8L2C)pJJJJ IH(ȱH:=IH[H`@HcH  $ +   I/H`JLNGȄBȄF aK  haaFF  mJm# KKJ UJ )J ۈ) ;J3ȱJFȱJGJKaȄM  aaNNJFLGJL L? &PRODOS `DaElH$?EGvѶK+`L HHLy XP LM ŠϠĠӠS)*+,+`F)) (*=GJFjJJA QE'+ '== `@ STSP8QSS8 m P o R(8RLnSOS BOOT 1.1 SOS.KERNEL SOS KRNLI/O ERRORFILE 'SOS.KERNEL' NOT FOUND%INVALID KERNEL FILE: xةw,@  ȱlmi8#)!) >dLԡm#i㰼m#iЕOLԡȱfg hi !dLԡ憦  Ljmkm l y`2 Lԡ8(Je稽)ʈ@LREADDT$' @DATAYY&PRODOS }<Y! ,BASIC.SYSTEM8(Y! o'STARTUPM!t?Y!F&SPEED1n#'Y!Y&EDITOR5Y!@q$DEMO%FY!Y&SPEED2.Y!@YEM.READING.FLEXSR.THE.TRAINED. SR.MILK.FOR.THE SR.THE.1865.MOO iSRDATA =DATAuHUSTON!Y' ('+EM.ALL.PLAY Y*/SR.THE.DOVE.AND m Y*EM.TESTY<'SR.TESTY<TESTY>/EM.THE.INEFFICI-YF/EM.THE.EFFICIENYF/EM.EYE.MOVEMENT$YF/EM.PERIPHERAL.V)YF/EM.THE.FLOW.OF..YF/EM.AVOIDING.INN4YF/EM.AVOIDING.REG9YFBEING ABLE TO PLAY ALL THE TIME WOULD BE FUN. SO WHY DO PEOPLE HAVE TO WORK? WOULDN'T IT BE MUCH MORE FUN FOR US IF PEOPLE LIKE OUR PARENTS, BROTHERS, AND SISTERS NEVER HAD TO GO TO WORK? THEN WE WOULD ALL HAVE LOTS OF TIME TO PLAY TOGETHER. AN ANCIENT GREEK FABLE WRITER NAMED AESOP ANSWERED THESE QUESTIONS IN A FABLE CALLED "THE GRASSHOPPER AND THE ANT." THIS IS THE STORY. ONE CLEAR WINTER'S DAY AN ANT DRAGGED OUT SOME GRAINS OF FOOD TO DRY IN THE SUN. A HUNGRY GRASSHOPPER PASSING BY ASKED TH E ANT TO LET HIM HAVE SOME OF THE FOOD. "WHY DO YOU COME TO ME TO BE FED?" ASKED THE ANT. "WHAT WERE YOU DOING DURING THE SUMMER?" "OH," REPLIED THE GRASSHOPPER, "I SPENT THE SUMMER SINGING." "WELL THEN," SAID THE ANT, "I HAVE NO FOOD FOR YOU. IF YOU SANG ALL SUMMER, YOU CAN DANCE ALL WINTER." THE MORAL OF THIS TALE IS THAT IF YOU WANT TO LIVE AND EAT, YOU HAVE TO WORK. YOU CAN'T JUST PLAY ALL THE TIME. @ THIS PASSAGE EXPLAINS A. WHY GRASSHOPPERS SING. B. HOW AESOP WROTE FABLES. C. WHY PEOPLE CAN'T PLAY ALL THE TIME. @C AESOP WROTE A FABLE ABOUT A. A GRASSHOPPER AND AN ANT. B. A GRASSHOPPER AND A BUTTERFLY. C. A BUTTERFLY AND AN ANT. @A THE GRASSHOPPER DIDN'T HAVE ANY FOOD BECAUSE A. HE SANG ALL SUMMER. B. HE DANCED ALL WINTER. C. HIS CROPS DIDN'T GROW IN THE SUMMER. @A THE MORAL OF THE TALE IS THAT IF YOU WANT TO LIVE AND EAT A. YOU SHOULD SING AND DANCE ALL OF THE TIME. B. YOU HAVE TO WORK FOR A LIVING. C. YOU SHOULD BE A FARMER. @B O NE DAY AN ANT WAS RUNNING ALONG ON HIS SIX LEGS. BEFORE LONG, HE GOT TIRED AND HAD TO STOP. NOT THINKING THAT ANYONE WOULD HEAR, HE SAID ALOUD, "I'M THIRSTY." A DOVE PERCHED IN A TREE NEARBY HEARD HIM. HE COOED, "THERE IS A BROOK JUST BEYOND THESE TREES. GET A DRINK THERE, BUT BE CAREFUL THAT YOU DON'T FALL IN." T HE ANT HAPPILY RACED TO THE BROOK AND BEGAN TO DRINK. AFTER DRINKING HIS FILL, THE ANT BEGAN TO TURN AWAY FROM THE BROOK. AT THAT MOMENT A STRONG WIND BLEW THE ANT I NTO THE WATER. ""HELP! HELP! I'M DROWNING!" CRIED THE ANT. T HE DOVE HEARD THE LITTLE ANT'S CRIES AND HURRIED TO SAVE HIM. WITH HIS BEAK, THE DOVE BROKE A TWIG FROM A TREE. THEN THE DOVE FLEW AT FULL SPEED TO THE BROOK AND DROPPED THE TWIG TO THE ANT. THE ANT WAS BEING SWALLOWED UP BY THE BROOK, BUT USED HIS LAST BIT OF ENERGY TO CLIMB ONTO THE TWIG. HE FLOATED SAFELY ASHORE. T WO DAYS LATER, THE ANT SPIED A HUNTER. HE WAS SETTING A TRAP. THIS MAN WANTED TO CATCH THE DOVE AND EAT HIM FOR DINNER. UNAWARE OF THIS, THE DOVE BEGAN TO FLY STRAIGHT TOWARD THE TRAP. THE ANT KNEW HE HAD TO ACT QUICKLY TO SAVE HIS FRIEND, THE DOVE. THE ANT RACED OVER TO THE HUNTER, OPENED HIS JAWS WIDE, AND BIT HIS BARE ANKLE. THE HUNTER JUMPED A LITTLE AND SCREAMED, "OOOUCH!" THE DOVE HEARD THE MAN'S CRY. THE BIRD LOOKED DOWN AND SAW THE HUNTER AND HIS TRAP. HE FLEW IN THE OPPOSITE DIRECTION AS QUICKLY AS HIS WINGS COULD CARRY HIM. H OURS LATER THE DOVE AND THE ANT MET EACH OTHER IN A GRASSY FIELD. T HE DOVE CHIRPED A SWEET MELODY AND COOED A BIG, "THANK YOU," TO HIS NEW FRIEND THE ANT. THE ANT BLINKED SHYLY AND QUIVERED HIS ANTENNAS IN EMBARRASSMENT. HE SAID, "I'M HAPPY THAT I WAS ABLE TO RETURN THE FAVOR." @ THE ANT WAS THIRSTY BECAUSE HE HAD A. NOT HAD ANY WATER IN DAYS. B. NOT SLEPT IN DAYS. C. BEEN RUNNING HARD. @C WHEN THE ANT SAID,"I'M THIRSTY," HE WAS TALKING TO A. THE DOVE. B. HIMSELF. C. THE HUNTER. @B THE DOVE WARNED THE ANT A. ABOUT STRONG WINDS NEAR THE BROOK. B. NOT TO FALL INTO THE BROOK. C. NOT TO DRINK TOO MUCH WATER. @B THE ANT USED THE TWIG AS A. AN OAR TO ROW HIMSELF ASHORE. B. A TOOTHPICK. C. A LIFE RAFT TO CARRY HIM TO SAFETY. @C THE DOVE SAVED THE ANT BECAUSE A. IT WAS THE RIGHT THING TO DO. B. HE WANTED SOMEONE TO OWE HIM A FAVOR. C. HE KNEW THAT THE ANT WOULD PROTECT HIM FROM THE HUNTER. @A THE HUNTER CRIED "OOOOUCH!" BECAUSE A. HE CLOSED HIS ANKLE IN THE TRAP. B. THE DOVE PECKED HIS ANKLE. C. THE ANT BIT HIS ANKLE. @C THE LITTLE ANT WAS QUITE EMBARRASSED BECAUSE A. HE HAD ALMOST DROWNED. B. THE DOVE GAVE HIM SUCH A BIG, WARM THANK YOU. C. HE HAD BITTEN THE HUNTER. @B THE DOVE AND ANT BECAME FRIENDS BECAUSE THEY A. HAD SAVED EACH OTHER'S LIVES. B. HAD A LOT IN COMMON. C. BOTH LIVED IN THE SAME NEIGHBOR- HOOD. @A BEING ABLE TO PLAY ALL THE TIME WOULD BE FUN. SO WHY DO PEOPLE HAVE TO WORK? WOULDN'T IT BE MUCH MORE FUN FOR US IF PEOPLE LIKE OUR PARENTS, BROTHERS, AND SISTERS NEVER HAD TO GO TO WORK? THEN WE WOULD ALL HAVE LOTS OF TIME TO PLAY TOGETHER. AN ANCIENT GREEK FABLE WRITER NAMED AESOP ANSWERED THESE QUESTIONS IN A FABLE CALLED "THE GRASSHOPPER AND THE ANT." @ THIS PASSAGE EXPLAINS A. WHY GRASSHOPPERS SING. B. HOW AESOP WROTE FABLES. C. WHY PEOPLE CAN'T PLAY ALL THE TIME. @C O NE DAY AN ANT WAS RUNNING ALONG ON HIS SIX LEGS. BEFORE LONG, HE GOT TIRED AND HAD TO STOP. NOT THINKING THAT ANYONE WOULD HEAR, HE SAID ALOUD, "I'M THIRSTY." A DOVE PERCHED IN A TREE NEARBY HEARD HIM. HE COOED, "THERE IS A BROOK JUST BEYOND THESE TREES. GET A DRINK THERE, BUT BE CAREFUL THAT YOU DON'T FALL IN." T HE ANT HAPPILY RACED TO THE BROOK AND BEGAN TO DRINK. AFTER DRINKING HIS FILL, THE ANT BEGAN TO TURN AWAY FROM THE BROOK. AT THAT MOMENT A STRONG WIND BLEW THE ANT INTO THE WATER. ""HELP! HELP! I'M DROWNING!" CRIED THE ANT. @ THE ANT WAS THIRSTY BECAUSE HE HAD A. NOT HAD ANY WATER IN DAYS. B. NOT SLEPT IN DAYS. C. BEEN RUNNING HARD. @C BEING ABLE TO PLAY ALL THE TIME WOULD BE FUN. SO WHY DO PEOPLE HAVE TO WORK? WOULDN'T IT BE MUCH MORE FUN FOR US IF PEOPLE LIKE OUR PARENTS, BROTHERS, AND SISTERS NEVER HAD TO GO TO WORK? THEN WE WOULD ALL HAVE LOTS OF TIME TO PLAY TOGETHER. AN ANCIENT GREEK FABLE WRITER NAMED AESOP ANSWERED THESE QUESTIONS IN A FABLE CALLED "THE GRASSHOPPER AND THE ANT." @ THIS PASSAGE EXPLAINS A. WHY GRASSHOPPERS SING. B. HOW AESOP WROTE FABLES. C. WHY PEOPLE CAN'T PLAY ALL THE TIME. @C THE INEFFICIENT READER READS WORD-BY-WORD. HIS EYES FOCUS ON EVERY WORD BECAUSE HE HAS A NAGGING FEELING THAT IF HE DOESN'T ABSORB EACH AND EVERY WORD, HE WILL MISS SOMETHING. T HE INEFFICIENT READER IS BY NATURE VERY THOROUGH AND COMPLETE IN THE TASKS HE UNDERTAKES, AND HE FEELS THAT BY READING WORD-BY-WORD, HE WILL GET THE MAXIMUM BENEFIT FROM HIS READING. U NFORTUNATELY, HE DOES NOT. THIS KIND OF READING BECOMES TEDIOUS. HIS CONCENTRATION WEAKENS, AND HE SOON LOSES INTEREST IN WHAT HE IS READING.  T HE INEFFICIENT READER CONCENTRATES SO COMPLETELY ON INDIVIDUAL WORDS THAT HE MISSES THE IMPORTANT IDEAS AND CONCEPTS. HE FAILS TO SEE THE FOREST BECAUSE HE IS SO BUSY LOOKING AT THE TREES. THE EXERCISES AND LESSONS IN SPEED READER II WILL HELP THE INEFFICIENT READER CHANGE HIS READING HABITS AND IMPROVE HIS SKILLS. H E WILL LEARN TO SEEK IMPORTANT IDEAS RATHER THAN CONCENTRATE ON INDIVIDUAL WORDS. HE WILL ENJOY READING MORE AND PURSUE HIS READING TASKS WITH EFFICIENCY AND SPEED. @ THE MAIN PURPOSE OF THIS PARAGRAPH IS TO A. DISCUSS VARIOUS KINDS OF READING. B. DESCRIBE THE READING HABITS OF THE INEFFICIENT READER. C. PROVE HOW BORING AND TEDIOUS READING WORD-BY-WORD CAN BE. D. CONTRAST THE HABITS OF THE EFFICIENT AND INEFFICIENT READER. @B ACCORDING TO THE AUTHOR, THE INEFFICIENT READER A. READS WORD-BY-WORD. B. IS OFTEN CARELESS AND LAZY. C. READS FROM RIGHT TO LEFT. D. QUICKLY SEEKS IMPORTANT IDEAS. @A THE INEFFICIENT READER A. READS TO FIND THE MAIN IDEA OF EACH PARAGRAPH. B. FEARS THAT IF HE DOES NOT READ EVERY SINGLE WORD, HE WILL MISS SOMETHING. C. READS ONLY FOR ENTERTAINMENT AND ENJOYMENT. D. STOPS OFTEN TO LOOK UP WORDS IN THE DICTIONARY. @B THE REFERENCE TO NOT SEEING THE FOREST FOR THE TREES SUGGESTS THAT THE INEFFICIENT READER A. IS SO PREOCCUPIED WITH FINDING THE IDEAS THAT HE MISSES THE WORDS. B. SHOULD BE CAREFUL IN THE FOREST. C. IS SO PREOCCUPIED WITH INDIVIDUAL WORDS THAT HE MISSES THE IDEAS. D. ENJOYS READING BECAUSE HE DOESN'T MISS ANYTHING. @C T HE EFFICIENT READER ALWAYS READS WITH A PURPOSE IN MIND, AND ADJUSTS HIS READING SPEED TO HIS PURPOSE. I F HE IS READING THE NEWSPAPER TO GET AN IDEA OF THE IMPORTANT EVENTS OF THE DAY, HE READS QUICKLY, SEEKING OUT THE IMPORTANT EVENTS AND SKIMMING OVER THE MINOR DETAILS. O N THE OTHER HAND, IF HE IS READING A TECHNICAL MANUAL TO FIND OUT HOW TO PROGRAM A COMPUTER, HE SLOWS DOWN; HE MAY EVEN STOP ALONG THE WAY TO TRY OUT WHAT HE HAS JUST READ. WHILE THE EFFICIENT READER CHANGES HIS READING RATE A !"S HE CHANGES HIS READING MATERIAL, THERE IS SOMETHING HE DOES NOT CHANGE; HE ALWAYS SEEKS OUT THE IDEAS WHICH WILL ALLOW HIM TO FULFILL HIS PURPOSE. H E DOES NOT FOCUS ON ISOLATED WORDS; INSTEAD, HE READS GROUPS OF WORDS. THE EFFICIENT READER ATTACKS HIS MATERIAL WITH A VIGOR THAT INCREASES HIS CONCENTRATION. FOR THE EFFICIENT READER, READING IS NOT TEDIOUS; IT IS AN ACTIVITY THAT HE PURSUES FOR A PURPOSE, AND HE EFFICIENTLY ACHIEVES THAT PURPOSE. @ THE MAIN IDEA OF THIS PARAGRAPH IS THAT THE EFFICIENT READER A. READS WORD-BY-WORD. B. READS EVERYTHING AT THE SAME RATE. C. DOES NOT MISS ANY WORDS. D. ADJUSTS HIS SPEED TO HIS PURPOSE. @D THE EFFICIENT READER A. READS FOR IDEAS. B. SKIMS EVERYTHING HE READS. C. HATES READING COMPUTER MANUALS. D. READS AT A CONSISTENT RATE. @A THE EFFICIENT READER A. COMPREHENDS ONE HUNDRED PERCENT OF ALL THAT HE READS. B. DOES NOT FIND READING TEDIOUS. C. NEVER READS DETAILS. D. FOCUSES ON ISOLATED WORDS. @B THE PARAGRAPH SUGGESTS THAT THE EFFICIENT READER MAY READ WORD-BY-WORD WHEN HE A. IS INTENT UPON FINDING IDEAS. B. IS READING FICTION. C. WANTS TO INCREASE HIS CONCENTRATION. D. IS READING TECHNICAL MATERIAL. @D GOOD EYE MOVEMENTS ARE ESSENTIAL TO EFFICIENT READING. THEY CAN BE DEVELOPED WITH PROPER TRAINING. YOUR EYES CAN BE TRAINED TO IMPROVE READING EFFICIENCY, JUST AS YOUR FINGERS CAN BE TRAINED TO IMPROVE TYPING EFFICIENCY. WHEN YOU READ, YOUR EYES DO NOT MOVE SMOOTHLY AND STEADILY ACROSS THE PAGE; INSTEAD, THEY MOVE IN SPURTS. THE EYES PAUSE, THEN MOVE SWIFTLY, THEN PAUSE AGAIN, THEN MOVE SWIFTLY AND PAUSE AGAIN; IT IS DURING THE PAUSES THAT YOU SEE THE WORDS. A GOOD READER SEES SEVERAL WORDS DURING EAC#%&'H PAUSE; A POOR READER SEES ONLY ONE WORD DURING EACH PAUSE. O BVIOUSLY, THE MORE WORDS A READER SEES PER PAUSE, THE FEWER PAUSES HE MAKES PER LINE, AND THE FASTER HE READS. THE EYE MOVEMENT EXERCISES IN SPEED READER II WILL HELP YOU TRAIN YOUR EYES TO MOVE CORRECTLY ACROSS A PRINTED LINE. YOU SHOULD READ EACH GROUP OF WORDS WITH JUST ONE PAUSE, THEN MOVE QUICKLY TO THE NEXT GROUP OF WORDS. IF YOU ARE PAUSING MORE THAN ONCE PER GROUP OF WORDS, SLIGHTLY INCREASE THE SPEED OF THE EYE MOVEMENT LESSON; THIS WILL FORCE YOU TO PAUSE ONLY ONCE PER GROUP OF WORDS. KEEP PRACTICING THESE EYE MOVEMENT EXERCISES, AND YOU WILL BE WELL ON YOUR WAY TO BECOMING AN EFFICIENT READER. @ THIS PASSAGE MAINLY DISCUSSES A. HOW THE COMPUTER WILL HELP DEVELOP GOOD EYE MOVEMENTS. B. HOW TO EXERCISE LAZY EYES. C. HOW THE EYES STOP AND START WHEN YOU READ. D. HOW GOOD EYE MOVEMENTS WILL HELP YOU BECOME AN EFFICIENT READER. @D THE EYES MOVE ACROSS A LINE OF PRINT A. AT A SMOOTH, EVEN PACE. B. IN SPURTS. C. STOPPING ONCE AT EACH WORD. D. FORWARD AND BACKWARD. @B A GOOD READER SEES A. NO WORDS DURING EACH PAUSE. B. MORE THAN ONE LINE AT A TIME. C. SEVERAL WORDS DURING EACH PAUSE. D. ONE WORD DURING EACH PAUSE. @C THE MORE WORDS YOU SEE DURING EACH PAUSE, THE A. MORE CONFUSED YOU BECOME. B. SLOWER YOU READ. C. LESS YOU COMPREHEND. D. FASTER YOU READ. @D THE FIRST STEP TOWARD IMPROVING EYE MOVEMENTS IS THE DEVELOPMENT AND UTILILIZATION OF GOOD PERIPHERAL VISION. MOST PEOPLE USE THEIR PERIPHERAL VISION IN EVERY ACTIVITY EXCEPT READING, BUT GOOD PERIPHERAL VISION IS JUST AS IMPORTANT IN READING AS IT IS IN OTHER ACTIVITIES. USING YOUR PERIPHERAL VISION WHEN YOU READ WILL ALLOW YOU TO SEE MANY WORDS AT A TIME; THE MORE WORDS YOU SEE AT A TIME, THE FASTER YOU WILL READ. USING YOUR PERIPHERAL VISION WHEN YOU READ WILL ALSO IMPROVE YOUR UNDERSTANDING OF WH(*+,AT YOU READ; WORDS HAVE MORE MEANING WHEN THEY ARE READ IN ASSOCIATION WITH OTHER WORDS. IT'S LIKE A JIGSAW PUZZLE -- ONE PIECE DOESN'T GIVE YOU MUCH OF A CLUE TO THE PICTURE, BUT SEVERAL CONNECTED PIECES GIVE YOU A MUCH BETTER IDEA OF WHAT THE COMPLETED PICTURE WILL LOOK LIKE. I T IS THE SAME WITH READING. A SINGLE WORD WILL NOT CONTRIBUTE A GREAT DEAL TO UNDERSTANDING, BUT A GROUP OF WORDS GIVES YOU AN IDEA AND LEADS YOU TOWARD A QUICKER AND BETTER UNDERSTANDING OF THE WHOLE. SO, USE YOUR PERIPHERAL VISION WHEN YOU READ. THE MORE WORDS YOUR EYES SEE AT ONE TIME, THE FASTER YOU WILL READ AND THE MORE YOU WILL UNDERSTAND. @ THE AUTHOR'S MAIN PURPOSE IS TO STRESS THAT A. USING PERIPHERAL VISION WILL HELP TO INCREASE SPEED AND IMPROVE UNDERSTANDING. B. IF YOU TRY TO READ FAST, YOU'LL NOT REMEMBER ANYTHING YOU READ. C. YOU WILL INCREASE COMPREHENSION IF YOU READ WORD-BY-WORD. D. EVERY WORD CONTRIBUTES A GREAT DEAL TO UNDERSTANDING. @A USING YOUR PERIPHERAL VISION WHEN YOU READ WILL  A. MAKE YOU DIZZY. B. ALLOW YOU TO SEE MANY WORDS AT A TIME. C. HELP YOU SOLVE A PUZZLE. D. ELIMINATE REGRESSIONS. @B USING YOUR PERIPHERAL VISION WHEN YOU READ WILL A. IMPROVE YOUR PERIPHERAL VISION IN OTHER ACTIVITIES. B. REDUCE YOUR COMPREHENSION. C. ANALYZE YOUR READING STRENGTHS. D. INCREASE YOUR SPEED. @D READING A GROUP OF WORDS AT A TIME A. DECREASES ATTENTION SPAN. B. IS CONFUSING. C. IMPROVES UNDERSTANDING. D. CAUSES YOU TO MISS IMPORTANT WORDS. @C AS YOU PRACTICE THESE EXERCISES ON THE COMPUTER, YOU WILL FIND YOURSELF DEVELOPING A RHYTHMIC PATTERN THAT WILL BECOME INCREASINGLY FASTER AS YOUR READING IMPROVES. THIS RHYTHM WILL FLOW NATURALLY WITH YOUR BRAIN'S ABILITY TO UNDERSTAND WHAT YOUR EYES ARE SEEING. YOU WILL PROBABLY BE SURPRISED TO FIND THAT THIS FASTER RHYTHM IMPROVES YOUR UNDERSTANDING; THE MEANING SEEMS TO FLOW NATURALLY AS YOU READ. THIS PHENOMENON IS SIMILAR TO THAT OF A MOTION- PICTURE FILM. WHEN THE INDIVIDUAL PHOTOGRAPHS ARE-/012 PRESENTED TO US AT A RATE OF 18 FRAMES PER SECOND, WE UNDERSTAND AND ENJOY WHAT WE SEE. HOWEVER, IF THE FILM SLOWS DOWN TO ONE FRAME PER SECOND, THE MOVIE BECOMES BORING, AND WE LOSE THE FLOW OF MEANING. THE INDIVIDUAL FRAMES FAIL TO BLEND TOGETHER IN ANY MEANINGFUL WAY; WATCHING THE MOVIE IS NOT ENJOYABLE, BUT TEDIOUS. READING WORD-BY-WORD IS LIKE WATCHING THE SLOWED-DOWN MOVIE; THE FLOW OF MEANING IS GONE. READING EACH WORD ALONE IS TEDIOUS AND BORING. BUT WHEN WE SPEED UP THE PROCESS, WE GET A CONTINUOUS FLOW OF MEANING FROM THE MATERIAL. @ WHICH STATEMENT BEST EXPRESSES THE TOTAL MEANING OF THIS SECTION? A. IF THE FRAMES OF A MOVIE ARE RUN TOO SLOWLY, IT LOSES ITS MEANING. B. THE WORD-BY-WORD READER DOES NOT GET A CONTINUOUS FLOW OF MEANING. C. SPEEDING UP YOUR READING WILL IMPROVE YOUR SENSE OF RHYTHM. D. THE FASTER A MOVIE IS RUN, THE MORE SENSE IT MAKES. @B AS YOUR READING IMPROVES A. YOU WILL LOSE THE FLOW OF MEANING IN WHAT YOU ARE READING. B. YOU WON'T SPEND SO MUCH TIME WATCHING MOVIES. C. YOU WILL DEVELOP A RHYTHMIC PATTERN. D. YOU WILL UNDERSTAND ALL THE DETAILS IN THE READING MATERIAL. @C A SLOWED-DOWN MOVIE  A. LOSES ITS FLOW OF MEANING. B. ALLOWS YOU TIME TO CONCENTRATE ON DETAILS. C. IS EASY TO UNDERSTAND. D. ALLOWS MORE TIME FOR EATING POPCORN. @A READING WORD-BY-WORD A. IS LIKE WATCHING A SLOWED-DOWN MOVIE. B. IMPROVES COMPREHENSION. C. INCREASES YOUR ATTENTION SPAN. D. UTILIZES GOOD READING SKILLS. @A INNER SPEECH IS ANOTHER CRUTCH OF THE INEFFICIENT READER. INNER SPEECH OCCURS WHEN THE READER PRONOUNCES THE WORDS IN HIS MIND AS HE READS THEM. THE READER MAKES NO SOUND, BUT HE MUST PRONOUNCE AND HEAR EACH WORD MENTALLY AS HE READS. HIS AWARENESS OF THE SOUNDS OF WORDS LIMITS HIS SPEED TO THE RATE AT WHICH HE IS ABLE TO PRONOUNCE THE WORDS, THUS SLOWING DOWN HIS READING. THE READER WHO RELIES ON INNER SPEECH READS WORD-BY-WORD; HE IS UNABLE TO READ SEVERAL WORDS AT A TIME BECAUSE HE MUST PRONOUNCE3567 EACH WORD SEPARATELY. HE IS UNABLE TO SEEK IDEAS BECAUSE HE IS PREOCCUPIED WITH HEARING INDIVIDUAL WORDS. THE EXERCISES AND LESSONS IN SPEED READER II WILL HELP YOU REDUCE OR ELIMINATE YOUR DEPENDENCE UPON INNER SPEECH. WHENEVER POSSIBLE, SET THE READING SPEED AT A RATE WHICH IS SLIGHTLY FASTER THAN YOU CAN PRONOUNCE THE WORDS. GRADUALLY INCREASE THE SPEED AND YOU WILL FIND THAT YOU DO NOT NEED TO SAY THE WORDS TO YOURSELF AS YOU READ THEM. INNER SPEECH WILL NO LONGER BE NECESSARY; YOU WILL BE ON YOUR WAY TO BECOMING A FAST, EFFICIENT READER. @ THE AUTHOR IS PRIMARILY CONCERNED WITH A. IMPROVING INNER SPEECH. B. READING AND SPEAKING. C. LEARNING TO SPEAK FASTER. D. ELIMINATING INNER SPEECH. @D INNER SPEECH IS A. MENTALLY PRONOUNCING THE WORDS AS YOU READ THEM. B. PRONOUNCING THE WORDS OUT LOUD AS YOU READ THEM. C. SPEAKING TO A SMALL GROUP. D. TALKING TO YOURSELF. @A INNER SPEECH A. LIMITS PRODUCTIVE THINKING. B. INCREASES THE READER'S ATTENTION SPAN. C. LIMITS READING SPEED. D. IMPROVES YOUR PRONUNCIATION. @C INNER SPEECH A. IS NOT NECESSARY FOR GOOD UNDERSTANDING. B. IS AN IMPOSSIBLE HABIT TO BREAK. C. REQUIRES A GREAT DEAL OF CONCENTRATION. D. EXPANDS YOUR MENTAL VOCABULARY. @A REGRESSING MEANS REREADING. REGRESSION OCCURS WHEN THE EYES RETURN TO WORDS READ PREVIOUSLY. REGRESSIONS INTERRUPT THE FLOW OF MEANING AND INHIBIT UNDERSTANDING. THEY ALSO SLOW DOWN THE READER. INEFFICIENT READERS OFTEN REGRESS A GREAT DEAL; THEY HAVE A NAGGING FEELING THAT THEY'VE MISSED SOMETHING. THEY FEEL THEY MUST GO BACK AND DOUBLE CHECK THEMSELVES. SOME READERS SPEND ALMOST HALF THEIR TIME REGRESSING AND REREADING. FOR EVERY TEN WORDS THEIR EYES MOVE FORWARD, THEY MOVE BACKWARD FIVE WORDS. 8:;<YOU CAN SEE HOW THIS WOULD CERTAINLY SLOW DOWN THE READER, AS WELL AS REDUCE HIS UNDERSTANDING! SPEED READER II WILL FORCE YOU TO BREAK THIS HABIT. EYE MOVEMENT EXERCISES WILL COMPEL YOUR EYES TO KEEP MOVING FORWARD. THE COMPUTER DOES NOT ALLOW YOU TO REGRESS; PHRASES FLASH BY, NEVER TO RETURN. THEY DON'T EVEN REMAIN ON THE SCREEN LONG ENOUGH FOR YOU TO GET A GOOD THOROUGH LOOK AT THEM, NEVERTHELESS, YOU UNDERSTAND! THUS, YOU CAN SEE THAT A QUICK EXPOSURE TO THE READING MATERIAL IS SUFFICIENT; LINGERING AND REREADING ARE UNNECESSARY. @ THE PURPOSE OF THIS PASSAGE IS TO A. DESCRIBE REGRESSIONS AND DISCUSS HOW COMPUTER EXERCISES HELP BREAK THE HABIT OF REGRESSING. B. DESCRIBE THE PROGRAMS ON SPEED READER II. C. DESCRIBE THE INEFFICIENT READER WHO SPENDS 50 PERCENT OF HIS READING TIME REGRESSING. D. TEACH YOU TO REGRESS MORE EFFECTIVELY. @A THE COMPUTER IS USEFUL IN BREAKING THE HABIT OF REGRESSING BECAUSE IT A. HELPS THE READER READ MORE SLOWLY. B. SHOWS THE READER THAT HE CAN UNDERSTAND WITHOUT REREADING. C. SHOWS THE READER HOW TO SKIP OVER ESSENTIAL WORDS. D. ALLOWS YOU TO REGRESS ONLY 50 PERCENT OF THE TIME. @B REGRESSIONS A. SLOW DOWN THE READER. B. REDUCE UNDERSTANDING. C. IMPROVE COMPREHENSION. D. SLOW DOWN THE READER AND REDUCE HIS UNDERSTANDING. @D LINGERING AND REREADING A. ARE NECESARY TO UNDERSTANDING. B. ARE NECESSARY TO SPEED. C. ARE UNNECESSARY 50 PERCENT OF THE TIME. D. REDUCE COMPREHENSION. @D +EM.SKIMMING?YF/EM.CRITICAL.READYF/EM.READING.FLEXI/EM.RAISING.A.SUNYF/EM.THE.WORLD.S.TYF/EM.GONE.WITH.THY(YF/EM.BOBBY.JONES.