D) Both A and C
TEXT C "See Spot Run": Teaching My Grandmother To Read When I was 14 years old and very impressed with my teenage status (looking toward to all the rewards it would bring), I set for myself a very special goal —— that to differentiate me from my friends that I dont believe I told a single one. As a teacher, I was expected to have deep, dark secrets, but I was not supported to keep them from my friends. My secret was a project that I undertook every day after school for several months. It began to when I stealthily made my way into the local elementary school —— horror of horrors should I be seen; I was now in junior high. I identified myself as a graduate of the elementary school, and being taken under wing by a favorite fifth grade teacher, I was given a small bundle from a locked storeroom —— a bundle that I quickly dropped into a bag, lest anyone see me walking home with something from the "little kids" school. I brought the bundle home —— proudly now, for within the confines of my home, I was proud of my project. I walked into the living room, and one by one, emptied the bag of basic reading books. They were thin books with colorful covers and large print. The words were monosyllabic and repetitive. I sat down to the secret task at hand. "All right", I said authoritatively to my 70-year-old grandmother, "today we begin our first reading lesson". For weeks afterwards, my grandmother and I sat patiently side by side roles reversed as she, with a bit of difficulty, sounded out every word, then read them again, piece by piece, until she understood the short sentences. When she slowly repeated the full sentence, we both would smile and clap our hands —— I felt so pound, so grown up. My grandmother was born in Kalamata, Greece, in a rocky little farming village where nothing much grew. She never had the time to go to school. As she oldest child she was expected to take care of her brother and sister, as well as the house and acclimating exceptions, and her father scratched out what little he could form from the soil. So, for my grandmother, schooling was out. But she had big plans for herself. She had heard about America. About how rich you could be. How people on the streets would offer you a dollar just to smell the flower you were carrying. About how everyone lived in nice houses —— not stone huts on the side of mountains —— and had nice clothes and time for school. So my grandmother made a decision at 14 —— just a child, I realize now —— to take a long and sickening 30-day sea voyage alone to the United States. After lying about her age to the passport officials, who would shake their heads vehemently at anyone under 16 leaving her family, and after giving her favorite gold earrings to her cousin, saying "In America, I will have all the gold I want", my young grandmother put herself on a ship. She landed in New York in 1916. No need to repeat the story of how it went for years. The streets were not made of gold. People werent interested in smelling flowers held by strangers. My grandmother was a foreigner. Alone. A young girl who worked hard doing piecework to earn money for meals. No leisure time, no new gold earrings —— and no school. She learned only enough English to help her in her daily business as she traveled about Broonklyn. Socially, the "foreigners" stayed in neighborhoods where they didnt feel like foreigners. English came slowly. My grandmother had never learned to read. She could make out a menu, but not a newspaper. She could read a street sign, but not a shop directory. She could read only what she needed to read as, through the years, she married, had five daughters, and helped my grandfather with this restaurant. So when I was 14 —— the same age that my grandmother was when she left her family, her country, and everything she knew —— I took it upon myself to teach my grandmother something, something I already knew how to do. Something with which I could give back to her some of the things she had taught me. And it was slight repayment for all she taught me. How to cover the fig tree in tar paper so it could survive the winter. How to cultivate rose bushes and magnolia trees that thrived on her little piece of property. How to make baklava, and other Greek delights, working from her memory. ("Now we add some milk?" "How much?" "Until we have enough.") Best of all, she had taught me my ethnic heritage. First, we phonetically sounded out the alphabet. Then, we talked about vowels —— English is such a difficult language to learn. I hadnt even begun to explain the different sounds "gh" could make. We were still at the basics. Every afternoon, we would sit in the living room, my grandmother with an afghan converting her knees, giving up her crocheting for her reading lesson. I, with the patience that can come only from love, slowly coached her from the basic reader to the second-grade reader, giving up my telephone gossiping. Years later, my grandmother still hadnt learned quite enough to sit comfortably with a newspaper or magazine, but it felt awfully good to see her try. How we used to laugh at her pronunciation mistakes. She laughed more heartily than I. I never knew whether I should laugh. Here was this old woman slowly and carefully sounding out each word, moving her lips, not saying anything aloud until she was absolutely sure, and then, loudly, happily saying, "Look at spot. See Spot run." When my grandmother died and we faced the sad task of emptying her home, I was going through her night-table drawer and came upon the basic readers. I turned the pages slowly, remembering. I put them in a paper bag, and the next day returned them to the "little kids" school. Maybe someday, some teenager will request them again, for the same task. I will make for a lifetime of memories.
