save this precious area, we must first understand the
causation of the issue. Coastal erosion in the Cape Cod area results from two primary factors:
improper beach care and a rise in global sea levels. Luckily for the future of the beaches, we
can have an impact on both of these issues.
The first issue requires a change in consciousness. Tourists are woefully unaware of the
very real threat facing the beaches and ignore public and environmental protection laws set
up to prevent people from stepping on sand dunes and sand cliffs. As these laws are set up
to protect these vital elements of the beach from erosion, it would take only a campaign to
inform beachgoers of their vital role.
Then we must target the second and more difficult issue, rising sea levels. Ocean levels are
rising due to global warming and the increased melting of ice into the oceanic systems.

Pretest
During the past 100 years, ocean levels have risen four to eight inches. Right now, each year
in Cape Cod alone, we lose 65 acres of our beaches and coastal land.
What can you and I do to save these beaches, these cultural landmarks and wildlife refuges?
In order to truly make a difference in maintaining and preserving this land, we must reduce
carbon emissions and greenhouse gas emissions. We can switch more and more to alternative
energies, like solar or wind power. We can renew and recommit to our efforts in recycling
and composting. Even small contributions, like turning off our lights when they are going
unused, can make the difference that we need to protect this beautiful sanctuary for our
children to enjoy.
Write an essay in which you explain how the author builds an argument to persuade his
audience that we need to save the beaches of Cape Cod. In your essay, analyze how the
author uses one or more of the features listed in the box above (or features of your own
choice) to strengthen the logic and persuasiveness of his argument. Be sure that your
analysis focuses on the most relevant features of the passage.
10

Pretest
11

Pretest
12

Pretest
13

Pretest
14

Pretest
15


Reading Comprehension
Many students believe that reading comprehension questions are tricky, with several
answers that could be correct. But in the next 14 Skills, I’ll show you that they’re not
actually tricky—in fact, they’re totally predictable. In English class, you might spend
30 minutes discussing what Walt Whitman meant when he wrote something, but on
the SAT, there can be only one right answer: no tricks, no debate. The reading passage
will always provide clear proof of the correct answer. Your goal is to be a detective or a
lawyer and find the proof. After learning these 14 Skills, most students enjoy the reading
section; it becomes easy and predictable. Read, learn, and drill these Skills, and you’ll
raise your score!
17

The Intro Paragraph
1
SKILL
Each reading passage is preceded by an introductory paragraph. Many students say,

“I just skip those paragraphs to save time,” but that material can be very useful. Read
these paragraphs carefully. Sometimes they give away lots of info; sometimes they even
give us the main idea of the passage. I love this strategy; I love little changes like this that
make a big difference. Reading the intro paragraph can help you better understand the
passage, which will help you to stay focused while you read and to get more questions
right! (This is also a great strategy when you’re reading your high school history text or
your future college philosophy books; the intro sentences or italics can tell you a lot.)
Here’s an example:
This passage is from a memoir published in 2001. The author is a young boy in 1941 who has just
emigrated with his family to the United States.
What do we learn from this? A lot. The book is a memoir, a story from the author’s life.
It took place in 1941, so we wonder if there are references to World War II. The author
was new to the United States. Knowing all this will help us with the main idea and tone
questions, and it will help us stay focused as we read.
Let’s try this out on the intro paragraph from the Pretest.
The following passages consider the roles of two leaders of a group of plane crash survivors on an island.
1. The passages share the common aim of
(A) telling the story of the crash of Flight 815.

(B) analyzing the anatomy of a leader.
(C) describing the path of the island.
(D) identifying the leader on the island.
Solution: In this case, the short intro paragraph pretty much gives us the answer to the
first question. It tells us that the passages “consider the roles of two leaders. . . .” The
plane crash and the survivors are important, but the “roles of the two leaders” are the
primary purpose. Thus, the best answer is choice D. Choice B is about leadership, but
the passage does not analyze what makes someone a leader in general; it analyzes who
is the leader on the island. This also brings up an incredibly important point. If you’re
a J. J. Abrams fan or if you follow old television shows, you may be an expert on Lost,
able to quote entire episodes and argue complex hypotheses, but you must answer a
critical reading question using only the evidence in the passage, not from your outside
knowledge. That’s why I chose Lost: to demonstrate this point, and, well, because it’s fun.
Correct answer: D
SAT Reading/Writing Mantra #1

Always begin a reading passage by reading the intro paragraph.
18

The Intro Paragraph Drills
Each of the following is an intro paragraph to an SAT reading passage. What can you conclude from each?
➊ Passage 1 was adapted from a 1976 article about ➍ In 1973, the U.S. Supreme Court case Roe v. Wade,
environmentalism. Passage 2 was adapted from a landmark case legalizing abortion, sparked
a 2005 analysis of the environmental movement tremendous debate. Each of the passages below
of the 1970s. was written in 1974.
➋ This passage was excerpted from a novel

published in 1985. As the passage begins, three
women are discussing their relationships. ➎ This passage is taken from an English novel
written in 1820. Mr. Peabody works in Mrs.
Primberly’s shop. He desires to court Mrs.
Primberly’s only daughter, Josephine.
➌ This passage is taken from a 1995 article by a

doctor describing new medical technologies
available in certain hospitals.
➏ In the following passage from a book written
in 2005, a music historian discusses changes
brought about by streaming services.
19

The SAT Reading
2
SKILL
Meditation
After you have digested the short introductory paragraph, read the passage in a relaxed,
yet very focused way. This is like meditating. When you notice your mind wandering,
come back to the moment; bring your mind back to the reading. Anytime your mind
wanders, bring it back. That will save time and energy and bring you closer to being a
Zen master. For years, Zen monks in the mountains of Japan have been training with
SAT reading passages.
Don’t try to memorize details. Read to figure out the main idea and tone—what the
passage is about and how the author or narrator feels about it. You don’t need to memorize
details because almost every detail question on the SAT tells you what line to look at. And
when you look back, you’ll know what question you’re trying to answer, making it even
easier to understand what you’re reading and find the best answer.
Also, and this is huge, I give you permission not to reread hard lines or lines that you
spaced out on. This is especially important for perfectionists. Either you won’t need the
lines and the time you spend rereading them would have been wasted, or you will need
them, but you’ll reread them later, knowing the question and knowing what to look for.
You will never need any one particular sentence to get the main idea and the tone. The
main idea and the tone are expressed throughout the passage.
One more thing. Many students worry, “Can I read this whole passage? It’ll take 10
minutes.” I actually remember being 16 years old and preparing for the SAT and
thinking the exact same thing. Then one day I was like, “Wait, this is ridiculous; how
long can it take?” So I timed myself. It took like 2.5 minutes! Try it, and you’ll see. Even
for a slow reader, reading the passage takes only a few minutes, especially if you use my
“Don’t Reread Strategy.”
Let’s take a look at the next question from the Pretest.
2. The primary purpose of Passage 2 is to
(A) tell the story of Oceanic Flight 815.

