Roosevelt illustrates the differences between France and America at the turn of the century

In 1910 Theodore Roosevelt was engaged in a speaking tour of Europe, following his Smithsonian-led, Carnegie-sponsored African safari. Roosevelt was in Berlin, speaking with Kaiser Wilhelm, when he received a telegram. President Taft asked Roosevelt to represent the United States at the funeral of the British King Edward VII. What follows is an excerpt of Roosevelt's interactions with the French minister of foreign affairs, Stephen Pichon. Below, italcized text represent Roosevelt as quoted by Edmund Morris in Colonel Roosevelt; standard text represents Morris' writing.

[At a wake prior to the funeral, Pichon] got me aside and asked me in French, as he did not speak English, what colored coat my coachman had worn that evening. I told him that I did not know; whereupon he answered that his coachman had a black coat. I nodded and said Yes, I thought mine had a black coat also. He responded with much violence that this was an outrage, a slight upon the two great republics, as all the Royalties' coachmen wore red coats, and that he would at once make a protest on behalf of us both. I told him to hold on, that he must not make any protests on my behalf, that I did not care what kind of coat my coachman wore, and would be perfectly willing to see him wear a green coat with yellow splashes--"un plaetot vert avec des tauches jaunes" being my effort at idiomatic rendering of the idea, for I speak French, I am sorry to say, as if it were a non-Aryan tongue, without tense or gender, although with agglutinative vividness and fluency. My incautious incursion into levity in a foreign tongue met appropriate punishment, for I spent the next fifteen minutes in eradicating from Pichon's mind the belief that I was demanding these colors as my livery.

[The next day, at the funeral procession]

Friday, 20 May 1910, was a day so beautiful that all London seemed to want to be outdoors and see the procession scheduled to depart from Buckingham Palace at 9:30 A.M. Hours before the first drumbeat sounded, a mass of humanity blocked every approach to the parade route along the Mall to Westmisnter Hall. There was little noise and less movement as the crowd waited under a cloudless sky. Green Park was at its greenest. The air, washed clean by rain overnight, was sweet and warm, alive with birdsong.

Rosevelt arrived early in the palace yard, where horses and coaches were lining up, and was again accosted by a furious Stephen Pichon. The Duke of Norfolk had decreed that because of their lack of royal uniforms, they could not ride with the mounted mourners. Instead, they were to share a dress landau. Pichon noted, in a voice shaking with rage, that it would be eighth in a sequence of twelve, behind a carriage packed with Chinese imperials of uncertain gender. Not only that, it was a closed conveyance, whereas some royal ladies up front had been assigned "glass coaches."

The landau struck Roosevelt as luxurious all the same, and he admitted afterward, in describing the funeral, that he had never heard of glass coaches "excepting in connection with Cinderella." But Pichon could not be calmed down:

He continued that "ces Chinois" were put ahead of us. To this I answered that any people dressed as gorgeously as "ces Chinois" ought to go ahead of us; but he responded that it was not a laughing matter. Then he hadded that "ce Perse" had been put in with us, pointing out a Persian prince of the blood royal, a deprecatory, inoffensive-looking Levantine of Parisian education, who was obviously ill at ease, but whom Pichon insisted upon regarding as someone who wanted to be offensive. At this moment our coach drove up, and Pichon bounced into it. I suppose he had gotten in to take the right-hand rear seet, to which I was totally indifferent.... But Pichon was scrupulous in giving me precedence, although I had no idea whether I was entitled to it or not. He sat on the left rear seat himself, stretched his arm across the right seat and motioned me to get it so that "ce Perse" should not himself take the place of honor! Accordingly I got in, and the unfortunate Persian followed, looking about as unaggressive as a rabbit in a cage with two boa constrictors.

[...]

Roosevelt sat well back, with the strange reticence that sometimes overcame him on ceremonial occasions, avoiding eye contact with the crowd. There was no indicating that he was being subjected to a further Gallic tirade:

Pichon's feelings overcame him.... He pointed out the fact that we were following "toutes ces petites royautes," even "le roi du Portugal." I then spoke to him seriously, and said that in my judgment France and the United States were so important that it was of no earthly consequence whether their representatives went before or behind the representatives of utterly insignificant little nations like Portgal, and that I thought it was a great mistake to make a fuss about it, because it showed a lack of self-confidence. He shook his head, and said that in Europe they regarded these things as of real importance, and that if I would not join him in a protest he would make one on his own account. I answered that I very earnestly hoped that he would not make a row at a funeral (my French failed me at this point, and I tried alternately "funeraille" and "pompe funebre"), that it would be sure to have a bad effect.