42. The girl got books from ____ to teach her grandmother.
A) the local elementary school
B) the library
C) the bookstore
D) her own bookcase
43. Ever since the girl took up the task to teach her grandmother, she gave up the habit of ____.
A) cultivating rose bushes
B) reading adventurous stories
C) prattling on telephone
D) playing chess with her schoolmates
44. How did the girl feel about the experience of teaching her grandmother?
A) She was proud for she was even able to teach her grandmother.
B) She felt it a pleasant secret.
C) She treasured the special experience.
D) All of the above.
45. What is the main theme of this text?
A) It's never too late to learn.
B) An old woman had a rough but rewarding life.
C) The love between the grandmother and her granddaughter is profound.
D) A girl can teach an old woman the hard-to-learn skill of reading English.
TEXT D Jefferson Today Thomas Jefferson, who died in 1826, looms ever larger as a figure of special significance. Americans, of course, are familiar with Jefferson as an early statesman, author of the Declaration of Independence, and a high-ranking presidential Founding Father. But there is another Jefferson less well known. This is the Jefferson who, as the outstanding American philosopher of democracy, has an increasing appeal to the worlds newly emerging peoples. There is no other man in history who formulated the ideas of democracy with such fullness, persuasiveness, and logic. Those interested in democracy as a poetical philosophy and system —— even those who do not accept his postulates or are critical of his solutions —— must reckon with his thought. What, then, is his thought, and how much of it is still relevant under modern conditions? Of all the ideas and beliefs that make up the political philosophy known as Jefferson democracy, perhaps three are paramount. These are the idea of equality, the idea of freedom, and the idea of the peoples control over government. Underlying the whole, and serving as a major premise, is confidence in man. To Jefferson, it was virtually axiomatic that the human being was essentially good, that he was capable of constant improvement through education and reason. He believed that "no definite limit could be assigned" to mans continued progress from ignorance and superstition to enlightenment and happiness. Unless this kept in mind, Jefferson can not be understood properly. What did he mean by the concept of equality, which he stated as a "self-evident" truth? Obviously, he was not foolish enough to believe that all men are equal in size or intelligence or talents or moral development. He never said that men are equal, but only that they come into the world with "equal rights". He believed that equality was a political rather than a biological or psychological or economic conception. It was a gift that man acquired automatically by coming into the world as a member of the human community. Intertwined with equality was the concept of freedom, also viewed by Jefferson as a "natural tight." In the Declaration of Independence he stated it as "self-evident" that liberty was one of the "inherent" and "unalienable rights" with which the Creator endowed man. "Freedom", he summed up at one time, "is the gift of Nature." What did Jefferson mean by freedom and why was it necessary for him to claim it as an "inherent" or "natural" right? In Jefferson thought there are two main elements in the idea of freedom. There is, first, mans liberty to organize his own political institutions and to select periodically the individuals to run them. The other freedom is personal. Foremost in the area of individual liberty, Jefferson believed, was the untrammeled right to say, think, write, and believe whatever the citizen wishes —— provided, of course, he does not directly injure his neighbors. It is because political and personal freedom are potentially in conflict that Jefferson, in order to make both secure, felt the need to found them on "natural right". If each liberty derives from an "inherent" right, then neither could justly undermine the other. Experience of the past, when governments, were neither too strong for the ruled or too weak to rule them, convinced Jefferson of the desirability of establishing a delicate natural balance between political power and personal rights. This brings us to the third basic element in the Jeffersonian idea: the peoples control over government. It is paradoxical that Jefferson, who spent most of his adult years in politics, had an ingrained distrust of government as such. For the then-existing governments of Europe, virtually all of them hereditary monar chies, he had antipathy mixed with contempt. His mistrust of strong and unchecked government was inveterate. "I am not," he said, "a friend to a very energetic government. It is always oppressive." Government being a necessity for civilized existence, the question was how it could be prevented from following its tendency to swallow the rights of the people. Jeffersons answer to this ancient dilemma was at variance with much traditional