(B) demonstrate why Jack Shepherd is the true leader of the survivors.
(C) profile the personality of Jack Shepherd.
(D) examine the theme of challenge.
Solution: As we discussed in Skill 1, the intro paragraph told us the main idea. Plus, the
passage continually expresses its purpose: to demonstrate that “Jack Shepherd is the true
leader of the survivors.” Use the process of elimination; the passage does express the
ideas mentioned in the other choices, but choice B is the primary purpose.
Correct answer: B

Read the passage, looking for the main idea and the tone. That helps you stay
focused. Keep asking yourself, “What are the main idea and the tone?” Don’t
try to memorize details, and don’t reread hard lines. If you need them, you’ll
reread them later when you know the question and what to look for.
20

The SAT Reading Meditation Drills
What are the main idea and tone of each passage?
Drill 1 Drill 2
The following passage was adapted from a 1998 essay The question of whether law is simply a series of
written by a psychology graduate student exploring his rigid prescriptions and maneuvers or a system with
heritage. an overarching theme of justice and mercy fuels
political, social, and legal discourse. For the Western
While my mother’s parents spent their lives in
tradition, the relation between fairness and legal
New York, my paternal grandparents were born
reasoning goes back to the ancient Greeks. In The
and raised in neighboring villages of Austria. My
Statesman, Plato recognized that legal universalities
grandfather’s father owned a liquor store and was
cannot be considered under every imaginable
very religious. My grandfather was the academic
circumstance and situation.
of the family. He completed high school, college,
and graduate degrees. He worked as a teacher and Aristotle developed this line of thinking in
principal, much more respected positions then than the Nicomachean Ethics, arguing that when
now. I connected deeply with this grandfather, circumstantial particulars disrupt a universal
Herman. He and I are sensitive, loving, prone to mandate, then it is only right to modify the law to
worry, and innately talented teachers. ensure equitability. Anything written in universal
language will, by its nature, create some exception.
Though my grandparents and great-grandparents
Aristotle relayed that equity superseded purely
were born in Austria, I am not Austrian. This, I
legal justice in the sense that the value of equity
believe, is the case for many Jews in the United
went beyond even that of the written law. Aristotle
States. Belonging to this religion is a cultural
did not create a framework for carrying out his
heritage as well as a faith. Though I rarely think
claim when applied to intricate cases with many
of myself as Jewish and pay small heed to the
technicalities that required finesse in judgment.
holidays, Judaism is a large part of my identity.
Despite the murkiness of the idea, fairness as a legal
What is the main idea? principle persisted through Roman law and into the
How does the author or narrator feel about that? early modern period.
What is the main idea?
How does the author or narrator feel about that?
21

“Plethora” Most
3
SKILL
Nearly Means
You’ve read the passage, continually asking yourself, “Self, what are the main idea
and the tone?” Now, go to the questions. Unlike the questions in the math sections, the
reading comprehension questions are not arranged in order of difficulty. Instead, they go
in the order of the passage, with the main idea questions either first or last.
If the questions begin with the main idea, and you feel pretty sure about what that is,
answer it. If you feel unsure about it, do the “line number” questions first. These are the
ones that tell you what line number to look back at. Since we read quickly and did not
obsess, we now have time to go back and reread the lines we need. By the time we’ve
done all the line number questions, we will have reprocessed the passage and be even
more sure of the main idea and the tone. This is an awesome strategy. This alone will
raise your score.
When you answer a line number question, always go back and reread not only the line
or lines that the question refers to, but also at least three lines before and after them. The
answer usually comes before or after. If I say, “Seth Rogan, the big man, is one facetious
dude,” I am probably expounding on what I said in the previous line or what I’m about
to say in the next line. The next line would probably be: “Don’t you agree, he’s just the
funniest guy,” so now we know that “facetious” is related to “funny.” That’s how the
SAT works. It always explains tough words nearby!
Let’s take a look at the question from the Pretest.

3. In Passage 1 line 13, “will” most nearly means
(A) testament. (B) stubbornness. (C) being. (D) desire.
Solution: This is a type of line number question. It always says, “Blah blah most nearly
means.” The answer to this type of question is rarely the obvious word that you’d pick
if you hadn’t even read the passage. It’s usually one of the less obvious choices. To
answer this question, go back to the line and reread a few lines before it and a few lines
after it. In this case, the lines before contain the answer. “Now a strong believer in the
power of the island, Locke knows that the place where they are stranded has a purpose
for everyone. Following the will of the island . . .” The word “will” as it is used here is
related to “purpose,” and the best answer is choice D.
Correct answer: D

To answer a “most nearly means” question, reread a few lines before the
question and a few lines after it, and remember that the answer is usually
not the most common definition.
22

“Plethora” Most Nearly Means Drills
The following is adapted from a 2006 essay about poet ➌ In line 11, “nature” most nearly means
Edna St. Vincent Millay. The author of the essay is
referring to one of Millay’s poems. A world.
B chronicle.
This is the energy that defines the flair and
appeal of Edna St. Vincent Millay. She was C environment.
always playing with fire, and at the same D spirit.
time shedding her lovely light for the world
5 to admire. She was lucky to be born in a time ➍ In line 12, “adoration” most nearly means
when people were ready to accept change, as
Millay was always experimenting, and the A respect.
world loved her for it. She was small in stature B desire.
and had fiery red hair and a beautifully clear C charisma.
10 voice. The public adored her charismatic, D tenacity.
headstrong and passionate nature, and she fed
their adoration with carefully crafted poems,
articulating the thrill of her courageous and ➎ In line 16, “bleak” most nearly means
daring life. A austere.
B bland.
15 She lived in Maine, by the sea, and her
childhood was bleak. Her father left her mother C weak.
when Edna was seven. They were incredibly D lonely.
poor, and her mother had to work hard to
support the family. As a visiting nurse, young ➏ “The others” in line 23 refers to
20 Millay’s mother left her children alone a lot.
They were given chores, and it was up to A Millay’s public.
Millay, the oldest, to inspire play from the B Millay’s parents.
work to keep the others happy. From this C Millay’s siblings.
pinched childhood sprouted Millay’s ability to D Millay’s readers.
dramatize and entertain.
➐ In line 24, “pinched” most nearly means

➊ In line 1, “flair” most nearly means
A twisted.
A signal.
B wan.
B panache.
C evil.
C flame.
D virtuous.
D conflagration.
➋ In line 10, the term “public” refers to

A all citizens.
B theater attendees.
C Millay’s readers.
D a visiting nurse.
23


Special Section
SAT Crashers Rule #4: Process of Elimination
SAT Crashers Rule #4: Never cross out an answer choice unless you’re absolutely
positive of what it means and that it’s wrong.
SAT Crashers Rule #5: No excuses. Test like a champion!
You probably never take multiple-choice tests in your English class at school. But the
SAT is multiple choice, and you can use that to your advantage! After you have read a
question and looked for evidence in the passage, cross out the answer choices that you
are SURE do not fit. Cross out ONLY the choices that you are absolutely sure do not fit.
This is very important; many people cross out options because they do not like them or
do not understand them. Don’t be crazy; cross out only the choices that definitely do not
fit. Then, go through the remaining answer choices and choose the one that fits best.
SAT Reading/Writing Special Mantra

Cross out answer choices that are definitely wrong.
Then choose the best from what’s left.
25

Direct Info
4
SKILL
“He’s playing fetch . . . with my kids . . . he’s treating my kids like they’re dogs.”
Debbie, Knocked Up (Universal Pictures, 2007)
This type of question asks you to retrieve info directly from the passage. No interpretation,
no inferring, no thinking even. The key here is to be a dog; just play fetch. And be a lawyer.
Read a little before and a little after the line number, and find evidence for an answer.
Prove your answer with info from the passage.
Passage 2 indicates that the principle to which Shepherd is most loyal is

4.
(A) leadership.
(B) optimism.
(C) chaos.
(D) reason.
Solution: Always look for the evidence in the passage. Be a lawyer; find proof. This is
true for all types of questions, but it’s especially true for these direct info questions. All
the answer choices for this question show up in the passage, but the passage states that
Jack is a man who focuses on principles and fact and that he places a heavy emphasis
on logic and reason. He does demonstrate leadership and optimism, and he is generally
opposed to chaos (disorder), but according to the passage, he is primarily a man who is
guided by reason.
Correct answer: D