^6YF/EM.AN.UNCOMMON.cYF/EM.A.SCHOOL.THAh YF/EM.HOBIE.ALTER.nYF/EM.ESCAPE.TO.FRsYF/EM.ON.THE.ROCKSxYF-EM.DAREDEVILS~YFWHEN YOU SKIM MILK, YOU REMOVE THE RICHEST PART, THE CREAM, FROM THE TOP OF THE BOTTLE. IN READING, SKIMMING ALSO MEANS TAKING THE RICHEST PART, THE IMPORTANT IDEAS AND SIGNIFICANT DETAILS, AND LEAVING THE REST. WHEN YOU SKIM, YOU DON'T READ EVERYTHING; YOU READ JUST ENOUGH TO GET THE ESSENCE OF WHAT IS BEING SAID. YOU HAVE TO BE SELECTIVE WHEN YOU SKIM-- SELECTIVE OF WHAT YOU READ AND SELECTIVE OF WHAT YOU SKIP. SOME MATERIALS ARE SO COMPLEX, OR SO ENJOYABLE, THAT YOU WON'T WANT TO SKIM; OTHERS ARE S>@ABO LENGTHY AND REDUNDANT THAT IT WOULD BE A WASTE OF TIME NOT TO SKIM. WHEN YOU DECIDE TO SKIM, A RULE OF THUMB IS TO READ THE INTRODUCTORY AND CONCLUDING PARAGRAPHS AND JUST ENOUGH OF THE OTHER PARAGRAPHS TO GET THE MAIN IDEA. IF YOU SEE THAT A PARAGRAPH IS SIMPLY RESTATING THE ONE BEFORE IT, SKIP IT; LIKEWISE, IF YOU SEE THAT A PARAGRAPH ONLY CONTAINS DETAILS WHICH SUPPORT WHAT YOU ALREADY KNOW, SKIP IT. LEARNING TO SKIM WILL IMPROVE YOUR READING EFFICIENCY. @ THE PASSAGE MAINLY TELLS A. HOW TO READ EFFICIENTLY. B. WHAT SKIMMING IS AND HOW TO DO IT. C. HOW TO SKIP INTERESTING MATERIAL. D. HOW TO PICK OUT IMPORTANT DETAILS. @B SKIMMING IS A. GETTING THE ESSENCE WITHOUT READING ALL OF THE MATERIAL. B. READING EVERYTHING VERY RAPIDLY. C. SEEING MANY WORDS AT ONE TIME. D. READING ONLY THE TOPIC SENTENCE OF EACH PARAGRAPH. @A WHEN YOU ARE SKIMMING, YOU SHOULD LOOK FOR A. THE ANSWERS TO TEST QUESTIONS. B. THE MAIN IDEAS AND SIGNIFICANT DETAILS. C. THE HIDDEN MEANING OF EACH WORD. D. DETAILS WHICH SUPPORT THE FACTS. @B WHEN YOU NOTICE THAT A PARAGRAPH IS RESTATING A POINT, YOU SHOULD A. READ ON FOR SOMETHING UNEXPECTED. B. REREAD IT. C. SKIP IT. D. LOOK FOR SIGNIFICANT DETAILS. @C CRITICAL READING GOES BEYOND AN UNDERSTANDING OF WHAT THE AUTHOR IS SAYING. THE CRITICAL READER ALSO LOOKS FOR THE AUTHOR'S REASONS FOR SAYING IT. EVERY AUTHOR HAS A MOTIVE FOR WRITING; EVERY AUTHOR TRIES TO CONVINCE THE READER THAT WHAT HE SAYS IS RIGHT AND SHOULD BE ACCEPTED AS TRUTH. THE CRITICAL READER CONSIDERS THE WRITER'S PURPOSE, AND TRIES TO DETECT ANY BIAS OR PREJUDICE. THE CRITICAL READER CAREFULLY WEIGHS THE ARGUMENTS A WRITER PRESENTS TO DETERMINE IF THEY ARE VALID. ARE THE FACTS ACCURACEFGTE AND THE CONCLUSIONS REASONABLE? THE CRITICAL READER ALSO CONSIDERS THE AUTHOR'S QUALIFICATIONS. DOES HE HAVE SUFFICIENT EDUCATION OR EXPERIENCE TO WRITE ON THE SUBJECT? IS HE A COMPETENT AUTHORITY? IN SHORT, THE CRITICAL READER IS SKEPTICAL AND DOES NOT AUTOMATICALLY ACCEPT WHAT APPEARS IN PRINT AS TRUTHFUL AND ACCURATE. THE CRITICAL READER READS WITH A QUESTIONING MIND. @ THE MAIN PURPOSE OF THIS PARAGRAPH IS TO A. ASK AND ANSWER QUESTIONS ABOUT READING. B. DISCUSS WHAT A CRITICAL READER CONSIDERS WHEN HE IS READING. C. DESCRIBE HOW DECEPTIVE SOME WELL-KNOWN AUTHORS CAN BE. D. WARN THE READER NOT TO BELIEVE EVERYTHING HE READS. @B THE CRITICAL READER IS MAINLY CONCERNED WITH A. SPEED. B. CRITICIZING THE ACCURACY OF FACTS. C. THE AUTHOR'S PURPOSE. D. COMPREHENSION. @C THE CRITICAL READER IS AWARE OF THE AUTHOR'S A. BIAS. B. APPEARANCE. C. SPECIAL TALENTS. D. WORDS. @A THE CRITICAL READER A. AUTOMATICALLY REJECTS ANYTHING THAT APPEARS IN PRINT. B. REJECTS THE AUTHOR'S ARGUMENTS.  C. EVALUATES THE VALIDITY OF THE AUTHOR'S ARGUMENTS. D. ACCEPTS THE AUTHOR'S ARGUMENTS. @C WHEN IMPROVING YOUR READING SKILLS, YOU NEED TO SEEK GREATER READING FLEXIBILITY. YOUR READING SPEED MUST FIT YOUR PURPOSE AS WELL AS DIFFICULTY OF THE READING MATERIAL. YOU WILL PROBABLY WANT TO READ MATERIALS SUCH AS LIGHT FICTION, THE NEWSPAPER, AND MAGAZINE ARTICLES VERY RAPIDLY. ON THE OTHER HAND, SLOWER READING IS OFTEN NECESSARY. YOU MAY SLOW DOWN CONSIDERABLY WHEN YOU ENCOUNTER MATHEMATICAL FORMULAS, SCIENTIFIC ARTICLES, OR HISTORICAL DOCUMENTS. IF THE SUBJECT IS FAMILIAR, YOU MAY READ MORE QHJKLUICKLY. THE POINT IS THAT YOU DON'T WANT TO READ EVERYTHING AT THE SAME SPEED; IT IS BEST TO MATCH YOUR READING SPEED TO YOUR SPECIFIC READING PURPOSE. BE SELECTIVE WHEN APPLYING YOUR MENTAL ENERGIES TO THE WORDS; EACH WORD IS NOT OF EQUAL VALUE. FOCUS ON THE IMPORTANT WORDS AND KEY PHRASES. THE EFFICIENT READER IS FLEXIBLE WHEN HE READS; HE KNOWS WHEN TO CHANGE SPEEDS AND IS ABLE TO DO SO EASILY. @ ACCORDING TO THE AUTHOR, READING FLEXIBILITY IS A. VARYING THE SUBJECT MATTER THAT YOU ARE READING. B. KNOWING WHEN TO CHANGE SPEEDS AND BEING ABLE TO DO SO EASILY. C. DEVELOPING AGILE EYE MUSCLES. D. READING BORING MATERIAL FASTER THAN INTERESTING MATERIAL. @B YOU CHANGE YOUR READING SPEED DEPENDING UPON A. YOUR PURPOSE AND THE LEVEL OF DIFFICULTY OF THE MATERIAL. B. WHETHER THE MATERIAL IS FICTION OR NON-FICTION. C. YOUR INTEREST IN THE SUBJECT. D. HOW MUCH TIME YOU HAVE. @A THE READER SHOULD A. SLOW DOWN WHEN READING UNFAMILIAR MATERIAL. B. READ EVERYTHING RAPIDLY AT FIRST AND THEN REREAD IT IF NECESSARY. C. KNOW SOMETHING ABOUT THE MATERIAL BEFORE HE BEGINS. D. FOCUS ON THE IMPORTANT WORDS AND KEY PHRASES. @D THE AUTHOR SUGGESTS THAT  A. READING EVERYTHING AT THE SAME SPEED CONSERVES ENERGY. B. READING FLEXIBILITY IS ONLY USEFUL TO THE COLLEGE STUDENT. C. READING FLEXIBILITY IS NOT IMPORTANT. D. THERE ARE SEVERAL VARIABLES WHICH SHOULD DETERMINE READING SPEED. @D MARY THOMAS KNEW THAT THE GHETTO WAS A TERRIBLE PLACE TO RAISE CHILDREN, BUT THAT WAS WHERE SHE HAD TO RAISE HER FAMILY OF NINE CHILDREN. HER HUSBAND HAD DESERTED THE FAMILY WHEN THE YOUNGEST SON, ISIAH, WAS JUST TWO YEARS OLD. MARY WORKED IN A CHURCH, AND TRIED HARD TO KEEP THE CHILDREN CLOSE TO HER. SHE HAD A DIFFICULT TIME KEEPING HER OLDEST SONS AWAY FROM THE EVILS OF GHETTO LIFE; ONE OF THE BOYS BECAME A DRUG ADDICT, AND THREE OTHERS WERE JAILED FOR COMMITTING CRIMES. MARY THOMAS BEGGED THMOPQREM TO HELP HER PREVENT THE SAME THING FROM HAPPENING TO THEIR YOUNGEST BROTHER, ISIAH. LITTLE ISIAH SHOWED EARLY ATHLETIC TALENT; AT THREE, HE COULD DRIBBLE AND SHOOT A BASKETBALL. ISIAH LATER WENT TO A FINE HIGH SCHOOL IN THE SUBURBS, WHERE HE WAS A STAR BASKETBALL PLAYER. WHEN HIS GRADES BEGAN SLIPPING, ISIAH'S BROTHERS LECTURED HIM FOR HOURS ABOUT THE IMPORTANCE OF HIS EDUCATION. THEY CONVINCED HIM NOT TO WASTE HIS LIFE AWAY IN THE GHETTO, BUT TO DEVELOP AND USE HIS TALENTS. ISIAH WAS AN HONOR STUDENT HIS LAST THREE YEARS IN HIGH SCHOOL. HE RECEIVED A COLLEGE SCHOLARSHIP AND WAS FINALLY DRAFTED BY A PROFESSIONAL BASKETBALL TEAM. ISIAH THOMAS CREDITS HIS FAMILY WITH HELPING HIM TO SURVIVE THE HORRORS OF GHETTO LIFE AND BECOME A SUCCESSFUL PROFESSIONAL ATHLETE. @ THIS IS MAINLY ABOUT A. GHETTO LIFE. B. ISIAH THOMAS, THE PROFESSIONAL BASKETBALL PLAYER. C. MARY THOMAS' DEVOTION TO HER FAMILY. D. HOW ISIAH THOMAS SURVIVED GHETTO LIFE TO BECOME A PROFESSIONAL BASKETBALL PLAYER. @D ISIAH ATTRIBUTES HIS SUCCESS TO A. HARD WORK AND DETERMINATION. B. HIS FAMILY. C. HIS EARLY ATHLETIC ABILITY. D. THE FACT THAT HE MADE THE HONOR ROLL IN HIGH SCHOOL. @B ISIAH'S BROTHERS A. WERE MEMBERS OF A POWERFUL GANG. B. PREVENTED HIM FROM BECOMING A GHETTO DROPOUT. C. TAUGHT HIM HOW TO AVOID BEING PUT IN JAIL. D. FORCED HIM TO RAVAGE THE GHETTO. @B ISIAH A. BECAME AN HONOR STUDENT AND WON A COLLEGE SCHOLARSHIP. B. WAS ASHAMED OF HIS EARLY LIFE. C. WAS A BASKETBALL STAR AT THE AGE OF THREE. D. SOLD DRUGS ILLEGALLY WHEN HE WAS IN HIGH SCHOOL. @A THE FRENCH HAVE DESIGNED AND CREATED THE WORLD'S FASTEST TRAIN. THE TRAIN IS CALLED THE TGV, WHICH MEANS "TRAIN OF GREAT SPEED" IN FRENCH, AND IT IS APPROPRIATELY NAMED, FOR IT CAN ACHIEVE SPEEDS UP TO 236 MILES PER HOUR. THE TGV IS A LOW-SLUNG, SLEEK FIBERGLASS TRAIN, COLORED BRIGHT ORANGE, GRAY AND WHITE. T HE AERODYNAMIC SHAPE OF THE TGV WAS DEVELOPED THROUGH WIND-TUNNEL TESTS. T HE TRAIN IS POWERED ELECTRICALLY, FROM OVERHEAD. L UCKY PASSENGERS ENJOY A COMFORTABLE, QUIET RIDE IN SOUNDPRSUVWOOF CARS; RAIL TRACKS WERE WELDED TOGETHER TO INSURE THAT PASSENGERS ARE NOT DISTURBED BY ANY CLICKETY-CLACK. A S YOU MIGHT GUESS, DESIGNING AND DEVELOPING THE TRAIN WERE VERY COSTLY; THE FRENCH NATIONAL RAILROADS SPENT OVER 1.6 BILLION DOLLARS TO DEVELOP THE NEW SYSTEM. BUT THE INVESTMENT WILL UNDOUBTEDLY PAY OFF; SINCE THESE TRAINS ARE POWERED BY HYDROELECTRIC OR NUCLEAR ENERGY, WIDESPREAD USAGE OF THEM WILL REDUCE FRANCE'S DEPENDENCE ON IMPORTED OIL. A LSO BENEFICIAL IS THE FACT THAT THE TGV USES MUCH LESS ENERGY THAN THE AMOUNT REQUIRED TO TRAVEL BY CAR OR PLANE. O NCE THOUGHT TO BE A THING OF THE PAST, TRAINS MAY PROVE TO BE THE WAY OF THE FUTURE. @ THIS SELECTION TALKS MOSTLY ABOUT A. FRANCE'S INVENTION OF THE WORLD'S FASTEST TRAIN. B. TRAINS AS AN ENERGY SAVING MEANS OF TRANSPORTATION. C. HOW THE TGV IS MADE. D. THE SHIFT BACK TO TRANSPORTATION BY RAIL. @A THE TGV'S MOST IMPORTANT FEATURE IS A. ITS SPEED OF 236 MILES PER HOUR. B. ITS AERODYNAMIC SHAPE. C. ITS PASSENGER SAFETY. D. ITS ENERGY CONSERVATION POTENTIAL. @D SPECIAL WELDED RAIL TRACKS WERE CONSTRUCTED A. TO INSURE STABILITY. B. SO THE TGV CARS WOULD BE SOUNDPROOF. C. SO PASSENGERS WOULD NOT BE DISTURBED BY THE CLICKETY- CLACK OF UNEVEN TRACKS. D. TO CONDUCT THE ELECTRICAL POWER. @C THE ELECTRICAL TGV TRAINS ARE POWERED MOSTLY BY A. AERODYNAMICS. B. HYDROELECTRIC AND NUCLEAR ENERGY. C. IMPORTED CRUDE OIL. D. WIND ENERGY. @B CARL LEWIS WILL REMEMBER FOR A LONG TIME THE 1981 UCLA- PEPSI INVITATIONAL TRACK MEET IN LOS ANGELES. AS A SOPHOMORE FROM THE UNIVERSITY OF HOUSTON, HE PARTICIPATED IN THE LONG JUMP COMPETITION. WHEN HIS OPENING JUMP MEASURED 27 FEET 3 INCHES, LEWIS IMMEDIATELY BEGAN THINKING OF 28 FEET. THE ONLY AMERICAN WHO HAD JUMPED THAT FAR WAS BOB BEAMON, WHO HAD SET A RECORD OF OVER 29 FEET 2 1/2 INCHES AT THE 1968 MEXICO CITY OLYMPICS. LEWIS LOST CONCENTRATION AND FOULED ON HIS NEXT THRXZ[\EE TRIES. THEN HE MOVED HIS STARTING MARK BACK ABOUT THREE INCHES AND BEGAN HIS RUN; HE INCREASED HIS RUNNING SPEED GOING INTO THE JUMP AND PERFORMED A SPECTACULAR DOUBLE-HITCH KICK BEFORE HITTING THE SAND. THE CROWD WAS SILENT AS THEY AWAITED THE OFFICIAL MEASUREMENT-- IT WAS 28 FEET 3 3/4 INCHES! LEWIS, STILL IN THE PIT, SHOUTED FOR JOY! BUT SOON THE OFFICIALS ANNOUNCED THAT THE WIND SPEED WAS SLIGHTLY ABOVE THE MAXIMUM ALLOWABLE; LEWIS'S JUMP COULD NOT BE RECORDED. HIS VICTORY WAS, LITERALLY, GONE WITH THE WIND. @ THE PASSAGE IS MAINLY ABOUT A. THE 1981 UCLA -PEPSI INVITATIONAL TRACK MEET. B. CARL LEWIS'S NEAR RECORD-SETTING JUMP. C. THE RECORD-SETTING JUMP AT THE 1968 OLYMPICS. D. THE RULES WHICH GOVERN THE LONG JUMP COMPETITION. @B LEWIS'S SPECTACULAR JUMP A. WOULD HAVE SET A NEW WORLD'S RECORD. B. ASSURED HIM FIRST PLACE. C. WAS DISQUALIFIED BECAUSE HE FOULED. D. WAS OVER 28 FEET. @D LEWIS'S JUMP COULD NOT BE RECORDED BECAUSE A. THERE WAS TOO MUCH WIND. B. THERE WAS NOT ENOUGH WIND. C. HE MOVED THE STARTING MARK BACK. D. HE PERFORMED A DOUBLE-HITCH KICK BEFORE HITTING THE SAND. @A THE LONG JUMP RECORD WAS SET IN  MEXICO CITY BY A. CARL LEWIS. B. FERNANDO VALENZUELA. C. BOB BEAMON. D. LEWIS BEAMON. @C BOBBY JONES WAS THE ONLY PERSON TO WIN THE UNITED STATES OPEN, THE BRITISH OPEN, AND BOTH THE UNITED STATES AND BRITISH AMATEUR TOURNAMENTS IN ONE YEAR-1930. HE WAS AN AMERICAN HERO, BUT HE WAS NOT A HERO FOR HIS ATHLETIC ABILITY ALONE; HE WAS AN OUTSTANDING AND ETHICAL HUMAN BEING. BOBBY JONES WAS A GENTLEMAN IN EVERY SENSE OF THE WORD; HE WAS COURTEOUS AND CONSIDERATE, FAIR AND HONEST. HIS GRACE AND CHARM ON AND OFF THE COURSE MADE HIM ONE OF THE MOST POPULAR MEN OF HIS TIME. ONCE, IN A]_`a NATIONAL CHAMPIONSHIP, HE DROVE HIS BALL INTO THE WOODS. HE BARELY TOUCHED THE BALL BEFORE HE WAS READY TO HIT IT. WHEN HE CAME OUT OF THE WOODS, HE REPORTED HIS FAULT AND ADDED ONE PENALTY STROKE TO HIS SCORE, ULTIMATELY LOSING THE CHAMPIONSHIP BY THAT ONE STROKE. WHEN PRAISED FOR HIS ACT OF SPORTSMANSHIP, HE REMARKED THAT HE SAW NOTHING NOTABLE ABOUT IT. "YOU MIGHT AS WELL PRAISE A MAN FOR NOT ROBBING A BANK," HE SAID. @ THIS PASSAGE IS MAINLY ABOUT A. BOBBY JONES'S GOLF SKILLS. B. GOLFING AS AN AMERICAN PASTIME. C. THE U.S. OPEN TOURNAMENT. D. BOBBY JONES, AN OUTSTANDING HUMAN BEING. @D BOBBY JONES WAS A. THE ONLY PERSON EVER TO WIN THE FOUR MOST IMPORTANT GOLF CHAMPIONSHIPS IN ONE YEAR. B. THE ONLY PERSON TO ACCURATELY REPORT HIS GOLF SCORE. C. THE ONLY GENTLEMAN ON THE GOLF COURSE. D. CRITICIZED FOR HIS HONESTY. @A WHEN BOBBY JONES BARELY TOUCHED THE BALL BEFORE HITTING IT, HE A. PICKED IT UP AND WALKED OFF THE COURSE. B. KNEW HE WOULD LOSE THE CHAMPIONSHIP. C. PENALIZED HIMSELF ONE STROKE. D. HAD HIS CADDY GET HIM ANOTHER BALL. @C WHEN BOBBY JONES PENALIZED HIMSELF ONE STROKE, HE A. WON THE CHAMPIONSHIP B. LOST THE CHAMPIONSHIP. C. LOST THE CHAMPIONSHIP BUT WON A SPECIAL AWARD FOR HONESTY. D. WAS DISQUALIFIED. @B THOMAS ALVA EDISON WAS AN UNCOMMON INVENTOR. HIS GENIUS WAS SUCH THAT HE NOT ONLY QUICKLY RECOGNIZED SCIENTIFIC PRINCIPLES, HE PUT THEM TO PRACTICAL USE AS WELL. BY THE 1870'S, AMERICANS KNEW  ABOUT ELECTRICITY, BUT THEY WERE STILL USING GAS TO LIGHT THEIR HOMES. EDISON WAS SURE THAT ELECTRICITY COULD BETTER FULFILL THAT PURPOSE. HE FINALLY HIT UPON A WAY AND CREATED THE "PERMANENT" ELECTRIC LIGHT BULB. EDISON STOOD BEHIND HIS INVENTION WITH UNCOMMON ENERGY AND DEDICATION. HE WAS PRESENT FOR THE bdefFIRST THEATRICAL PERFORMANCE LIT BY ELECTRICITY. WHEN THE LIGHTS BEGAN TO WAVER AND DIM, EDISON DASHED DOWN TO THE CELLAR. HE SHOVELED COAL TO MAINTAIN THE STEAM PRESSURE TO CREATE THE ELECTRICITY. HE SHOVELED UNTIL THE END OF THE  PERFORMANCE AND THROUGHOUT THE BANQUET AFTERWARDS THAT WAS BEING GIVEN UPSTAIRS IN HIS HONOR. EDISON DID NOT MAKE MUCH OF THE PRAISE HE RECEIVED. HE WAS TOO BUSY THINKING OF OTHER PRACTICAL APPLICATIONS OF SCIENCE. @ THE PASSAGE PRIMARILY DESCRIBED THOMAS ALVA EDISON AS A. A PRACTICAL INVENTOR. B. AN ECCENTRIC SCIENTIST. C. A LITERARY GENIUS. D. A FAME SEEKER. @A EDISON FELT THAT ELECTRICITY A. COULD BE DANGEROUS. B. SHOULD BE PATENTED. C. COULD BE USED TO PROVIDE LIGHT. D. COULD PROVIDE MORE HEAT THAN GAS COULD. @C EDISON A. STOOD BEHIND HIS INVENTIONS. B. REFUSED TO FILE PATENTS ON HIS INVENTIONS. C. ENJOYED THE PRAISE AND RECOGNITION HIS INVENTIONS RECEIVED. D. WAS AN AVID THEATER-GOER. @A EDISON SHOVELED COAL A. TO HEAT THE WATER FOR HIS GUEST'S BATH. B. TO KEEP THE THEATER WARM ENOUGH. C. TO KEEP THE ELECTRIC LIGHTS SHINING FOR THE PLAY. D. TO EARN THE MONEY TO FINANCE HIS RESEARCH. @C HOW WOULD YOU LIKE TO GET UP AT 6:30 AM TO PREPARE BREAKFAST FOR 300? PERHAPS YOU'D PREFER TO TRIM TREES, HAUL TRASH, SORT MAIL, OR MORTAR CONCRETE BLOCKS. THESE ARE ALL PART OF THE STUDENTS' RESPONSIBILITIES AT BLACKBURN COLLEGE. BLACKBURN COLLEGE IS A SMALL, LIBERAL ARTS COLLEGE IN ILLINOIS. ALL OF BLACKBURN'S STUDENTS ARE REQUIRED TO WORK; STUDENT LABOR PERFORMS ALL THE BASIC MAINTENANCE AND IMPROVEMENT TASKS THE CAMPUS REQUIRES; IN FACT, STUDENTS HAVE BUILT NINE OF THE SIXTEEN BUILDINGS ON CgijklAMPUS. AS A RESULT, BLACKBURN SAVES OVER A MILLION DOLLARS A YEAR IN CONSTRUCTION AND MAINTENANCE COSTS. THESE SAVINGS ARE PASSED ON TO THE STUDENT IN THE FORM OF LOWER COLLEGE FEES; BLACKBURN'S TUITION IS ONLY $3,500 PER YEAR, WHICH IS THE LOWEST PRIVATE COLLEGE TUITION IN ILLINOIS. IN ADDITION TO ITS ECONOMIC BENEFITS, BLACKBURN'S PROFESSORS AND ADMINISTRATORS FIND THAT THEIR WORK PROGRAM IS A GREAT CHARACTER BUILDER AND EDUCATIONAL AID. SAYS ONE PROFESSOR, "THERE IS A TREMENDOUS EXPERIENCE IN BEING RESPONSIBLE." @ THE MAIN PURPOSE OF THIS PARAGRAPH IS TO A. DESCRIBE BLACKBURN COLLEGE'S LIBERAL-ARTS PROGRAM. B. DESCRIBE BLACKBURN COLLEGE'S STUDENT WORK PROGRAM. C. DISCUSS BLACKBURN COLLEGE'S LOW TUITION. D. OFFER A SOLUTION TO THE RISING COSTS OF EDUCATION. @B THE STUDENTS AT BLACKBURN A. ARE REQUIRED TO WORK ON CAMPUS. B. MAY PARTICIPATE IN THE STUDENT WORK PROGRAM IF THEY WISH. C. ARE PREPARING FOR CAREERS IN BUILDING AND CONSTRUCTION. D. WORK FOR THE MINIMUM WAGE. @A THE MONEY BLACKBURN COLLEGE SAVES IN CONSTRUCTION AND MAINTENANCE COSTS A. IS INVESTED IN THE STOCK MARKET. B. IS PASSED ON TO THE STUDENTS IN THE FORM OF LOWER TUITION. C. IS USED TO BUILD NEW BUILDINGS. D. AMOUNTS TO $3,500 PER YEAR. @B MANY OF BLACKBURN'S PROFESSORS AND ADMINISTRATORS BELIEVE THAT THE STUDENT WORK PROGRAM A. TAKES TOO MUCH TIME AWAY FROM ACADEMIC PURSUITS. B. IS TOO EXPENSIVE. C. PROVIDES GOOD ON-THE-JOB EXPERIENCE. D. BUILDS CHARACTER. @D HOBART ALTER, FROM CAPISTRANO BEACH, CALIFORNIA, IS TODAY'S MOST SUCCESSFUL NAUTICAL DESIGNER. ALTER HAS BEEN PUTTING HIS LOVE FOR CREATING AND TINKERING TO USE FOR YEARS. HE BECAME THE FAVORITE OF CALIFORNIA SURFERS DURING THE 1950'S. HE BEGAN BY SELLING THE FIRST MASS-PRODUCED BALSA WOOD AND FIBERGLASS SURFBOARDS. BY THE 60'S, HE HAD BECOME THE WORLD'S LEADING SUPPLIER OF THE CUSTOM-MADE POLYURETHANE SURFBOARD. BY THE 1970'S, HE HAD TURNED HIS ATTENTION TO DESIGNING A TWIN-HULLED CATAMARAN CALLmopqED THE HOBIE CAT. THIS CREATION BECAME INCREDIBLY POPULAR IN CALIFORNIA AND ACROSS THE COUNTRY. BY 1976, ALTER WAS TIRED OF ALL THE BUSINESS DEALINGS, SO HE SOLD OUT TO A LARGE CAMPING-EQUIPMENT MAKER. HOBIE SAID, "I DIDN'T WANT TO BE HEAD OF ANYTHING, BECAUSE THEN YOU HAVE TO GO TO MEETINGS AND JUNK." HOBIE, WHO IS ALREADY A MULTI- MILLIONAIRE, IS HAPPY WITH A JOB AS A DESIGNER. HIS NEWEST CREATION FOR THE 80'S IS A BEAUTIFUL, RELATIVELY LOW-PRICED, 33 FOOT SLEEK FIBERGLASS SLOOP, THE HOBIE 33. HOBIE'S BRILLIANT CREATIONS WILL CONTINUE TO ENTICE MORE AMERICANS TO THE OCEAN. @ THIS PASSAGE TALKS MOSTLY ABOUT A. SURFBOARDS. B. HOBIE CATS. C. ALTER'S FINANCIAL SUCCESS. D. ALTER'S BRILLIANCE AS A NAUTICAL DESIGNER. @D BY THE L950'S, HOBIE A. WAS FAMOUS FOR HIS HOBIE CAT. B. BEGAN SELLING THE FIRST MASS- PRODUCED BALSA WOOD SURFBOARDS. C. WAS NO LONGER THE FAVORITE OF CALIFORNIA SURFERS. D. HAD SOLD HIS COMPANY TO THE JAPANESE. @B HOBIE SOLD HIS COMPANY BECAUSE A. HE WAS BORED WITH BUSINESS DEALINGS. B. HE WANTED TO BEGIN DESIGNING BOATS. C. HE WANTED TO DESIGN CAMPING EQUIPMENT. D. HE BELIEVED HE HAD MADE ENOUGH MONEY ALREADY. @A HOBIE'S NEWEST CREATION IS A. THE TWIN-HULLED HOBIE CAT. B. A SURFBOARD WHICH WILL MAKE MORE AMERICANS HIT THE WAVES. C. THE SLEEK FIBERGLASS SLOOP, THE HOBIE 33. D. A NEW FIBERGLASS CATAMARAN. @C ONE OF THE GREATEST MAGICIANS OF ALL TIME WAS HOUDINI. AT THE TURN OF THE CENTURY, HE AMAZED THE WORLD WITH HIS INCREDIBLE SKILL AS AN ESCAPE ARTIST. NO RESTRAINT COULD BIND  THE AGILE HOUDINI. ALL SORTS OF HANDCUFFS, CHAINS AND LOCKS, AND STRAIGHT JACKETS WERE PUT AROUND HIM; HE ALWAYS MANAGED TO EMERGE FREE OF THE RESTRAINTS. A S A  PUBLICITY STUNT, HOUDINI CHALLENGED SKEPTICAL SAN FRANCISCANS TO BIND HIM SO THAT HE COULD NOT ESCAPE. AT THE POLICE STATION, THE POLICEMEN  AND A COUPLE OF REPOrtuvRTERS BOUND HIS HANDS BEHIND HIS BACK AND SHACKLED HIS ANKLES TOGETHER. THEN THEY LINKED TEN PAIRS OF HANDCUFFS BETWEEN HIS HANDS AND HIS FEET. TO CONVINCE THEM THAT HE WAS NOT HIDING PICKS OR KEYS, HOUDINI PERFORMED THIS STUNT COMPLETELY NAKED. THUS BOUND AND NAKED, HE WAS PUT INTO AN EMPTY CLOSET THAT HAD BEEN THOROUGHLY SEARCHED; TEN MINUTES LATER HE APPEARED, COMPLETELY FREE OF ALL THE RESTRAINTS. REPORTS OF THIS STUNT WON HIM THE ADMIRATION OF ALL AMERICANS. A MAN, NAKED, BOUND IN CHAINS, AND ABANDONED, COULD STILL FREE HIMSELF. @ THIS PASSAGE IS MAINLY ABOUT A. THE MAGIC OF HOUDINI. B. HANDCUFFS AND CHAINS. C. HOUDINI AS AN ESCAPE ARTIST. D. THE SUCCESS OF PUBLICITY STUNTS. @C HOUDINI PERFORMED HIS ESCAPE IN SAN FRANCISCO A. COMPLETELY NAKED. B. UNDER PUBLIC PRESSURE. C. IN A WOODEN COFFIN. D. UNDERWATER. @A THE POLICE BOUND HOUDINI'S