thinking. He began with the postulate that government existed for the people, and not vice versa; that it had no independent being except as an instrument of the people; and that it had no legitimate justifications for existence except to serve the people. From this it followed, in Jeffersons view, that only the people, and not their rulers or the privileged classes, could and should be relied upon as the "safe depositories" of political liberty. This key idea in the Jeffersonian political universe rested on the monumental assumption that the people at large had the wisdom, the capability, and the knowledge exclusively to carry the burden of political power and responsibility. The assumption was, of course, widely challenged and vigorously denied in Jeffersons day, but he always asserted his confidence in it. Confidence in the people, however, was not enough, by itself, to serve as a safeguard against the potential dangers inherent in political power. The people might become corrupted or demoralized or indifferent. Jefferson believed that the best practice for the avoidance of tyranny and the preservation of freedom was to follow two main policies. One was designed to limit power, and the other to control power. In order to put limits on power, Jefferson felt, it was best to divide it by scattering its functions among as many entities as possible —— among states, countries, and municipalities. In order to keep it in check, it was to be impartially balanced among legislative, executive, and judicial branches. Thus, no group, agency, or entity would be able legitimately to acquire power for abuse. This is, of course, the theory that is embedded in the Constitution and that underlies the American federal system with its "check and balance". For the control of power or, more specifically, the governmental apparatus itself, other devices had to be brought into play. Of these, two are of special importance: suffrage and elections. Unlike many contemporaries, Jefferson believed in virtually universal suffrage. His opinion was that the universal right to vote was the only "rational and peaceable instrument" of free government. Next to the right to vote, the system of free elections was the foremost instrument for control over government. This involved, first, the election by the people of practically all high government officials, and, secondly, fixed and regular periods of polling, established by law. To make doubly sure that this mechanism would work as an effective control over power, Jefferson advocated frequent elections and short terms of office, so that the citizens would be enabled to express their "approbation or rejection" as soon as possible. This, in substance, is the Jeffersonian philosophy —— faith in the idea of equality, of freedom, and in the right to and need for popular control over government. What, in all this, is relevant to peoples without a democratic tradition, especially those who have recently emerged in Asia and Africa? The rejection of democratic procedures by some of these peoples has been disheartening to believers in freedom and democracy. But it is noteworthy that democratic and parliamentary government has been displaced in areas where the people had no background in freedom or self-rule, and where illiteracy is generally high. Even there it is significant that the new dictatorships are usually proclaimed in the name of the people. The Jeffersonian assumption that men crave equality and freedom has not been denied by events. Special conditions and traditions may explain non-democratic political methods for the achievement of certain purposes, but these remain unstable wherever the notion of liberty has begun to gain ground. "The disease of liberty", Jefferson said, "is catching." The proof of this is to be found even in such societies as the Spanish and the Islamic, with their ancient traditions of chieftainships where popular eruptions against dictatorial rule have had an almost tidal constancy. But it is a slow process, as Jefferson well knew, "The ground of liberty", he said, "is to be gained by inches; we must be contented to secure what we can get, from time to time, and eternally press forward for what is yet to get. It takes time to persuade men to do even what is for their own good." Does Jefferson survive? Indeed he does.
46. What are the three most paramount ideas in Jeffersonian democracy?
A) Equality, freedom and people's control over government.
B) Equality, confidence in man and people's control over government.
C) Equality, freedom and confidence in man.
D) Freedom, confidence in man and people's control over government.
47. How did Jefferson interpret the concept of equality?
A) He asserted that it was a political concepts as well as a biological and economic concept.
B) He believed that men were born with equal rights.
C) Equality is a gift of Nature.
D) Both B and C
48. In Jefferson's opinion, what could prevent tyranny and preserve freedom?
A) Suffrage and election.
B) Checks and balances.
C) The two politics to limit power and to control power.