For a “direct info” question, always read before and after a line and find proof.
26

Direct Info Drills
The following passage is adapted from a scholarly paper ➌ In lines 9 and 10, the phrase “passing elegiacally
that examines Yeats’ poem “The Tower.” over the lore of the land” indicates that the
The Tower’s three parts correspond to three poet was
stages of life, or three modes of relating to the A a slow runner.
world, but not in a scheme as simple as youth,
B taking stock of his life’s work.
adulthood and old age. Rather, the first and
5 third parts—or the first and third poems in C working for the Census Bureau.
a three-poem sequence—chart the internal D speaking at a funeral.
experiences of an accelerating mind within a
decelerating body. The second part is a more ➍ The author states that the poet must “find the
external reminiscence, passing elegiacally over memories . . . alive” (lines 22 and 23) in order to
10 the lore of the land. The dying poet is taking
a nostalgic survey of his works. The first and A leave this world with significance.
third parts take place within a dreaming mind, B not die.
while the second takes place within the dream. C regain memories.
If we think of this poem as a ceremony, the D become alive.
15 first part senses that the end is near, but is not
ready to face it; the second part is a preparation ➎ The author compares the poem as a whole to
ritual, and the third arrives at readiness and
passes into nothing. If this passing is to have A folklore.
any meaning, the poet must propel himself B a dying person.
20 enthusiastically into the next world rather than C a ceremony.
fall, withered and bedraggled, out of this one. D a memory.
To do so, he must find the memories in which
he was most alive, maybe the ones that still hurt
the most. These moments were truly his, and so
25 are truly his to leave behind.
➊ In lines 1 and 2, “three stages of life” refers to

A youth, adulthood, and old age.
B baby, teenager, and adult.
C the life cycle of a poem.
D three ways of being in the world.
➋ “The first and third poems” (lines 4 and 5) differ

from the second in that
A they are nostalgic.
B they catalogue the poet’s inner experience.
C they are enthusiastic.
D they are part of a cremation ceremony.
27

What Are You Trying
5
SKILL
to “Suggest”?
This type of question asks you what the author “suggests” or “implies,” or what we can
“infer.” Whereas Skill 4 concerns questions that ask for information that’s taken directly
from the passage, like, “What color was Rosalie’s convertible?” this question asks for
information that was not given, but only hinted at, in the passage.
When students see this, they think that they have to use some crazy AP English logic.
But, actually, the key is not to overthink the answer. For a “suggest” question, the correct
answer will probably not be a direct quote from the passage, but it should be pretty darn
close, and we must still have proof from the passage. The correct answer for any SAT
question, even this type, should always be very close to what was directly stated in the
passage.
Here’s the question from the Pretest.
5. The two passages suggest that a leader must do all of the following EXCEPT
(A) inspire followers.

(B) govern democratically.
(C) provide hope.
(D) have faith in others.
Solution: The word “suggest” tells us that the answer might not be directly stated. So
do we freak out? Is the question too hard for us? No, sir; follow SAT Crashers Rule #16,
“Don’t look for problems; make answers!” Stay focused. Don’t overthink it. The answer
will be very close to something that’s actually stated. Let’s use the process of elimination.
(A) inspire followers—Nope; both suggest that a leader must give “hope.”
(B) govern democratically—Maybe, although only Passage 2 mentions it.
(C) provide hope—No way; both directly suggest it.
(D) have faith in others—Maybe; do they both suggest it?
Choice B is the best answer because only Passage 2 discusses governing
“democratically.” Choice D is not correct because “faith in others” is stated directly in
Passage 1 and suggested in Passage 2 with democratic leadership.
Correct answer: B

For “suggest” questions, look for the answer that is hinted at in the passage;
although it might use different language, it should be pretty close to
what is actually said.
28

What Are You Trying to “Suggest”? Drills
Read the passage for the main idea and the tone, not to memorize details. We’ll come back for those. Also, if you
come to a crazy-hard sentence, don’t reread it, move on. It’s very liberating!
The following passage was included in a 1999 master’s ➊ The passage suggests that the “changes”
thesis about stress management. described in lines 6–8 can be life-saving because
The concept of biological stress refers to the they allow a person to
body’s response to any real or perceived threat A tense up at the possibility of danger.
to equilibrium. This stress response produces
B avoid heart attack.
changes in the body in preparation for engaging
5 or running from a physical threat. These C deal with work deadlines.
changes can include increased heart rate and D deal with material danger.
blood pressure, muscle tension, and suspended
digestive activity. In a physically threatening ➋ The reader can infer that the examples in lines
situation, this response is essential and can 15 and 16 (“traffic . . . events.”) are not solved by
10 be life-saving. However, after the threat has the stress response because
passed, the changes should abate and the body
should return to normal. A they require physical readiness, not thinking.
B they persist too long.
The stress response can also be triggered
by threats that are not solved by physical C t raffic and work deadlines are worsened by
15 readiness: traffic, work deadlines, or thinking stress.
of difficult future events. These threats are not the ability to fight or flee does not solve
D
solved by the stress response, and can persist these concerns.
for long periods or occur repeatedly. Thus,
the stress response that is intended to turn on ➌ The last paragraph implies that stress
20 and then off can become chronically activated. management aims to
In this case, when the physiological changes
of the stress response persist, the changes can avert the stress response when it cannot
A
lead to disease. Chronic stress has been linked solve a problem.
to suppression of the immune system, rises B affect individuals differently.
25 in blood-cholesterol levels, calcium loss from C avoid all stress.
bones, long-term increases in blood pressure, D raise one’s heart rate.
increased muscle tension, diarrhea or digestive
organ spasms, and risk of arrhythmia.
Skill Preview:
As a result of these potential problems, people
30 have explored ways of managing stress so it ➍ (Skill 7) The author’s attitude toward stress
does not become chronic. The goal of stress management is one of
management is not to avoid all stress, as some A qualified disapproval.
stress is inevitable and even stimulating, but B resentment.
to experience the stress response only when
35 it is relevant and helpful. Scientists studying C ambivalence.
stress and its management have found that D unbiased appreciation.
stressors and stress management modalities
affect individuals differently. A stressor that
brings distress to one person may be pleasant
40 for another. Similarly, a stress management
technique might work for one person, but be
ineffective or even distressing for another.
29

ASS of U and ME
6
SKILL
Some questions will ask you to identify the assumptions that the author made in the
passage. What’s an SAT assumption? Here’s an example. If I tell you that you must
study to achieve your SAT goal, I have assumed that your goal is to do well on the SAT.
We handle assumption questions as we do Skill 5’s “suggest” questions: the correct
answer will probably not be directly quoted from the passage, but it should be pretty
darn close, and we must still have proof from the passage.
6. In lines 13 to 16, the author of Passage 1 makes the assumption that
(A) the survivors want to start anew as John Locke did.