A. HANDS WITH TEN HANDCUFFS. B. FEET WITH TEN HANDCUFFS. C. BODY IN A STRAIGHT JACKET. D. HANDS AND FEET AND LINKED TEN HANDCUFFS BETWEEN THEM. @D AMERICANS ADMIRED HOUDINI'S ABILITY TO A. PUT ON A GOOD SHOW. B. FREE HIMSELF. C. DECEIVE THE POLICE. D. RISK HIS LIFE. @B AMERICAN BUSINESSMEN HAVE OFTEN BEEN DESCRIBED AS INVENTIVE AND INGENIOUS, AND CERTAINLY FREDERIC TUDOR SERVES AS AN EXAMPLE. EARLY IN THE 1800'S, FREDERIC TUDOR, A BOSTONIAN, SEIZED UPON THE IDEA OF SHIPPING ICE FROM BOSTON PONDS TO THE SOUTHERN STATES. TO PREVENT THE ICE FROM MELTING, HE TRIED EVERYTHING FROM STRAW TO BLANKETS, FINALLY SETTLING UPON SAWDUST AS THE BEST INSULATOR. HE BUILT ICE HOUSES IN HAVANA, NEW ORLEANS, AND CHARLESTON, AND SHIPPED TONS OF ICE TO THE WEST INDIES, PERSwyz{|IA, AND EUROPE. NOW THAT PEOPLE HAD ICE, WHAT WERE THEY TO DO WITH IT? TUDOR THEN LAUNCHED PROBABLY THE MOST EFFECTIVE ADVERTISING CAMPAIGN IN HISTORY TO TELL PEOPLE OF THE MARVELOUS USES OF ICE. HE CONVINCED THE WORLD THAT ICED DRINKS WERE PREFERABLE TO THOSE NOT ICED. FINE RESTAURANTS AND HOTELS ALL OVER THE WORLD WERE SOON SERVING THEIR PATRONS ICED DRINKS. TUDOR'S ICE WAS, AT FIRST, A LUXURY ONLY THE VERY WEALTHY COULD ENJOY. THEN TUDOR CUT HIS COSTS AND CONVINCED THE MASSES THAT THEY TOO NEEDED ICE. ICE CREAM WAS NEXT -- A MEAL WITHOUT ICE CREAM, WAS LITTLE MORE THAN A SNACK! ICED DRINKS AND ICE CREAMS BECAME NECESSITIES. FREDERIC TUDOR BECAME A MILLIONAIRE BY CONVINCING PEOPLE THAT THEY NEEDED SOMETHING THEY DIDN'T EVEN KNOW THEY WANTED IN THE FIRST PLACE. @ THIS PARAGRAPH IS PRIMARILY ABOUT A. THE ADVERTISING TECHNIQUES OF AMERICAN BUSINESSMEN. B. HOW ICE CREAM WAS INVENTED. C. FREDERIC TUDOR SELLING ICE TO THE WORLD. D. THE GROWTH OF THE ICE INDUSTRY. @C FREDERIC TUDOR A. FOUND THAT STRAW WAS THE BEST INSULATOR. B. BUILT ICE HOUSES ALL OVER THE WORLD. C. INVENTED THE TERM "COLD CASH." D. SHIPPED ICE ALL OVER THE WORLD. @D FREDERIC TUDOR CONVINCED PEOPLE THAT ICE SHOULD BE USED A. TO LOWER ROOM TEMPERATURES. B. TO MAKE COLD DRINKS. C. TO CURE HEADACHES. D. TO PRESERVE FOOD. @B PEOPLE WHO DIDN'T KNOW THEY WANTED ICE A. DIDN'T KNOW WHAT TO DO WITH IT. B. BEGAN TO REGARD IT AS A NECESSITY. C. USED IT CARELESSLY. D. REFUSED TO USE IT. @B H OLLYWOOD STUNTMEN MAKE THEIR LIVING THE HARD WAY. TODAY'S MOVIE AUDIENCES DEMAND MUCH EXCITEMENT FOR THEIR MONEY. DEATH-DEFYING STUNTS HAVE BECOME AN INTEGRAL PART OF THE MOVIE INDUSTRY. IN ORDER TO THRILL VIEWERS, STUNTMEN SET THEMSELVES ON FIRE, CRASH CARS AND LEAP OFF BUILDINGS. S TUNTMEN CONSIDER THEMSELVES TO BE PROFESSIONAL ATHLETES, AND MANY OF THEM DO HAVE BACKGROUNDS IN GYMNASTICS. THOSE WHO CAN PERFORM THE MOST DIFFICULT STUNTS, AND HAVE A REPUTATION FOR STYLE, COURAGE, AND EXCELLENCE, EA}RN APPROXIMATELY $200,000 A YEAR. YET THE STUNTMEN PAY A HEAVY PHYSICAL PRICE FOR THIS HIGH INCOME. THEIR BODIES REVOLT AGAINST THE ABUSE; THEIR ANKLES BEGIN TO FAIL AFTER TAKING TOO MANY LEAPS AND FALLS. E VERY TIME A STUNTMAN ROLLS A CAR, HE SUSTAINS HEAD AND NECK INJURIES, NO MATTER HOW WELL PROTECTED HE IS. S TUNTMEN'S BODIES ARE REPAIRED WITH THE HELP OF MODERN MEDICINE. B Y THE TIME THEY REACH THE AGE OF 40, SOME STUNTMEN ARE HELD TOGETHER BY SURGICAL PINS. SOME HAVE DIED PERFORMING STUNTS. NEVERTHELESS, H OLLYWOOD STUNTMEN WOULDN'T TRADE THEIR JOBS FOR ANY OTHER. T HEY ARE DAREDEVILS AND LOVE THE RISKS INVOLVED. @ THIS PASSAGE TALKS MOSTLY ABOUT A. THE SALARIES OF STUNTMEN. B. THE INJURIES STUNTMEN SUSTAIN. C. THE DANGERS INVOLVED IN BEING A STUNTMAN. D. WHAT TODAY'S MOVIE AUDIENCES DEMAND. @C MANY STUNTMEN HAVE BACKGROUNDS IN A. GYMNASTICS. B. RACE CAR DRIVING. C. PROFESSIONAL ATHLETICS. D. MOUNTAIN CLIMBING. @A THE TOP STUNTMEN IN THE BUSINESS EARN APPROXIMATELY A. $2,000 FOR ONE FALL. B. $20,000 A YEAR. C. $200,000 A YEAR. D. $2,000,000 IN A LIFETIME. @C A STUNTMAN SUSTAINS HEAD AND NECK INJURIES EVERY TIME HE A. PERFORMS A FALL. B. LEAPS OFF A BUILDING. C. LANDS ON AN AIR MATTRESS. D. ROLLS A CAR. @D =/SR.WALL.STREET. gYF/SR.EXTREME.SKII IYF*SR.THE.EGG YF/SR.THE.TRAINED. /SR.CHRISTMAS.IN nYF/SR.THE.DIVIDED. YF/SR.THE.COMPUTER YF/SR.BARNUM.S.BAL YF/SR.GENUINE.MEXI YF/SR.MILK.FOR.THE /SR.THE.1865.MOO i/SR.THE.MAN.WITH YF/SR.SPLITTING.TH MYF WALL STREET IS A PLACE OF BUSINESS AND FINANCE, STOCKS AND BONDS, BROKERS AND INVESTORS. WALL STREET IS ALSO A PLACE WHERE PEOPLE THRIVE ON HIGH RISK VENTURES AND HIGH PRESSURE JOBS. IN THE MIDST OF ALL THE HUSTLE AND BUSTLE OF N EW Y ORK'S FINANCIAL DISTRICT IS A QUIET, MILD- MANNERED MAN, DR. JAY ROHRLICH. JAY ROHRLICH IS A WALL STREET INSIDER, BUT IN A DIFFERENT CAPACITY FROM OTHERS WHO WORK ON THAT STREET. DR. ROHRLICH IS A PSYCHIATRIST. HE FINDS WALL STREET A FASCINATING PLACE; HE SPECIALIZES IN TREATING THE WORK ADDICT. WALL STREET PROVIDES AN ENVIRONMENT WHERE MANY PEOPLE ARE INTENSELY INVOLVED IN THEIR WORK; DR. ROHRLICH'S WALL STREET PRACTICE ABOUNDS WITH PATIENTS. THE PEOPLE THAT HE TREATS ARE SO PREOCCUPIED WITH THEIR WORK THAT THEY ENJOY LITTLE ELSE, AND, AS A RESULT, THEY DO LITTLE ELSE. THE WORK ADDICT DOES NOT GO TO PARTIES OR OTHER SOCIAL GATHERINGS; HE DOES NOT READ, GO TO THE THEATER, OR INVOLVE HIMSELF IN COMMUNITY ACTIVITIES. ALL OF HIS ENERGIES ARE DEVOTED TO WORK OR TO THINGS CLOSELY ASSOCIATED WITH HIS WORK. HE ENJOYS HIS WORK SO MUCH THAT HE CANNOT ENJOY ANYTHING ELSE. INTERESTINGLY ENOUGH, DR. ROHRLICH REPORTS THAT MOST WORK ADDICTS ARE NOT DRIVEN BY A DESIRE FOR MONEY. IN FACT, THEY ARE TOO BUSY WORKING TO ENJOY THE MONEY THEY MAKE. HE RECALLS ONE PATIENT, A MULTI-MILLIONAIRE WHOSE LIFE-STYLE MORE RESEMBLED THAT OF SOMEONE MAKING $8,000 A YEAR. WHILE MONEY OFTEN SERVES AS A MEASURE OF THE WORK ADDICT'S SUCCESS, IT IS NOT HIS PRIMARY MOTIVATING FORCE. THE WORK ADDICT IS FREQUENTLY AT A LOSS IN DEALING WITH HIS PERSONAL LIFE. QUITE OFTEN HIS FAMILY RELATIONSHIPS ARE FALLING APART. HIS FAMILY DOESN'T SHARE HIS INTENSE INTEREST IN HIS WORK, AND FAILS TO UNDERSTAND THE GREAT ATTRACTION THAT HIS WORK HAS FOR HIM. THEY BECOME RESENTFUL OF THE FACT THAT WORK ALWAYS TAKES PRIORITY OVER OTHER MATTERS. THE WORK ADDICT OFTEN TRIES TO UTILIZE THE SAME BEHAVIOR PATTERNS AT HOME THAT HE USES IN THE OFFICE. THE RESULTS ARE DISASTROUS. BEING A FATHER IS NOT THE SAME AS BEING A BOSS. A MARRIAGE PARTNERSHIP IS DIFFERENT FROM A BUSINESS PARTNERSHIP. DR. ROHRLICH DISCUSSES HIS VAST EXPERIENCE IN TREATING THE WORK ADDICT IN HIS BOOK, "WORK AND LOVE: THE CRUCIAL BALANCE." AS THE TITLE SUGGESTS, DR. ROHRLICH BELIEVES THAT WORK AND LOVE ARE TWO VERY ESSENTIAL PARTS OF LIFE. BOTH REQUIRE ENERGY AND ATTENTION. PROBLEMS OCCUR WHEN PEOPLE FAIL TO DISTINGUISH BETWEEN THE TWO, OR IGNORE ONE COMPLETELY, AS IN THE CASE OF THE WORK ADDICT. DR. ROHRLICH DOES NOT TAKE A NEGATIVE VIEW TOWARDS WORK; WORK IS A POSITIVE AND PRODUCTIVE ACTIVITY. IT IS DESTRUCTIVE ONLY WHEN IT BECOMES AN OBSESSION. @ DR. ROHRLICH'S PROFESSIONAL INTEREST IS IN THE A. WORK ADDICT. B. ALCOHOLIC. C. DRUG ADDICT. D. WEALTHY INVESTOR. @A HIS PATIENTS THRIVE ON A. PARTIES AND SOCIAL GATHERINGS. B. INTELLECTUAL PURSUITS. C. HIGH PRESSURE JOBS. D. ACHIEVING FINANCIAL SUCCESS. @C THE ADDICT'S FAMILY A. DOESN'T UNDERSTAND HIS WORK. B. IS PROUD OF HIS SUCCESS. C. IS THE CAUSE OF THE ADDICTION. D. RESENTS THE FACT THAT HIS WORK COMES FIRST. @D ACCORDING TO DR. ROHRLICH, PSYCHOLOGICAL PROBLEMS OFTEN OCCUR WHEN PEOPLE A. ARE UNSUCCESSFUL IN THEIR WORK. B. FAIL TO DIFFERENTIATE BETWEEN WORK AND LOVE. C. MAKE A GREAT DEAL OF MONEY. D. DON'T GET ENOUGH REST. @B WHICH GROUP OF PEOPLE CONTAINS A GREAT NUMBER OF WORK ADDICTS? A. TEACHERS B. BROKERS C. PSYCHIATRISTS D. LAWYERS @B THE ARTICLE SAYS THAT MONEY IS A. THE BASIC DRIVING FORCE OF THE WORK ADDICT. B. MORE IMPORTANT TO THE ADDICT THAN HIS FAMILY. C. VERY DIFFICULT FOR THE WORK ADDICT TO EARN AND KEEP. D. NOT THE BASIC DRIVING FORCE OF THE WORK ADDICT, BUT A MEASURE OF HIS SUCCESS. @D WORK ADDICTS A. ARE SO PREOCCUPIED WITH WORKING THAT THEY DON'T ENJOY THE MONEY THEY EARN. B. ARE SO PREOCCUPIED WITH EARNING MONEY THAT THEY NEGLECT THEIR WORK RESPONSIBILITIES. C. SPEND THEIR MONEY CARELESSLY AND THUS HAVE TO WORK HARD TO EARN MORE MONEY. D. DERIVE GREAT SATISFACTION FROM THEIR FAMILY RELATIONSHIPS. @A THE ARTICLE IMPLIES THAT DR. ROHRLICH BELIEVES THAT PEOPLE SHOULD A. NOT WORK. B. NOT ENJOY THEIR WORK. C. SEEK THE PROPER BALANCE BETWEEN LOVE AND WORK. D. PUT THEIR FAMILY RELATIONSHIPS BEFORE WORK. @C EXTREME SKIING IS NOT A SPORT FOR THE UNSKILLED OR THE FAINT- HEARTED. ACCORDING TO CHRIS LANDRY, WHO IS AN EXPERT ON THE SUBJECT, "... IF YOU FALL, YOU DIE." EXTREME SKIING INVOLVES SKIING DOWN MOUNTAINS WHICH ARE FAR STEEPER THAN ORDINARY SKI SLOPES. THE PITCH, OR SLANT, OF AN AVERAGE SKI SLOPE, EVEN ON THE EXPERT RUNS, IS NO MORE THAN 20 OR 30 DEGREES. EXTREME SKIERS, ON THE OTHER HAND, GO DOWN SLOPES PITCHED AT ABOUT 50 OR 60 DEGREES, SO THAT ON THE STEEPEST RUNS, THE SKIER'S ELBOWS GRAZE THE SNOW ON THE UPHILL SIDE. AS ONE SKIER DESCRIBES IT, "EXTREME SKIING IS SOME- THING LIKE SKIING DOWN THE SIDE OF A BUILDING." THERE ARE NO HANDY SKI LIFTS TO TAKE EXTREME SKIERS TO THE TOPS OF THEIR MOUNTAINS; THEY MUST DEPEND UPON THEIR MOUNTAIN CLIMBING SKILLS TO GET THEMSELVES IN POSITION FOR THEIR DARING DOWNHILL RUN. OFTEN THE PREPARATORY CLIMB IS THE MOST DANGEROUS PART OF THE TRIP -- SOME MEN HAVE LOST THEIR LIVES ON THE WAY UP THE MOUNTAIN. EXTREME SKIING DEMANDS THE UTMOST IN SKILLED AND CONTROLLED SKIING. ONE  MISTAKE CAN BE FATAL. IT IS ALL OR NOTHING FOR THE EXTREME SKIER. HE MUST BE PREPARED TO HURL HIMSELF OFF A SHARP CLIFF WHICH MAY DROP AWAY UNDER HIM. IT IS PSYCHOLOGICALLY VERY DIFFICULT TO DROP THOSE FIRST FEW FRIGHTENING YARDS. ONE SKIER FINALLY TIED HIMSELF TO A ROCK WITH A LONG ROPE.  THIS SECURITY FREED HIM TO GET STARTED ON HIS DIFFICULT RUN; ONCE UNDERWAY,  HE UNTIED HIMSELF AND FINISHED SKIING DOWN THE SLOPE. THE EXTREME SKIER MUST BE ALERT AND ABLE TO COPE WITH THE UNKNOWN HAZARDS WHICH MOST CERTAINLY LIE AHEAD. ONE HAZARD IS THE POSSIBILITY OF AN AVALANCHE; ON WARM, SUNNY DAYS, THE SUN CAN SOFTEN AND THICKEN THE SNOW, CAUSING IT TO BREAK OFF IN SLABS, SETTING OFF AN AVALANCHE. IN SPITE OF THE OBVIOUS DANGERS OF THE SPORT, EXTREME SKIING CONTINUES TO ATTRACT CERTAIN PEOPLE. A SELECT FEW BRAVE MEN ACCEPT THE CHALLENGE AND THE THRILL OF EXTREME SKIING. T HE FIRST CERTIFIED EXTREME SKI DESCENT OCCURRED IN FRANCE IN 1967.  THE SKIER WAS SYLVAIN SOUDON, WHO HAS BECOME A SPORTS CELEBRITY IN FRANCE. PROBABLY THE BEST AMERICAN EXTREME SKIER IS CHRIS LANDRY. CHRIS DOES NOT SEE EXTREME SKIING AS AN AGGRESSIVE OR COMPETITIVE SPORT; FOR CHRIS, EXTREME SKIING ISN'T "CONQUERING" THE MOUNTAIN, IT'S "BECOMING ONE" WITH IT. @ EXTREME SKIING IS A. SKIING IN VERY COLD WEATHER. B. SKIING DOWN EXTREMELY STEEP SLOPES. C. SKIING CONTINUOUSLY FOR MORE THAN 24 HOURS. D. NOW AN OLYMPIC EVENT. @B THE AVERAGE SKI SLOPES IN THE U.S. HAVE DESCENTS PITCHED AT NOT MORE THAN A. 20-30 DEGREES. B. 50-60 DEGREES. C. 80-90 DEGREES. D. 10 DEGREES. @A EXTREME SKIERS ALSO NEED TO BE SKILLED AT A. LONG DISTANCE RUNNING. B. ICE SKATING. C. CROSS-COUNTRY SKIING. D. MOUNTAIN CLIMBING. @D THE FIRST CERTIFIED EXTREME-SKI DESCENT OCCURRED IN 1967 IN A. SWITZERLAND. B. ITALY. C. FRANCE. D. AUSTRIA. @C ONE OF THE MAIN DANGERS IN EXTREME SKIING IS A. FROSTBITE. B. EXHAUSTION. C. FALLING DURING THE PREPARATORY CLIMB. D. BEGINNING THE RUN. @C EXTREME SKIERS WORRY ABOUT SKIING ON VERY SUNNY DAYS BECAUSE OF THE DANGERS OF A. HEAT STROKE. B. MELTING SNOW. C. DEHYDRATION. D. AN AVALANCHE. @D WHAT WOULD BE THE BEST DESCRIPTION OF AN EXTREME SKIER? A. RECKLESS AND DARING B. INSECURE AND TIMID C. SKILLED AND CONTROLLED D. ALERT AND AGGRESSIVE @C FOR CHRIS LANDRY, EXTREME SKIING IS A. BECOMING PART OF THE MOUNTAIN. B. CONQUERING THE MOUNTAIN. C. A CHANCE TO GAIN WORLD RECOGNITION. D. AN AGGRESSIVE AND COMPETITIVE SPORT. @A IT WAS IN THE SPRING OF HIS 35TH YEAR THAT FATHER MARRIED MOTHER, AND THE FOLLOWING YEAR I CAME WRIGGLING AND CRYING INTO THE WORLD. THEN SOMETHING HAPPENED TO THESE TWO PEOPLE. THEY BECAME AMBITIOUS; THE AMERICAN PASSION FOR GETTING UP IN THE WORLD TOOK POSSESSION OF THEM. THEIR FIRST VENTURE TURNED OUT BADLY. THEY RENTED TEN ACRES OF STONY LAND AND LAUNCHED INTO CHICKEN RAISING. I GREW INTO BOYHOOD ON THE PLACE AND GOT MY FIRST IMPRESSION OF LIFE THERE.  FROM THE BEGINNING, THERE WERE IMPRESSIONS OF DISASTER. AND IF I AM A GLOOMY MAN INCLINED TO SEE THE DARKER SIDE OF LIFE, I ATTRIBUTE IT TO THE FACT THAT WHAT SHOULD HAVE BEEN FOR ME THE HAPPY, JOYOUS DAYS OF CHILDHOOD WERE SPENT ON A CHICKEN FARM. ONE UNVERSED IN SUCH MATTERS CAN HAVE NO NOTION OF THE MANY AND TRAGIC THINGS THAT CAN HAPPEN TO A CHICKEN. IT IS BORN OUT OF AN EGG, LIVES FOR A FEW WEEKS AS A TINY FLUFFY THING, THEN BECOMES HIDEOUSLY NAKED AND EATS GREAT QUANTITIES OF CORN AND MEAL BOUGHT BY THE SWEAT OF YOUR FATHER'S BROW. IT GETS DISEASES CALLED PIP, CHOLERA, AND OTHER NAMES, STANDS LOOKING WITH STUPID EYES AT THE SUN, BECOMES SICK AND DIES. A FEW HENS, AND NOW AND THEN A ROOSTER, STRUGGLE THROUGH TO MATURITY. THE HENS LAY EGGS OUT OF WHICH COME OTHER CHICKENS AND THE DREADFUL CYCLE IS THUS MADE COMPLETE. IT IS ALL UNBELIEVABLY COMPLEX. MOST PHILOSOPHERS MUST HAVE BEEN RAISED ON CHICKEN FARMS. ONE HOPES FOR SO MUCH FROM A CHICKEN AND IS SO DREADFULLY DISILLUSIONED. BABY CHICKS JUST SETTING OUT ON THE JOURNEY OF LIFE LOOK SO BRIGHT AND ALERT, BUT ARE, IN FACT, SO DREADFULLY STUPID. IF DISEASE DOES NOT KILL THEM, THEY WAIT UNTIL YOUR EXPECTATIONS ARE THOROUGHLY AROUSED AND THEN WALK UNDER THE WHEELS OF A WAGON -- TO GO SQUASH AND DEAD BACK TO THEIR MAKER.  I HAVE SEEN MANY BOOKS ON THE SUBJECT OF FORTUNES TO BE MADE OUT OF THE RAISING OF CHICKENS. THEY DECLARE THAT MUCH MAY BE DONE BY SIMPLE PEOPLE WHO OWN A FEW HENS. DO NOT BE LED ASTRAY. GO HUNT FOR GOLD ON THE FROZEN HILLS OF ALASKA, PUT YOUR FAITH IN THE HONESTY OF A POLITICIAN, BELIEVE IF YOU WILL THAT THE WORLD IS GROWING BETTER AND THAT GOOD WILL TRIUMPH OVER EVIL, BUT DO NOT READ AND BELIEVE THE BOOKS THAT CLAIM FORTUNES CAN BE MADE WITH THE HEN. BY SHERWOOD ANDERSON @ THE PASSAGE IS MAINLY ABOUT A. THE FUTILITY OF MAKING A FORTUNE RAISING CHICKENS. B. THE DIFFICULT LIFE OF A CHICKEN. C. THE NUMEROUS WAYS TO MAKE A LIVING OTHER THAN RAISING CHICKENS. D. THE AUTHOR'S UNHAPPY CHILDHOOD. @A THE AUTHOR BELIEVES THAT GROWING UP ON A CHICKEN FARM A. GAVE HIM MANY WONDERFUL BOYHOOD EXPERIENCES. B. TAUGHT HIM HOW TO MAKE A FORTUNE RAISING CHICKENS. C. MADE HIM A GLOOMY MAN, INCLINED TO SEE THE DARKER SIDE OF LIFE. D. TAUGHT HIM THE JOYS OF SIMPLE LIVING. @C THE AUTHOR'S PARENTS TOOK UP CHICKEN RAISING BECAUSE THEY A. WANTED TO LIVE ON A FARM. B. WERE AMBITIOUS AND WANTED TO MAKE A FORTUNE. C. KNEW MORE ABOUT RAISING CHICKENS THAN ANYTHING ELSE. D. WERE TOO POOR TO DO ANYTHING ELSE. @B ACCORDING TO THE PASSAGE, THE BABY CHICKS' CHANCES FOR SURVIVAL ARE A. EXCELLENT. B. GOOD. C. FAIR. D. POOR. @D IF DISEASE DOESN'T KILL A CHICKEN, A. A WAGON WHEEL WILL. B. IT WILL LIVE A LONG, HEALTHY LIFE. C. IT WILL DROWN. D. IT WILL MAKE YOU RICH. @A THE AUTHOR BELIEVES THAT BOOKS ON RAISING CHICKENS A. CAN MAKE YOU RICH. B. ARE SCARCE. C. SHOULD NOT BE READ AND BELIEVED. D. MAY BE PARTLY TRUE AND PARTLY FALSE. @C THE AUTHOR REGARDS CHICKENS A. AFFECTIONATELY. B. POSITIVELY. C. NEGATIVELY. D. CRUELLY. @C WHEN THE AUTHOR ADVISES TO "...HUNT GOLD ON THE FROZEN HILLS OF ALASKA," HE A. WANTS TO BE TAKEN SERIOUSLY. B. BELIEVES ALASKA IS A WONDERFUL PLACE FOR AMBITIOUS PEOPLE. C. PROBABLY OWNS LAND IN ALASKA. THAT HE WANTS TO SELL. D. IS SUGGESTING THAT ANYTHING IS BETTER THAN RAISING CHICKENS. @D ONE DAY AN ORDINARY, MEDIUM-SIZED MUTT APPEARED IN THE TICKET OFFICE OF CAMPIGLIA, A BUSY RAILROAD STATION ON ITALY'S MAIN LINE. A TICKET AGENT NAMED ELVIO BALLETTANI GREETED THE STRANGE DOG IN A FRIENDLY WAY, SO THE DOG DECIDED TO STAY. FROM THAT DAY ON, THE DOG BECAME ELVIO'S SHADOW. SINCE THE DOG APPEARED OUT OF NOWHERE, ELVIO NAMED HIM LAMPO, WHICH MEANS "FLASH." LAMPO KEPT ELVIO COMPANY INSIDE THE TICKET OFFICE. WHEN THE WEATHER WAS WARM, HE WENT OUTSIDE AND BASKED IN THE SUN ON THE TRAIN PLATFORM. WHEN IT CAME TIME FOR ELVIO TO RETURN HOME ON THE TRAIN AT NIGHT, LAMPO TAGGED ALONGSIDE THE TRAIN FOR A LONG WAY AND THEN SADLY GAVE UP AND WENT BACK TO THE STATION. ONE NIGHT AS ELVIO WAS RIDING HOME ON THE TRAIN, HE NOTICED THAT LAMPO WAS LYING AT HIS FEET. ELVIO WAS AFRAID THAT THE CONDUCTOR WOULD SEE THE DOG ON BOARD THE TRAIN AND YELL AT HIM, SO ELVIO PUSHED LAMPO UNDER A SEAT. LUCKILY, THE CONDUCTOR DID NOT NOTICE THE DOG. LAMPO CAME HOME WITH ELVIO AND MET HIS FAMILY. THEN AFTER A SHORT VISIT, LAMPO BOARDED THE LAST TRAIN AND WENT BACK TO THE CAMPIGLIA STATION. LAMPO QUICKLY LEARNED ALL OF THE TRAIN SCHEDULES. HE WOULD RIDE HOME FROM WORK WITH ELVIO EVERY NIGHT AND THEN RIDE BACK TO THE STATION ALONE. EVERY MORNING HE ARRIVED AT ELVIO'S HOUSE IN TIME TO WALK HIS YOUNG DAUGHTER, MIVNA, TO KINDERGARTEN. THE FAITHFUL DOG WOULD THEN TAKE ANOTHER TRAIN TO CAMPIGLIA TO SPEND TIME WITH HIS MASTER AND THEN TRAVEL AGAIN TO ACCOMPANY MIVNA HOME FROM SCHOOL AT 11:30. SOON LAMPO BEGAN TO TAKE THE TRAINS ALL OVER ITALY. LAMPO BECAME FAMOUS AMONG THE MEN WHO WORKED ON THE RAILROAD. HIS JOURNEYS BECAME MORE FREQUENT, COMPLICATED AND MYSTERIOUS. NO ONE COULD EXPLAIN WHY HE TRAVELED OR HOW HE ALWAYS FOUND THE RIGHT TRAIN BACK TO CAMPIGLIA. PEOPLE DECIDED THAT LAMPO WAS A VERY SPECIAL DOG. SOME OF THE RAILROAD OFFICIALS WERE AGAINST LAMPO'S ILLEGAL TRAVELS. THEY WERE AFRAID HE WOULD BITE A PASSENGER OR CAUSE SOME OTHER SERIOUS PROBLEMS. FINALLY, THE STATIONMASTER THREATENED TO CALL THE DOGCATCHER IF ELVIO DIDN'T GET RID OF THE DOG. ELVIO AND HIS FRIENDS DECIDED TO PUT LAMPO ON A TRAIN GOING AS FAR AWAY AS POSSIBLE. MONTHS WENT BY AND LAMPO DID NOT COME BACK. MIVNA MISSED HIM VERY MUCH AND PRAYED FOR HIS RETURN. FINALLY, ONE DAY A SAD, VERY THIN, TIRED LAMPO RETURNED TO ELVIO'S OFFICE. EVERYONE, EVEN THE STATION MASTER, WAS SORRY ABOUT WHAT HAD HAPPENED. FROM THEN ON, LAMPO WAS ALLOWED TO RIDE THE TRAINS WHENEVER HE WANTED. AFTER SEVEN YEARS, LAMPO GREW OLD AND WEARY. HE NEEDED ELVIO'S HELP TO GET ON BOARD THE TRAIN. ONE DAY A SIGNALMAN CAME INTO ELVIO'S OFFICE TO REPORT THAT LAMPO WAS LYING DEAD ON THE TRACKS. A YEAR LATER, A LIFE-SIZED STATUE OF THE BELOVED DOG WAS ERECTED AT CAMPIGLIA STATION. IT STANDS THERE STILL--A FRIEND TO TRAVELERS. @ CAMPIGLIA WAS A. THE NAME OF THE TRAIN. B. A BUSY RAILROAD STATION ON ITALY'S MAIN LINE. C. THE NAME OF ELVIO'S HOME. D. A TICKET OFFICE WHERE ELVIO WORKED. @B THE DOG DECIDED TO STAY IN THE TRAIN STATION AFTER ELVIO A. GREETED HIM IN A FRIENDLY WAY. B. FED HIM. C. LET HIM RIDE THE TRAIN. D. TOOK HIM HOME ONE DAY. @A "LAMPO" IS THE ITALIAN WORD FOR A. LAMP. B. DOG. C. LIGHT. D. FLASH. @D THE FIRST TIME LAMPO TOOK THE TRAIN, ELVIO WAS A. VERY HAPPY. B. AFRAID THE DOG WOULD BITE SOMEONE. C. AFRAID THE CONDUCTOR WOULD SEE HIM, AND BE ANGRY. D. EXCITED THAT LAMPO WOULD SOON MEET HIS FAMILY. @C THE AUTHOR SUGGESTS THAT THE FACT THAT LAMPO WALKED MIVNA TO AND FROM SCHOOL EVERY DAY PROVED THAT HE A. WOULDN'T BITE PEOPLE. B. WAS FAITHFUL. C. WAS UNFAITHFUL TO HIS MASTER. D. LOVED TO TRAVEL BY TRAIN. @B LAMPO'S EXTENSIVE TRAVELING CAUSED PEOPLE TO BELIEVE THAT A. HE WAS A VERY SPECIAL DOG. B. HE WOULD BE HURT. C. HE COULD READ THE TRAIN SCHEDULES. D. ELVIO SECRETLY HELPED HIM. @A THE STATIONMASTER THREATENED THAT IF ELVIO DIDN'T GET RID OF THE DOG, A. ELVIO WOULD BE FIRED. B. LAMPO WOULD BE PUT ON THE TRAIN TRACKS. C. THE STATIONMASTER WOULD SEND HIM AWAY. D. A DOGCATCHER WOULD BE CALLED. @D THE AUTHOR SUGGESTS THAT A STATUE OF LAMPO WAS ERECTED BECAUSE A. THE STATIONMASTER FELT GUILTY ABOUT WHAT HAD HAPPENED. B. HE HAD BEEN A FRIEND TO TRAVELERS. C. EVERYONE WANTED THE GHOST OF THE DOG TO RETURN TO THE STATION. D. ELVIO DONATED THE MONEY. @B  IT WAS JUNE, 1816. NEW ENGLAND HAD BEEN EXPERIENCING AN UNUSUALLY COOL SPRING. BUT EVEN SO, NO ONE ANTICIPATED WHAT THIS DAY WOULD BRING. THE COLD WINDS GREW STRONGER, THE TEMPERATURE DROPPED, AND IT BEGAN TO SNOW! THE LEAVES ON THE TREES BLACKENED. PEOPLE DRESSED IN THICK COATS AND WARM MITTENS; A FIRE IN THE FIREPLACE WAS NOT ONLY A COMFORT, IT WAS A NECESSITY. THIS NEW ENGLAND COLD SPELL LASTED NEARLY A WEEK, LEAVING THREE TO SIX INCHES OF SNOW ON THE GROUND. AFTER THAT COLD WEEK, WARMER WEATHER CAME. FARMERS OPTIMISTICALLY REPLANTED THEIR CROPS. BUT JULY BROUGHT NEW ENGLAND A SECOND COLD WAVE THAT CAUSED ICE TO FORM IN MAINE. FROST KILLED JUST ABOUT ALL OF THE CROPS.  