D) The dividing of functions among many entities.
49. Which of the following statements would the writer probably Not support?
A) The rejection of democratic procedures is partly attributed to ignorance.
B) Jefferson's ideas of democracy are often distorted by some people on purpose.
C) Universal suffrage is the cardinal instrument for control over government.
D) Once the concept of liberty is accepted by the majority, a democratic society will be strongly demanded.
50. The primary purpose of this text is to ____.
A) explain Jefferson's ideas of democracy
B) exalt Jefferson as an outstanding philosopher
C) illustrate Jefferson's influence on modern politics
D) view Jeffersonian democracy under modern conditions
TEXT C "See Spot Run": Teaching My Grandmother To Read When I was 14 years old and very impressed with my teenage status (looking toward to all the rewards it would bring), I set for myself a very special goal —— that to differentiate me from my friends that I dont believe I told a single one. As a teacher, I was expected to have deep, dark secrets, but I was not supported to keep them from my friends. My secret was a project that I undertook every day after school for several months. It began to when I stealthily made my way into the local elementary school —— horror of horrors should I be seen; I was now in junior high. I identified myself as a graduate of the elementary school, and being taken under wing by a favorite fifth grade teacher, I was given a small bundle from a locked storeroom —— a bundle that I quickly dropped into a bag, lest anyone see me walking home with something from the "little kids" school. I brought the bundle home —— proudly now, for within the confines of my home, I was proud of my project. I walked into the living room, and one by one, emptied the bag of basic reading books. They were thin books with colorful covers and large print. The words were monosyllabic and repetitive. I sat down to the secret task at hand. "All right", I said authoritatively to my 70-year-old grandmother, "today we begin our first reading lesson". For weeks afterwards, my grandmother and I sat patiently side by side roles reversed as she, with a bit of difficulty, sounded out every word, then read them again, piece by piece, until she understood the short sentences. When she slowly repeated the full sentence, we both would smile and clap our hands —— I felt so pound, so grown up. My grandmother was born in Kalamata, Greece, in a rocky little farming village where nothing much grew. She never had the time to go to school. As she oldest child she was expected to take care of her brother and sister, as well as the house and acclimating exceptions, and her father scratched out what little he could form from the soil. So, for my grandmother, schooling was out. But she had big plans for herself. She had heard about America. About how rich you could be. How people on the streets would offer you a dollar just to smell the flower you were carrying. About how everyone lived in nice houses —— not stone huts on the side of mountains —— and had nice clothes and time for school. So my grandmother made a decision at 14 —— just a child, I realize now —— to take a long and sickening 30-day sea voyage alone to the United States. After lying about her age to the passport officials, who would shake their heads vehemently at anyone under 16 leaving her family, and after giving her favorite gold earrings to her cousin, saying "In America, I will have all the gold I want", my young grandmother put herself on a ship. She landed in New York in 1916. No need to repeat the story of how it went for years. The streets were not made of gold. People werent interested in smelling flowers held by strangers. My grandmother was a foreigner. Alone. A young girl who worked hard doing piecework to earn money for meals. No leisure time, no new gold earrings —— and no school. She learned only enough English to help her in her daily business as she traveled about Broonklyn. Socially, the "foreigners" stayed in neighborhoods where they didnt feel like foreigners. English came slowly. My grandmother had never learned to read. She could make out a menu, but not a newspaper. She could read a street sign, but not a shop directory. She could read only what she needed to read as, through the years, she married, had five daughters, and helped my grandfather with this restaurant. So when I was 14 —— the same age that my grandmother was when she left her family, her country, and everything she knew —— I took it upon myself to teach my grandmother something, something I already knew how to do. Something with which I could give back to her some of the things she had taught me. And it was slight repayment for all she taught me. How to cover the fig tree in tar paper so it could survive the winter. How to cultivate rose bushes and magnolia trees that thrived on her little piece of property. How to make baklava, and other Greek delights, working from her memory. ("Now we add some milk?" "How much?" "Until we have enough.") Best of all, she had taught me my ethnic heritage. First, we phonetically sounded out the alphabet. Then, we talked about vowels —— English is such a difficult language to learn. I hadnt even begun to explain the different sounds "gh" could make. We were still at the basics. Every afternoon, we would sit in the living room, my grandmother with an afghan converting her knees, giving up her crocheting for her reading lesson. I, with the patience that can come only from love, slowly coached her from the basic reader to the second-grade reader, giving up my telephone gossiping. Years later, my grandmother still hadnt learned quite enough to sit comfortably with a newspaper or magazine, but it felt awfully good to see her try. How we used to laugh at her pronunciation mistakes. She laughed more heartily than I. I never knew whether I should laugh. Here was this old woman slowly and carefully sounding out each word, moving her lips, not saying anything aloud until she was absolutely sure, and then, loudly, happily saying, "Look at spot. See Spot run." When my grandmother died and we faced the sad task of emptying her home, I was going through her night-table drawer and came upon the basic readers. I turned the pages slowly, remembering. I put them in a paper bag, and the next day returned them to the "little kids" school. Maybe someday, some teenager will request them again, for the same task. I will make for a lifetime of memories.