(B) John Locke was once paralyzed.
(C) John Locke feels no hope.
(D) Jack Shepherd was a successful surgeon.
Solution: Use the process of elimination, and remember to base your answer on evidence
in the passage.
(A) the survivors want to start anew as John Locke did—Maybe; seems like an
assumption.
(B) John Locke was once paralyzed—No, this is fact.
(C) John Locke feels no hope—No, there is no mention of this.
(D) Jack Shepherd was a successful surgeon—No, that is Passage 2, and it is not an
assumption anyway.
The answer has to be choice A. Even when a question seems weird or difficult, if you
stay focused and use the process of elimination, you can get it right, sometimes without
even being sure of the right answer!
Correct answer: A

For an “assumption” question, use the process of elimination.
30

ASS of U and ME Drills
The following was adapted from an exploration of ➊ In the first sentence, the author assumes that
polarity, written in 2007.
A n
o one can understand the true meaning
Polarity is more complicated than many seem of polarity.
to understand. Indeed, I myself was surprised
B p
eople misunderstand polarity’s
by the depths to which we may pursue any implications.
case of opposites. One astonishing example of
5 this complexity is that one opposite may, at an C o
thers are not as intrigued as he is about
extreme, become the other. As a child in Waldorf polarity’s depths.
kindergarten, I remember marveling with my D one opposite may become another.
friends at the water in which we washed the
dishes from lunch, and how it was so hot that ➋ Lines 20–23 (“In one of the . . . play.”) indicate
10 it felt cold. We have all had the experience of that the author believes people might assume
laughing so hard that we cried, or feeling so that Einstein
happy that it hurt. In optics we see the color
orange at the point where the top of a poorly A favored assiduous logical inquiry.
lit window-frame meets the bright sky. At the B was pensive.
15 bottom of the window, where dark and light C hated intellectualism.
meet, we see its complementary color, blue. D favored religion over science.
Albert Einstein once stated that “Imagination
is more important than knowledge.” Einstein’s ➌ A major assumption of the third paragraph
fame as a scientist gives this quote tremendous is that
20 meaning. In one of the greatest minds of the
modern world, one might expect a preference A science and religion go hand in hand.
for knowledge over creativity, or hard work science and religion are considered
B
over play. Einstein, however, tells us not to opposites.
discredit original thought, intuition, and the C Einstein’s experiments were invalid.
25 power of our own minds. D Einstein was devout.
Einstein also said, “Science without religion
is lame, religion without science is blind.” It Review
is interesting to think that the two might go
hand in hand, since we often think of science ➍ (Skill 3) In line 1, “polarity” most nearly means
30 and religion as being at war. Einstein obviously A complications.
believed in the idea of these two polar opposites
B magnetism.
being complementary, rather than clashing.
C apex.
Furthermore, to Einstein there exists a whole
D opposites.
new level of religious understanding. “There
35 is a third stage of religious experience . . . even
though it is rarely found in a pure form: I shall
call it cosmic religious feeling.” To Einstein, this
is the level of pure religious feeling, separate
from any taught concept of religion. It is man’s
40 sense of right and wrong, his desire to do good
and to help others.
31


Special Section
The One Reading Comprehension Trick on the SAT
Reading comprehension questions are pretty straightforward. Your main task is to

find the evidence for the answer. No deep analysis, leaps, or interpreting is needed.
Once you really accept this, your score flies. There’s really only one trick that the SAT
attempts. Sometimes, in an answer choice, the first, let’s say, six words will fit the
evidence perfectly, but then the last one or two words will be way off. For example, if I
am describing why you are reading this book, the answer might be “Hannah wants to
improve the score on her ACT test.” This is a perfect answer until the last two words.
This book is for the SAT. Make sure to read the whole answer and check that the entire
answer choice works, not just the first few words. Keep your eye out for this in the rest of
the Reading Skills.
SAT Reading/Writing Special Section Mantra

Don’t choose an answer unless all the words in your answer choice work. Don’t be
fooled by a choice in which the first part works and the last few words are wrong.
33

Vocabulary Special Section
Part I: Compliment or Insult?
The SAT tests vocabulary in context in Reading Comprehension questions. It doesn’t

really care whether you know the meaning of rare words like perfidious or sycophantic,
which is good news, because, let’s face it, you don’t. But it does ask about more
commonly used words like satiated, ambivalent, and mediation. The Vocabulary Special
Sections on the next few pages will help you memorize or even figure out the meanings
of words like these.
The first of these three strategies is called “Compliment or insult?” It works like this. If,
for example, someone called you monochrome, would you feel happy or hurt? Think
about it. Monochrome doesn’t sound like a compliment; it actually sounds kinda negative.
You don’t want to be called monochrome. In fact, “monochrome” means “unvarying” or
“dull and boring” and is definitely an insult, a negative word.
Here’s another example. The word “lackluster” once showed up as an answer choice
on an SAT. We needed a positive word as an answer choice, but tons of students got
to lackluster and said, “I don’t know that word.” Maybe they had never seen the word
before, but there is no way that “lackluster” is a positive word. It has “lack” in it. In
fact, it basically says, “lacking luster” or “without shine.” And that’s exactly what it
means, “dull.” So if you get a sense that a word is positive or negative, trust it. You can
test a word by asking, “Would I want to be called that? Would I feel complimented or
insulted?”
SAT Reading/Writing Special Section Mantra

If you’re not sure of the meaning of a vocabulary word, ask yourself, “Would
I want to be called that? Would I feel complimented or insulted?” That will give
you a sense of whether the word is positive or negative.
34

Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Platoons
Phaidoon
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.
Title: Platoons Phaidoon

Uit het Grieksch overgebracht
Author: Plato
Translator: P. C. Boutens
Release date: August 26, 2023 [eBook #71489]
Language: Dutch
Original publication: Amsterdam: Maatschappij voor Goede en

Goedkoope Lectuur, 1919
Credits: Wouter Franssen and the Online Distributed Proofreading

Team at https://www.pgdp.net (Koninklijke Bibliotheek, The
Hague)
*** START OF THE PROJECT GUTENBERG EBOOK PLATOONS