PUZZLED FARMERS THREW UP THEIR HANDS IN DISMAY! WARMER WEATHER AGAIN RETURNED, BUT NOT FOR LONG. IN AUGUST, NEW ENGLAND WAS HIT BY A SERIES OF FROSTS. THIS THIRD COLD WAVE SNUFFED OUT THE LAST MEAGER HOPES OF THE FARMERS TO GROW ENOUGH TO GET THEM THROUGH THE WINTER. PRODUCE PRICES SOARED THAT YEAR. CORN AND VEGETABLES WERE IMPOSSIBLE TO OBTAIN. MANY CATTLE DIED BECAUSE THERE WAS NOT ENOUGH CORN OR HAY TO FEED THEM. AFTER BEING WIPED OUT BY THE COLD SUMMER OF 1816, MANY NEW ENGLAND FARMERS DECIDED TO MOVE WEST. EMIGRATION WAS PARTICULARLY HEAVY FROM MAINE AND VERMONT. WHAT CAUSED THE VIOLENT WEATHER IN 1816? AT THE TIME, THERE WERE MANY SPECULATIONS. ONE SCIENTIST SUGGESTED THAT AN OUTBREAK OF ARCTIC ICE CAUSED THE COLD WEATHER. SOME BLAMED IT ON SUNSPOTS. ANOTHER VIEW WAS THAT THE INTRODUCTION AND WIDESPREAD USE OF LIGHTNING RODS DISRUPTED THE NATURAL FLOW OF HEAT FROM THE EARTH'S INTERIOR. THE ACTUAL CAUSE OF THE UNSEASONABLY COLD NEW ENGLAND WEATHER WAS AN IMMENSE VOLCANIC ERUPTION THE YEAR BEFORE. IN 1815, MOUNT TAMBORA, IN THE DUTCH EAST INDIES (NOW INDONESIA), ERUPTED. SOME TWENTY-FIVE CUBIC MILES OF VOLCANIC ASH AND DEBRIS WERE PROPELLED INTO THE ATMOSPHERE. AS FAR AS THREE HUNDRED MILES AWAY, SHOWERS OF ASHES COVERED THE HOUSES, STREETS AND FIELDS TO A DEPTH OF SEVERAL INCHES. CLIMATOLOGISTS RANK THIS ERUPTION AS THE GREATEST PRODUCER OF VOLCANIC DUST SINCE THE YEAR 1600. THEY BELIEVE THAT THE DUST CIRCLED THE EARTH IN THE HIGH ATMOSPHERE FOR SEVERAL MONTHS. THIS ATMOSPHERIC DUST REDUCED THE AMOUNT OF SUNLIGHT THAT COULD REACH THE EARTH. THE DUST REFLECTED THE SUN'S LIGHT AND HEAT BACK INTO SPACE. THUS, IT WAS UNABLE TO FILTER TO THE EARTH. PRESENT DAY CLIMATOLOGISTS HAVE CONFIRMED THAT UNUSUALLY COOL TEMPERATURE RECORDS IN MANY PARTS OF THE WORLD CONSISTENTLY FOLLOW THE VOLCANIC ERUPTIONS OF THE PAST TWO CENTURIES. THUS NEITHER THE ARCTIC ICE NOR THE LIGHTNING RODS BROUGHT THE DREADFUL JUNE SNOW TO NEW ENGLAND. VOLCANIC DUST WAS THE CULPRIT. @ THE FIRST SUMMER COLD SPELL LEFT A. A SHORTAGE OF MITTENS. B. THE RESIDENTS SNOWBOUND. C. THREE TO SIX INCHES OF SNOW ON THE GROUND. D. THE CATTLE DEAD. @C THE SECOND AND THIRD COLD SPELLS A. BROUGHT HURRICANES. B. KILLED JUST ABOUT ALL OF THE CROPS. C. CAUSED AN OUTBREAK OF ARCTIC ICE. D. FORCED FARMERS TO REPLANT CROPS. @B THE COLD SUMMER OF 1816 CAUSED MANY NEW ENGLAND FARMERS TO A. EMIGRATE TO THE WEST. B. PLANT DIFFERENT KINDS OF CROPS. C. RAISE THEIR PRICES TO BREAK EVEN. D. BUY MORE FARMLAND. @A THE CAUSE OF THE COLD WEATHER WAS A. SUNSPOTS. B. A VOLCANIC ERUPTION THE PREVIOUS YEAR. C. AN OUTBREAK OF ARCTIC ICE IN THE NORTH ATLANTIC. D. THE WIDESPREAD USE OF LIGHTNING RODS. @B THE PASSAGE STATES THAT THE ERUPTION OF MOUNT TAMBORA A. COULD BE SEEN FOR THOUSANDS OF MILES. B. COULD NOT HAVE HAD A DIRECT EFFECT ON THE WEATHER. C. CREATED AN UNUSUALLY LARGE AMOUNT OF VOLCANIC LAVA. D. CREATED AN UNUSUALLY LARGE AMOUNT OF VOLCANIC ASH. @D CLIMATOLOGISTS BELIEVE THAT VOLCANIC ASH IN THE UPPER ATMOSPHERE A. REFLECTED THE SUNLIGHT DOWN TO THE EARTH. B. EVENTUALLY POLLUTED THE AIR WE BREATHE. C. DISRUPTED THE NATURAL FLOW OF HEAT FROM THE EARTH'S INTERIOR. D. REDUCED THE AMOUNT OF SUNLIGHT THAT COULD REACH THE EARTH. @D ONE MAY CONCLUDE THAT A. VOLCANIC ERUPTIONS IN THE FUTURE COULD PRODUCE COOLER WEATHER. B. FUTURE VOLCANIC ERUPTIONS MAY BE PREDICTED BY WEATHER CHANGES. C. CLIMATOLOGISTS HAVE NO REAL SCIENTIFIC BASIS FOR THEIR CONCLUSIONS. D. IT IS UNLIKELY THAT ERUPTIONS COULD AGAIN CAUSE WEATHER CHANGE. @A THE ARTICLE IMPLIES THAT VOLCANIC ERUPTIONS CAN A. BE CONTROLLED IN THE FUTURE. B. PRODUCE LONG TERM SOCIAL AND ECONOMIC CHANGES. C. BE PREDICTED ACCURATELY. D. EFFECT PERMANENT CHANGES ON THE WORLD'S WEATHER. @B THERE IS LITTLE DOUBT THAT CHILDREN LEARN FROM THE EXAMPLES SET BY THEIR PARENTS. ONE OF THE BEST ILLUSTRATIONS OF THIS IS AN OLD FOLK TALE ABOUT A WEALTHY MERCHANT. WHEN HIS WIFE DIED, THE MERCHANT DECIDED TO TAKE SOME STEPS TO PLAN FOR HIS SON'S FUTURE. HE WAS DETERMINED TO FIND A WELL-BORN, WELL-BRED WIFE FOR HIM. TO INSURE FINDING THE BEST WIFE FOR HIS SON, THE WEALTHY MERCHANT OFFERED A LARGE AMOUNT OF MONEY AS A DOWRY. HE FOUND A GIRL WHOSE BIRTH AND BREEDING WERE IMPRESSIVE, BUT HER FAMILY WOULD AGREE TO THE MARRIAGE ONLY IF THE MERCHANT GAVE ALL OF HIS MONEY AND PROPERTY TO HIS SON. HE DECIDED TO GO ALONG WITH THE PLAN IN ORDER TO GET HIS SON SUCH A FINE WIFE, SO HE TURNED OVER EVERYTHING HE OWNED TO HIS SON. THIS MADE HIM PENNILESS, COMPLETELY DEPENDENT UPON HIS SON, BUT HE FELT IT WAS FOR A GOOD PURPOSE. ALL WENT WELL FOR A FEW YEARS. THE COUPLE HAD A SON OF THEIR OWN AND THE PAUPERIZED MERCHANT LIVED IN THEIR HOME WITH THEM BECAUSE HE HAD NO PLACE ELSE TO GO. BUT AS YEARS PASSED AND THE MERCHANT GREW OLDER, HIS DAUGHTER- IN-LAW GREW IMPATIENT WITH HIM. SHE WAS UNKIND TO HIM AND COMPLAINED BITTERLY TO HER HUSBAND ABOUT HAVING TO TAKE CARE OF THE OLD MAN. ONE COLD WINTER NIGHT, THE WIFE FLEW INTO A RAGE ABOUT HOW MUCH TROUBLE AND BOTHER THE OLD MAN WAS; SHE INSISTED THAT HER HUSBAND SEND THE OLD MAN AWAY. HER HUSBAND ALSO FELT THAT THE OLD MAN WAS A BURDEN, SO HE AGREED. "YOU MUST LEAVE, FATHER," HE SAID.  "BUT WHERE WILL I GO?" THE OLD MAN QUERIED. "I HAVE NO MONEY. WHO WILL TAKE ME IF MY OWN SON WON'T?" "I DON'T KNOW, FATHER, BUT YOU HAVE TO GO -- WE CAN'T GO ON LIKE THIS ANY LONGER." THE OLD MAN GAVE IN. "ALL RIGHT, I'LL GO, BUT AT LEAST GIVE ME ONE OF YOUR COATS. I CAN'T MAKE IT TO THE VILLAGE WITHOUT A COAT ON A COLD NIGHT LIKE THIS." "DON'T GIVE HIM ONE OF YOUR GOOD COATS," THE WIFE INTERRUPTED, "GIVE HIM ONE OF THE HORSE BLANKETS!" THE COUPLE'S TEN YEAR OLD SON HAD BEEN PRESENT ALL THIS TIME, STANDING SILENTLY BUT LISTENING ATTENTIVELY. THE FATHER TOLD THE LAD TO GO TO THE BARN AND GET ONE OF THE HORSE BLANKETS. WHEN THE CHILD RETURNED, HE TOOK A KNIFE AND CUT THE BLANKET IN HALF AND HANDED ONE OF THE HALVES TO HIS GRANDFATHER. THE DISHEARTENED GRANDFATHER CRIED, "WON'T YOU AT LEAST GIVE ME THE ENTIRE BLANKET?" THE BOY'S FATHER WAS ALSO SHOCKED, "WHY, YOU MISERABLE CHILD! WHY WON'T YOU GIVE YOUR POOR OLD GRANDFATHER THE WHOLE BLANKET?" THE CHILD LOOKED AT HIS FATHER AND COLDLY REPLIED, "I'M SAVING THE OTHER HALF FOR YOU." INSTANTLY THE FATHER AND MOTHER SAW THEIR MISTAKE. THEY TOO, WOULD SOMEDAY GROW OLD AND FEEBLE; THEY TOO, WOULD SOMEDAY BE DEPENDENT UPON THEIR SON. THEY IMMEDIATELY SAW THE ERROR OF THEIR WAYS AND PROVIDED THE OLD MAN WITH THE BEST ROOM IN THE HOUSE AND THE BEST OF CARE. THE OLD MAN SPENT HIS LAST YEARS LIVING CONTENTEDLY WITH A DEVOTED SON, A RESPECTFUL DAUGHTER-IN-LAW, AND A GOOD GRANDSON. @ FOR HIS SON, THE MERCHANT SOUGHT A WIFE WHO WAS A. KIND AND GENEROUS. B. BEAUTIFUL. C. WELL-BORN AND WELL-BRED. D. MEAN AND HEARTLESS. @C THE FAMILY OF THE GIRL HE SELECTED WOULD AGREE TO THE MARRIAGE ONLY IF THE MERCHANT A. INCREASED THE DOWRY. B. LIVED WITH THEM. C. THE MERCHANT WITHDREW THE DOWRY. D. THE MERCHANT GAVE ALL HIS MONEY AND PROPERTY TO HIS SON. @D THE MERCHANT DECIDED TO GIVE HIS SON ALL HIS MONEY AND PROPERTY BECAUSE A. HIS SON HAD BEEN A GOOD BOY. B. HIS SON WAS UNABLE TO WORK. C. HE THOUGHT HE WOULD GET A FINE WIFE FOR HIS SON IN RETURN. D. HE HAD NO OTHER CHOICE. @C THE WIFE A. LOVED HER FATHER-IN-LAW. B. RESENTED HAVING HER FATHER-IN-LAW AROUND. C. RESENTED HER HUSBAND'S GREAT DEVOTION TO HIS FATHER. D. GREW TIRED OF WORKING SO HARD. @B THE HUSBAND A. ALSO THOUGHT THE OLD MAN WAS A BURDEN. B. WAS TOO BUSY WITH HIS WORK TO NOTICE THE PROBLEM. C. HAD CARELESSLY SPENT ALL HIS FATHER'S MONEY. D. DISAGREED WITH HIS WIFE, BUT GAVE IN. @A WHEN THE CHILD SAID, "I'M SAVING THE OTHER HALF FOR YOU," A. HE WAS ONLY JOKING. B. HIS PARENTS PUNISHED HIM. C. HE WAS SENT AWAY WITH HIS GRANDFATHER. D. HIS PARENTS REALIZED WHAT WAS IN STORE FOR THEM. @D THIS FOLK TALE SUGGESTS THAT THE MERCHANT A. LOOKED FOR THE WRONG THINGS WHEN HE SOUGHT A WIFE FOR HIS SON. B. WAS A SELFISH, BITTER OLD MAN. C. MISTREATED HIS FAMILY. D. SET A POOR EXAMPLE FOR HIS SON. @A THE FOLK TALE ILLUSTRATES HOW A. THOUGHTLESS PARENTS CAN BE. B. CHILDREN LEARN FROM EXAMPLES SET BY THEIR PARENTS. C. TO DIVIDE A HORSE BLANKET. D. DIFFICULT IT IS TO LIVE WITH AN AGING PARENT. @B F ARMER ED RAWLINGS SMILES AS HE LOOKS OVER HIS 160 ACRES OF ORANGE GROVES. THE YOUNG ORANGES ARE THRIVING IN FLORIDA'S MODERATE WEATHER. WARM SUNSHINE AND GENTLE RAINS, ALONG WITH ED RAWLINGS' EXPERT CARE, WILL PRODUCE A BUMPER CROP OF ORANGES THIS YEAR. WHILE THE PROSPECTS LOOK GOOD, ED HAS TO EFFECTIVELY CONTEND WITH F LORIDA'S CHANGEABLE WINTER WEATHER. I N JANUARY AND FEBRUARY, TEMPERATURES CAN DESTROY ED'S ENTIRE ORANGE CROP. H AVING FARMED IN FLORIDA FOR THE PAST 35 YEARS, ED RAWLINGS IS PREPARED FOR THE FROSTS. WHEN TEMPERATURES DROP BELOW FREEZING, ED ATTEMPS TO SAVE HIS CROP BY SPRINKLING HIS ORCHARDS WITH WATER. THE WATER FREEZES AND COATS THE TREES WITH A THIN LAYER OF ICE. STRANGE AS IT MAY SOUND, THIS THIN LAYER OF ICE ACTUALLY KEEPS THE FRUIT WARM. W HAT HAPPENS IS A PHENOMENON KNOWN AS "HEAT OF FUSION." WHEN THE WATER IS SPRINKLED ON THE TREES, IT LOSES HEAT AND BECOMES ICE. THE WARMTH OF THE HEAT IT LOSES IS ABSORBED BY THE FRUIT AND KEEPS ITS TEMPERATURE AT A SAFE LEVEL. ED R AWLINGS HAS EFFECTIVELY USED THIS METHOD TO SAVE MANY ORANGE CROPS. B UT ED STILL FACES NOTABLE OBSTACLES WHEN HE TAKES ADVANTAGE OF THE "HEAT OF FUSION" PHENOMENON. THE WATER NEEDS TO BE SPRINKLED ON THE TREES AT THE EXACT MOMENT THE TEMPERATURE DROPS TO THE FREEZING POINT. ALSO, JUST THE RIGHT AMOUNT OF WATER MUST BE APPLIED. TOO MUCH WATER CAN RESULT IN AN ICE BUILD-UP THAT WILL BREAK THE TREES' BRANCHES. A NOTHER OBSTACLE IS THAT EXCESSIVE WINDS CAN CAUSE THE HEAT OF FUSION TO DISSIPATE. SO ED NOT ONLY HAS TO WORRY ABOUT WHEN TO SPRINKLE HIS TREES, BUT HOW MUCH WATER TO USE AND HOW OFTEN TO APPLY IT. C OMPUTER TECHNOLOGY IS PROMISING TO RELIEVE ED RAWLINGS OF SOME OF THESE WORRIES. RESEARCHERS ARE DEVELOPING A SYSTEM WHICH PLACES SENSORS IN THE ORCHARDS. THESE SENSORS MEASURE AIR AND SOIL TEMPERATURES, WIND SPEED, AND HUMIDITY. THIS INFORMATION IS FED INTO A MICROCOMPUTER. WHEN TEMPERATURES DROP TO FREEZING, THE COMPUTER AUTOMATICALLY ACTIVATES THE CROP SPRINKLERS. THE COMPUTER CAN ACCURATELY DETERMINE THE AMOUNT OF WATER TO BE APPLIED AND THE FREQUENCY OF APPLICATIONS. E D RAWLINGS WILL FIND TENDING HIS ORCHARD A LOT EASIER WITH THE AID OF A COMPUTER. AND WE'LL ALL RECEIVE THE BENEFITS OF COMPUTER AGE ORANGES. @ THE PASSAGE IS PRIMARILY ABOUT A. ED RAWLINGS AND HIS ORANGE GROVES. B. GROWING ORANGES IN FLORIDA. C. THE GROWTH OF THE COMPUTER INDUSTRY. D. ED RAWLINGS' ATTEMPTS TO SAVE HIS ORANGE CROP FROM THE FROST. @D ED ATTEMPTS TO PROTECT HIS CROP BY A. COVERING HIS TREES WITH PLASTIC. B. PLACING GIANT HEATERS IN HIS ORCHARD. C. SPRAYING HIS TREES WITH WATER. D. PICKING THE FRUIT AT THE FIRST SIGN OF FROST. @C A THIN COAT OF ICE ON THE FRUIT WILL A. PROTECT IT FROM THE COLD. B. RUIN THE FRUIT. C. CAUSE THE FRUIT TO DROP. D. BREAK THE TREES' BRANCHES. @A "HEAT OF FUSION" OCCURS BECAUSE A. THE FRUIT WARMS THE WATER AND KEEPS IT FROM FREEZING. B. THE FRUIT ABSORBS HEAT GIVEN OFF BY THE WATER AS IT FREEZES. C. AS THE WATER FREEZES, IT TAKES HEAT FROM THE FRUIT. D. THE COMPUTER ACTIVATES THE SENSORS. @B TO TAKE FULL ADVANTAGE OF THE "HEAT OF FUSION" PHENOMENON, ED MUST A. PREVENT THE WIND FROM DISSIPATING THE HEAT. B. SPRINKLE THE FRUIT WITH WATER FOR 24 HOURS ONCE A WEEK. C. PREVENT THE ICE FROM FORMING ON HIS FRUIT TREES. D. SPRINKLE THE FRUIT WITH WATER AS SOON AS THE TEMPERATURE DROPS TO FREEZING. @D A COMPUTER CAN HELP ED RAWLINGS BY TELLING HIM WHEN TO A. PICK THE ORANGES. B. SPRINKLE THE ORANGES. C. HEAT THE ORCHARDS. D. START HIS WIND MACHINES. @B ACCORDING TO THE ARTICLE, A COMPUTER SYSTEM CAN BE SET UP TO A. MONITOR TEMPERATURE AND HUMIDITY AND ACTIVATE THE SPRINKLERS. B. TEST THE RIPENESS OF THE ORANGES. C. MEASURE THE AMOUNT OF WATER THE ORANGES NEED TO MAKE GOOD JUICE. D. ELIMINATE THE NEED FOR ORANGE PICKERS. @A THE AUTHOR BELIEVES THAT COMPUTERS A. ARE TOO COSTLY TO BENEFIT THE SMALL FARMER. B. CAN BE A VALUABLE TOOL FOR THE FARMER. C. WILL REPLACE THE FARMER. D. CANNOT BE OF ANY USE TO THE FARMER. @B P HINEAS T AYLOR B ARNUM WAS UNDOUBTEDLY AMERICA'S FIRST GREAT SHOWMAN. IN 1842, HE PURCHASED THE NEARLY DEFUNCT AMERICAN MUSEUM AND WITHIN A YEAR TURNED IT INTO THE MOST POPULAR PLACE OF AMUSEMENT IN NEW YORK CITY. MORE PEOPLE VISITED BARNUM'S AMERICAN MUSEUM THAN VISITED THE BRITISH MUSEUM. BARNUM'S AMAZING ADVERTISING TECHNIQUES TURNED IT INTO THE MOST PROFITABLE INSTITUTION OF ITS KIND IN THE WORLD. BARNUM'S VIEW OF ADVERTISING WAS TO "PROMISE EVERYTHING FOR NEXT TO NOTHING." AND HE DID THIS WITH ENERGY AND DEDICATION. FOR A MERE TWENTY-FIVE CENT ADMISSION TICKET, A VISITOR TO HIS AMERICAN MUSEUM COULD VIEW A WIDE VARIETY OF CURIOSITIES. THESE INCLUDED ROPE DANCERS, GLASS BLOWERS, JUGGLERS, GIANTS, MIDGETS, GYPSIES, VENTRILOQUISTS, STUFFED ANIMALS, EDUCATED DOGS, A MERMAID, A TAME ALLIGATOR, AND A MODEL OF NIAGARA FALLS. BARNUM ADVERTISED THE ATTRACTIONS WITH GAUDY PAINTINGS THAT COVERED THE ENTIRE OUTSIDE SURFACE OF THE MUSEUM. FOR ADDED INTEREST HE OCCASIONALLY TURNED A PAINTING UPSIDE DOWN. THIS EARLY VERSION OF WHAT IS NOW KNOWN AS A BILLBOARD AROUSED THE ATTENTION OF PEOPLE AND DREW THEM INSIDE. BARNUM EMPLOYED MANY OTHER ADVERTISING TRICKS TO GET PEOPLE INTO HIS MUSEUM. ONE TIME HE HIRED A BRICKLAYER TO PLACE A BRICK AT EACH OF THE FOUR STREET CORNERS AROUND THE MUSEUM, AND THEN TO GO INSIDE WITH A FIFTH BRICK IN HIS HAND. AFTER WALKING THROUGH THE MUSEUM, HE CONTINUED WALKING FROM BRICK TO BRICK, EXCHANGING THE BRICK IN HIS HAND WITH ONE ON THE CORNER. HALF AN HOUR AFTER THE BRICKLAYER HAD BEGUN HIS ROUNDS, FIVE HUNDRED PEOPLE FOLLOWED HIM. THEY QUESTIONED THE REASON FOR HIS ACTIONS. THE BRICKLAYER REMAINED SILENT, SOLEMNLY CONTINUING HIS WORK, AND THE CROWD CURIOUSLY FOLLOWED HIM. EVERYTIME HE WENT INSIDE THE MUSEUM, THE CROWD BOUGHT TICKETS AND FOLLOWED HIM, HOPING TO FIND THE REASONS FOR HIS CURIOUS ACTIONS. AFTER A FEW DAYS THE TRAFFIC WAS SO CONGESTED AROUND THE MUSEUM THAT THE POLICE ASKED BARNUM TO DISCONTINUE HIS PUBLICITY STUNT. H OWEVER, THE PAPERS CONTINUED CARRYING REPORTS OF THE BRICK STORY. IN ADDITION TO HIS CURIOSITIES, BARNUM'S AMERICAN MUSEUM ALSO OFFERED THEATRICAL PRODUCTIONS. BUT BECAUSE MOST OF THE PUBLIC VIEWED THE THEATER AS UNWHOLESOME, BARNUM WAS CAREFUL ABOUT HOW HE ADVERTISED HIS THEATRI- CAL PRODUCTIONS. H E CALLED HIS PLAYS "MORAL DRAMAS." THE MUSEUM'S THEATER WAS CALLED A "LECTURE ROOM." BARNUM SAID THAT HIS "MORAL DRAMAS" WERE DESIGNED TO "ELEVATE" HIS AUDIENCES RATHER THAN AMUSE THEM. TYPICAL PLAYS WERE "MOSES" AND "JOSEPH AND HIS BRETHREN."  FOR HOLIDAYS, BARNUM HAD SPECIAL PRODUCTIONS AND RAN THEM EVERY HOUR, ON THE HOUR, THROUGHOUT THE AFTERNOON AND EVENING. THUS, HE INTRODUCED THE FIRST "CONTINUOUS PERFORMANCES" WHICH WERE LATER SO POPULAR IN VAUDEVILLE. HIS EFFORTS TO GET PEOPLE INTO THE MUSEUM OCCASIONALLY WORKED TOO WELL. SOMETIMES SO MANY PEOPLE VISITED THE MUSEUM THAT HUNDREDS WERE LINED UP OUTSIDE WAITING TO GET IN. BARNUM SOLVED THAT PROBLEM BY ADDING ANOTHER EXIT DOOR. WHEN PEOPLE STILL DIDN'T LEAVE, HE PLACED A SIGN ABOVE THE DOOR SAYING " TO THE EGRESS ." MANY VISITORS, THINKING THE SIGN WAS DIRECTING THEM TO ANOTHER CURIOSITY RATHER THAN AN EXIT, FOUND THEMSELVES OUTSIDE ON THE STREET WITHOUT A CHANCE TO REENTER THE MUSEUM. BARNUM COULD BE AS INNOVATIVE IN GETTING PEOPLE OUT OF HIS MUSEUM AS HE WAS IN GETTING THEM INTO HIS MUSEUM. "A SUCKER IS BORN EVERY MINUTE," BARNUM ONCE SAID. AND HE MOST CERTAINLY TOOK ADVANTAGE OF IT. BUT, FOR THE MOST PART, PEOPLE DIDN'T MIND BARNUM'S PLAYING TRICKS ON THEM. HIS TRICKERY WAS IN FUN, AND NO ONE HAD EVER MADE AS GREAT AN EFFORT TO AMUSE THEM AS HE DID. @ ACCORDING TO THIS PASSAGE, BARNUM'S AMERICAN MUSEUM WAS MORE POPULAR THAN A. CONEY ISLAND. B. HIS CIRCUS. C. THE BRITISH MUSEUM. D. A WILD WEST RODEO. @C ONE ADVERTISING TECHNIQUE BARNUM USED WAS AN EARLY VERSION OF WHAT IS NOW A. A PRESS RELEASE. B. A BILLBOARD. C. FALSE ADVERTISING. D. VAUDEVILLE. @B BARNUM HIRED A BRICKLAYER TO A. DRAW A CROWD AND BRING THEM INTO THE MUSEUM. B. BUILD A NEW EXHIBIT. C. BUILD ANOTHER WING ON THE MUSEUM. D. LEAD MUSEUM TOURS. @A BARNUM CALLED HIS PLAYS "MORAL DRAMAS" TO MAKE THEM A. MORE BELIEVABLE. B. AMUSING. C. SERIOUS. D. RESPECTABLE. @D THE PRIMARY REASON FOR THE MUSEUM'S POPULARITY WAS PROBABLY A. BARNUM'S UNIQUE EXHIBITS. B. BARNUM'S ENERGETIC AND INNOVATIVE ADVERTISING. C. BARNUM'S DIRTY MOVIES. D. THE LOW TICKET PRICE. @B BARNUM'S SIGN, " TO THE EGRESS" A. MADE PEOPLE ANGRY. B. WAS DIFFICULT TO SEE. C. WAS RIDICULOUS. D. WAS DECEPTIVE. @D AMERICANS VISITED BARNUM'S MUSEUM FOR A. SPIRITUAL RENEWAL. B. EDUCATIONAL PURPOSES. C. AMUSEMENT. D. ENLIGHTENMENT. @C I RESOLVED TO HAVE A HORSE TO RIDE. I HAD QUICKLY LEARNED TO TELL A HORSE FROM A COW, AND WAS FULL OF ANXIETY TO LEARN MORE. WHILE THE THOUGHT WAS RANKLING IN MY MIND, THE AUCTIONEER CAME THROUGH THE PLAZA WITH A BLACK BEAST. I COULD HARDLY RESIST. A MAN WHOM I DID NOT KNOW (HE TURNED OUT TO BE THE AUCTIONEER'S BROTHER) NOTICED THE WISTFUL LOOK IN MY EYE. HE OBSERVED THAT THIS WAS A VERY REMARKABLE HORSE TO BE GOING AT SUCH A LOW PRICE AND ADDED THAT THE SADDLE ALONE WAS WORTH THE MONEY. SAID HE, "I KNOW THAT HORSE--KNOW HIM AS WELL AS I KNOW MY OWN BROTHER. NOW, YOU ARE A STRANGER, I TAKE IT, SO YOU MIGHT THINK HE IS AN AMERICAN HORSE, BUT I ASSURE YOU HE IS NOT. HE IS NOTHING OF THE KIND; BUT--EXCUSE MY SPEAKING IN A LOW VOICE, OTHER PEOPLE BEING NEAR--HE IS, WITHOUT A SHADOW OF A DOUBT, A GENUINE MEXICAN PLUG!" I DID NOT KNOW WHAT A GENUINE MEXICAN PLUG WAS, BUT THERE WAS SOMETHING ABOUT THIS MAN'S WAY OF SAYING IT, THAT MADE ME SWEAR INWARDLY THAT I WOULD OWN A GENUINE MEXICAN PLUG, OR DIE. "HAS HE ANY OTHER--ER--ADVANTAGES?" I INQUIRED, SUPPRESSING WHAT EAGERNESS I COULD. "HE CAN OUT-BUCK ANYTHING IN AMERICA!" HE REPLIED. "GOING, GOING, GOING--AT TWENTY- FOUR DOLLARS," THE AUCTIONEER SHOUTED. "TWENTY-SEVEN!" I SHOUTED, IN A FRENZY. "AND SOLD!" SAID THE AUCTIONEER, AND PASSED OVER THE GENUINE MEXICAN PLUG TO ME.  