42. The girl got books from ____ to teach her grandmother.
A) the local elementary school
B) the library
C) the bookstore
D) her own bookcase
43. Ever since the girl took up the task to teach her grandmother, she gave up the habit of ____.
A) cultivating rose bushes
B) reading adventurous stories
C) prattling on telephone
D) playing chess with her schoolmates
44. How did the girl feel about the experience of teaching her grandmother?
A) She was proud for she was even able to teach her grandmother.
B) She felt it a pleasant secret.
C) She treasured the special experience.
D) All of the above.
45. What is the main theme of this text?
A) It's never too late to learn.
B) An old woman had a rough but rewarding life.
C) The love between the grandmother and her granddaughter is profound.
D) A girl can teach an old woman the hard-to-learn skill of reading English.
TEXT D Jefferson Today Thomas Jefferson, who died in 1826, looms ever larger as a figure of special significance. Americans, of course, are familiar with Jefferson as an early statesman, author of the Declaration of Independence, and a high-ranking presidential Founding Father. But there is another Jefferson less well known. This is the Jefferson who, as the outstanding American philosopher of democracy, has an increasing appeal to the worlds newly emerging peoples. There is no other man in history who formulated the ideas of democracy with such fullness, persuasiveness, and logic. Those interested in democracy as a poetical philosophy and system —— even those who do not accept his postulates or are critical of his solutions —— must reckon with his thought. What, then, is his thought, and how much of it is still relevant under modern conditions? Of all the ideas and beliefs that make up the political philosophy known as Jefferson democracy, perhaps three are paramount. These are the idea of equality, the idea of freedom, and the idea of the peoples control over government. Underlying the whole, and serving as a major premise, is confidence in man. To Jefferson, it was virtually axiomatic that the human being was essentially good, that he was capable of constant improvement through education and reason. He believed that "no definite limit could be assigned" to mans continued progress from ignorance and superstition to enlightenment and happiness. Unless this kept in mind, Jefferson can not be understood properly. What did he mean by the concept of equality, which he stated as a "self-evident" truth? Obviously, he was not foolish enough to believe that all men are equal in size or intelligence or talents or moral development. He never said that men are equal, but only that they come into the world with "equal rights". He believed that equality was a political rather than a biological or psychological or economic conception. It was a gift that man acquired automatically by coming into the world as a member of the human community. Intertwined with equality was the concept of freedom, also viewed by Jefferson as a "natural tight." In the Declaration of Independence he stated it as "self-evident" that liberty was one of the "inherent" and "unalienable rights" with which the Creator endowed man. "Freedom", he summed up at one time, "is the gift of Nature." What did Jefferson mean by freedom and why was it necessary for him to claim it as an "inherent" or "natural" right? In Jefferson thought there are two main elements in the idea of freedom. There is, first, mans liberty to organize his own political institutions and to select periodically the individuals to run them. The other freedom is personal. Foremost in the area of individual liberty, Jefferson believed, was the untrammeled right to say, think, write, and believe whatever the citizen wishes —— provided, of course, he does not directly injure his neighbors. It is because political and personal freedom are potentially in conflict that Jefferson, in order to make both secure, felt the need to found them on "natural right". If each liberty derives from an "inherent" right, then neither could justly undermine the other. Experience of the past, when governments, were neither too strong for the ruled or too weak to rule them, convinced Jefferson of the desirability of establishing a delicate natural balance between political power and personal rights. This brings us to the third basic element in the Jeffersonian idea: the peoples control over government. It is paradoxical that Jefferson, who spent most of his adult years in politics, had an ingrained distrust of government as such. For the then-existing governments of Europe, virtually all of them hereditary monar chies, he had antipathy mixed with contempt. His mistrust of strong and unchecked