PHAIDOON ***
PLATOONS PHAIDOON
WERELD BIBLIOTHEEK
Onder leiding van L. Simons.
UITGEGEVEN DOOR:
DE MAATSCHAPPIJ VOOR GOEDE EN GOEDKOOPE LECTUUR ·
AMSTERDAM
PLATOONS PHAIDOON
UIT HET GRIEKSCH OVERGEBRACHT
DOOR
P. C. BOUTENS
1919
GEDRUKT TER DRUKKERIJ „DE DEGEL” — AMSTERDAM
PERSONEN
Echekrates
Phaidoon
Apollodoros
Sokrates
Kebes
Simmias
Kritoon
Dienaar der Elfmannen.
PLATOONS PHAIDOON
57 Echekrates: Zijt gij zelf, o Phaidoon, bij Sokrates geweest
dien dag waarop hij het gif dronk in de gevangenis? Of hebt gij het
van iemand anders gehoord?
Phaidoon: Ik ben er zelf bij geweest, o Echekrates.
Echekrates: Welke dingen heeft de man dan wel gezegd vóor
zijn dood? En hoe was zijn sterven? Mij zoû het een genot zijn dit te
vernemen. Want het komt tegenwoordig niet veel voor, dat een
mijner medeburgers uit Phlioes te Athenai zich ophoudt, en ook is
B langen-tijd-aan-éen geen gastvriend vandaar aangekomen, die
ons iets zekers omtrent deze dingen zoû hebben kunnen berichten,
—behalve dan dat hij gif gedronken had en zoo gestorven was. Maar
verdere bizonderheden kon hij ons niet geven.
58 Phaidoon: Hebt gij dan ook niet van het geding gehoord, hoe
het daarmeê geloopen is?
Echekrates: Zeker, dat heeft iemand ons bericht. En, o ja, wij
verwonderden ons, dat hij veel later, lang nadat het geding
afgeloopen was, gestorven blijkt te zijn. Hoe kwam dat, Phaidoon?
Phaidoon: Een uitzonderlijk toeval, o Echekrates. Juist toch op
den dag vóor het proces was de achtersteven bekranst van het schip
dat de Atheners naar Delos zenden.
Echekrates: Wat is daarmeê?
Phaidoon: Dat is het schip waarop, naar de Atheners zeggen,
B Theseus indertijd naar Kreta die bekende zeven paren wegvoerde
en weêr behouden mede-terug-bracht. Aan Apolloon nu deden zij,
zooals verhaald wordt, toen de gelofte om, als zij behouden zouden
terugkeeren, elk jaar uit dankbaarheid een feestgezantschap naar
Delos te zenden, dat de Atheners van-toen-af ook nu nog altijd
jaarlijks den god plechtig sturen. Wanneer zij nu een aanvang
gemaakt hebben met de feestzending, moet, naar een wet van hen,
de stad in dien tijd rein zijn en mag men niemand van-staats-wegen
ter-dood-brengen, vóordat het schip in Delos en weêr terug is
aangekomen. Daarmeê gaat nu-en-dan een lange tijd heen,
C wanneer winden hen bij-geval van de vaart houden. De aanvang
der feestzending is het oogenblik wanneer de priester van Apolloon
den achtersteven van het schip bekranst heeft. En dat, zooals ik zeg,
was juist op den dag vóor het rechtsgeding geschied. Daarom heeft
Sokrates ook langen tijd in de gevangenis doorgebracht, tusschen
geding en terechtstelling.
Echekrates: En hoe is het bij zijn dood zelf toegegaan, o
Phaidoon? Wat is er gesproken en gebeurd, en wie van ’s mans
bekenden waren tegenwoordig? Of lieten de bewindvoerders hun
niet toe erbij te zijn, maar is hij eenzaam van vrienden gestorven?
D Phaidoon: Geenerwijs. Er waren erbij tegenwoordig, en wel
velen.
Echekrates: Wees dan zoo vriendelijk ons van dat alles zoo
nauwkeurig mogelijk verslag te geven, of gij moest eenige andere
bezigheid hebben.
Phaidoon: Wel ik hèb den tijd, en zal beproeven het voor u te
doorloopen. Want om mij Sokrates te herinneren, zoowel als ik zelf
over hem spreek als wanneer ik dat een ander hoor doen, is mij
steeds van alles aangenaamst.
Echekrates: Gij kunt ervan op-aan, Phaidoon, dat gij ook zulke
luisteraars zult hebben. Doch tracht zoo nauwkeurig als gij kunt,
alles uiteen te zetten.
E Phaidoon: Ziet, ik-voor-mij heb onder het bijwonen eene
wonderlijke ervaring gehad. Want aan den éenen kant kwam geen
gevoel van medelijden bij mij op als men verwachten zoû bij den
dood van een bevriend man. Want gelukzalig kwam mij de man voor,
o Echekrates, zoowel van gedraging als van woorden: hoe
onbevreesd en eêlgemoed hij eindigde. Zoodat ik den indruk kreeg,
dat hij óok nu hij naar het huis van Hades ging, niet ging buiten
goddelijke beschikking, maar dat hij ook wanneer hij daar gekomen
59zoû zijn, het goed zoû hebben zoo nog ooit eenig ander. Daarom
had ik heelemaal geen gevoel van deernis als natuurlijk zoû lijken in
den bijwoner van een rouwtooneel. Maar anderszins ontbrak ook de
genieting van bezig te zijn met wijsbegeerte gelijk wij die plachten te
hebben—de gesprekken toch waren van die soort—, maar een
eenvoudigweg onverbeeldbaar gevoel was mij bij en een ongewone
menging uit genot tegelijk samengesteld, en uit smart, zoo vaak ik
bedacht dat hij op het oogenblik zoû moeten sterven. En alle
B aanwezigen waren wij vrijwel in dien toestand, nu-eens lachend,
dan-weêr weenend, en éen van ons zelfs onderscheidenlijk,
Apollodoros. Gij kent den man immers wel en zijn aard?
Echekrates: Hoe zoû ik niet?
Phaidoon: Hij dan nu was geheel in dien staat, en ook ik zelf was
geschokt en de overigen.
Echekrates: En wie waren zoo al tegenwoordig, Phaidoon?
Phaidoon: Deze dan, Apollodoros, was erbij van de menschen uit
de stad, en Kritoboelos en zijn vader, en verder Hermogenes en
Epigenes en Aischines en Antisthenes. En ook was er Ktesippos uit
den demos Paiania en Menexenos en eenige andere der
landgenooten. Platoon, meen ik, was ziek.
C Echekrates: En waren er sommigen van buiten?
Phaidoon: Ja, Simmias uit Thebai en Kebes en Phaidoondes, en
uit Megara Eukleides en Terpsioon.
Echekrates: Hoe nu? Waren Aristippos en Kleombrotos niet
tegenwoordig?
Phaidoon: Neen, bepaald niet. Want men zeî nog, dat zij op
Aigina waren.
Echekrates: Was er nog iemand anders?
Phaidoon: Ik denk dat dat vrijwel zijn wie tegenwoordig waren.
Echekrates: Hoe dan verder? Welke, zegt gij, waren de
gesprekken?
D Phaidoon: Ik zal alles met u van het begin af trachten door te
gaan. Voortdurend namelijk, ook de voorafgaande dagen, waren wij
gewoon Sokrates te bezoeken zoowel ik als de overigen. Wij
kwamen dan ’s morgens vroeg bijeen in de gerechtszaal waar ook
het geding plaats gehad had; want die was vlak bij de gevangenis.
Wij wachtten daar dan telkens tot de gevangenis geopend werd, en
onderhielden ons met elkander; want zij ging niet vroeg open. En
wanneer opengedaan was, gingen wij naar binnen tot Sokrates en
brachten meest den heelen dag met hem door. Ook waren wij dien
dag vroeger samengekomen. Want den vorigen dag toen wij ’s
E avonds uit de gevangenis gekomen waren, hadden wij vernomen
dat het schip uit Delos aangekomen was. Wij spraken derhalve met
elkander af om zoo vroeg mogelijk naar de gewone plaats te komen.
Toen wij er dan waren, kwam de deurwachter die ons placht open te
doen, naar buiten en zeide ons te wachten en niet eerder te komen
aankloppen, totdat hij zelf ons binnennooden zoû. Want, zeî hij, de
elfmannen zijn bezig Sokrates te ontboeien en kondigen hem aan,
hoe hij dezen dag zal moeten sterven. Niet langen tijd nu wachtte hij
60 van te komen en verzocht ons binnen te gaan. Wij traden
derhalve binnen en vonden Sokrates pas ontboeid en Xanthippe—gij
kent haar immers?—naast hem gezeten, met zijn zoontje bij zich.
Toen nu Xanthippe ons zag, jammerde zij luide en zeide dergelijke
dingen als vrouwen gewoon zijn: o Sokrates, dit is nu de laatste
maal, dat gij en uw vrienden elkander zult toespreken! En Sokrates
zag naar Kritoon en zeî: o Kritoon, laat iemand haar naar huis
brengen. En haar leidden enkele van Kritoons mannen weg, terwijl
B zij luid weende en rouwmisbaar maakte. Onderhand ging
Sokrates op zijn bed overeind zitten en trok zijn been op en wreef
het met de hand, en zeide al wrijvende: Wat een vreemd ding, o
mannen, lijkt dat te zijn wat de menschen ’t aangename noemen!
Hoe wonderlijk verhoudt het zich van-nature tegenover zijn
algemeen erkend tegengestelde, het smartelijke, dat beide tegelijk
niet bij den mensch willen wezen, maar dat als men het éene
najaagt en krijgt, men zoo goed als gedwongen wordt ook het
tweede te krijgen, alsof zij hoewel zij twee blijven, met éen toppunt
C aan elkander zijn vastgemaakt. En mij komt het voor, zeide hij, dat
Aisopos, als hij op hen bedacht ware geweest, er een fabel van zoû
samengesteld hebben, dat de godheid met de bedoeling om hen in
hun vijandschap te verzoenen, toen hij dat niet kon, hunne
toppunten aan-éen heeft geknoopt, en dat daarom bij wien het éene
gekomen is, later ook het tweede volgt. Zooals het nu ook bij mij