I BROUGHT THE CREATURE INTO THE PLAZA, AND CERTAIN CITIZENS HELD HIM BY THE HEAD, AND OTHERS BY THE TAIL, WHILE I MOUNTED HIM. AS SOON AS THEY LET GO, HE PLACED ALL HIS FEET IN A BUNCH TOGETHER,  LOWERED HIS BACK, AND THEN SUDDENLY ARCHED IT UPWARD, AND SHOT ME STRAIGHT UP INTO THE AIR A MATTER OF THREE OR FOUR FEET! I CAME STRAIGHT DOWN AGAIN, LIT IN THE SADDLE, WENT INSTANTLY UP AGAIN, CAME DOWN, SHOT UP AGAIN--ALL IN THE SPACE OF THREE OR FOUR SECONDS. THEN HE BEGAN THE ORIGINAL EXERCISE OF SHOOTING ME STRAIGHT UP AGAIN. WHILE I WAS UP, SOMEBODY STRUCK THE HORSE WITH A LEATHER STRAP. WHEN I ARRIVED AGAIN, THE GENUINE MEXICAN PLUG WAS NOT THERE. I SAT DOWN ON A STONE, WITH A SIGH, AND BY NATURAL IMPULSE ONE OF MY HANDS SOUGHT MY FOREHEAD, AND THE OTHER THE BASE OF MY STOMACH. I STILL NEEDED A HAND OR TWO TO PLACE ELSEWHERE. THERE WAS A SYMPATHETIC CROWD AROUND ME. ONE ELDERLY CALIFORNIAN SAID, "STRANGER, YOU'VE BEEN TAKEN IN. EVERYBODY IN THIS CAMP KNOWS THAT HORSE. HE IS A SIMON-PURE, OUT-AND- OUT, GENUINE MEXICAN PLUG, AND AN UNCOMMON MEAN ONE AT THAT. WHY, YOU COULD HAVE BOUGHT AN AMERICAN HORSE FOR LITTLE MORE THAN YOU PAID FOR THAT BLOODY OLD FOREIGN RELIC." I GAVE NO SIGN, BUT I MADE UP MY MIND THAT IF THAT AUCTIONEER'S BROTHER'S FUNERAL TOOK PLACE WHILE I WAS IN THE TERRITORY I WOULD POSTPONE ALL OTHER RECREATIONS AND ATTEND IT. FROM " ROUGHING IT" BY MARK TWAIN @ THE NARRATOR WAS A. A GULLIBLE STRANGER. B. AN IMPOSTER. C. THE AUCTIONEER'S BROTHER. D. AN EXCELLENT RIDER. @A HOW MUCH DID THE NARRATOR PAY FOR THE HORSE? A. TWENTY-SEVEN DOLLARS B. TWENTY-FOUR DOLLARS C. FORTY DOLLARS D. SEVEN DOLLARS @A AFTER A RIDE ON THE HORSE, THE NARRATOR WAS A. HAPPY WITH HIS PURCHASE. B. DETERMINED TO RIDE HIM AGAIN. C. SORE AND BRUISED. D. READY TO PURCHASE ANOTHER HORSE. @C THE STORY PROBABLY TOOK PLACE A. IN MEXICO. B. ALONG THE MISSISSIPPI RIVER. C. IN THE WESTERN U.S. D. IN SOUTHERN FLORIDA. @C THE NARRATOR'S OPINION OF THE AUCTIONEER'S BROTHER WAS A. NOT MENTIONED AT ALL. B. LOW AT THE BEGINNING AND END OF THE STORY. C. HIGH AT THE BEGINNING AND END OF THE STORY. D. HIGH AT THE BEGINNING AND LOW AT THE END OF THE STORY. @D THE NARRATOR CAN BE DESCRIBED AS A. A WORLDLY TRAVELER. B. INNOCENT AND NAIVE. C. HAVING ILL INTENTIONS. D. AN EXPERIENCED HORSE-TRADER. @B THE AUCTIONEER'S BROTHER A. WANTED TO HELP THE STRANGER. B. WANTED THE MEXICAN PLUG FOR HIMSELF. C. TRULY ADMIRED THE MEXICAN PLUG. D. TOOK ADVANTAGE OF THE STRANGER. @D MARK TWAIN'S PRIMARY PURPOSE IN WRITING THIS PASSAGE WAS TO A. INFORM THE READER ABOUT MEXICAN PLUGS. B. TELL A HUMOROUS STORY. C. DESCRIBE A HORSE AUCTION.  D. WARN TRAVELERS TO BE CAREFUL OF STRANGE PLACES. @B IN THE 1830'S AND 40'S, AMERICANS WERE SETTLING THE WESTERN TERRITORIES OF THE UNITED STATES. IT WAS NOT ALWAYS EASY FOR THE PIONEERS TO FIND FOOD AS THEY CROSSED THE MOUNTAINS AND DESERTS OF THIS VAST, UNSETTLED LAND. THE THREAT OF STARVATION WAS AN EVER- PRESENT CONCERN. MANY PIONEERS DIED OF HUNGER ALONG THE WAY. GAIL BORDEN WAS PERSONALLY AWARE OF THIS PROBLEM. HE HAD EMIGRATED FROM NEW YORK TO OHIO, THEN TO KENTUCKY AND INDIANA, AND FINALLY TO TEXAS. HE KNEW FIRSTHAND THAT THE TRAVELER DESPERATELY NEEDED SOME KIND OF PORTABLE FOOD THAT WOULD NOT SPOIL. BORDEN FIRST ATTEMPTED TO MEET THIS NEED WITH THE MEAT BISCUIT. HE COMBINED DRIED MEAT WITH FLOUR AND BAKED IT INTO A BISCUIT. BORDEN VIGOROUSLY PROMOTED THIS PRODUCT, BUT TO NO AVAIL. THE MEAT BISCUIT LOOKED AWFUL AND TASTED WORSE. EVERYONE SAID IT WAS FOR THE BIRDS. BUT, AS ONE TRAVELER OBSERVED, EVEN THE BIRDS REJECTED IT. THE MEAT BISCUIT WAS A FAILURE. UNDAUNTED, BORDEN NEXT TRIED PRESERVING MILK. THIS WAS AN AMBITIOUS UNDERTAKING SINCE MILK WAS THE MOST FRAGILE OF ALL FOODS. HE TRIED TO HEAT MILK TO CONDENSE IT, BUT IT BOILED OVER AND STUCK TO THE PAN. AFTER SEVERAL TRIES, HE HIT UPON THE ANSWER -- HEATING IT IN A VACUUM. IN 1858, BORDEN FOUNDED THE NEW YORK CONDENSED MILK COMPANY AND INTRODUCED HIS "EVAPORATED MILK" TO THE WORLD. NOW PEOPLE COULD HAVE MILK WHENEVER THEY WANTED IT BY SIMPLY ADDING WATER TO BORDEN'S EVAPORATED MILK. TO BE SURE THAT THIS NEW MILK WAS PURE AND SAFE, BORDEN SET UP COLLECTION AND PROCESSING STANDARDS. HE HIRED MILK INSPECTORS TO SEE THAT THE COWS WERE HEALTHY AND THEIR UDDERS WASHED BEFORE MILKING. THE BARNS WERE TO BE CLEAN, MANURE KEPT AWAY FROM THE MILKING STALLS, AND CANS AND STRAINERS STERILIZED. BORDEN'S STANDARDS OF CLEANLINESS AND QUALITY WERE LATER ADOPTED IN ADOPTED IN SEVERAL STATES, AND MEDICAL COMMISSIONS WERE ESTABLISHED TO "CERTIFY" MILK. EVAPORATED MILK SERVED THE NEEDS OF TRAVELERS WELL. IT DID NOT SPOIL; ITS SAFETY AND CONSISTENCY COULD BE COUNTED ON. AT THAT TIME, THERE WERE NO STANDARDS FOR MILK QUALITY OR SANITATION. THERE WAS NO REFRIGERATION, SO MILK EASILY TURNED SOUR. MANY INFANTS AND CHILDREN DIED NEEDLESSLY BECAUSE OF "FILTHY MILK." BORDEN'S EVAPORATED MILK WAS SUPERIOR TO ANY MILK THAT WAS AVAILABLE. GAIL BORDEN PLANNED TO CONDENSE OTHER FOODS AS WELL. "THE WORLD IS CHANGING IN THE DIRECTION OF CONDENSING," HE SAID. "I MEAN TO PUT A POTATO INTO A PILLBOX, A PUMPKIN INTO A TABLESPOON, AND THE BIGGEST SORT OF WATERMELON INTO A SAUCER." WHILE HE MAY NOT HAVE ACCOMPLISHED ALL THIS, HIS CONDENSED MILK OPENED THE DOOR TO MODERN AMERICAN FOOD PROCESSING. @ ONE OBSTACLE WHICH THE WESTERN TRAVELER FACED WAS A. CROSSING THE MOUNTAINS AND DESERTS SAFELY. B. GAIL BORDEN. C. INDIAN RAIDS. D. STARVATION. @D BORDEN'S MEAT BISCUIT WAS A FAILURE BECAUSE A. IT WAS TOO HARD TO CHEW. B. IT LOOKED AND TASTED AWFUL. C. NOT ENOUGH PEOPLE KNEW ABOUT IT. D. IT ATTRACTED BIRDS. @B BORDEN CONDENSED MILK BY A. BOILING IT. B. ADDING SUGAR AND MOLASSES TO IT. C. HEATING IT IN A VACUUM. D. REMOVING THE BUTTER FAT FROM IT. @C BORDEN HIRED MILK INSPECTORS TO A. MAKE SURE THAT THE MILK WAS COLLECTED UNDER SANITARY CONDITIONS. B. CLEAN THE MILK COLLECTION CANS. C. "CERTIFY" THE MILK. D. SEE THAT THE CHOLERA EPIDEMIC WAS UNDER CONTROL. @A ONE OF THE MAIN ADVANTAGES OF EVAPORATED MILK WAS THAT IT A. DID NOT SPOIL EASILY. B. TOOK UP LESS SPACE. C. TASTED BETTER THAN WHOLE MILK. D. SAVED TIME AND ENERGY. @A IT WAS THOUGHT THAT THE HIGH INFANT MORTALITY RATE WAS CAUSED BY A. BORDEN'S CONDENSED MILK. B. STARVATION. C. PREMATURE BIRTHS. D. FILTHY MILK. @D THE AUTHOR VIEWS GAIL BORDEN AS A. A FANATIC ON CLEANLINESS. B. A PIONEER IN MODERN AMERICAN FOOD PROCESSING. C. A HUMANITARIAN SERVING THE NEEDS OF THE ELDERLY. D. AN ECCENTRIC AMERICAN INVENTOR. @B THE AUTHOR IMPLIES THAT BORDEN'S EVAPORATED MILK A. CURED MANY CHILDHOOD DISEASES. B. WAS UNSAFE TO DRINK. C. IMPROVED THE HEALTH OF THE NATION'S YOUTH. D. SAVED THE DAIRY INDUSTRY. @C SINCE THE BEGINNING OF TIME, THE MOON HAS HELD THE FASCINATION OF MAN. THE ROMANS DESIGNATED A SPECIAL FEAST DAY TO WORSHIP THE MOON. THEY CALLED IT "MOONDAY," OR "MONDAY," AS WE KNOW IT TODAY. LATER, THE GREAT MIND OF LEONARDO DA VINCI STUDIED THE MOON AND DESIGNED A BAT-WINGED MACHINE TO TAKE MAN TO THE MOON. LEONARDO PREDICTED THAT ONE DAY A "GREAT MECHANICAL BIRD" WOULD TAKE MAN TO THE MOON AND "BRING ETERNAL GLORY TO THE NEST WHERE IT WAS BORN." F OUR AND A HALF CENTURIES LATER, LEONARDO'S PROPHECY WAS FULFILLED. THE APOLLO 11 TOOK THREE AMERICANS, COLLINS, ARMSTRONG AND ALDRIN, TO THE MOON. THEIR MISSION DID FILL "THE WHOLE WORLD WITH AMAZEMENT," AS LEONARDO HAD PREDICTED IT WOULD. COUNTLESS ESSAYS, ARTICLES, AND BOOKS WERE WRITTEN ABOUT MAN'S FIRST MOON MISSION. B UT PERHAPS THE MOST INTERESTING ACCOUNT WAS ONE WRITTEN BEFORE THE EVENT -- OVER 100 YEARS BEFORE. I N 1865, F RENCH AUTHOR J ULES VERNE WROTE A SCIENCE FICTION STORY ABOUT MAN'S FIRST JOURNEY TO THE MOON. HIS STORY BEARS STRIKING RESEMBLANCE TO THE 1969 APOLLO 11 MISSION. IN VERNE'S SCIENCE FICTION ACCOUNT, THE FIRST MAN TO REACH THE MOON WAS AN AMERICAN, PROBABLY BECAUSE OF WHAT VERNE DESCRIBED AS "THE AUDACIOUS GO-AHEADIVENESS OF THE YANKEE." VERNE'S EPIC SPACE SHIP ALSO CONTAINED THREE MEN -- TWO AMERICANS AND A FRENCHMAN. THE SPACE SHIP WAS DESCRIBED AS ALMOST THE SAME SIZE AS THE APOLLO COMMAND MODULE.  THE LAUNCH SITE IN VERNE'S STORY WAS ALSO IN FLORIDA -- ABOUT 140 MILES WEST OF CAPE KENNEDY. THE SPACE SHIP IN VERNE'S STORY WAS NAMED THE "COLUMBIAD." THE APOLLO 11 COMMAND SHIP WAS CALLED "COLUMBIA." A 900 FOOT CANNON FILLED WITH 400,000 POUNDS OF GUNCOTTON PROPELLED VERNE'S SPACE SHIP TOWARDS THE MOON. HIS ACCOUNT OF THE FICTIONAL BLAST-OFF COULD EASILY HAVE BEEN WRITTEN ABOUT APOLLO'S BLAST-OFF. VERNE'S SCIENCE FICTION STORY COINCIDED IN SEVERAL RESPECTS WITH THE ACTUAL EVENT. THE INITIAL SPEED OF VERNE'S SPACE SHIP WAS 36,000 FEET PER SECOND; APOLLO'S WAS 35,533 FEET PER SECOND. VERNE'S SPACE SHIP TOOK 97 HOURS TO REACH THE MOON; APOLLO'S TIME WAS 103 HOURS. L IKE A POLLO'S ASTRONAUTS, V ERNE'S SPACE MEN TOOK PICTURES OF THE MOON'S SURFACE, RELAXED ON COUCHES, COOKED WITH GAS, AND EXPERIENCED WEIGHTLESSNESS. THEY, TOO, SPLASHED DOWN IN THE PACIFIC AND WERE PICKED UP BY AN AMERICAN WARSHIP. WHAT WERE THE REASONS FOR JULES VERNE'S INCREDIBLE ACCURACY IN DESCRIBING AN EVENT A HUNDRED YEARS OR MORE BEFORE IT ACTUALLY OCCURRED? HE BASED HIS SCIENCE FICTION ON THE LAWS OF PHYSICS AND ASTRONOMY. NINETEENTH CENTURY SCIENCE AND THE VIVID VERNE IMAGINATION GAVE PEOPLE AN INCREDIBLY ACCURATE PREVIEW OF ONE OF THE MOST SPECTACULAR EVENTS OF THE TWENTIETH CENTURY. @ LEONARDO DA VINCI PREDICTED THAT A "GREAT MECHANICAL BIRD" WOULD  A. TAKE MAN TO THE NEST WHERE IT WAS BORN. B. CRASH INTO THE MOON. C. THREATEN THE EARTH. D. TAKE MAN TO THE MOON. @D JULES VERNE WROTE HIS STORY OF MAN'S VISIT TO THE MOON ABOUT A. 100 YEARS BEFORE THE APOLLO 11 MISSION. B. 10 YEARS BEFORE THE APOLLO 11 MISSION. C. FOUR AND ONE-HALF CENTURIES AGO. D. FIVE CENTURIES AGO. @A VERNE'S SCIENCE FICTION STORY BEARS STRIKING RESEMBLANCE TO A. EARLIER VISITS TO THE MOON. B. LEONARDO DA VINCI'S STORY. C. THE APOLLO 11 MISSION. D. COUNTLESS OTHER BOOKS ON THE SAME SUBJECT. @C THE LAUNCH SITE IN VERNE'S STORY WAS IN A. FRANCE. B. HOUSTON. C. FLORIDA. D. THE PACIFIC OCEAN. @C VERNE'S SPACE SHIP WAS PROPELLED INTO SPACE BY A. A CANNON FULL OF GUNCOTTON. B. A TON OF DYNAMITE. C. A STEAM POWERED ROCKET. D. THE "COLUMBIAD" ROCKET. @A THE PASSAGE SUGGESTS THAT JULES VERNE A. BASED HIS WRITINGS ON THE WORKS OF LEONARDO DA VINCI. B. WAS NOT QUALIFIED TO WRITE ABOUT THE FUTURE. C. GAVE HIS READERS AN UNREALISTIC VIEW OF THE FUTURE. D. KNEW A GREAT DEAL ABOUT THE LAWS OF PHYSICS AND ASTRONOMY. @D VERNE'S SPACE MEN HAD A. DIFFICULTY REACHING THE MOON. B. EXPERIENCES SIMILAR TO THOSE OF THE APOLLO 11 ASTRONAUTS. C. NO WAY TO RETURN TO EARTH. D. LITTLE UNDERSTANDING OF THE IMPORTANCE OF THEIR MISSION. @B THE PASSAGE IMPLIES THAT VERNE ADMIRED A. THE WORKS OF LEONARDO DA VINCI. B. THE HISTORY OF ROME. C. NINETEENTH CENTURY SCIENCE. D. THE INVENTIVENESS OF AMERICANS. @D  . AS HE TRAVELED BACK AND FORTH ON THE SUBWAY, MORNING AND EVENING, JAMES NEAL STUDIED THE FACES OF HIS FELLOW TRAVELERS. EVERY FACE WAS STAMPED WITH A LITTLE PASSION PECULIAR TO IT -- THE MARK OF ITS PECULIAR SPIRIT. THE MOUTH, ESPECIALLY, BETRAYED THE SOUL WITHIN. SOMEWHERE, MR. NEAL HAD ONCE READ WEIRD STORIES OF SOULS SEEN TO ESCAPE FROM THE BODIES OF DYING PERSONS. AND ALWAYS THEY HAD BEEN SEEN TO COME FROM THE OPEN MOUTHS OF THE CORPSES. THERE WAS A SINGULAR APPROPRIATENESS IN THIS PHENOMENON, IT SEEMED TO MR. NEAL, FOR THE SOUL STAMPED THE MOUTH EVEN BEFORE IT MARKED THE EYES. HIS STUDY AND CLASSIFICATION OF FACES WENT ON FOR SEVERAL YEARS BEFORE IT OCCURRED TO HIM THAT THERE WAS ONE KIND OF FACE THAT HE NEVER SAW. HE CALLED IT "THE GOOD FACE." IT WAS NOT THAT HE NEVER SAW FACES WITH GOOD QUALITIES STAMPED UPON THEM: HE SOMETIMES SAW FACES MARKED WITH BENEVOLENCE AND HONESTY, FOR EXAMPLE, AND THESE WERE ALL GOOD FACES IN A WAY. BUT THEY WERE NOT WHAT MR. NEAL WAS LOOKING FOR. HE WAS SEARCHING FOR SIMPLICITY, FOR DEPTH OF SPIRITUALITY, FOR MEEK STRENGTH AND GENTLE POWER. THE FACE HE NEVER SAW BECAME AN OBSESSION WITH HIM. HE HUNTED FOR IT IN VARIOUS PARTS OF THE CITY. IT CAME FINALLY TO AFFECT HIS LIFE -- THIS SEARCH FOR THE UNSEEN FACE. THEN, ONE DAY IN THE SUBWAY, JAMES NEAL SUDDENLY SAW THE FACE! HE HAD BEEN RETURNING HOME FROM WORK IN THE EVENING, QUITE AS USUAL. THE EXPRESS TRAIN ON WHICH HE WAS RIDING WAS ABOUT TO LEAVE FOURTEENTH STREET STATION WHEN A TALL MAN STANDING AT THE OTHER SIDE OF THE PLATFORM TURNED AND LOOKED DIRECTLY AT HIM. HIS HEART ALMOST STOPPED BEATING! HIS EYES WERE BLINDED, AND YET HE SAW THE FACE SO DISTINCTLY THAT HE COULD NEVER FORGET IT. THE FACE WAS JUST AS HE HAD KNOWN IT WOULD BE, AND YET GENTLER AND STRONGER. FOR A MOMENT MR. NEAL STOOD SPELLBOUND. THEN AS THE DOOR OF HIS OWN CAR WAS SLIDING SHUT, HE LEAPED TOWARD IT, SQUEEZED THROUGH AND RAN TOWARD THE OTHER TRAIN. THOUGH HE WAS TOO LATE TO GET IN, STILL HE COULD SEE THE FACE WITHIN THE MOVING CAR. THINKING ABOUT IT LATER, AS HE DID VERY, VERY OFTEN, HE REALIZED THAT HE COULD NOT TELL HOW THE MAN WITH THE GOOD FACE WAS DRESSED; HE COULD SEE ONLY HIS FACE, AND THAT FOR A MOMENT ONLY, AS THE LOCAL MOVED SWIFTLY OUT OF THE STATION. SUDDENLY, HE FOUND HIMSELF ALONE. BY FRANK LUTHER MOTT @ THE MAIN IDEA OF THIS PASSAGE IS MR. NEAL'S A. HOPELESS SEARCH FOR A GOOD MAN. B. SEARCH AND DISCOVERY OF A MAN WITH A GOOD FACE. C. CLASSIFICATION OF FACES. D. UNUSUAL HOBBY. @B MR. NEAL BELIEVED THAT THE MOST REVEALING PART OF A FACE WAS THE A. NOSE. B. MOUTH. C. EYES. D. FOREHEAD. @B MR. NEAL'S SEARCH FOR THE GOOD FACE BECAME A. A BORING PASTIME. B. AN INTERESTING HOBBY. C. AN OBSESSION. D. A HOPELESS PURSUIT. @C MR. NEAL THOUGHT THAT THE GOOD FACE WOULD POSSESS A. SIMPLICITY AND SPIRITUALITY. B. KINDNESS AND HONESTY. C. LAUGHING EYES AND A HAPPY SMILE. D. UNDERSTANDING AND DETERMINATION. @A MR. NEAL FOUND THE MAN WITH THE GOOD FACE AT THE A. COURTHOUSE. B. CEMETERY. C. LIBRARY. D. SUBWAY STATION. @D WHEN MR. NEAL FIRST SAW THE MAN WITH THE GOOD FACE, HE WAS A. STARTLED AND SPELLBOUND. B. DISAPPOINTED. C. UNHAPPY. D. CAUTIOUS AND UNCERTAIN. @A MR. NEAL A. RAN AWAY FROM THE MAN WITH THE GOOD FACE. B. IGNORED THE MAN WITH THE GOOD FACE. C. PURSUED THE MAN WITH THE GOOD FACE. D. HID FROM THE MAN WITH THE GOOD FACE. @C THE AUTHOR SUGGESTS THAT MR. NEAL A. WAS A HARSH, CRUEL MAN. B. WAS AN AMBITIOUS MAN. C. HAD AN UNUSUAL PREOCCUPATION WITH FACES. D. HAD A STRONG DISLIKE FOR FACES. @C WHAT WOULD HAPPEN IF WE SPLIT THE BRAIN INTO TWO HEMISPHERES, LEFT AND RIGHT? WOULD THE BRAIN STILL FUNC- TION? WOULD IT WORK ONLY HALF AS EFFICIENTLY AS BEFORE? WOULD IT PERHAPS WORK TWICE AS FAST? DOCTORS AND SCIENTISTS HAVE BEEN SEEKING THE ANSWERS TO THESE QUESTIONS. E ARLY IN THE 1950'S, RESEARCHERS AT THE UNIVERSITY OF CHICAGO EXPERIMENTED WITH CUTTING THE CORPUS CALLOSUM. THE CORPUS CALLOSUM IS THE NERVE TISSUE CONNECTING THE RIGHT AND LEFT HALVES OF THE BRAIN. AFTER DIVIDING THE BRAIN, THESE RESEARCHERS DISCOVERED THAT EACH HALF CONTINUED TO FUNCTION INDEPENDENTLY, AS IF IT WERE A COMPLETE BRAIN. EARLY EXPERIMENTS SHOWED THAT SPLITTING THE BRAIN OF AN ANIMAL DID NOT SERIOUSLY IMPAIR ITS MENTAL FACULTIES. SURGEONS THEN TRIED THE OPERATION ON HUMANS SUFFERING EPILEPTIC SEIZURES. THEIR GOAL WAS TO CONFINE THE SEIZURES TO ONLY ONE HEMISPHERE OF THE BRAIN. SPLITTING THE BRAIN PROVED REMARKABLY EFFECTIVE FOR THE EPILEPSY SUFFERERS. WHEN THE CORPUS CALLOSUM WAS CUT, THE SEIZURES WERE ALMOST COMPLETELY ELIMINATED. APPROXIMATELY A DOZEN PATIENTS HAVE SUCCESSFULLY UNDERGONE THIS SURGERY. FOUR OF THESE PATIENTS HAVE BEEN TESTED THOROUGHLY FOLLOWING THEIR SURGERIES TO DETERMINE THE EFFECTS. NONE OF THE PATIENTS STUDIED SHOWED ANY NOTICEABLE CHANGE AFTER SURGERY. THEIR TEMPERAMENTS, PERSONALITIES, AND GENERAL INTELLIGENCE REMAINED THE SAME. ONE OF THE PATIENTS, UPON AWAKENING FROM SURGERY, QUIPPED THAT HE HAD A "SPLITTING HEADACHE!" CLOSE OBSERVATION DID REVEAL THAT THE PATIENTS FAVORED THE RIGHT SIDE OF THE BODY, WHICH IS CONTROLLED BY THE DOMINANT LEFT HALF OF THE BRAIN. WHEN THE BRAIN IS SPLIT IN TWO, WE ARE DEALING WITH TWO SEPARATE BRAINS, EACH CAPABLE OF HIGH LEVEL FUNCTIONS. PATIENTS WHO HAVE HAD THEIR BRAINS DIVIDED CAN CARRY OUT TWO TASKS AS FAST AS A NORMAL PERSON CAN DO ONE. STUDIES ALSO SUGGEST THAT A PERSON WITH A DIVIDED BRAIN WILL HAVE TWICE THE ATTENTION SPAN OF A PERSON WITH A NORMAL WHOLE BRAIN. HE MAY ALSO BE ABLE TO HANDLE TWICE AS MUCH INFORMATION AS A PERSON WITH A NORMAL BRAIN. CAN THE THINKING POWER OF THE BRAIN BE DOUBLED BY SPLITTING IT IN TWO? PERHAPS. BUT WE HAVE NOT UNCOVERED ENOUGH OF THE MYSTERIOUS SECRETS OF THE BRAIN TO BE SURE. @ THE CORPUS CALLOSUM IS A. THE TISSUE CONNECTING THE BRAIN AND THE SPINAL CORD. B. THE TISSUE CONNECTING THE RIGHT AND LEFT HALVES OF THE BRAIN. C. THE "BODY" OF THE BRAIN ITSELF. D. A RARE BRAIN DISORDER. @B DIVIDING THE BRAIN SURGICALLY WAS TRIED FIRST AS A POSSIBLE REMEDY FOR A. HEADACHES. B. PERSONALITY DISORDERS. C. EPILEPTIC SEIZURES. D. MENTAL RETARDATION. @C THE BRAIN DIVISION SURGERY CAUSES A. NO NOTICEABLE PERSONALITY CHANGE. B. TEMPORARY LOSS OF MEMORY. C. RIGHT BRAIN DOMINANCE. D. IMPROVED EYE-HAND COORDINATION. @A APPROXIMATELY HOW MANY HUMAN PATIENTS HAVE SUCCESSFULLY UNDERGONE BRAIN DIVISION SURGERY? A. FOUR B. TWELVE C. FIFTY D. ONE HUNDRED @B IT CAN BE CONCLUDED FROM THE ARTICLE THAT THE BRAIN SPLITTING SURGERY IS A. TOO DANGEROUS TO CONTINUE. B. TOO COSTLY TO CONTINUE. C. WIDELY USED IN AMERICAN HOSPITALS. D. EXPERIMENTAL SURGERY USED IN ONLY A FEW CASES. @D IT IS SUGGESTED THAT SCIENTISTS FEEL THAT DIVIDING THE BRAIN MIGHT A. STRENGTHEN THE TWO HALVES BY FORCING THEIR INDEPENDENCE. B. CUT THE BRAIN POWER IN HALF. C. INCREASE ARTISTIC ABILITY. D. DECREASE A PERSON'S ATTENTION SPAN. @A SPLITTING THE HUMAN BRAIN A. IMPROVED THINKING POWERS. B. INDUCED EPILEPTIC SEIZURES. C. RESULTED IN FREQUENT HEADACHES. D. CAUSED SOME PERSONALITY CHANGES. @A THE ARTICLE SUGGESTS THAT A. RESEARCH ON BRAIN SURGERY IS EXPENSIVE. B. MOST CURRENT BRAIN RESEARCH IS BEING DONE IN CALIFORNIA. C. BRAIN RESEARCH SHOULD NOT BE DONE ON HUMAN PATIENTS. D. MANY QUESTIONS ABOUT THE BRAIN REMAIN UNANSWERED. @D /SR.YOUR.ATTENTI YF/SR.A.RUN.FOR.TH YF HAVE YOU EVER NOTICED HOW HARD PEOPLE TRY TO GET YOUR ATTENTION? ADVERTISERS SPEND BILLIONS OF DOLLARS EACH YEAR FOR A FLEETING MOMENT OF YOUR TIME. THE RESULTS OF THEIR EFFORTS TO GET YOUR ATTENTION ARE EVERYWHERE. THEY DISRUPT YOUR VIEW OF THE COUNTRYSIDE WITH THEIR FLASHY BILLBOARDS. THEY INTERRUPT YOUR TELEVISION SHOWS WITH THEIR CATCHY COMMERCIALS. THEY FLOOD YOUR MAIL WITH THEIR FREQUENT FLIERS. THEY EVEN CLUTTER UP THE SKY WITH THEIR WRITTEN MESSAGES. THEY GO TO ALL THIS EXPENSE,  OF COURSE, SO THAT YOU WILL BUY THEIR PRODUCT OR PURCHASE THEIR SERVICE. WHO DETERMINES EXACTLY WHAT WILL GET YOUR ATTENTION? ADVERTISING AGENCIES RELY A GREAT DEAL UPON MOTIVATIONAL RESEARCHERS. THESE ARE PEOPLE WHO TRY TO DETERMINE WHICH ADS WILL BE MOST EFFECTIVE IN GETTING YOU TO BUY A PARTICULAR PRODUCT.  IN THE PAST, THESE RESEARCHERS RELIED ON MANY PERSONAL INTERVIEWS TO GATHER THE INFORMATION THEY NEEDED, BUT RECENTLY THEY HAVE ALSO BEEN USING SOPHISTICATED MACHINES TO HELP THEM. FOR EXAMPLE, ONE MACHINE RECORDS THE MOVEMENTS OF YOUR EYES AS THEY LOOK AT A PRINTED AD. WHERE YOUR EYES STOP, AND FOR HOW LONG THEY STOP, TELLS THEM A GREAT DEAL ABOUT THE APPEAL OF THEAD. YOUR EYES TELL THEM OTHER THINGS AS WELL. A MACHINE CALLED A PUPILLO- METER MEASURES THE PUPILS OF YOUR EYES. YOUR PUPILS EXPAND WHEN YOUR INTEREST IS AROUSED. THEY REMAIN THE SAME SIZE WHEN YOU ARE NOT PARTICULARLY INTERESTED IN AN AD. THERE IS ANOTHER MACHINE THAT MEASURES THE PITCH OF YOUR VOICE. IT CAN ALSO DETERMINE WHETHER OR NOT YOU ARE REALLY INTERESTED IN AN AD. THE RESEARCHER WILL USE THIS INFORMATION TO BE SURE THAT YOU ARE GIVING SINCERE ANSWERS TO QUESTIONS.  