A Franco-American accord (Persia abstaining) was reached before the landau made its first stop at Parliament Square. Pichon agreed to wait and see where he was seated later in the day, at lunch in Windsor Castle, before making his placement a casus belli that might prevent France's attendance at the future coronation of George V.

-Colonel Roosevelt, p. 65-66

SAT Critical Reading Guidelines - in progress

Note: this is a draft, and will be updated. But as I know some people are taking the test in a couple days, this might be a helpful last-minute refresher.


SAT Critical Reading Guidelines
By Ryan Yamada

General Critical Reading test-taking strategies:

1. Take Notes.

You might want to consider taking notes as you read a passage. It might help clarify the main idea, secondary ideas, tone, type of passage, and narrator perspective (omniscient, objective, subjective). In addition to reducing the load on your short-term memory, it may help you think more critically and actively engage with the passage.

2. Use Cross-Consistency (carefully).

Occasionally, you have enough similar questions in a problem that you can check for cross-consistency. As mentioned, this is potentially very dangerous and can backfire. Still, if you're reasonably sure on two questions and struggle with a third, you might be able to help clarify the answer to the third.

3. Use line references.

By identifying the line references before you read, you may improve your focus. Be advised, however, that you should start focusing somewhat before the line reference starts.

4. Depend only upon what is written.

Leave outside knowledge, your emotional response, and your moral judgment at the door. They will not help you with the passage. Everything you need is written, and excessive internal commentary as you read can cloud your judgment and cause you to miss key bits of information/language.

Main Idea Questions:

1. Read the introduction to the passage.

Sometimes this gives a major clue as to the main idea.

2. Read the first paragraph or two carefully.

The main idea will definitely appear in the first 1-2 paragraphs. The first paragraph might be introductory, which can lead to a confusing impression of what the main idea is. It’s better to continue reading carefully through the second, just to be sure.

3. Take notes for each paragraph.

This is a general tool, but it does help with the main idea. As you read the passage, your notes will indicate the content of each paragraph. Find the common thread, and you have the main idea.


Secondary Idea Questions:

1. Use the main idea as a partial guide, but do so carefully.

The secondary idea will be connected with the main idea. But it won’t be the same as the main idea. In fact, the secondary idea might make a point seemingly opposed to the main idea (especially for an informative essay discussing two sides to an issue). Even so, the main idea might give you a clue as to whether or not you’re on the right track.

2. Don’t confuse main idea and secondary idea questions.

Main idea questions cover the entire passage. Secondary ideas cover a specific paragraph or line references (usually a few lines long). The secondary idea has to address the specific reference/paragraph, regardless of what the broader passage is saying.

If this sounds similar to (1), that’s because it is, But it’s doubly important.

3. Pay attention to all the sentences in a paragraph.

Sometimes, you will be given two plausible answers. The better answer will often hinge upon a single sentence or phrase. It helps not to project your own emotion, experiences or motivations into the answer – everything you need will be there, in the paragraph.


Vocabulary or phrase in context:

1. Break apart the sentence.

Pay careful attention to conjunctions and conjunction-like phrases like “…, as is” (which indicates that the information following  is distinct from the material preceding it). This gives you a clue as to the structure of the sentence, and therefore a clue as to whether the word or phrase in context applies to the entire sentence or just a part.

2. The correct answer is usually a secondary definition.

It makes little sense to create a context question for which the correct answer is the obvious definition. Usually, it’s a secondary definition. Occasionally, the word is being used as a metaphor for something else.

3. Read the lines preceding the reference.

Sometimes you will be given the phrase or word in the problem statement, which makes it look like you don’t have to go back and read it in the actual passage. BIG MISTAKE! You need to go back, and read prior to the line reference. Depending on time, start from either the beginning of the paragraph or at least 1-2 sentences before the reference. Sometimes, the definition will be given to you in the preceding lines.