zelven lijkt: nadat tengevolge van de boei in mijn been het pijnlijke
was, blijkt nu daar-achteraan-vast te komen het aangename.
Kebes nam nu het woord en zeide: Bij Zeus, o Sokrates, dat is
D goed van u, dat gij er mij aan herinnert! Want omtrent de verzen
toch, die gij gemaakt hebt door de fabelen van Aisopos op maat te
brengen en het proëem te dichten op Apolloon, hebben mij sommige
anderen reeds gevraagd, doch een paar dagen geleden ook
Euenos, met welke bedoeling gij, nadat gij hier gekomen waart, hen
vervaardigd hebt, terwijl gij vroeger nog nooit iets gedicht hebt. Als
gij er derhalve belang in stelt, dat ik Euenos antwoord kan geven,
wanneer hij het weêr vraagt—want ik weet wel dat hij het vragen zal
—, zeg mij wat ik moet zeggen.—Zeg hem dan de waarheid, o
Kebes, dat ik die niet gemaakt heb met den wil om een kunst-
E mededinger te zijn van hem en zijne gedichten. Want ik wist dat
dit niet gemakkelijk zoû zijn. Maar om zekerheid te hebben omtrent
de bedoeling van bepaalde droomen en een onbezwaard geweten te
hebben, indien misschien dit de moezische kunst was, welke die
droomen mij herhaaldelijk opdroegen te vervaardigen. Zij waren
namelijk van den volgenden aard. Vele malen bezocht mij dezelfde
droom in mijn voorbije leven, nu onder dit, dan onder dat gezicht
verschijnende, maar met dezelfde boodschap: o Sokrates,
vervaardig moezische kunst en houd u daarmeê bezig. En ik
61 veronderstelde in den voorafgaanden tijd, dat de droom mij
aanspoorde en bijval toeriep om dat te doen waarmeê ik bezig was,
evenals toeschouwers in de renbaan de loopers aanmoedigen,—dat
ook zoo de droom mij toejuichend aanspoorde te doen wat ik al
deed, moezische kunst maken, daar philosofie, als ik meende, de
grootste moezische kunst was, en ik mij daarmede bezig hield. Maar
nu, nadat het proces afgeloopen was, en tegelijk het feest van den
god verhinderde dat ik stierf, meende ik dat, indien de droom mij
weder herhaaldelijk mocht opdragen die moezische kunst, nu-dan
naar de gemeene volksopvatting, te vervaardigen, ik den droom niet
ongehoorzaam mocht wezen, maar behoorde te dichten. Want ik
B dacht, dat het veiliger was niet heen te gaan, vóor ik mij gereinigd
had van de verplichting om gedichten te maken, en zoo den droom
gehoorzaam te zijn. Zoo heb ik dan in de eerste plaats een lied
gemaakt op den god wiens offerfeest het was, en na den god heb ik,
bedenkende dat een dichter, zal hij werkelijk dichter zijn, verzinselen
en geen feiten behoort te dichten, omdat ik zelf geen fabelverzinner
was, de fabelen die ik bij de hand had en uit mijn hoofd kende, de
fabelen van Aisopos, op maat gebracht, de eerste waar ik op kwam.
Zeg dit derhalve, o Kebes, aan Euenos, en dat het hem welga, en
C dat hij, als hij verstandig is, mij zoo spoedig mogelijk volge. Want
ik zal, naar het schijnt, vandaag heengaan. De Atheners toch
gebieden het.—En Simmias zeide: Wat is dat voor eene aanmaning,
o Sokrates, aan Euenos?... Want reeds vele malen heb ik den man
ontmoet. Uit wat ik nu waargenomen heb, is het vrijwel zeker, dat hij
uit-eigen-wil geenerwijs uw raad zal opvolgen.—Wat zegt gij daar? Is
Euenos geen wijsgeer?—Mij dunkt van-wel, zeide Simmias.—Dan
zal hij dat gaarne doen, zoowel Euenos als ieder die daaraan
waardiglijk deel heeft. Toch zal hij niet waarschijnlijk geweld aan
zichzelf plegen; want dat is niet geoorloofd, zegt men.—Onder ’t
D zeggen van deze woorden liet hij zijn beenen op den grond neêr,
en van dat oogenblik voerde hij zoo gezeten het gesprek.—Kebes
nu vroeg hem: Hoe bedoelt gij dit, Sokrates, dat het niet geoorloofd
is geweld aan zichzelf te plegen, maar dat toch de wijsgeer met den
stervende graag zoû meêgaan?—Wat, Kebes, hebt gij en Simmias
die bij Philolaos in de leer zijt geweest, hieromtrent niet gehoord?—
Niets zekers tenminste, o Sokrates.—Ook ik-voor-mij praat er maar
van-hooren-zeggen over. Doch wat ik bij-geval gehoord heb, heb ik
geen enkele reden te verzwijgen. Immers, past het wel, vooral nu ik
E op het punt sta daarheen af te reizen, eens verstandelijk na te
gaan en in woorden uit te beelden, wat-voor meening wij hebben
omtrent de reis daarheen. En ook—wat zoû men anders doen in den
tijd tot den ondergang der zon?
—Op welken grond dan toch wel beweert men, dat het niet
geoorloofd is zichzelf te dooden, o Sokrates? Want ik heb (waarnaar
gij mij zoo-even vraagdet) ook van Philolaos, toen die bij ons
verkeerde, en ook al van verscheidene anderen gehoord, dat men
dit niet mag doen. Maar iets beredeneerd-nauwkeurigs heb ik nog
62 nooit van iemand erover gehoord.—Houd maar goeden moed,
zeide hij, want misschien zult gij het nog wel hooren.... Het zal u
evenwel denkelijk wonderlijk schijnen, dat dit alleen onder alle
dingen eenvoudig vaststaat en nooit voor den mensch van
omstandigheden afhangt zooals de andere dingen wel: het zal u
misschien wonderlijk voorkomen, zeg ik, dat, hoewel het
verscheidenen op verscheidene tijden beter is dood te zijn dan te
leven, het dien menschen wien het beter is dood te zijn, niet oorbaar
is zichzelf wel te doen, maar zij een anderen weldoener moeten
afwachten.—En Kebes glimlachte even en: Dat weet Deus, zeide hij
B in zijn eigen tongval.—Het zoû ook om-zoo-te hooren, zeide
Sokrates, onverklaarbaar kunnen klinken, maar niettemin heeft het
wellicht eenigen grond. De verklaring nu die ons hieromtrent in de
oude mysteriën gegeven wordt, dat wij menschen in een soort van
gevangenschap zijn, en dat men zich uit deze niet mag bevrijden en
niet wegloopen, lijkt mij een groote-bewering te zijn en niet
gemakkelijk om te doorzien. Doch in-elk-geval schijnt mij het
volgende terecht beweerd te worden, dat het de goden zijn, die voor
ons zorg dragen, en dat de menschen voor de goden een hunner
C bezittingen zijn. Of denkt gij er niet zoo over?—Ja zeker, zeide
Kebes.—Zoudt nu ook gij niet, indien een uwer slaven zichzelf
doodde zonder aanwijzing van u dat gij dit wildet, boos op hem zijn
en hem straffen als gij kondt?—Voorzeker.—Misschien is het dan op
dezelfde wijze niet ongegrond, dat men zelf zich niet eerder mag in
den dood begeven, vóor de godheid een-of-andere noodzakelijkheid
op ons afzendt, zooals nu in ons geval.—Wel, dit althans komt mij
waarschijnlijk voor. Wat gij evenwel daar-straks zeidet, dat de
D wijsgeeren reede zouden willen sterven, dat lijkt vreemd,
Sokrates, indien wat wij zoo-juist beweerden steek houdt, dat het
namelijk de godheid is die voor ons zorgdraagt, en dat wij zijne
bezittingen zijn. Want dat het den verstandigsten geen leed zoû
doen heen te gaan uit deze dienstbaarheid waarin over hen gesteld
zijn die de beste toezieners zijn van alle bestaande, de goden, heeft
geen zin. Want zoo-een meent allicht niet, dat hij, vrij geworden, zelf
beter voor zich zorgen zal. Maar een ònverstandig mensch
waarschijnlijk zal dit denken, dat hij weg moet loopen van zijn heer,
E en zal niet berekenen dat men van zijn góeden heer tenminste
niet mag wegloopen, maar boven-al bij hem behoort te blijven,
omdat het onzinnig zoû zijn weg te loopen. Doch een verstandig
man zal allicht begeeren voor altijd bij zijnen betere te zijn. En toch,
zoo schijnt het tegenovergestelde waar te zijn van wat daarnet
beweerd werd: de verstandigen behooren bedroefd te zijn bij hun
sterven, de onverstandigen blij.—Op het hooren hiervan had
63 Sokrates, kwam mij voor, genoegen in Kebes’ gevatheid. Hij
wierp ons een blik toe en zeide: Altijd toch spoort Kebes een-of-
andere tegenwerping op, en wil zich nooit erg gauw laten overtuigen
van wat men ook beweert.—En Simmias sprak: Maar nu toch, o
Sokrates, vind ik ook zelf, dat Kebes iets van belang beweert. Want
met welke bedoeling zouden naar-waarheid wijze mannen heeren
die hun beteren zijn, willen ontloopen en zich lichtvaardig van hen
ontdoen? Ook komt het mij voor, dat Kebes in zijn woorden op ù
B doelt, dat gij het zoo licht opneemt, zoowel om ons te verlaten als
goede bestuurderen, zooals gij zelf toegeeft, de goden.—Gij vraagt
uw recht, zeide hij. Want uwe bedoeling is, meen ik, dat ik mij
daaromtrent behoor te verdedigen als voor een gerecht.—Ja juist,
zeide Simmias.
—Welaan dan, zeide hij, laat ik trachten met meer overtuigenden
uitslag mij tegenover u te verdedigen dan tegenover mijne eerste