THE MOTIVATIONAL RESEARCHER ALSO TESTS YOUR REACTIONS BY MEASURING YOUR BRAIN WAVES WITH ELECTRODES. IF YOU ARE NOT INTERESTED, YOUR BRAIN WILL EMIT A SLOW ALPHA WAVE. BUT IF YOU ARE AROUSED BY THE AD, YOUR BRAIN WILL EMIT A FASTER BETA WAVE. RESEARCHERS OFTEN USE THIS TEST WHEN SELECTING THE PERFECT PERSON TO APPEAR IN A TELE- VISION COMMERCIAL OR THE PERFECT DISPLAY FOR A MAGAZINE AD. MOTIVATIONAL RESEARCHERS GO TO GREAT LENGTHS TO DETERMINE WHAT WILL GET YOUR ATTENTION. YOUR MOTIVES ARE COMPLEX. THE STUDY OF MOTIVATIONS IS, THEREFORE, MORE DIFFICULT THAN OTHER TYPES OF ADVERTISING RESEARCH. BEING ABLE TO UTILIZE SOPHISTICATED MACHINES, IN ADDITION TO PERSONAL INTERVIEWS, IS AN INVALUABLE AID TO THE RESEARCHER. THE NEXT TIME A PARTICULAR AD CATCHES YOUR ATTENTION, YOU WILL KNOW THAT IT TOOK A GREAT DEAL OF EFFORT AND TIME TO MAKE IT ATTENTION-GETTING. @ PEOPLE WHO STUDY WHAT WILL GET YOUR ATTENTION ARE A. ADVERTISING SALESMEN. B. INDUSTRIAL PSYCHOLOGISTS. C. MOTIVATIONAL RESEARCHERS. D. SPONSORS OF COMMERCIALS. @C IN THE PAST, MOTIVATIONAL RESEARCHERS RELIED UPON A. TELEPHONE CALLS. B. PERSONAL INTERVIEWS. C. WRITTEN STATEMENTS. D. SOPHISTICATED MACHINES. @B RESEARCHERS CAN TELL ABOUT YOUR REACTION TO AN AD BY STUDYING YOUR A. EYES. B. EARS. C. MOUTH. D. BODY LANGUAGE. @A IF THE PUPILS OF YOUR EYES EXPAND, IT IS AN INDICATION THAT YOU ARE A. CONFUSED BY THE AD. B. SENSITIVE TO LIGHT. C. NOT AROUSED BY THE AD. D. AROUSED BY THE AD. @D THE PUPILLOMETER MEASURES A. STUDENT-TEACHER RATIOS. B. THE SIZE OF THE PUPILS. C. EYE MOVEMENTS. D. THE NUMBER OF TIMES YOU BLINK. @B YOUR INTEREST IN AN ADVERTISEMENT CAN ALSO BE DEMONSTRATED BY A. YOUR PULSE RATE. B. YOUR RESPIRATORY RATE. C. THE PITCH OF YOUR VOICE. D. THE POSITION OF YOUR HANDS. @C IF YOUR BRAIN EMITS A SLOW ALPHA WAVE, A. YOU ARE VERY INTELLIGENT. B. YOUR INTEREST HAS BEEN AROUSED. C. YOU ARE NOT INTERESTED. D. YOU ARE A PERFECT PERSON TO APPEAR IN A COMMERCIAL. @C THE AUTHOR SUGGESTS THAT MOTIVATIONAL RESEARCH IS A. NOT WORTH ITS EXORBITANT COST. B. NOT AS DIFFICULT AS OTHER ADVERTISING RESEARCH. C. SIMPLE. D. COMPLEX. @D A T A COUNTY FAIR IN ILLINOIS, THE KEY ATTRACTION IS THE RACES. THOUSANDS GATHER AT THE RACE TRACK TO PLACE THEIR BETS; THEY BREATHLESSLY WATCH AS THE TOP TWO CONTENDERS, BELLY BUST AND HAMBONE HARRY, RACE FOR THE FINISH LINE. THIS SCENE RESEMBLES AN ORDINARY HORSE RACE, BUT IT'S NOT. WHAT MAKES THIS RACE DIFFERENT IS THAT BELLY BUST AND HAMBONE HARRY ARE NOT HORSES; THEY ARE PIGS. THEY ARE FROM A GROUP OF TWENTY-FIVE RACING PIGS WHO ARE RECOGNIZED FOR THEIR LEAN LINES, COMPETITIVE INSTINCTS, AND SUPERIOR RUNNING ABILITY. THE OVAL RACE TRACK IS SEVENTY- FIVE FEET IN LENGTH. AT THE SOUND OF A BELL, FIVE PIGS DASH AROUND THE TRACK. THEY RUN SO FAST (TWELVE MILES PER HOUR OR MORE) THAT THEY REACH THE FINISH LINE IN LESS THAN FIVE SECONDS. WHAT MAKES THE PIGS RUN? AN OREO COOKIE. JUST BEYOND THE FINISH LINE IS A TROUGH FULL OF FEED AND ONE OREO COOKIE; THE FIRST PIG TO GET TO THE TROUGH GETS THE OREO. CHARLES CONKLIN, THE GATE-KEEPER AT THE PIG RACE, HAS HAD A LOT OF RACING EXPERIENCE; HE BREEDS AND TRAINS HORSES AS A HOBBY. HE CLAIMS IT IS EASIER TO TRAIN A PIG TO RACE THAN IT IS TO TRAIN A HORSE TO RACE. FOR ONE THING, PIGS ARE MUCH SMARTER THAN HORSES; THEY LEARN VERY QUICKLY AND REMEMBER WELL. PIGS ARE ALSO TOUGHER THAN HORSES. IF A PIG FALLS WHEN COMING INTO A TURN, HE SCRAMBLES RIGHT BACK UP AND FINISHES THE RACE; IF A HORSE TOOK SUCH A FALL, HE WOULD BE CRIPPLED FOR LIFE, CONKLIN OBSERVES. BACK AT THE RACE TRACK, BELLY B UST GETS TO THE COOKIE FIRST, GRABS THE OREO, AND TURNS AROUND TO FACE A CHEERING CROWD AS SHE EATS THE COOKIE. "SHE'S GETTING TO BE A REAL HAM," REMARKS HER PROUD OWNER. THE COMMENT IS APPROPRIATE IN MORE WAYS THAN ONE, FOR BELLY BUST, ALONG WITH HER FELLOW RACE PIGS, IS DESTINED FOR THE SLAUGHTER HOUSE. AFTER THE RACE, THE PIGS ARE SOLD TO THE FARMERS WHO FATTEN THEM UP FOR A FEW MONTHS BEFORE TURNING THEM INTO PORK BELLIES. W HILE BELLY BUST MAY END UP LIKE ANY ORDINARY SWINE, SHE REVELS IN A MOMENT OF GLORY AS THE WINNER OF THE COUNTY FAIR SWINE RACE AND THE PRIZED OREO COOKIE. @ THIS PASSAGE IS PRIMARILY ABOUT A. COUNTY FAIRS. B. HORSE RACES. C. PIG RACES. D. THE SUPERIORITY OF PIGS OVER HORSES. @C THE PIGS RACE TOWARD THE FINISH LINE SO THEY CAN A. GET A BLUE RIBBON. B. GET AN OREO COOKIE. C. ENJOY THE CHEERS OF THE CROWD. D. MAKE THEIR OWNERS HAPPY. @B THE PIGS RACE AROUND THE TRACK AT A. 25 MILES PER HOUR. B. 20 MILES PER HOUR. C. 12 MILES PER HOUR. D. 5 MILES PER HOUR. @C BELLY BUST IS THE A. WINNER OF THE RACE. B. BIGGEST HAM. C. SMARTEST PIG. D. FATTEST PIG. @A CHARLES CONKLIN, WHO IS FAMILIAR WITH BOTH HORSE AND PIG RACES, CLAIMS THAT A. PIGS RUN FASTER THAN HORSES. B. PIGS HAVE FASTER REACTIONS AND ARE MORE GRACEFUL THAN HORSES. C. PIGS ARE SMARTER AND TOUGHER THAN HORSES. D. PIGS ARE MORE COMPETITIVE THAN HORSES. @C PIGS WHO TRAIN FOR RACING WILL A. BE TOO LEAN TO SLAUGHTER. B. FREQUENTLY SUFFER HEART ATTACKS. C. RECEIVE NUMEROUS INJURIES. D. END UP AT THE SLAUGHTER HOUSE. @D THE AUTHOR'S TONE IS A. SERIOUS. B. LIGHT. C. SARCASTIC. D. CONDEMNING. @B THE PASSAGE SUGGESTS THAT A. PIGS MAY BE BETTER RACING ANIMALS THAN HORSES. B. PIG RACES SHOULD BE ILLEGAL. C. PIG RACES ARE BETTER THAN HORSE RACES BECAUSE THERE IS NO BETTING AT PIG RACES. D. 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":SCRE(A2,1)SCRE(A2,1)1:RIGHTRIGHT1:SPEDSPED1:SPED15SPED15.WRNGĢ18:"WRONG .":SPEDSPED1:SPED1SPED1eF$;:WRNGĢ21:7:"PRESS SPACE BAR TO CONTINUE "p6:23"1> NEXT LEVEL 2> GET SCORE ";:1WRNGāI12500:I(16384):16368,0WRNGI160I177I178āJ1100::987I1771030: ADVANCE LEVEL6I1781050: SCOREL650: DOIT AGAINa --HIGHER LEVEL{SPED1:AA1:A4A4650: DOIT AGAINA$"LETTERS "$1630: SCORE.8 ----WARMUP WORDS---B(8178)İ9560: INSTRUCTIONSGA2:SPED1:255:WRNG0AH(16):2:0,0278,0278,1910,1910,0WI1490 INIT WORDSxJ2:2:(22):23:38:(23);L(16);:I11000::RIGHT0:20:5:(9);" ";(14):I1500:VWRNG1200: SAME PHRASE AGAIN` -SELECT WORDSjI%((1)4): STARTING COLUMN OF WORDS1tI%(4A)1130g~J%(1)19:B$B$(I%,J%)" ": FIRST WORD SELECTED SELECT OTHER WORDSI1A1J%(1)24B$B$B$(I%I,J%)" "Ie IN NEXT STATEMENT, A LARGER EXPONENT OF SPED GIVES FASTER SPEED ADVANCE, AND LARGER MULTIPLIER TIMES (A-1) GIVES A SLOWER SPEED FOR HIGHER LEVELS (MORE WORDS).TIME(2000(SPED1.3))(.80(A1))20:5:" "6:21(B$)2 -PRINT WORDSF$;B$I1TIME:(16)I1300:  -GET ANSWER WRNG069:3:"TYPE THE PHRASE: "R15:3:"SPEED ";SPEDu(16384)127Ĺ16368,0:1302~F$;11:3:"";ANSR$< -CHECK ANSWERZSCRE(A2,0)SCRE(A2,0)1: ADVANCE TRIES CTRdSCRE(A2,2)SPED: STORE LAST SPEEDf15:3unANSR$(B$,(B$)1)ĺFM$;"THAT'S RIGHT. ":SPEDSPED1:SCRE(A2,1)SCRE(A2,1)1:SPED15SPED15xANSR$(B$,(B$)1)ĺFM$;"WRONG. TRY AGAIN. ":SPEDSPED1:WRNG1:SPED1SPED1yF$; zWRNGĢ21:7:"PRESS SPACE BAR TO CONTINUE "9}23:6:"1> NEXT LEVEL 2> GET SCORE ";P~WRNGāI12000:jI(16384):16368,0WRNGI160I177I178āJ1100::1407I1771430: NEXT LEVEL I1781450: GET SCORE 1100: MORE WORDS --HIGHER LEVEL$SPED1:WRNG0:AA1:A4A4;1100: MORE WORDSLA$"WORDS "`1630: SCOREsI04:J024B$(I,J)"":: TO MAIN PROGRAM ------INIT WORDS----:I03J024B$(I,J): -- 25 ADJECTIVES-- GORGEOUS,HAPPY,SILLY,PLEASANT,HEALTHY,MANY,SUCCESSFUL,SUPER,FUNNY,TALENTED,HANDSOME,LUCKY,SOME,SMART,FRIENDLY,LARGE,PLAIN,CLEVER,ROWDY,LOCAL,LIVELY,SENSITIVE,ROBUST,STRONG,POPULAR -- 25 NOUNS----" PEOPLE,PARENTS,WOMEN,MEN,BOYS,GIRLS,TOURISTS,TEENAGERS,BUSINESSMEN,HOUSEWIVES,LAWYERS,DOCTORS,ATHLETES,STUDENTS,ACCOUNTANTS,TEACHERS,SECRETARIES,SALESMEN,SHOPPERS,MOTHERS,FATHERS,CHILDREN,BUTCHERS,CLERKS,ENGINEERS, --25 VERBS----Y6 YELL,RUN,MOVE,ACT,LAUGH,PLAY,CELEBRATE,REMEMBER,LIVE,REACT,TALK,DEBATE,CRY,DANCE,TRY,JOG,READ,WALK,SING,SKIP,JUMP,HOP,SPEAK,SHOUT,WHISPERn@ --25 ADVERBS--8J FAST,QUICKLY,SWIFTLY,SLOWLY,SMOOTHLY,EASILY,CAREFULLY,CAUTIOUSLY,EARNESTLY,POLITELY,LATER,RAPIDLY,LOUDLY,SOFTLY,QUIETLY,SOON,OFTEN,EARLY,ACTIVELY,FREQUENTLY,EAGERLY,NICELY,GLADLY,HASTILY,PROMPTLYRT ----WARMUP SCORE---m^10:(26);:C1:10000c3:8:FM$;" W A R M - U P S C O R E"h48,25244,25:52,27240,27r7:4:"LEVEL TRIES CORRECT LAST SPEED"0t20,5767,57:83,57119,57:133,57181,57:195,57265,57:1655mu20,5874,58:90,58124,58:140,58186,58:202,58270,58uw:I02SCRE(I,0)0B%0:1700B%(SCRE(I,1)SCRE(I,0))1004:I2;" ";A$;:17:SCRE(I,0)9Ė16SCRE(I,0);:H24:B%9H23B%99H22H@B%;" %";:34:SCRE(I,2)9Ė33QSCRE(I,2):Wm ----RESET SCORExI02J02SCRE(I,J)0:10060: SPACEBAR: ---INPUT ROUTINE--- INPUTS: V, H, LGTH OUTPUTS: ESC, A$V:H:A$"":KC,0:ESC0`756:P(KY):J(KC):(P31P19)(A$)LGTHA$A$(P):(P);P27ESC1:4320: ABORTP8İ4340: BACKSPACEP134260: MORE LETTERSA$""4260 ---BACKSPACE---I(A$):I0(A$,1)(19)Ĺ36,(36)1?I0(A$,1)(19)ĺ" ";:36,(36)1X(A$)2A$"":4380mA$(A$,(A$)1)yKC,0:. ---RUN MODULE 2---/216,0:4402010:1(4);"RUN /READ/SPEED2"22163:C5:10000:32000:SET ERROR FLAG36:154FM$;"PLEASE INSERT "'59:8O6" THE SPEED READER II DISK. "\710060:s ---MAIN MENU--- C1:10000EM0:KR0:RP0:TR0:ESC0 3:9*"1 BBB 2SPEED READER II 1BBB0"442,25238,25>46,27234,27 HI6:7:I:FM$;> R"1> WARM-UP EXERCISE (LETTERS) "::Il \"2> WARM-UP EXERCISE (WORDS) "::I f"3> EYE MOVEMENT LESSON "::I p"4> COLUMN READING LESSON "::I z"5> READING PASSAGE LESSON "::I!"6> TIMED READING TEST "::I+!"7> STOP FOR NOW "P!22:I:"YOUR CHOICE? (1-7) ";X!A$|!A$"M"ĺ"MEMORY...";(0):4758!A$"E"İ11210:4620!A$"O"İ9160:4620!A$"1"A$"7"4758!CHOICE(A$)!CHOICE!8185,CHOICE!"---RETRIEVE PARAMS---%"I0:NAME$""B"NAME$NAME$((8160I))_"II1:(8160I)915002n"SF(8175)"F$(1)((8177))(12)"FM$F$:F$;"CHOICE(8185)""---INITIALIZE---"IN$"":KY16384:KC16368:255:HM$(16)"#(KY)196Ģ10:(4);"RUN /READ/DEMO"N#(KY)197Ģ10:(4);"RUN /READ/EDITOR"\#&B$(3,24)~#2FM$(12)(1)"2":MENU FONT#3F$FM$#P#'#---OPENING---#(#I(KY):I127ĹKC,0#)#I1559142#0#C1:10000#2#3:9$<#FM$;"DAVIDSON & ASSOCIATES, INC. "($F#5:17:"PRESENTS "S$P#10:A$"-S-P-E-E-D -R-E-A-D-E-R -II "$Z#I1(A$):J397I1:J:(A$,I,1);:J$d#766,2:767,(1)451:768:$n#15:20:"BY "$x#17:12$z#766,2:767,10:768$#"RICHARD ECKERT AND "%#19:10%#766,2:767,30:768>%#"JANICE DAVIDSON, PH.D. "I%#23:2a%#766,2:767,48:768%#"COPYRIGHT 1983 DAVIDSON & ASSOC., INC. "%#I125:766,2:767,(1)481:768:J125::%#766,2:767,48:768%#I13000:%#&#---OPTIONS---&#C5:10000!:4L&#FM$;"WELCOME TO SPEED READER II!"V:4&#"PLEASE TYPE YOUR FIRST NAME, THEN " :3&#" PRESS THE RETURN KEY. "&# &$V9:H26:LGTH11:4240:NAME$A$&$NAME$""9216'$NAME$(19)NAME$7'$I1(NAME$):8159I,((NAME$,I,1))::8159I,91B'$-----M'$13:4n'"$"PLEASE SELECT OPTIONS: "y'$$-----',$J(8175):IS 0 OR 1'6$16:4'@$"SOUND EFFECTS? ( Y/N) ";(7811J)'J$16:25:A$'T$A$"Y"A$"N"A$(13)9290.(V$A$(13)J(A$"Y"):SFJ:(7811J):8175,J9(^$-----R(h$J(8177):IS 0 OR 2](r$18:4(|$(1);"0";"REGULAR OR ";(1);"2";"BOLD PRINTING? ";F$;" (R/B) ";(11);(828J)(}$ (~$18:36:A$($A$"R"A$"B"A$(13)9342;)$A$(13)J02(A$"B"):8177,J:(828J):F$(1)(J)(12):FM$F$F)$-----_)$J(8184):IS 0 OR 1j)$20:4)$"ORIGINAL DATA DISK? ( Y/N) ";(7811J))$20:30:A$)$A$"Y"A$"N"A$(13)9353)$A$(13)J(A$"Y"):8184,J:(7811J)*$*N%---WARMUP INSTRS---)*X%C1:100003*b%2:9Z*l%FM$;"CONSULT THE USER'S MANUAL "a*v%2*%" FOR THE PROPER USE OF THIS EXERCISE. "*%23,59259,59259,12323,12323,59*%10:6*%"THIS EXERCISE WILL SHARPEN YOUR "*%:5+%" PERCEPTION AND INCREASE YOUR "(+%:15<+%" EYE SPAN. "R+%10060:SPACE BARm+%8178,0:TURN OFF FLAGs+%+'---HIRES BOX---+'(16):3:I0(C1)3(C5):J0(C2)5(C6):K02(C5)4(C6):L2(C6),'IK21.5L,0279J,0279J,191IK21.5L,191IK21.5L,0d,'I1K21.5L,1278J,1278J,190I1K21.5L,190I1K21.5L,1,$'C:4I2L,3274IK,3274IK,1884I2L,1884I2L,3,8',B'---SPACE BAR---,L'23,V'8,`'(KY)127ĹKC,0:10080-j'"PRESS SPACE BAR TO CONTINUE ")-t'A(KY):A127ĹKC,0;-v'A16010100A-~'S-*---ENDING---\-*HM$-+22:9:"(PRESS ESC TO GO BACK) "- +I(KYBD):I127ĹKC,0-+I15511020- +-+ ---RUN EDITOR----+11240-+1::(4);"RUN /READ/EDITOR" .+C1:100003.+7:11:"UNABLE TO RUN EDITOR. ">.+12:8g.+"INSERT SPEED READER II DISK "s.,14:14.," IF NECESSARY. ".,2163:32000:SET ERROR FLAG.,10060:SPACE BAR.,.y---TRAP CTRL-C---.y2163:/|---SET ERROR FLAG---/}216,0/}31000"/} @IN$"")@ARRAY$(250),S(12),Y(12)<@TRUE1:FALSE0U@24000:CHANGE DISKS\@1r@ 820:INIT SCREEN@ ----MAIN INPUT LOOP---@10620@B$""@0,160263,160@x10620@10620@10420 A10770:22:1:F$;"NEW LINE ";L;" ";:106203A@F$;L;" ";:5IA2180:A$(IN$,1)eA(A$,1)"."İ1670:620}AL201ARRAY$(L)A$AFL:726A:LL1A;(4);"FRE"A?L201L201Al220A---CTRL CHAR CHECK-------A2340:A$ARRAY$(F):C$""BZや(A$):Z2768DBA((A$,1)):AC5AC1AC3A$(A$,Z1):728[B--ILLEGAL CTRL'S?BI1Z:A((A$,I,1)):AC4AC1AC2AC3C$C$(A)B:(C$,1)"@"C$"@"BARRAY$(F)C$BB-----INITIALIZE---------B4(16);:B$"" C5NAME$"":16368,0C63JC@"1 BBB 2SPEED READER II EDITOR 1BBB"QCB4Cf"THE PROMPT LINE AT THE BOTTOM OF THE"C" SCREEN DISPLAYS THE EDITOR COMMANDS."C"FOR HELP, USE THE .H COMMAND. "C0,160263,160CCONSTANTSDC111:C212:C319:C431:C532:C6654DF$(1)"0"(12)`DI0201:ARRAY$(I)""::L1:(4);"FRE"fD"DT-----CHANGE MODE-------DB$(A$,2,1):B$""2120DB$"E"İ2220DB$"M"Ė5:"MEMORY... ";(0):10620:DB$"P"İ3070EB$"L"İ4120ENB$"I"İ4920'EB$"D"İ59209EB$"S"İ6920KEB$"G"İ8470]EB$"C"İ9920pE B$"Q"İ12000E*B$"H"İ13000E4B$"V"İ16010E>B$"A"İ17300EHEz------EDIT LINE---------EL1Ģ18:12:"NO LINES IN MEMORY":2920 FLN(A$)!FB LN2E$(A$,LN2)FL 10770:22:1:" ":24:" ";:10620Ft LN3Ģ18:12:"EDIT WHICH LINE? ";E$F~ 10620:F E$""2920F E%(E$):EE%*G E1EL1Ģ17:12:"INVALID LINE NUMBER":2970lG< 10770:22:1:F$;"EDIT LINE ";E;" "wGn 10620G F$;E;" ";:5G F$;ARRAY$(E);:5:F$;G 2180:A$(IN$,1)G6 ARRAY$(E)A$G; FE:726Gh 10620:G H ---PRINT OUT FILE----?H L1Ģ18:12:"NO LINES IN MEMORY":10620::3605`H0 LN(A$):LN2E$(A$,LN2)qHb LN3E$"1"H E%(E$):EE%H E1EL1Ė12:18:"INVALID LINE NUMBER":10620::3605H\ 16368,0:22-I 10770:24:" ";:22:1:" "?I 216,0:3920I 10620:::5:"PRINTER ON ":(4);"PR#1":(13):(4);"PR#0":6084I 24:16:"<RETURN> ";I 10620:I (4);"PR#1"I -------PRINT FILE LINES"J NEXT LINE CHANGES BASIC BOP POINTER TO HERE TO SPEED PRINTINGbJ AD(121)256(122)1:104,(AD256):103,AD(AD256)256J A$ARRAY$(E):I7((E))J (16384)206ĺ" ";:3534:NO LINE NUMBERS IF N IS PRESSEDJ E;I);J A$""3580J I(A$):LC1 K D1I:B((A$,D,1))/K BC5İ3615:3575: CTRL CHARJK BC63565:NON LETTERYK LCBBC5vK (B);:SHFTSHFT0:LC1|K K FINISHED WITH A LINEK (13);KEL1(16384)141EE1:3525K216,0K (4);"PR#0":6084K10620:: L(16384)127ľA$:16368,0:3601=L103,1:104,64:16384,0CL^L ---CONTROL CHARACTERnLLC0:SHFT0}L$BC2LC1L)BC3SHFT1L.L------PRINTER ERROR--LP6084:(7);"PRINTER ERROR - CAN'T CONTINUE "L2163:216,0L3590M------LIST THE FILE--FML1Ģ18:12:"NO LINES IN MEMORY":4775bMJLN(A$):GO1:E$"":E1M|LN2E$(A$,LN2):E%(E$):EE%MEL1E1Ģ18:12:"INVALID LINE NUMBER":10620:E1M19: N10770:22:1:" "IND24:" <SPACE BAR> <RETURN> ";:10620wNvF$;E;" ";:5:F$;ARRAY$(E):10620:EE1N P(16384):P127Ĺ16368,0N>P160GOGONpP141GO4620NELP1414470N10620:NO----INSERT LINE--------O8LN(A$)@OjL1Ģ18:12:"NO LINES IN MEMORY":5770OtL200Ė10:18:" 200 LINES MAXIMUM ";(7):5770O10770:22:" ":O" ";:10620PLN2E$(A$,LN2):5220EP2LN3Ģ18:12:"INSERT WHICH LINE? ";E$WPdE%(E$):EE%gPE$""5770PE1EL1Ģ18:12:"INVALID LINE NUMBER":5770P24:1:" 2 0.2 Q0UIT ";Q10770:22:1:F$;"INSERT LINE ";E:10620"Q,F$;E;" ";:58Q^2180:A$(IN$,1)JQA$".Q"5770eQAD(121)256(122)1Q104,(AD256):103,AD(AD256)256Q(4);"FRE"QIL1E1:ARRAY$(I1)ARRAY$(I):Q104,64:103,1QARRAY$(E)A$QFE:726R&LL1:EE1RXL2015370(R10620:19:.RLR------DELETE LINE-------{R L1Ģ18:12:"NO LINES IN MEMORY":6770RR10770:22:" ":24:" "; SLN(A$):LN2E$(A$,LN2):6170 S10620:LINE 19JS18:12:"DELETE WHICH LINE?  ";E$\SE%(E$):EE%lSLE$""6770S~E1EL1Ģ18:12:"INVALID LINE NUMBER":6770S10620:SF$;E;" ";:5SF$;ARRAY$(E):10620::SF19Tx5:F$;"DELETE THIS? ( Y/N) ";:A$.TA$"Y"A$"N"6520;T10620:LTA$"N"6770gTAD(121)256(122)1T104,(AD256):103,AD(AD256)256T(4);"FRE"TIEL1:ARRAY$(I)ARRAY$(I1):T104,64:103,1T@LL1Tr10620:TU-----SAVE FILE TO DISK--KUL2Ģ18:12:"NO LINES IN MEMORY":10620::7875UUOPN0gU:LN(A$):F$;UlLN2E$(A$,LN2):7270U10770:22:1:" "U24:1:" .2 C0ATALOG ";NVNAME$""İ10620::"SAVE AS ";NAME$;"? ";:A$::A$"Y"E$NAME$:7370[V10620:V4"SAVE FILE NAME? ";:2180:E$(IN$,1)V5I0V>7970VfE$".C"İ10620:18:(11):(4);"CAT /SRDATA/ ":7220VE$""7870W15000:CTRL CHAR STRIPW216,0:7970*WE$"/SRDATA/"E$?W(4);"OPEN ";E$RW(4);"CLOSE "hW.(4);"DELETE";E$}W`(4);"OPEN ";E$W(4);"WRITE";E$WI1WARRAY$(I)W(IL1II1:7670WZ17:(4);"CLOSE"W216,0WB$""W10620::XX----DISK OUTPUT ERROR--@X"2163:216,0:17:(4);"CLOSE"XX,25000:GET MESSAGE}XT10620::"ERROR ";ER;" - ";A$X B$"Q"ġ:::(16):16368,0:17:5:" DISK ERROR":20X 10620:19::7770X ---GET FILE FROM DISK---Y!LN(A$):F$; YH!LN2E$(A$,LN2):8770ZYz!10770:22:" "Y!24:" .2 C0ATALOG  ";Y!10620:Y""GET FILE NAME? ";:2180:E$(IN$,1):10620:YB"E$""İ10620::9320Yt"94706Z"E$".C"İ10620:18:(11):(4);"CAT /SRDATA/":8720>Z"L1UZ #15000:CHECK NAMEzZ #I0200:AR$(I)""::(4);"FRE"Z(#E$"/SRDATA/"E$Z<#(4);"OPEN ";E$Zn#(4);"READ ";E$Z#17:2180:ARRAY$(L)(IN$,1):LL1:9120Z$NAME$(E$,(E$)8) [h$10620:[|$(4);"CLOSE"#[$>[$----DISK INPUT ERROR-|[$(222)77AR$(1)"":I2200:AR$(I)""::(4);"FRE":L1[$2163:17:(4);"CLOSE":216,0[%25000:GET MESSAGE[%ER5L1ĺ(4);"DELETE ";E$[%ER5L19220\0%10620::F$;"ERROR ";ER;" - ";A$ \:%NAME$""/\\&10620::9\f&9340U\&----CLEAR MEMORY------l\&L1A$"Y":10220\&10770:22:" ":24:" ";\$'10620:\V'19:5]'"CLEAR MEMORY? ( Y/N) ";:A$,]'A$"Y"A$"N"10070=]'A$"Y"İ820U](A$"Y"İ10620::[]P(t](--MAIN PROMPT LINE-](35,24:24:1](". E .L .D .I .V .A .S .G .P .C .Q .H ";])34,22:]J)-----SET WINDOW AT 19--]|)19:40:(23);:1])^)---SET FULL SCREEN---%^*22:(25)+^D*G^.-----QUIT EDITOR------X^.(26);(16)_^.2z^."YOUR CHOICES ARE:"^.5^."1> RETURN TO THE EDITOR":^.^."2> SAVE FILE (IF YOU HAVEN'T ALREADY) ":^.3:" AND QUIT THE EDITOR "_/:#_/"3> QUIT THE EDITOR"._/16:1W_&/"YOUR CHOICE? (PRESS 1-3) ";:A$r_0/A(A$):A1A312060_5/A1ġ::20_6/A2L1İ6920_7/(26);(16):8:5_8/"TO RUN SPEED READER II, INSERT "_:/:4`D/" THE SPEED READER II DISK THEN "`N/:4*`X/" RE-BOOT. "5`b/12130@`v/12130Y`2----HELP SCREEN----f`210620:`2"COMMANDS: ":10620`23`20,14360,143:1`2". E EDIT A LINE "`2". L LIST THE FILE "`2". D DELETE A LINE "a2". I INSERT LINES ""a3". V VERIFY THE FILE "Ca3". A ANALYZE GRADE LEVEL "ba3". S SAVE FILE TO DISK "a"3". G GET FILE FROM DISK "a6". P PRINT FILE ON PRINTER "a6". C CLEAR MEMORY FOR NEW FILE "a6". Q QUIT THE EDITOR "a6". H HELP "b6*b6"CTRL-L ALL LOWER CASE LETTERS "Rb6"CTRL-K ALL UPPER CASE LETTERS "b6"CTRL-S UPPER CASE SHIFT FOR ONE LETTER ."b7b:----CTRL CHAR STRIPPER-b:A$""b:I1(E$)b:Z$(E$,I,1)b:Z$(31)Z$","A$A$Z$b:c:E$A$c:c>---VERIFY FILE---Oc>L1Ģ18:12:"NO LINES IN MEMORY "::17020gc>(16);:RET0:ESC0rc>10770c>22:1:"VERIFY FILE ";27)c>24:1:"SEARCHING FOR END OF PASSAGE MARKER... ";c>I1c>10620:1:1c>F$;ARRAY$(I)d>(16384)141RET1:17000%d>16368,0/d>II1Md>ILARRAY$(I)"@"16060Xd>10770cd>22:1d>ILARRAY$(I)"@"ĺ(9);"END OF PASSAGE MARKER NOT FOUND. ":ESC1 e>VFYESCİ10620::::::"UNABLE TO ANALYZE THE FILE. "::"END OF PASSAGE MARKER IS NOT IN PLACE. ":::Ve>ARRAY$(I)"@"ĺ"END OF PASSAGE MARKER FOUND. ";e>ARRAY$(I)"@"IL1Ģ23:1:"NO QUIZ QUESTIONS ARE PRESENT. "e?24:1e ?"PRESS SPACE BAR TO CONTINUE... ";8);e?(16384)127Ĺ16368,0:161425f?(16384)160(16364)141Ĺ16368,0:J1150::16150Xf ?ILIL1(16384)14117000rf*?---QUIZ QUESTIONS---~f+?(16);f,?2:0,0278,0278,1910,1910,0:0,153278,153f.?2:0,0278,0278,1910,1910,0:0,153278,153g4?2:2:(22):19:38:(23);(16);(26);g6?2"g>?II17g@?3:F$;ARRAY$(I)VgH?II1:ILAR$(I)""16192igI?A$(AR$(I),1)gJ?ILA$"@"16192gR?10770:21:3g\?A$"@"ĺ" END OF QUESTION MARKER NOT FOUND. "hf?A$"@"(AR$(I))1Ė3:"THE CORRECT ANSWER IS ";(AR$(I),2,1);"."Mhh?A$"@"(AR$(I))1ĺ" NO CORRECT ANSWER INDICATED. "Xhp?23:3hz?"PRESS SPACE BAR TO CONTINUE... ";6);h|?(16384)127Ĺ16368,0:J1150::16252h?