4. Use roots.

Although 1-3 should get you the answer, you can use roots if you have no idea what a word means. As with sentence completion, sometimes roots can help you distill the meaning of a word in context. But this probably won’t help much, as the word is probably being used with a secondary definition in mind.

Inference Questions:

1. Read like a third-grader.

If the inference cites a specific line, then read that line like a third-grader, paying close attention to subtleties of language (usually simple words).

2. Use only what is in the passage.

Make certain that you are not projecting your own feelings/background/knowledge into a passage/inference question. You have everything you need on the page.

3. Distinguish between author’s intent and any characters in the passage.

Similarly, It is particularly important for certain inference problems (and other problem types) to distinguish between what the character is feeling/thinking and what the author is thinking/feeling. Some answers that seem plausible actually confuse the two. 

4. Tone and main idea can help.

If you understand the main idea and tone, then it might help you with an inference question. That’s because main idea and tone give you a sense of the author’s intent, and therefore what devices/points the author might be trying to make, albeit indirectly.


Passage Comparison:

1. Treat this initially as two single passage sections.

Read passage 1, then do passage 1 questions. Do the same for passage 2 and its questions. Then answer the comparison questions. The reasons are obvious: this way, you don’t get the information from one passage confused with the other for questions specific to a single passage.

2. Take notes as you read.

You should be doing this for the longer single passages anyway. But this becomes doubly important for double passage problems. Your notes will help you quickly identify information that you might need, and in the correct passage, that would otherwise take a complete re-reading to discover.

3. Pay careful attention to the degree implied by verbs and adjectives when comparing passages.

Problems that have possible answer choices like “Passage 1… while Passage 2…” are potentially quite challenging. Often, the answer has to do with the degree to which it applies. There’s a difference between “cites” and “focuses”, and so pay careful attention. (In some wrong answers, the threshold is just too high.)

4. The entire answer has to be correct.

This is true for all questions. But it applies in particular to passage comparison. You can eliminate incorrect answers by realizing that they are making an incorrect statement for passage 1. Then eliminate more by eliminating those that incorrectly characterize passage 2. If you’re lucky, you’ll be left with one correct answer. If not, then use what you know about each passage to choose the best answer.

Tone Questions:

1. Tone is generally consistent with passage type and main idea.

Informative = objective, interested, appreciative (neutral to moderately positive/negative)
Argumentative = subjective, passionate, wry (stronger emotions)
Narrative = can be anything, pretty much.

2. Make sure you distinguish between author’s tone and a character’s emotions.

The characters could be undergoing intense emotions. But the author may choose to convey that in a very objective tone. Make certain you don’t conflate the two. Also, obviously, make sure you don’t project your own emotional response into the tone of the article.

Structure Questions:

1. Similarity questions

There are questions that ask for an example that “resembles” or “is most similar to” a cited example. These problems can be tricky, because they require you to (1) understand the reference, (2) understand the key relationships/properties of the reference, and (3) determine the answer choice that possesses all of the key relationships/properties in the original reference. Usually there will be two properties to identify.

Here’s how you solve these.

(a) Break apart the original reference into parts (probably two).

(b) Identify the relationships or key ideas in the parts.

(c) Check each answer choice and see if it conforms to both parts.

In some ways, this is like a double-blank sentence completion problem, except that you’re after the concepts and relationships embedded in the line reference. In some ways, this is the spiritual descendent of the “analogy” questions that plagued SAT students until sometime around 2005.

2. Identifying the purpose of a specific device

You should know about rhetorical devices: comparison, exaggeration, contrast, examples, etc. Each of these can be used to strengthen or develop an argument, analysis, or a narrative.

To solve these, you need to understand the connection between the line reference and the surrounding text (and, sometimes, the overall passage). This means figuring out why the author uses a specific piece of language.

Remember: why, not what. Do not confuse what is literally being said with its purpose.

3. Additional information that would strengthen an argument

To solve these questions, you need to make certain that you understand what the argument is. There should be only one answer choice that works. You can disregard the others because they will not relate to the specific argument being made in a paragraph, or because the form of the evidence is wrong. What do I mean by form? If the article is an informative scientific article, an opinion piece will not effectively support the argument.