rechters. Indien ik namelijk, o Simmias en Kebes, niet meende te
zullen komen vooreerst tot andere goede en wijze goden, en verder
tot gestorven menschen, betere dan die hier zijn, zoude het zondig
van mij wezen niet bedroefd te zijn om mijn dood. Maar nu, weet
C wel, dat ik hoop te zullen komen tot goede menschen,—en dit wil
ik nog niet zoo zeker beweren,.... dat ik evenwel tot goden zal
komen, die zeer goede heeren voor mij zullen zijn, weet wel dat ik,
zoo eenig ander ding van dien aard, dit zoû durven verzekeren.
Zoodat ik daarom geen reden heb bedroefd te zijn, maar welgemoed
ben, dat er voor de menschen na hun dood nog iets bestaat, en
zooals ook vanouds overgeleverd wordt, iets dat veel beter is voor
de goeden dan voor de slechten.—Hoe dan, Sokrates, zeide
D Simmias, zijt gij van-plan heen te gaan en deze overtuiging voor
uzelf te houden, of zult gij ons haar mededeelen? Want het komt mij
voor, dat dit een goed is, waar ook wij recht op hebben, en tegelijk
zal het u voor verdediging gelden, wanneer gij ons overtuigt van wat
gij zegt.—Ik zal het beproeven, zeide hij. Maar laten wij eerst zien
wat Kritoon hier wil. Het komt mij voor, dat hij al geruimen tijd iets te
zeggen had.—Niets anders, o Sokrates, zeide Kritoon, dan dat de
man die u het gif zal toedienen, mij voortdurend zegt, dat ik u moet
beduiden zoo weinig mogelijk te praten. Want, zegt hij, bij het praten
maken de menschen zich warm meer dan goed is, en zoo-iets mag
E heelemaal niet gebeuren bij het drinken van den giftbeker, en als
men niet naar hem luistert, zijn menschen die zoo-iets doen,
somtijds gedwongen twee-, ja driemaal te drinken.—En Sokrates
zeide: Laat hem praten. Als hij maar zijn eigen werk in orde brengt,
alsof hij dan tweemaal, of als het noodig mocht zijn, zelfs driemaal
zal moeten toedienen.—Ik wist uw antwoord al vooruit, zeî Kritoon.
Maar de man is lastig.—Laat hem, zeide hij.
Maar tegenover u dan, mijne rechters, wil ik nu mijne
verantwoording afleggen, dat ik op goede gronden meen, dat een
man die zijn leven inderdaad in wijsbegeerte heeft doorgebracht,
64 goedsmoeds is op het oogenblik van zijn dood en goederhoop,
dat hij daarginds de grootste goede dingen zal behalen, wanneer hij
gestorven is. Hoe dit zoo komt te zijn, o Simmias en Kebes, zal ik
trachten u duidelijk te maken. Het heeft er namelijk veel van, dat van
allen zoovelen zich ordelijk toeleggen op wijsbegeerte, de overigen
niet bemerken, dat zij-voor-zich niets anders bestreven dan sterven
en dood-zijn. Indien dit nu de waarheid is, zoû het natuurlijk
ongerijmd zijn van hen, in hun geheele leven niets anders dan dit te
bestreven en dan, wanneer juist datgene komt, waarvan zij al-lang
hun dagelijksch streven maakten, mistroostig te zijn.—En Simmias
B zeide lachend: Bij Zeus, o Sokrates, ik ben op het oogenblik niet
erg tot lachen gestemd, maar gij doet mij lachen. Want ik meen, dat
de gemeene luiden die dit hoorden, zouden vinden, dat juist dit erg
van pas gezegd was aan het adres der wijsgeeren, en het zouden
beamen, de menschen bij ons vooral, dat inderdaad de wijsgeeren
naar den dood hunkeren, en verdienen zoo te varen, en dat zij dit
heel goed van hen merken.—Dan zouden zij de waarheid zeggen, o
Simmias, behalve de bewering, dat zij het zouden merken. Want het
ontgaat hun, hoe naar den dood hunkeren en hoe en welken dood
C verdienen de waarachtige philosofen. Doch laten wij dien anderen
vaarwel zeggen en praten alleen lettend op onszelven.
Meenen wij, dat de dood iets bepaalds is?—Zeker, gaf Simmias
daarop ten antwoord.—Wel iets anders dan de scheiding der ziel
van het lichaam? En dat dood-zijn dit is, dat éenszijds het lichaam
van de ziel afgescheiden iets op-zich-zelfs komt te zijn, en
anderszijds de ziel van het lichaam gescheiden op-zich-zelf is?
Bestaat er soms kans, dat de dood iets anders zoû zijn dan dit?—
Neen, dit alleen, zeide hij.—Ga dan even na, mijn waarde, of ook gij
over het volgende denkt als ik. Want hiervan uitgaande zullen wij tot
D beter inzicht komen in de dingen waarover wij redeneeren.... Lijkt
het u eens wijsgeers bezigheid te zijn ernst te maken met zulke
zoogenaamde genietingen als die van eten en drinken?—Allerminst,
o Sokrates, zeî Simmias.—En verder de lusten-in-liefde?—
Geenerwijs.—En verder,.... lijkt u de zoodanige de overige
dienstplegingen betreffende het lichaam van-waarde te houden, als
de verwervingen van keur-onderscheiden opperkleederen en
schoeiselen en de overige uiterlijk-vermooiingen betreffende het
E lichaam?.... denkt gij, dat hij ze van-waarde zal achten of
waardelóos voor-zoo-ver er geen groote noodzakelijkheid bestaat er
deel aan te hebben?—Ik denk, dat hij ze waardeloos acht, tenminste
de waarachtige wijsgeer.—Dunkt u dan niet over-’t-geheel de
leefbezigheid van den zoodanige niet te gaan om het lichaam, maar
zooveel als kan, zich daarvan op een afstand te houden en naar de
zijde der ziel gericht te zijn?—Ja.—Valt het derhalve soms (in de
65 eerste plaats in dergelijke zaken) van den wijsgeer in ’t licht, dat
hij zooveel mogelijk de ziel tracht los te maken van hare
gemeenschap met het lichaam op een van de overige menschen
verschillende wijze?—Het schijnt zoo.—En daarom natuurlijk lijkt
het, o Simmias, aan de groote menigte der menschen, dat hij wien
niets van dergelijke dingen genot geeft en die geen deel aan hen
heeft, niet waard is te leven, maar dat heel dicht aan dood-zijn reikt
de man die zich niet kommert om de lusten die door het lichaam
heen ons bereiken.—Gij zegt de volle waarheid.— —Maar hoe staat
het dan met de verwerving zelve van inzicht? Is het lichaam een
B voetstoot of niet, wanneer men het bij het zoeken daarnaar als
speurgenoot met zich medeneemt? Ik bedoel bij-voorbeeld het
volgende: Heeft gezicht en gehoor voor de menschen wel eenige
waarachtigheid? Of zijn maar praatjes-voor-den-vaak, ook van de
dichters, diergelijke beweringen die zij ons aldoor houden, dat wij
met nauwkeurigheid noch iets hooren noch zien? Toch, als van de
lichamelijke waarnemingen deze niet nauwkeurig en niet zeker zijn,
zijn de andere het niet-licht; want alle zijn zij wel gebrekkiger. Of
vindt gij van-niet?—Neen, bepaald van-wel.—Wanneer derhalve
beroert de ziel de waarheid? Wanneer zij immers in gezelschap van
het lichaam iets tracht te onderzoeken, dan wordt zij, dat is duidelijk,
C daardoor misleid.—Gij spreekt de waarheid.—Wordt derhalve
niet, zoo ergens anders, in het denken iets van de werkelijkheid haar
eigen?—Ja.—En denkt zij misschien dan schóonst, wanneer niets
van deze dingen haar hindert, noch gehoor, noch gezicht, noch pijn,
noch eenige lust, maar wanneer zij zooveel mogelijk op-zich-zelf
komt te zijn en het lichaam aan zijn lot overlaat en, zooveel zij kan,
daar geen deel aan neemt en er niet meê in aanraking is, en dan
naar de waarheid reikt?—Dat is zoo.—Schat derhalve ook daarbij de
ziel van den wijsgeer het lichaam niet ten zeerste waardeloos en
D vlucht er vandaan en zoekt op-zich-zelf alleen te zijn?—Dat is
helder.——En wat dunkt u verder van het volgende: Beweren wij dat
het begrip rechtvaardig iets bestaands is of niets?—Voorzeker bij
Zeus.—En het begrip schoon en het begrip goed?—Hoe niet?—Hebt
gij dan wel ooit eenig van diergelijke dingen met uw oogen gezien?
—Geenszins, zeide hij.—Maar hebt gij met eenige andere der door
het lichaam heengaande waarnemingen hen beroerd? Ik bedoel alle
E dingen als grootte, gezondheid, kracht, in-éen-woord het wezen
van de gezamenlijke overige dingen, wat elk afzonderlijk eigenlijk is.
Wordt door het lichaam heen hun waarachtigste wezen
aanschouwd? Of is het er zóo meê: wie van ons zich toelegt om het
wezen van elk ding afzonderlijk waar hij onderzoek naar doet, meest
en nauwgezetst met de gedàchte te doorgronden, zal díe wel het
naast komen tot de bewustwording van elk afzonderlijk?—Volslagen
zoo.—Zal derhalve die man dat het zuiverst doen, die zooveel
mogelijk met de gedachte zelve op elk ding afgaat zonder het
66 gezicht bij het doordenken erbij te nemen, noch eenig ander
zintuig bij de overweging erbij te halen, maar die met de
zonnezuivere gedachte op-zich-zelf ieder ding zonnezuiver op-zich-
zelf tracht na te jagen van de bestaande dingen, na zich zooveel
mogelijk ontdaan te hebben van oogen en ooren en om-zoo-te-