(16384)160(16384)141Ĺ16368,0:J1150::16260i?IL1(16384)141ī16180"ihB1:(16)0ijB16368,0IirBVFYē0,160263,160Oi|BgiC---GRADE LEVEL----iCI(121)256(122)1:J(I256):KI256JiC104,J:103,KiCVFYESC18360iCVFYĺ(16);:17362jCL1Ģ18:12:"NO LINES IN MEMORY "::18360 jC:jC18:1DjC"DO YOU WANT TO VERIFY? (Y/N) ";:A$cjCVFY0:RET0:ESC0:Q$(34)~jCA$"Y"A$"N"17330jCA$"Y"Ĺ104,64:103,1:VFY1:16010:17300jC(26);(16):0,160263,160jC(VFYRET)VFYİ19000:ESC183602kC22:1:"ANALYZE FILE ":24:"PRESS <RETURN> TO EXIT ";FkC19:40:(23);ekDSCOUNT0:SLCOUNT0:K1:A1}kDAR$(0)AR$(0):5314kDWCOUNT(25)256(26):SADJ(28)256(29)kDWC018350k DA$AR$(K):A$"@"17900kDJ(A$):J0KK1:17420 lD---SENTENCE---1lDI2J:B$(A$,I,1):B$"@"17470[l DB$"!"B$"."B$"?"B$Q$17470ml"DB$Q$17462l*DC$(A$,I1,1):C$"!"C$"."C$"?"17470l6DIJ(A$,I1,2)" "(IJ1(A$,I1,1)" ")SCOUNTSCOUNT1l>DlzD---SYLLABLE---JmDI2J:B$(A$,I,1):B$"A"B$"E"B$"I"B$"O"B$"U"B$"Y"17570mDC$(A$,I1,1):C$"A"C$"I"C$"O"C$"U"C$"Y"SLCOUNTSLCOUNT1mDmD------mD8:1:"LINE ";K::F$;AR$(K);40)mD14:1:"SENTENCES ";SCOUNT;nD15:"WORDS ";WCOUNT;2nD26:"SYLLABLES ";SLCOUNTC:4I2L,3274IK,3274IK,1884I2L,1884I2L,3g@-----FRAME 1--------C1:3104:9:I500:159"1 BBB 2SPEED READER II 1BBB0"I2000:15910:6:F$;" IS A SIX PART READING PROGRAM " :4P" DESIGNED BY JANICE DAVIDSON, PH.D. "Y:4" AND PROGRAMMED BY RICHARD ECKERT. "I8000:15910000V10142V:3:" ":I3000:15910:4," WILL HELP STUDENTS, BUSINESS PEOPLE "5:5k&" AND OTHERS READ 2FASTER 0";F$;" AND RETAIN "u0:10:" MORE OF WHAT THEY READ. "DI8000:159F10000NV10142XV:4:35):bI2000:159l10:6v" HAS SIX SEPARATE ACTIVITIES TO ":6F" IMPROVE PERCEPTION, PERIPHERAL "O:5y" VISION, EYE MOVEMENT AND READING "18" 2SPEED.0 "I8000:15910000(16):I2000:159~------FRAME 3-----F$;V51726V:3:" ":EI800:159P10:7p"THE MAIN MENU DISPLAYS "z:10" THE SIX READING ACTIVITIES... "I4000:159100009520:MAIN MENUI7000:15910000 ------MANUAL MESSAGE3105:4J$"THE COMPLETE MANUAL INCLUDED WITH "U.11:98"1 BBB 2SPEED READER II 1 BBB0"L:::::8:F$;V" GUIDES YOU STEP-BY-STEP IN "`:5j" THE PROPER USE OF EACH ACTIVITY. "tI8000:159 v10000~%---WARMUP-----/9520?I3000:159F3k20,50260,50260,8520,8520,50{I2000:159I1219:I:6:26):I2000:15916:4"THE TWO WARM-UP EXERCISES IMPROVE ":4" PERCEPTION AND PERIPHERAL VISION, ":49" AND INCREASE EYE SPAN. "I I6000:159T 10000d310: BOX o(4:102"- WARM-UP EXERCISES - "<8:5F"LETTERS (OR WORDS) ARE FLASHED ON "H:5P" THE SCREEN FOR A SHORT PERIOD OF "R:5.Z" TIME. THE EYES TAKE IN THE GROUP "7\:5Xd" WITH A SINGLE FIXATION. "hnI9000:159sp10000x(16):5:20:I2000:159" ":I11000:20:5:" ";6:17"D H"I1200:159(16):I11000:7:41"IF THE CORRECT ANSWER IS TYPED, THE "::4f" SPEED IS INCREASED. THERE ARE 15 "o:4" SPEEDS FROM SLOW TO VERY FAST. "I7000:15910000(16)I2000:159:20:5" "I1000:1595:20:" "; 6:17"S O"("I190:3,(16)C6I2000:159T@(16):8:5sJ"THREE OR FOUR LETTERS "L13:11T" CAN ALSO BE USED.. ."VI3000:159^(16):I2000:159:20:5:" ":I1000:159h5:20:" ":13:" A S D O"&rI800:159:(16):I1500:1591s100007tRv----WARMUP WORDS-----c|(16):7:7"THE WARM-UP EXERCISE USING "13:11" WORKS THE SAME WAY... ":10I150:18:" ";:18:"2 WORDS0 ";:I3000:159'(16):I2000:159:5:20:" ":I1000:159>5:20:" ";F$:12w" GOOD STUDENTS RUN ":I600:159:(16):I2000:1593104:4:F$;"THE COMPUTER SELECTS THE WORDS OR ":4" LETTERS AT RANDOM. THE NUMBER OF ":4 " WORDS OR LETTERS CAN BE VARIED "):4D" FROM TWO TO FOUR. "TI7000:159_ 10000l:::4"THE COMPUTER KEEPS TRACK OF THE ":4&" SCORE AND THE FINAL SPEED. "1I8000:1592100003>----EYE MOVEMENT----D9520:MAIN MENU#NI2000:159MX3:20,83260,83260,10120,10120,83]bI2000:159xlI1420:5:I:27):vI3000:15917:5"THE EYE MOVEMENT LESSON TEACHES ":5" CORRECT HORIZONTAL EYE MOVEMENT. "I5000:159 10000C1:310!4:9F"- EYE MOVEMENT LESSON - "T9:I7:I{"THE EYE MOVEMENT LESSON GIVES ":I" EXTENDED PRACTICE USING THE ":I" TECHNIQUES DEVELOPED IN THE ":I" WARM-UP EXERCISES. " *I8000:159,10000(4(16):5:98>I1000:159YH"< GET READY TO READ > "iRI2000:159x\(16):K1fI1350:pI12zJ11212((E$(K))2)E$(K);:KK1L1450:1:25)31(E$(K))2E$(K);:KK1L1450:#16:24)3J12ĺ(3)BJ:(16);IIT& 10000_. (16)lL C2:310vV 4:9` "1 BBB 2SPEED READER II 1 BBB0"t 10:8:F$;~ " SUPPLIES TWENTY INTERESTING " :9 " ARTICLES TO USE WITH THE " :11, " EYE MOVEMENT LESSON. "< I8000:159G 10000[ 8000:EYE MENUk I9000:159v 10000 C5:310 8:6 "AFTER EACH ARTICLE, AN OPTIONAL " :5 " QUIZ TESTS READING COMPREHENSION, " :7! " AND THE COMPUTER RECORDS THE "#! :10D! " SCORE AND ELAPSED TIME. "T! I9000:159_! 10000e! ! -----COLUMN READING--! 9520!( I3000:159!2 3:20,99260,99260,11720,11720,99!< I2000:159!F I1619:I:5:27):!P I2000:159 "Z 18:36"d "THE COLUMN READING LESSON PROVIDES "?"f :3m"n " ADDITIONAL PRACTICE USING PERIPHERAL "v"p :3"r " VISION. ""x I7000:159" 10000" 310" 3:8" "- COLUMN READING LESSON - "" 8:4# "IN THE COLUMN READING LESSON, "# :4F# " PHRASES ARE ARRANGED IN A VERTICAL "O# :4z# " COLUMN. THE EYES READ DOWN THE "# :4# " COLUMN WITH ONLY ONE EYE FIXATION "# :4# " ON EACH LINE. "# I9000:159# 10000# (16)$" I1450: $, 9:3.$6 "< GET READY TO READ > "M$@ I2000:159:(16);:K1:3\$J I1350:g$T I16z$^ 136,7136,174$h J112$| 22(C$(K))2$ C$(K);:KK1$ J12ĺ:$ :L12700:$ (16);:I$ (16)$ I1000:159% 10000 % 310% 6:4;%& "AFTER THE ARTICLE, AN OPTIONAL "D%0 :4o%: " QUIZ TESTS READING COMPREHENSION. "%D A$" THE COLUMN READING SPEED IS "&N B$" ADJUSTABLE FROM 100 TO 2000 WPM. "&X 15$&b I18&l 4:(A$,I,34);K&v J11755I:a& I38II1:3180i& I1q& 17& 4:(B$,I,35);& J11005I:& I39II1:3230& I5000:159& 10000& & ----READING PASSAGE--& 9520' I2000:1591' 3:20,115260,115260,13320,13320,115A' I3000:159\' I1820:I:5:27):l' I2000:159w'" 19:5'* "IN THE READING PASSAGE LESSON, "', 5'4 " THE SKILLS LEARNED IN THE OTHER "'6 5'> " EXERCISES ARE USED TO READ "(@ 5+(B " STANDARD TEXT AT HIGH SPEED. ";(H J17000:F(R 10000S(\ C5:310](f 4:4(p "IN THE READING PASSAGE LESSON... "(z J12700:(| I4( 8:I( " THE READING SPEED IS "( :I( " ADJUSTABLE FROM 100 TO 2000 WPM, " ) J13500:) 10000 ) 13:IE) " THE NUMBER OF LINES OF TEXT "N) :It) " DISPLAYED IS ADJUSTABLE, AND ") J13500:) 10000) 18:I) " AN OPTIONAL QUIZ FOLLOWS EACH ") :I) " PASSAGE. ") I7000:159) 10000* (16) *7:9-*"< GET READY TO READ > "=*I2000:159L*$(16):L1[*8I1350:f*BI14q*L(16)|*VJ15*X62J*`S$(L)::LL1*jJ*tK14500:*~I*10000*(16)*I2000:159*310*4:9!+"1 BBB 2SPEED READER II 1 BBB00"1+9:16:F$;C+" INCLUDES "N+12:8r+" FIFTEEN CAREFULLY COMPOSED "{+:5+" PASSAGES TO USE WITH THE READING "+:13+" PASSAGE LESSON. "+ I9000:159+ 10000+7912:STORIES,I6000:159,10000, 0,"----FINISH---------9,2310H,<I2141R,FI:9,P"1 BBB 2SPEED READER II 1BBB0",Z,dI2000:159,nI2151,xI:9,26):,7:17:F$;," IS FOR... ":I13000:,I21111 -6:J150:--I:" STUDENTS... ":6:12):=-I3000:159M-I21151^-6:J150:-I:" BUSINESS PEOPLE... ":6:20):-I13000:-I21191-I:6:J150:-" ANYONE WHO WANTS TO READ " .6:" MORE EFFICIENTLY. ":6:30).)."I8000:159:I(0)@.$(16):I3000:159K.%23:4z.&"PRESS ESC KEY TO EXIT DEMONSTRATION ".'I190:10000:.,(16).6I3000:159.@.J -----MUSIC SONGS---J/TBP40305:8160,BP:8161,50:8162:BP:8160,25:8161,75:8162:I150::8160,30:8161,50:8162:8160,25:8161,100:8162Z/VI11000:`/Xz/^---TIMED READING----/h9520/rI2000:159/|3:20,131260,131260,14920,14920,131/I3000:159/I716:I:5:33):/I2000:15907:4.0"IN THE TIMED READING TEST, THE "70:4e0" USER READS A PASSAGE. THE COMPUTER "n0:40" CALCULATES AND DISPLAYS THE READING "0:40" SPEED. "0I6000:15901000000---EDITOR------0C5:31014:I6:931&"1 BBB 2SPEED READER II 1 BBB0"B108:I:F$;j1:" CONTAINS AN EASY-TO-USE EDITOR "s1D:I1N" WHICH ALLOWS THE USER TO ENTER "1X:I1b" NEW READING SELECTIONS. THE "1l:I1v" EDITOR INCLUDES A GRADE LEVEL "2:I*2" ANALYZER WHICH COMPUTES THE "32:IZ2" READING LEVEL OF THE MATERIAL "c2:Iu2" ENTERED. "2J18000:21000022---SPECIAL FEATURES---22:3:(22)223:37:(23);:102(16);(26);F$;23:9 3J11250:?3"1 BBB 02SPEED READER II 01 BBB0 "N35:I:F$;w3" INCLUDES THESE SPECIAL FEATURES "3I2000:1593I539:I3A$"1 B0"" "F$3A$;" ENTRY AND EXIT AT ANY LEVEL "347623 :I4A$;" PRINT-OUT CAPABILITIES "44762"4 :IK4*A$;" UPPER AND LOWER CASE DISPLAY "U4,4762^44:I4>A$;" OPTIONAL SOUND EFFECTS "4@47624H:I4RA$;" CHOICE OF TYPE STYLES "4T47624\:I4fA$;" USE OF ONE OR TWO DISK DRIVES "4h47625p:I25zA$;" ADDITIONAL DATA DISKS AVAILABLE "B5J14500:M510000S5e5J12000::5---SPEED STORY MENU---5HM$:3:0,0279,0279,1910,1910,0555FM$;"- - SPEED READING PASSAGES - - " 66:I115:4:I10)I;". ";SM$(I):6+6?---EYE STORY MENU---T6@HM$:3:0,0279,0279,1910,1910,0^6J2:26TFM$;"EYE MOVEMENT / COLUMN READING ARTICLES "6^4:I120:3:I10)I;". ";EM$(I):66'#---OPENING---6(#C1:31062#3:117<#FM$;"DAVIDSON & ASSOCIATES "/7F#5:17:"PRESENTS "[7P#10:A$"-S-P-E-E-D -R-E-A-D-E-R -II "j7R#(1);"2";7Z#I1(A$):J396I1:J:(A$,I,1);:J7d#766,2:767,(1)451:768:7f#F$;7n#15:20:"BY "7x#17:127z#766,2:767,10:7688#"RICHARD ECKERT AND "#8#19:10;8#766,2:767,30:768^8#"JANICE DAVIDSON, PH.D. "i8#23:28#766,2:767,48:7688#"COPYRIGHT 1983 DAVIDSON & ASSOC., INC. "8#I125:766,2:767,(1)481:768:J125::8#766,2:767,48:7689#I4000:159:!9#---INIT---K9#EM$(20),SM$(20),E$(50),C$(75),S$(25)c9#KY16384:KC16368y9#I120:EM$(I):9#I113:SM$(I)::SM$(14)"YOUR ATTENTION, PLEASE ":SM$(15)"A RUN FOR THE COOKIE "9$LOC81608182:BYTE:LOC,BYTE::$255:$HM$(16)#:$F$(1)"0">:"$(KY)210F$(1)"0"Y:,$(KY)194F$(1)"2"t:6$(KY)128ĹKC,0:9250:@$FM$F$:B$E$(1)"GOOD EYE MOVEMENTS ":D$E$(2)" ARE ESSENTIAL TO ":F$E$(3)" EFFICIENT READING. ":H$E$(4)"THEY CAN BE ";J$E$(5)" DEVELOPED WITH "7;L$E$(6)" PROPER TRAINING. "O;N$E$(7)"YOUR EYES "l;P$E$(8)" CAN BE TRAINED ";R$E$(9)" TO IMPROVE ";T$E$(10)" READING EFFICIENCY, ";V$E$(11)" JUST AS YOUR ";X$E$(12)" FINGERS CAN BE "|$E$(30)" THE WORDS. "%>~$E$(31)"A GOOD READER "G>$E$(32)" SEES SEVERAL WORDS "i>$E$(33)" DURING EACH PAUSE. ">$E$(34)"A POOR READER ">$E$(35)" SEES ONLY ONE WORD ">$E$(36)" DURING EACH PAUSE. ">$E$(37)"THE MORE WORDS "?$E$(38)" A READER SEES "?$E$(39)" PER PAUSE, "??$E$(40)" THE FEWER PAUSES "a?$E$(41)" HE MAKES PER LINE, "?$E$(42)" AND THE FASTER "?$E$(43)" HE READS. "?$C$(1)"THOMAS EDISON"?$C$(2)"WAS AN "?$C$(3)" UNCOMMON INVENTOR. "@$C$(4)"HIS GENIUS WAS "!@$C$(5)" SUCH THAT HE "@@$C$(6)" NOT ONLY QUICKLY "Y@$C$(7)" RECOGNIZED "r@$C$(8)" SCIENTIFIC "@$C$(9)" PRINCIPLES; "@$C$(10)" HE PUT THEM "@$C$(11)" TO PRACTICAL USE "@$C$(12)" AS WELL. "@$C$(13)"BY THE 1870'S, "A$C$(14)"AMERICANS KNEW "=A$C$(15)" ABOUT ELECTRICITY, "ZA$C$(16)" BUT THEY WERE "|A$C$(17)" STILL USING GAS TO "A$C$(18)" LIGHT THEIR HOMES. "A$C$(19)"EDISON WAS "A$C$(20)" CONVINCED THAT "A$C$(21)" ELECTRICITY COULD "B$C$(22)" BETTER FULFILL "2B$C$(23)" THAT PURPOSE. "PB$C$(24)"HE FINALLY HIT "jB$C$(25)" UPON A WAY "B$C$(26)" AND CREATED "B$C$(27)" THE "(34)"PERMANENT "(34)B$C$(28)" ELECTRIC LIGHT BULB. "B$C$(29)"EDISON STOOD BEHIND "C$C$(30)" HIS INVENTION WITH "9C$C$(31)" UNCOMMON ENERGY "XC$C$(32)" AND DEDICATION. "vC$C$(33)"HE WAS PRESENT "C$C$(34)" FOR THE FIRST "C$C$(35)" THEATRICAL "C$C$(36)" PERFORMANCE LIT "C$C$(37)" BY ELECTRICITY. " D$C$(38)"WHEN THE LIGHTS "(D$C$(39)" BEGAN TO WAVER "@D$C$(40)" AND DIM, "bD$C$(41)"EDISON DASHED DOWN "D$C$(42)" TO THE CELLAR "D$C$(43)" AND SHOVELED COAL "D$C$(44)" TO MAINTAIN THE "D$C$(45)" STEAM PRESSURE "D$C$(46)" TO CREATE "E$C$(47)" THE ELECTRICITY. "1E$C$(48)"HE SHOVELED "OE$C$(49)" THROUGHOUT THE "nE$C$(50)" PERFORMANCE AND "E$C$(51)" THROUGHOUT THE "E$C$(52)" BANQUET AFTERWARDS "E%C$(53)" THAT WAS BEING GIVEN "E%C$(54)" IN HIS HONOR. " F%C$(55)"EDISON DID NOT "&F%C$(56)" MAKE MUCH "CF%C$(57)" OF THE PRAISE "_F %C$(58)" HE RECEIVED. "~F %C$(59)"HE WAS TOO BUSY "F%C$(60)" THINKING OF OTHER "F%C$(61)" PRACTICAL "F%C$(62)" APPLICATIONS "F%C$(63)" OF SCIENCE. "&G%S$(1)"IT WAS JUNE IN 1816. NEW ENGLAND HAD "XG%S$(2)" BEEN EXPERIENCING AN UNUSUALLY COOL "G%S$(3)" SPRING. BUT EVEN SO, NO ONE ANTICIPATED "G%S$(4)" WHAT THIS DAY WOULD BRING. THE STRONG "G%S$(5)" WINDS GREW STRONGER, THE TEMPERATURE "+H%S$(6)" DROPPED, AND IT BEGAN TO SNOW! THE "aH%S$(7)" LEAVES ON THE TREES BLACKENED. PEOPLE "H%S$(8)" DRESSED IN THICK COATS AND WARM MITTENS; "H%S$(9)" A FIRE IN THE FIREPLACE WAS NOT ONLY A "I%S$(10)" COMFORT, IT WAS A NECESSITY. THIS  "9I %S$(11)"NEW ENGLAND COLD SPELL LASTED NEARLY A "mI!%S$(12)" WEEK, LEAVING THREE TO SIX INCHES OF "I"%S$(13)" SNOW ON THE GROUND. AFTER THAT COLD "I#%S$(14)" WEEK, WARMER WEATHER CAME. FARMERS " J$%S$(15)" OPTOMISTICALLY REPLANTED THEIR CROPS. "DJ%%S$(16)" BUT JULY BROUGHT NEW ENGLAND A SECOND "yJ&%S$(17)" COLD SPELL THAT CAUSED ICE TO FORM IN "J'%S$(18)"MAINE. "J.%J/%---MAIN MENU---J0%C1:310J:%3:9JD%"1 BBB 2SPEED READER II 1BBB0"KN%42,25238,25KX%46,27234,27&Kb%I6:8:I:FM$;TKl%"1> WARM-UP EXERCISE (LETTERS) "::IKv%"2> WARM-UP EXERCISE (WORDS) "::IK%"3> EYE MOVEMENT LESSON "::IK%"4> COLUMN READING LESSON "::IK%"5> READING PASSAGE LESSON "::I$L%"6> TIMED READING TEST "::I*L%@L'----ESCAPE?-----[L'(KY)194F$(1)"2"vL'(KY)210F$(1)"0"L$'(KY)155(KY)27İ11000L.'KC,0L8'(KY)12710000L:'F$;:FM$F$LB'L*-----RUN SPEED 1----L*216,0:11500Mf+10:Mh+I81608191:I,0:6Mp+(4);"RUN /READ/SPEED1"CM,C5:310^M,32000:SET ERROR FLAGhM,8:7M-"UNABLE TO RUN SPEED READER II"M -12:5M-"INSERT PROGRAM DISK IF NECESSARY "M-23:8M(-"PRESS SPACE BAR TO CONTINUE "N2-(KY)160ĹKC,0:I1150::11570(N<-KC,03NF-11120JNy---TRAP CTRL-C---VNy2163:pN|---SET ERROR FLAG---{N}216,0N}31000N}/@(21):6084:(4);"CLOSE":252:200:197W@CH194,194,58,64,70,76,237:207:2@3:ES0:L0:M0:SP650M(SP650)1.27@SSPM:K1700000S@J1:HM$;:LNē135,9135,174@21(A$(L))2:F$;A$(L):J12ĺALL1:JJ1:J13A$(L)"@"11A16:ESİ14:134A I1K::16:ESİ14:13;A 5MA A$(L)"@"6eA I1K(J12)200:qA LL1:ALL1:A$(L)"@"14AA(KY)155ES1AKC,0:AL0:HT1:TI0:I%700.77(SP1):A1:ES0BI1I%::LN(A$(L)):1:39);:ATI0ĺ:)BALN20HT40LN:24IBALN21HT30(LN2):24hBALN20HT10(LN2):24qBHT1BHT1HT1BTI0Ģ2BHT:F$;A$(L);:AA:TITI1:TI24TI0:16:ESİ14:29BLL1:A$(L)"@"19BI11000:BLL1: CL0:A1:B13:RE0:ES0:TR33>CM0:SP650M(SP650).4YC SSPM:K(350000SI)SlC!HM$:BSI:J1~C"A$(L)"@"41C#F$;A$(L):J12ĺC$LL1:JSIJJ1:34C%16:ESİ14:43C&RPāI1K::16:ESİ14:43C'TRİ44C(33D)TRJ1İ44:HM$;:I11000:=D*RPāI1K(JSI):I:I1200:ID+LL1:jD,24:13:"< SPACE BAR > ";D-RERE1:I(KY):I127ĹKC,0D.I16045D/D0ES0:52D1D$;"OPEN";FI$:D$;"READ";FI$:I0D21:2180:A$(I)(IN$,1):II1:50E3BE4ER(222):ER77ER12A$(1)"":I0100:A$(I)""::D$;"FRE"xE5244:2163:252:LMI1:D$;"CLOSE":ER5LM051E656E7ER5LM0ĺD$;;"DELETE";FI$ F82163:252:C5:214:6:9:"ERROR ";ER;" LOADING THE FILE ":ER5ER6ER7Ģ9:21(FI$)2:FI$1F912:22(A$)2:A$:ES1:217:51?F:EM1:156OF;150:ES63_F<48::ES63F=140:83:18::86:120:124:AN159F>AN261F?F@KR1:160FA150:ES69FB48::ES69FC131:83:3:::86:120:124:AN165FDAN267GEGFRP1:164#GG143:ES753GH48::ES75\GI131:83:30::86:120:124:AN171iGJAN273oGK}GLTR1:168GM143:ES82GN48::ES82GO83:SI11:30:ESİ85GP86:120:124:AN177GQAN279GRGHSHM$:4:10:"< GET READY TO READ > ":I11700::TRA$(0)A$(0):5314:W(25)256(26)dHT2350:HM$;:I1200::HURERE.85:ML:C1:215:4:15:JRE950:"WORDS: ";W::15:"MINUTES: ";((J),4):12:8:"THE READING RATE IS ";(WJ);" WPM. ":217:LM: IVESLLM97DIWHM$:23:8:"PRESS ESC KEY TO SKIP QUIZ ":I1xIXJ(KY):KC,0:J155I20II1:K1100::88IYJ15597IZTT0:RI0:TI0:ES0:HM$;:2:0,0278,0278,1910,1910,0:0,153278,153J[2:2:(22):19:38:(23);HM$;(26);:I2123:I:3:36)::2DJ\(A$(L),1)"@"Ė3:F$;A$(L):LL1:92SJ]98:ES97|J^TTTT1:B$(A$(L),2,1):AN$B$İ108J_AN$B$İ119J`LLMLL1:91JaJbZZ0Jc(KY)127ĹKC,0:99Jd22:4:"ANSWER? ";(95)Ke22:30:"TIME ";TI:22:12:(95)DKf(KY)128ZZ4ZZZZ1:KC,0:I1101::102UKg22:12:" "Kh(KY)128ZZ7ZZZZ1:KC,0:I1101::104Ki(KY)128ZZ0:TITI1:101KjAN$((KY)128((KY)128)):ES0:AN$(27)ES1KkKlI%(1)4:I%3I%3)LmI%0A$"CONGRATULATIONS, "NA$" !"FLnI%1A$"KEEP IT UP! "lLoI%2A$"VERY GOOD, "NA$" ."LpI%3A$"THAT'S RIGHT! "Lq22:4:A$;38(A$)):SFİ116LrSFāI11500:LsRIRI1:LtI%(1)101:I%10I%10MuI1SN(I%,0)2:KSN(I%,I)8:K8K0HMv767,K:766,SN(I%,I1):768:J110::I:Mw22:4:35):21:9:"THE CORRECT ANSWER IS ";B$;".":217:MxTT0123NyHM$;:3:0,0279,0279,1910,1910,0:1,1278,1278,1901,1901,1:2:13:FM$;"- SCOREBOARD -":2:32,25246,25246,9532,9532,25:5:8:"TOTAL QUESTIONS: ";TT::8:"NUMBER CORRECT: ";RI::8:RITTĖ6:(9);" ";Nz"COMPREHENSION SCORE: ";(RI100TT);" % "::8:"TOTAL ELAPSED TIME: ";TI:16N{N|TT0126O}C5:214:6{O~2350:6:"1> NEW READING SELECTION "::6:"2> REPEAT THE SAME SELECTION "::6:"3> END THE LESSON "::TT0ĺO(KY)127ĹKC,0:127O6:"YOUR CHOICE? ";:A$:A$"1"A$"3"128OA$"3"SP0OTT0:RI0:AN(A$):2350:(PC6:214:3:5:FM$;"SPEED: ";SP;" WPM "P8:5:"CHOOSE SPEED (100-2000 WPM) ":V8:H33:LG4:182:SP(A$):SP100SP2000132P3:12:SP;" WPM ":KRİ136PRPİ138PQ12:5:"USE THE VERTICAL LINE? ( Y/N) ";:A$:A$"Y"A$"N"136QLN(A$"Y"):sQ12:5:"CHOOSE WINDOW SIZE (1-12) ":V12:H31:LG2:182:SI(A$):SI1SI12138yQQC2:214:4:5:FM$;"THE PRESENT SPEED IS ";SP;"."Q9:5:"SELECT THE SPEED (1-9) ";:A$:SP(A$):SP1SP9141QR(8184)0İ173:149RHM$:3:0,0279,0279,1910,1910,0:5:FM$;"- - SPEED READING PASSAGES - - ":5:I115:4:I10)I;". ";SM$(I):R22:4:"PASSAGE NUMBER? ":SFĹ0,154:3,116:4,0:5,23:2291SV22:H20:LG2:182:I(A$):ES149SI1I15145JSFI$"SR."SM$(I):179:FI$"/READ/DATA/"(FI$,15)PSiS(8184)0İ173:155SHM$:3:0,0279,0279,1910,1910,0:2:2:FM$;"EYE MOVEMENT / COLUMN READING ARTICLES ":4:I120:3:I10)I;". ";EM$(I):3T23:22:"ARTICLE NUMBER? ":V23:H38:LG2:182:ES155MTI(A$):I1I20152TFI$"EM."EM$(I):179:FI$"/READ/DATA/"(FI$,15)TT(8179)0159oUC1:214:2:9:FM$;"CONSULT THE USER'S MANUAL ":2:" FOR THE PROPER USE OF THIS EXERCISE. ":8:6:"1 B 0";F$;"CHOOSE AN ARTICLE TO READ. ":12:6:"1 B 0";F$;"CHOOSE THE READING SPEED. ":16:6U"1 B 0";F$;"READ THE ARTICLE AND TAKE ":8:" THE COMPREHENSION QUIZ. ":217:8179,0UU(8180)0163VC1:214:2:9:FM$;"CONSULT THE USER'S MANUAL ":2:" FOR THE PROPER USE OF THIS EXERCISE. ":7:6:"1 B 0";F$;"SELECT AN ARTICLE TO READ. ":10:6:"1 B 0";F$;"TURN ON THE VERTICAL LINE ":8:" IF DESIRED. ":14:6cW"1 B 0";F$;"CHOOSE THE READING SPEED. ":17:6:"1 B 0";F$;"READ THE ARTICLE AND TAKE ":8:" THE COMPREHENSION QUIZ. ":217:8180,0iW|W(8181)0167kXC1:214:2:9:FM$;"CONSULT THE USER'S MANUAL ":2:" FOR THE PROPER USE OF THIS EXERCISE. ":8:5:"1 B 0";F$;"SELECT A PASSAGE TO READ. ":12:5:"1 B 0";F$;"CHOOSE THE READING SPEED AND ":7:" THE WINDOW SIZE. ":16:5X"1 B 0";F$;"READ THE PASSAGE AND TAKE THE ":7:" COMPREHENSION QUIZ. ":217:8181,0XX(8182)0171YC2:214:2:10:FM$;"CONSULT THE USER'S MANUAL ":3:" FOR THE PROPER USE OF THIS EXERCISE. ":8:5:"1 B 0";F$;"SELECT A PASSAGE TO READ. ":12:5:"1 B 0";F$;"READ THE PASSAGE TO DETERMINE ":7:" READING RATE. ":17:5Z"1 B 0";F$;"TAKE THE COMPREHENSION QUIZ. ":217:8182,0ZkZC6:214:9:3:FM$;"PLEASE INSERT THE DATA DISK, SRDATA.":217:8183,0:Z(8183)1İ172ZES0:HM$:1::178ZD$;"CAT /SRDATA/":252:24:1:"FILE TO LOAD? ";:24:15:"";FI$:ES(FI$""):ES0İ179'[FI$"/SRDATA/"FI$:ES0ĺ:"LOADING FILE "-[[2163:252:244:1:D$;"CLOSE":C5:214:10:13:"CATALOG ERROR ";ER:13:22(A$)2:A$:217:ES1:177[A$"":K(FI$):J1K:B$(FI$,J,1):B$"/"B$(31)B$"."