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TOP 50 SAT READING, WRITING,AND

LANGUAGE SKILLS - eBook PDF

Brian Leaf’s Top 50 Skills Series

Top 50 Skills for a Top Score: SAT Math

“If everyone starts using Brian’s secrets and

9781264274789_LEAF_SAT-English_PASS4.indb 1 1/13/22 11:17 AM

“The specific skills needed for the ACT, confidence

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SAT Reading, Writing,

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eBook conversion by codeMantra

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The following passages consider the roles of two leaders of Passage 2

9781264274789_LEAF_SAT-English_PASS4.indb 1 1/13/22 11:17 AM

➎ The two passages suggest that a leader must do

9781264274789_LEAF_SAT-English_PASS4.indb 2 1/13/22 11:17 AM

The most distinctly American of all genres, the

9781264274789_LEAF_SAT-English_PASS4.indb 3 1/13/22 11:17 AM

➒ The passage is best described as 13 

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It was a Monday morning in 2006, and I am Kyle 15 A NO CHANGE

occasional “what’s up,” reserved for the younger,

the dreadful words “Kyle Tucker—Assistant to 18 A NO CHANGE

the Assistant to the Assistant Secretary of Security B But,

“No, No, No!” I thought. Nevertheless. I got 19

9781264274789_LEAF_SAT-English_PASS4.indb 5 1/13/22 11:17 AM

thinking? My skills were far stronger than 20 A NO CHANGE

filing and data entry. I was a politician! 22 

but I understood every aspect in the government. 23 A NO CHANGE

before midday, I began thinking seriously 24 A NO CHANGE

Expenditures data form when I cracked. What I said 26 A NO CHANGE

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I don’t recall. Something like, “Bathroom . . . ​I’ll 27 A NO CHANGE

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that summer. Now I worked content, happy to be 32 A NO CHANGE

Skills 36 to 50: Essay

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• Evidence, such as facts or examples, to support his claims.

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Each reading passage is preceded by an introductory paragraph. Many students say,

1. The passages share the common aim of

(A) telling the story of the crash of Flight 815.

SAT Reading/Writing Mantra #1

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➋ This passage was excerpted from a novel

➌ This passage is taken from a 1995 article by a

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Let’s take a look at the next question from the Pretest.

2. The primary purpose of Passage 2 is to

(A) tell the story of Oceanic Flight 815.

➎ The two passages suggest that a leader must do

➒ The passage is best described as 13

filing and data entry. I was a politician! 22

I don’t recall. Something like, “Bathroom . . . I’ll 27 A NO CHANGE

➋ This passage was excerpted from a novel

➌ This passage is taken from a 1995 article by a

➋ “The first and third poems” (lines 4 and 5) differ