[B$"-"A$A$B$\:FI$A$:\V:H:A$"":KC,0:ES0]\756:P(KY):J(KC):(P31P19)(A$)LGA$A$(P):(P);q\P27ES1:188\P8İ189\P13183\A$""183\\I(A$):I0(A$,1)(19)Ĺ36,(36)1\I0(A$,1)(19)ĺ" ";:36,(36)1](A$)2A$"":193&]A$(A$,(A$)1)2]KC,0:C]216,0:196f]10::(4);"RUN /READ/SPEED1"]2163:C5:214:252:6:15:FM$;"PLEASE INSERT ":9:8:" THE SPEED READER II DISK. ":217:]I0:NA$"" ^NA$NA$((8160I)):II1:(8160I)91198]^SF(8175):F$(1)((8177))(12):FM$F$:CH(8185):F$;(11)::201:202^IN$"":D$(4):I0:J0:K0:L0:SI0:KY16384:KC16368:HM$(16):FM$(12)(1)"2"^A$(227),EM$(20),SM$(15),SN(10,32)N_I120:EM$(I)::I113:SM$(I)::SM$(14)"YOUR ATTENTION, PLEASE ":SM$(15)"A RUN FOR THE COOKIE "'` THE INEFFICIENT READER,THE EFFICIENT READER,EYE MOVEMENTS,PERIPHERAL VISION,THE FLOW OF MEANING,AVOIDING INNER SPEECH,AVOIDING REGRESSIONS,READING FLEXIBILITY,SKIMMING,CRITICAL READING aRAISING A SUPERSTAR,THE WORLD'S FASTEST TRAIN,GONE WITH THE WIND,BOBBY JONES--AMERICAN HERO,AN UNCOMMON INVENTOR,A SCHOOL THAT WORKS,HOBIE ALTER--A COOL CAT,ESCAPE TO FREEDOM,ON THE ROCKS,DAREDEVILS aWALL STREET PSYCHIATRIST,EXTREME SKIING,THE EGG,THE TRAINED DOG,CHRISTMAS IN JULY,THE DIVIDED HORSE BLANKET,THE COMPUTER AGE ORANGEKbBARNUM'S BALLYHOO,GENUINE MEXICAN PLUG,MILK FOR THE MASSES,THE 1865 MOON MISSION,THE MAN WITH THE GOOD FACE,SPLITTING THE BRAIN :221:BcC1:214:EM0:KR0:RP0:TR0:ES0:3:9:"1 BBB 2SPEED READER II 1BBB0":42,25238,25:46,27234,27:I6:7:I:FM$;:"1> WARM-UP EXERCISE (LETTERS) "::I:"2> WARM-UP EXERCISE (WORDS) "::I:"3> EYE MOVEMENT LESSON "::Ic"4> COLUMN READING LESSON "::I:"5> READING PASSAGE LESSON "::I:"6> TIMED READING TEST "::I:"7> STOP FOR NOW "3d22:I:"YOUR CHOICE? (1-7) ";:J0227:A$(J)""::D$;"FRE":A$:A$"M"ĺ"MEMORY...";(0):209IdA$"E"İ241:207_dA$"O"İ225:207vdA$"1"A$"7"209dCH(A$):CH:8185,CH:dHM$;ie3:I0(C1)3(C5):J0(C2)5(C6):K02(C5)4(C6):L2(C6):IK21.5L,0279J,0279J,191IK21.5L,191IK21.5L,0:I1K21.5L,1278J,1278J,190I1K21.5L,190I1K21.5L,1eC:4I2L,3274IK,3274IK,1884I2L,1884I2L,3:e23:8:KC,0:"PRESS SPACE BAR TO CONTINUE "eI(KY):I127ĹKC,0fI160218 fgSN(1,0)30:I130:SN(1,I):: 10,25,15,37,14,13,15,25,19,25,17,37,16,13,17,25,19,12,17,12,15,37:15,12,19,25,22,25,24,75:SN(2,0)20:I120:SN(2,I):: 10,7,10,22,10,7,15,30,15,30,17,30,17,30,22,45,19,15,15,30:SN(3,0)24:I124:SN(3,I):g 15,40,17,30,19,10,20,40,19,30,17,10,15,30,17,10,15,30,12,10,10,40: 8,50:SN(4,0)18:I118:SN(4,I)::12,30,13,10,15,40,24,75,0,5,22,30,24,10,20,40,15,70:SN(5,0)16:I116:SN(5,I)::13,20,15,20,17,40,17,75,0,5,15,20,13,20,20,100:SN(6,0)14hI114:SN(6,I)::14,45,15,15,17,60,22,120,12,45,14,15,15,120:SN(7,0)14:I114:SN(7,I)::20,60,20,45,19,15,20,45,19,15,20,60,16,120:SN(8,0)20:I120:SN(8,I)::20,40,22,30,20,10,17,40,17,40,17,30,15,10,17,30,18,10,17,70:SN(9,0)22:I122iSN(9,I)::15,14,17,13,19,13,20,40,15,40,12,40,10,30,8,10,7,30,17,10: 15,80:SN(10,0)12:I112:SN(10,I)::: 18,140,17,35,18,35,20,70,15,140,13,150"jC5:214:3:4:FM$;"WELCOME TO SPEED READER II!":7:4:"PLEASE TYPE YOUR FIRST NAME, THEN ":9:3:" PRESS THE RETURN KEY. "MjV9:H26:LG11:182:NA$A$:NA$""226jNA$(19)NA$:I1(NA$):8159I,((NA$,I,1))::8159I,91:13:4:"PLEASE SELECT OPTIONS: ":J(8175):16:4:"SOUND EFFECTS? ( Y/N) ";(7811J)k16:25:A$:A$"Y"A$"N"A$(13)228KkA$(13)J(A$"Y"):SFJ:(7811J):8175,JkJ(8177):18:4:(1);"0";"REGULAR OR ";(1);"2";"BOLD PRINTING? ";F$;"( R/B) ";(11);(828J)k18:36:A$:A$"R"A$"B"A$(13)231.lA$(13)J02(A$"B"):8177,J:(828J):F$(1)(J)(12):FM$F$nlJ(8184):20:4:"ORIGINAL DATA DISK? ( Y/N) ";(7811J)l20:30:A$:A$"Y"A$"N"A$(13)234lA$(13)J(A$"Y"):8184,J:(7811J)lmHM$:22:9:"(PRESS ESC TO GO BACK) "mI(KY):I127ĹKC,0)mI155238/m9m243Ym1::D$;"RUN /READ/EDITOR"mC1:214:7:11:"UNABLE TO RUN EDITOR. ":12:8:"INSERT SPEED READER II DISK ":14:14:" IF NECESSARY. ":2163:252:217:nER(222):A$"":ER13A$"FILE TYPE MISMATCH "3nER8A$"I/O ERROR "XnER3A$"NO DEVICE CONNECTED "nER5ER6ER7A$"PATH NOT FOUND "nER16A$"SYNTAX ERROR "nER77ER12A$"OUT OF MEMORY "nn2163:n216,0:251nWHEN IMPROVING YOUR READING SKILLS, YOU NEED TO SEEK GREATER READING FLEXIBILITY. YOUR READING SPEED MUST FIT YOUR PURPOSE AS WELL AS DIFFICULTY OF THE READING MATERIAL. YOU WILL PROBABLY WANT TO READ MATERIALS SUCH AS LIGHT FICTION, THE NEWSPAPER, AND MAGAZINE ARTICLES VERY RAPIDLY. ON THE OTHER HAND, SLOWER READING IS OFTEN NECESSARY. YOU MAY SLOW DOWN CONSIDERABLY WHEN YOU ENCOUNTER MATHEMATICAL FORMULAS, SCIENTIFIC ARTICLES, OR HISTORICAL DOCUMENTS. IF THE SUBJECT IS FAMILIAR, YOU MAY READ MORE QUICKLY. THE POINT IS THAT YOU DON'T WANT TO READ EVERYTHING AT THE SAME SPEED; IT IS BEST TO MATCH YOUR READING SPEED TO YOUR SPECIFIC READING PURPOSE. BE SELECTIVE WHEN APPLYING YOUR MENTAL ENERGIES TO THE WORDS; EACH WORD IS NOT OF EQUAL VALUE. FOCUS ON THE IMPORTANT WORDS AND KEY PHRASES. THE EFFICIENT READER IS FLEXIBLE WHEN HE READS; HE KNOWS WHEN TO CHANGE SPEEDS AND IS ABLE TO DO SO EASILY. @ ACCORDING TO THE AUTHOR, READING FLEXIBILITY IS A. VARYING THE SUBJECT MATTER THAT YOU ARE READING. B. KNOWING WHEN TO CHANGE SPEEDS AND BEING ABLE TO DO SO EASILY. C. DEVELOPING AGILE EYE MUSCLES. D. READING BORING MATERIAL FASTER THAN INTERESTING MATERIAL. @B YOU CHANGE YOUR READING SPEED DEPENDING UPON A. YOUR PURPOSE AND THE LEVEL OF DIFFICULTY OF THE MATERIAL. B. WHETHER THE MATERIAL IS FICTION OR NON-FICTION. C. YOUR INTEREST IN THE SUBJECT. D. HOW MUCH TIME YOU HAVE. @A THE READER SHOULD A. SLOW DOWN WHEN READING UNFAMILIAR MATERIAL. B. READ EVERYTHING RAPIDLY AT FIRST AND THEN REREAD IT IF NECESSARY. C. KNOW SOMETHING ABOUT THE MATERIAL BEFORE HE BEGINS. D. FOCUS ON THE IMPORTANT WORDS AND KEY PHRASES. @D THE AUTHOR SUGGESTS THAT  A. READING EVERYTHING AT THE SAME SPEED CONSERVES ENERGY. B. READING FLEXIBILITY IS ONLY USEFUL TO THE COLLEGE STUDENT. C. READING FLEXIBILITY IS NOT IMPORTANT. D. THERE ARE SEVERAL VARIABLES WHICH SHOULD DETERMINE READING SPEED. @D ONE DAY AN ORDINARY, MEDIUM-SIZED MUTT APPEARED IN THE TICKET OFFICE OF CAMPIGLIA, A BUSY RAILROAD STATION ON ITALY'S MAIN LINE. A TICKET AGENT NAMED ELVIO BALLETTANI GREETED THE STRANGE DOG IN A FRIENDLY WAY, SO THE DOG DECIDED TO STAY. FROM THAT DAY ON, THE DOG BECAME ELVIO'S SHADOW. SINCE THE DOG APPEARED OUT OF NOWHERE, ELVIO NAMED HIM LAMPO, WHICH MEANS "FLASH." LAMPO KEPT ELVIO COMPANY INSIDE THE TICKET OFFICE. WHEN THE WEATHER WAS WARM, HE WENT OUTSIDE AND BASKED IN THE SUN ON THE TRAIN PLATFORM. WHEN IT CAME TIME FOR ELVIO TO RETURN HOME ON THE TRAIN AT NIGHT, LAMPO TAGGED ALONGSIDE THE TRAIN FOR A LONG WAY AND THEN SADLY GAVE UP AND WENT BACK TO THE STATION. ONE NIGHT AS ELVIO WAS RIDING HOME ON THE TRAIN, HE NOTICED THAT LAMPO WAS LYING AT HIS FEET. ELVIO WAS AFRAID THAT THE CONDUCTOR WOULD SEE THE DOG ON BOARD THE TRAIN AND YELL AT HIM, SO ELVIO PUSHED LAMPO UNDER A SEAT. LUCKILY, THE CONDUCTOR DID NOT NOTICE THE DOG. LAMPO CAME HOME WITH ELVIO AND MET HIS FAMILY. THEN AFTER A SHORT VISIT, LAMPO BOARDED THE LAST TRAIN AND WENT BACK TO THE CAMPIGLIA STATION. LAMPO QUICKLY LEARNED ALL OF THE TRAIN SCHEDULES. HE WOULD RIDE HOME FROM WORK WITH ELVIO EVERY NIGHT AND THEN RIDE BACK TO THE STATION ALONE. EVERY MORNING HE ARRIVED AT ELVIO'S HOUSE IN TIME TO WALK HIS YOUNG DAUGHTER, MIVNA, TO KINDERGARTEN. THE FAITHFUL DOG WOULD THEN TAKE ANOTHER TRAIN TO CAMPIGLIA TO SPEND TIME WITH HIS MASTER AND THEN TRAVEL AGAIN TO ACCOMPANY MIVNA HOME FROM SCHOOL AT 11:30. SOON LAMPO BEGAN TO TAKE THE TRAINS ALL OVER ITALY. LAMPO BECAME FAMOUS AMONG THE MEN WHO WORKED ON THE RAILROAD. HIS JOURNEYS BECAME MORE FREQUENT, COMPLICATED AND MYSTERIOUS. NO ONE COULD EXPLAIN WHY HE TRAVELED OR HOW HE ALWAYS FOUND THE RIGHT TRAIN BACK TO CAMPIGLIA. PEOPLE DECIDED THAT LAMPO WAS A VERY SPECIAL DOG. SOME OF THE RAILROAD OFFICIALS WERE AGAINST LAMPO'S ILLEGAL TRAVELS. THEY WERE AFRAID HE WOULD BITE A PASSENGER OR CAUSE SOME OTHER SERIOUS PROBLEMS. FINALLY, THE STATIONMASTER THREATENED TO CALL THE DOGCATCHER IF ELVIO DIDN'T GET RID OF THE DOG. ELVIO AND HIS FRIENDS DECIDED TO PUT LAMPO ON A TRAIN GOING AS FAR AWAY AS POSSIBLE. MONTHS WENT BY AND LAMPO DID NOT COME BACK. MIVNA MISSED HIM VERY MUCH AND PRAYED FOR HIS RETURN. FINALLY, ONE DAY A SAD, VERY THIN, TIRED LAMPO RETURNED TO ELVIO'S OFFICE. EVERYONE, EVEN THE STATION MASTER, WAS SORRY ABOUT WHAT HAD HAPPENED. FROM THEN ON, LAMPO WAS ALLOWED TO RIDE THE TRAINS WHENEVER HE WANTED. AFTER SEVEN YEARS, LAMPO GREW OLD AND WEARY. HE NEEDED ELVIO'S HELP TO GET ON BOARD THE TRAIN. ONE DAY A SIGNALMAN CAME INTO ELVIO'S OFFICE TO REPORT THAT LAMPO WAS LYING DEAD ON THE TRACKS. A YEAR LATER, A LIFE-SIZED STATUE OF THE BELOVED DOG WAS ERECTED AT CAMPIGLIA STATION. IT STANDS THERE STILL--A FRIEND TO TRAVELERS. @ CAMPIGLIA WAS A. THE NAME OF THE TRAIN. B. A BUSY RAILROAD STATION ON ITALY'S MAIN LINE. C. THE NAME OF ELVIO'S HOME. D. A TICKET OFFICE WHERE ELVIO WORKED. @B THE DOG DECIDED TO STAY IN THE TRAIN STATION AFTER ELVIO A. GREETED HIM IN A FRIENDLY WAY. B. FED HIM. C. LET HIM RIDE THE TRAIN. D. TOOK HIM HOME ONE DAY. @A "LAMPO" IS THE ITALIAN WORD FOR A. LAMP. B. DOG. C. LIGHT. D. FLASH. @D THE FIRST TIME LAMPO TOOK THE TRAIN, ELVIO WAS A. VERY HAPPY. B. AFRAID THE DOG WOULD BITE SOMEONE. C. AFRAID THE CONDUCTOR WOULD SEE HIM, AND BE ANGRY. D. EXCITED THAT LAMPO WOULD SOON MEET HIS FAMILY. @C THE AUTHOR SUGGESTS THAT THE FACT THAT LAMPO WALKED MIVNA TO AND FROM SCHOOL EVERY DAY PROVED THAT HE A. WOULDN'T BITE PEOPLE. B. WAS FAITHFUL. C. WAS UNFAITHFUL TO HIS MASTER. D. LOVED TO TRAVEL BY TRAIN. @B LAMPO'S EXTENSIVE TRAVELING CAUSED PEOPLE TO BELIEVE THAT A. HE WAS A VERY SPECIAL DOG. B. HE WOULD BE HURT. C. HE COULD READ THE TRAIN SCHEDULES. D. ELVIO SECRETLY HELPED HIM. @A THE STATIONMASTER THREATENED THAT IF ELVIO DIDN'T GET RID OF THE DOG, A. ELVIO WOULD BE FIRED. B. LAMPO WOULD BE PUT ON THE TRAIN TRACKS. C. THE STATIONMASTER WOULD SEND HIM AWAY. D. A DOGCATCHER WOULD BE CALLED. @D THE AUTHOR SUGGESTS THAT A STATUE OF LAMPO WAS ERECTED BECAUSE A. THE STATIONMASTER FELT GUILTY ABOUT WHAT HAD HAPPENED. B. HE HAD BEEN A FRIEND TO TRAVELERS. C. EVERYONE WANTED THE GHOST OF THE DOG TO RETURN TO THE STATION. D. ELVIO DONATED THE MONEY. @B IN THE 1830'S AND 40'S, AMERICANS WERE SETTLING THE WESTERN TERRITORIES OF THE UNITED STATES. IT WAS NOT ALWAYS EASY FOR THE PIONEERS TO FIND FOOD AS THEY CROSSED THE MOUNTAINS AND DESERTS OF THIS VAST, UNSETTLED LAND. THE THREAT OF STARVATION WAS AN EVER- PRESENT CONCERN. MANY PIONEERS DIED OF HUNGER ALONG THE WAY. GAIL BORDEN WAS PERSONALLY AWARE OF THIS PROBLEM. HE HAD EMIGRATED FROM NEW YORK TO OHIO, THEN TO KENTUCKY AND INDIANA, AND FINALLY TO TEXAS. HE KNEW FIRSTHAND THAT THE TRAVELER DESPERATELY NEEDED SOME KIND OF PORTABLE FOOD THAT WOULD NOT SPOIL. BORDEN FIRST ATTEMPTED TO MEET THIS NEED WITH THE MEAT BISCUIT. HE COMBINED DRIED MEAT WITH FLOUR AND BAKED IT INTO A BISCUIT. BORDEN VIGOROUSLY PROMOTED THIS PRODUCT, BUT TO NO AVAIL. THE MEAT BISCUIT LOOKED AWFUL AND TASTED WORSE. EVERYONE SAID IT WAS FOR THE BIRDS. BUT, AS ONE TRAVELER OBSERVED, EVEN THE BIRDS REJECTED IT. THE MEAT BISCUIT WAS A FAILURE. UNDAUNTED, BORDEN NEXT TRIED PRESERVING MILK. THIS WAS AN AMBITIOUS UNDERTAKING SINCE MILK WAS THE MOST FRAGILE OF ALL FOODS. HE TRIED TO HEAT MILK TO CONDENSE IT, BUT IT BOILED OVER AND STUCK TO THE PAN. AFTER SEVERAL TRIES, HE HIT UPON THE ANSWER -- HEATING IT IN A VACUUM. IN 1858, BORDEN FOUNDED THE NEW YORK CONDENSED MILK COMPANY AND INTRODUCED HIS "EVAPORATED MILK" TO THE WORLD. NOW PEOPLE COULD HAVE MILK WHENEVER THEY WANTED IT BY SIMPLY ADDING WATER TO BORDEN'S EVAPORATED MILK. TO BE SURE THAT THIS NEW MILK WAS PURE AND SAFE, BORDEN SET UP COLLECTION AND PROCESSING STANDARDS. HE HIRED MILK INSPECTORS TO SEE THAT THE COWS WERE HEALTHY AND THEIR UDDERS WASHED BEFORE MILKING. THE BARNS WERE TO BE CLEAN, MANURE KEPT AWAY FROM THE MILKING STALLS, AND CANS AND STRAINERS STERILIZED. BORDEN'S STANDARDS OF CLEANLINESS AND QUALITY WERE LATER ADOPTED IN ADOPTED IN SEVERAL STATES, AND MEDICAL COMMISSIONS WERE ESTABLISHED TO "CERTIFY" MILK. EVAPORATED MILK SERVED THE NEEDS OF TRAVELERS WELL. IT DID NOT SPOIL; ITS SAFETY AND CONSISTENCY COULD BE COUNTED ON. AT THAT TIME, THERE WERE NO STANDARDS FOR MILK QUALITY OR SANITATION. THERE WAS NO REFRIGERATION, SO MILK EASILY TURNED SOUR. MANY INFANTS AND CHILDREN DIED NEEDLESSLY BECAUSE OF "FILTHY MILK." BORDEN'S EVAPORATED MILK WAS SUPERIOR TO ANY MILK THAT WAS AVAILABLE. GAIL BORDEN PLANNED TO CONDENSE OTHER FOODS AS WELL. "THE WORLD IS CHANGING IN THE DIRECTION OF CONDENSING," HE SAID. "I MEAN TO PUT A POTATO INTO A PILLBOX, A PUMPKIN INTO A TABLESPOON, AND THE BIGGEST SORT OF WATERMELON INTO A SAUCER." WHILE HE MAY NOT HAVE ACCOMPLISHED ALL THIS, HIS CONDENSED MILK OPENED THE DOOR TO MODERN AMERICAN FOOD PROCESSING. @ ONE OBSTACLE WHICH THE WESTERN TRAVELER FACED WAS A. CROSSING THE MOUNTAINS AND DESERTS SAFELY. B. GAIL BORDEN. C. INDIAN RAIDS. D. STARVATION. @D BORDEN'S MEAT BISCUIT WAS A FAILURE BECAUSE A. IT WAS TOO HARD TO CHEW. B. IT LOOKED AND TASTED AWFUL. C. NOT ENOUGH PEOPLE KNEW ABOUT IT. D. IT ATTRACTED BIRDS. @B BORDEN CONDENSED MILK BY A. BOILING IT. B. ADDING SUGAR AND MOLASSES TO IT. C. HEATING IT IN A VACUUM. D. REMOVING THE BUTTER FAT FROM IT. @C BORDEN HIRED MILK INSPECTORS TO A. MAKE SURE THAT THE MILK WAS COLLECTED UNDER SANITARY CONDITIONS. B. CLEAN THE MILK COLLECTION CANS. C. "CERTIFY" THE MILK. D. SEE THAT THE CHOLERA EPIDEMIC WAS UNDER CONTROL. @A ONE OF THE MAIN ADVANTAGES OF EVAPORATED MILK WAS THAT IT A. DID NOT SPOIL EASILY. B. TOOK UP LESS SPACE. C. TASTED BETTER THAN WHOLE MILK. D. SAVED TIME AND ENERGY. @A IT WAS THOUGHT THAT THE HIGH INFANT MORTALITY RATE WAS CAUSED BY A. BORDEN'S CONDENSED MILK. B. STARVATION. C. PREMATURE BIRTHS. D. FILTHY MILK. @D THE AUTHOR VIEWS GAIL BORDEN AS A. A FANATIC ON CLEANLINESS. B. A PIONEER IN MODERN AMERICAN FOOD PROCESSING. C. A HUMANITARIAN SERVING THE NEEDS OF THE ELDERLY. D. AN ECCENTRIC AMERICAN INVENTOR. @B THE AUTHOR IMPLIES THAT BORDEN'S EVAPORATED MILK A. CURED MANY CHILDHOOD DISEASES. B. WAS UNSAFE TO DRINK. C. IMPROVED THE HEALTH OF THE NATION'S YOUTH. D. SAVED THE DAIRY INDUSTRY. @C SINCE THE BEGINNING OF TIME, THE MOON HAS HELD THE FASCINATION OF MAN. THE ROMANS DESIGNATED A SPECIAL FEAST DAY TO WORSHIP THE MOON. THEY CALLED IT "MOONDAY," OR "MONDAY," AS WE KNOW IT TODAY. LATER, THE GREAT MIND OF LEONARDO DA VINCI STUDIED THE MOON AND DESIGNED A BAT-WINGED MACHINE TO TAKE MAN TO THE MOON. LEONARDO PREDICTED THAT ONE DAY A "GREAT MECHANICAL BIRD" WOULD TAKE MAN TO THE MOON AND "BRING ETERNAL GLORY TO THE NEST WHERE IT WAS BORN." F OUR AND A HALF CENTURIES LATER, LEONARDO'S PROPHECY WAS FULFILLED. THE APOLLO 11 TOOK THREE AMERICANS, COLLINS, ARMSTRONG AND ALDRIN, TO THE MOON. THEIR MISSION DID FILL "THE WHOLE WORLD WITH AMAZEMENT," AS LEONARDO HAD PREDICTED IT WOULD. COUNTLESS ESSAYS, ARTICLES, AND BOOKS WERE WRITTEN ABOUT MAN'S FIRST MOON MISSION. B UT PERHAPS THE MOST INTERESTING ACCOUNT WAS ONE WRITTEN BEFORE THE EVENT -- OVER 100 YEARS BEFORE. I N 1865, F RENCH AUTHOR J ULES VERNE WROTE A SCIENCE FICTION STORY ABOUT MAN'S FIRST JOURNEY TO THE MOON. HIS STORY BEARS STRIKING RESEMBLANCE TO THE 1969 APOLLO 11 MISSION. IN VERNE'S SCIENCE FICTION ACCOUNT, THE FIRST MAN TO REACH THE MOON WAS AN AMERICAN, PROBABLY BECAUSE OF WHAT VERNE DESCRIBED AS "THE AUDACIOUS GO-AHEADIVENESS OF THE YANKEE." VERNE'S EPIC SPACE SHIP ALSO CONTAINED THREE MEN -- TWO AMERICANS AND A FRENCHMAN. THE SPACE SHIP WAS DESCRIBED AS ALMOST THE SAME SIZE AS THE APOLLO COMMAND MODULE.  THE LAUNCH SITE IN VERNE'S STORY WAS ALSO IN FLORIDA -- ABOUT 140 MILES WEST OF CAPE KENNEDY. THE SPACE SHIP IN VERNE'S STORY WAS NAMED THE "COLUMBIAD." THE APOLLO 11 COMMAND SHIP WAS CALLED "COLUMBIA." A 900 FOOT CANNON FILLED WITH 400,000 POUNDS OF GUNCOTTON PROPELLED VERNE'S SPACE SHIP TOWARDS THE MOON. HIS ACCOUNT OF THE FICTIONAL BLAST-OFF COULD EASILY HAVE BEEN WRITTEN ABOUT APOLLO'S BLAST-OFF. VERNE'S SCIENCE FICTION STORY COINCIDED IN SEVERAL RESPECTS WITH THE ACTUAL EVENT. THE INITIAL SPEED OF VERNE'S SPACE SHIP WAS 36,000 FEET PER SECOND; APOLLO'S WAS 35,533 FEET PER SECOND. VERNE'S SPACE SHIP TOOK 97 HOURS TO REACH THE MOON; APOLLO'S TIME WAS 103 HOURS. L IKE A POLLO'S ASTRONAUTS, V ERNE'S SPACE MEN TOOK PICTURES OF THE MOON'S SURFACE, RELAXED ON COUCHES, COOKED WITH GAS, AND EXPERIENCED WEIGHTLESSNESS. THEY, TOO, SPLASHED DOWN IN THE PACIFIC AND WERE PICKED UP BY AN AMERICAN WARSHIP. WHAT WERE THE REASONS FOR JULES VERNE'S INCREDIBLE ACCURACY IN DESCRIBING AN EVENT A HUNDRED YEARS OR MORE BEFORE IT ACTUALLY OCCURRED? HE BASED HIS SCIENCE FICTION ON THE LAWS OF PHYSICS AND ASTRONOMY. NINETEENTH CENTURY SCIENCE AND THE VIVID VERNE IMAGINATION GAVE PEOPLE AN INCREDIBLY ACCURATE PREVIEW OF ONE OF THE MOST SPECTACULAR EVENTS OF THE TWENTIETH CENTURY. @ LEONARDO DA VINCI PREDICTED THAT A "GREAT MECHANICAL BIRD" WOULD  A. TAKE MAN TO THE NEST WHERE IT WAS BORN. B. CRASH INTO THE MOON. C. THREATEN THE EARTH. D. TAKE MAN TO THE MOON. @D JULES VERNE WROTE HIS STORY OF MAN'S VISIT TO THE MOON ABOUT A. 100 YEARS BEFORE THE APOLLO 11 MISSION. B. 10 YEARS BEFORE THE APOLLO 11 MISSION. C. FOUR AND ONE-HALF CENTURIES AGO. D. FIVE CENTURIES AGO. @A VERNE'S SCIENCE FICTION STORY BEARS STRIKING RESEMBLANCE TO A. EARLIER VISITS TO THE MOON. B. LEONARDO DA VINCI'S STORY. C. THE APOLLO 11 MISSION. D. COUNTLESS OTHER BOOKS ON THE SAME SUBJECT. @C THE LAUNCH SITE IN VERNE'S STORY WAS IN A. FRANCE. B. HOUSTON. C. FLORIDA. D. THE PACIFIC OCEAN. @C VERNE'S SPACE SHIP WAS PROPELLED INTO SPACE BY A. A CANNON FULL OF GUNCOTTON. B. A TON OF DYNAMITE. C. A STEAM POWERED ROCKET. D. THE "COLUMBIAD" ROCKET. @A THE PASSAGE SUGGESTS THAT JULES VERNE A. BASED HIS WRITINGS ON THE WORKS OF LEONARDO DA VINCI. B. WAS NOT QUALIFIED TO WRITE ABOUT THE FUTURE. C. GAVE HIS READERS AN UNREALISTIC VIEW OF THE FUTURE. D. KNEW A GREAT DEAL ABOUT THE LAWS OF PHYSICS AND ASTRONOMY. @D VERNE'S SPACE MEN HAD A. DIFFICULTY REACHING THE MOON. B. EXPERIENCES SIMILAR TO THOSE OF THE APOLLO 11 ASTRONAUTS. C. NO WAY TO RETURN TO EARTH. D. LITTLE UNDERSTANDING OF THE IMPORTANCE OF THEIR MISSION. @B THE PASSAGE IMPLIES THAT VERNE ADMIRED A. THE WORKS OF LEONARDO DA VINCI. B. THE HISTORY OF ROME. C. NINETEENTH CENTURY SCIENCE. D. THE INVENTIVENESS OF AMERICANS. @D SRDATAuHUSTON!' 'SR.THE.1865.MOO i SINCE THE BEGINNING OF TIME, THE MOON HAS HELD THE FASCINATION OF MAN. THE ROMANS DESIGNATED A SPECIAL FEAST DAY TO WORSHIP THE MOON. THEY CALLED IT "MOONDAY," OR "MONDAY," AS WE KNOW IT TODAY. LATER, THE GREAT MIND OF LEONARDO DA VINCI STUDIED THE MOON AND DESIGNED A BAT-WINGED MACHINE TO TAKE MAN TO THE MOON. LEONARDO PREDICTED THAT ONE DAY A "GREAT MECHANICAL BIRD" WOULD TAKE MAN TO THE MOON AND "BRING ETERNAL GLORY TO THE NEST WHERE IT WAS BORN." F OUR AND A HALF CENTURIES LATER, LEONARDO'S PROPHECY WAS FULFILLED. THE APOLLO 11 TOOK THREE AMERICANS, COLLINS, ARMSTRONG AND ALDRIN, TO THE MOON. THEIR MISSION DID FILL "THE WHOLE WORLD WITH AMAZEMENT," AS LEONARDO HAD PREDICTED IT WOULD. COUNTLESS ESSAYS, ARTICLES, AND BOOKS WERE WRITTEN ABOUT MAN'S FIRST MOON MISSION. B UT PERHAPS THE MOST INTERESTING ACCOUNT WAS ONE WRITTEN BEFORE THE EVENT -- OVER 100 YEARS BEFORE. I N 1865, F RENCH AUTHOR J ULES VERNE WROTE A SCIENCE FICTION STORY ABOUT MAN'S FIRST JOURNEY TO THE MOON. HIS STORY BEARS STRIKING RESEMBLANCE TO THE 1969 APOLLO 11 MISSION. IN VERNE'S SCIENCE FICTION ACCOUNT, THE FIRST MAN TO REACH THE MOON WAS AN AMERICAN, PROBABLY BECAUSE OF WHAT VERNE DESCRIBED AS "THE AUDACIOUS GO-AHEADIVENESS OF THE YANKEE." VERNE'S EPIC SPACE SHIP ALSO CONTAINED THREE MEN -- TWO AMERICANS AND A FRENCHMAN. THE SPACE SHIP WAS DESCRIBED AS ALMOST THE SAME SIZE AS THE APOLLO COMMAND MODULE.  THE LAUNCH SITE IN VERNE'S STORY WAS ALSO IN FLORIDA -- ABOUT 140 MILES WEST OF CAPE KENNEDY. THE SPACE SHIP IN VERNE'S STORY WAS NAMED THE "COLUMBIAD." THE APOLLO 11 COMMAND SHIP WAS CALLED "COLUMBIA." A 900 FOOT CANNON FILLED WITH 400,000 POUNDS OF GUNCOTTON PROPELLED VERNE'S SPACE SHIP TOWARDS THE MOON. HIS ACCOUNT OF THE FICTIONAL BLAST-OFF COULD EASILY HAVE BEEN WRITTEN ABOUT APOLLO'S BLAST-OFF. VERNE'S SCIENCE FICTION STORY COINCIDED IN SEVERAL RESPECTS WITH THE ACTUAL EVENT. THE INITIAL SPEED OF VERNE'S SPACE SHIP WAS 36,000 FEET PER SECOND; APOLLO'S WAS 35,533 FEET PER SECOND. VERNE'S SPACE SHIP TOOK 97 HOURS TO REACH THE MOON; APOLLO'S TIME WAS 103 HOURS. L IKE A POLLO'S ASTRONAUTS, V ERNE'S SPACE MEN TOOK PICTURES OF THE MOON'S SURFACE, RELAXED ON COUCHES, COOKED WITH GAS, AND EXPERIENCED WEIGHTLESSNESS. THEY, TOO, SPLASHED DOWN IN THE PACIFIC AND WERE PICKED UP BY AN AMERICAN WARSHIP. WHAT WERE THE REASONS FOR JULES VERNE'S INCREDIBLE ACCURACY IN DESCRIBING AN EVENT A HUNDRED YEARS OR MORE BEFORE IT ACTUALLY OCCURRED? HE BASED HIS SCIENCE FICTION ON THE LAWS OF PHYSICS AND ASTRONOMY. NINETEENTH CENTURY SCIENCE AND THE VIVID VERNE IMAGINATION GAVE PEOPLE AN INCREDIBLY ACCURATE PREVIEW OF ONE OF THE MOST SPECTACULAR EVENTS OF THE TWENTIETH CENTURY. @ LEONARDO DA VINCI PREDICTED THAT A "GREAT MECHANICAL BIRD" WOULD  A. TAKE MAN TO THE NEST WHERE IT WAS BORN. B. CRASH INTO THE MOON. C. THREATEN THE EARTH. D. TAKE MAN TO THE MOON. @D JULES VERNE WROTE HIS STORY OF MAN'S VISIT TO THE MOON ABOUT A. 100 YEARS BEFORE THE APOLLO 11 MISSION. B. 10 YEARS BEFORE THE APOLLO 11 MISSION. C. FOUR AND ONE-HALF CENTURIES AGO. D. FIVE CENTURIES AGO. @A VERNE'S SCIENCE FICTION STORY BEARS STRIKING RESEMBLANCE TO A. EARLIER VISITS TO THE MOON. B. LEONARDO DA VINCI'S STORY. C. THE APOLLO 11 MISSION. D. COUNTLESS OTHER BOOKS ON THE SAME SUBJECT. @C THE LAUNCH SITE IN VERNE'S STORY WAS IN A. FRANCE. B. HOUSTON. C. FLORIDA. D. THE PACIFIC OCEAN. @C VERNE'S SPACE SHIP WAS PROPELLED INTO SPACE BY A. A CANNON FULL OF GUNCOTTON. B. A TON OF DYNAMITE. C. A STEAM POWERED ROCKET. D. THE "COLUMBIAD" ROCKET. @A THE PASSAGE SUGGESTS THAT JULES VERNE A. BASED HIS WRITINGS ON THE WORKS OF LEONARDO DA VINCI. B. WAS NOT QUALIFIED TO WRITE ABOUT THE FUTURE. C. GAVE HIS READERS AN UNREALISTIC VIEW OF THE FUTURE. D. KNEW A GREAT DEAL ABOUT THE LAWS OF PHYSICS AND ASTRONOMY. @D VERNE'S SPACE MEN HAD A. DIFFICULTY REACHING THE MOON. B. EXPERIENCES SIMILAR TO THOSE OF THE APOLLO 11 ASTRONAUTS. C. NO WAY TO RETURN TO EARTH. D. LITTLE UNDERSTANDING OF THE IMPORTANCE OF THEIR MISSION. @B THE PASSAGE IMPLIES THAT VERNE ADMIRED A. THE WORKS OF LEONARDO DA VINCI. B. THE HISTORY OF ROME. C. NINETEENTH CENTURY SCIENCE. D. THE INVENTIVENESS OF AMERICANS. @D