government was inveterate. "I am not," he said, "a friend to a very energetic government. It is always oppressive." Government being a necessity for civilized existence, the question was how it could be prevented from following its tendency to swallow the rights of the people. Jeffersons answer to this ancient dilemma was at variance with much traditional thinking. He began with the postulate that government existed for the people, and not vice versa; that it had no independent being except as an instrument of the people; and that it had no legitimate justifications for existence except to serve the people. From this it followed, in Jeffersons view, that only the people, and not their rulers or the privileged classes, could and should be relied upon as the "safe depositories" of political liberty. This key idea in the Jeffersonian political universe rested on the monumental assumption that the people at large had the wisdom, the capability, and the knowledge exclusively to carry the burden of political power and responsibility. The assumption was, of course, widely challenged and vigorously denied in Jeffersons day, but he always asserted his confidence in it. Confidence in the people, however, was not enough, by itself, to serve as a safeguard against the potential dangers inherent in political power. The people might become corrupted or demoralized or indifferent. Jefferson believed that the best practice for the avoidance of tyranny and the preservation of freedom was to follow two main policies. One was designed to limit power, and the other to control power. In order to put limits on power, Jefferson felt, it was best to divide it by scattering its functions among as many entities as possible —— among states, countries, and municipalities. In order to keep it in check, it was to be impartially balanced among legislative, executive, and judicial branches. Thus, no group, agency, or entity would be able legitimately to acquire power for abuse. This is, of course, the theory that is embedded in the Constitution and that underlies the American federal system with its "check and balance". For the control of power or, more specifically, the governmental apparatus itself, other devices had to be brought into play. Of these, two are of special importance: suffrage and elections. Unlike many contemporaries, Jefferson believed in virtually universal suffrage. His opinion was that the universal right to vote was the only "rational and peaceable instrument" of free government. Next to the right to vote, the system of free elections was the foremost instrument for control over government. This involved, first, the election by the people of practically all high government officials, and, secondly, fixed and regular periods of polling, established by law. To make doubly sure that this mechanism would work as an effective control over power, Jefferson advocated frequent elections and short terms of office, so that the citizens would be enabled to express their "approbation or rejection" as soon as possible. This, in substance, is the Jeffersonian philosophy —— faith in the idea of equality, of freedom, and in the right to and need for popular control over government. What, in all this, is relevant to peoples without a democratic tradition, especially those who have recently emerged in Asia and Africa? The rejection of democratic procedures by some of these peoples has been disheartening to believers in freedom and democracy. But it is noteworthy that democratic and parliamentary government has been displaced in areas where the people had no background in freedom or self-rule, and where illiteracy is generally high. Even there it is significant that the new dictatorships are usually proclaimed in the name of the people. The Jeffersonian assumption that men crave equality and freedom has not been denied by events. Special conditions and traditions may explain non-democratic political methods for the achievement of certain purposes, but these remain unstable wherever the notion of liberty has begun to gain ground. "The disease of liberty", Jefferson said, "is catching." The proof of this is to be found even in such societies as the Spanish and the Islamic, with their ancient traditions of chieftainships where popular eruptions against dictatorial rule have had an almost tidal constancy. But it is a slow process, as Jefferson well knew, "The ground of liberty", he said, "is to be gained by inches; we must be contented to secure what we can get, from time to time, and eternally press forward for what is yet to get. It takes time to persuade men to do even what is for their own good." Does Jefferson survive? Indeed he does.
46. What are the three most paramount ideas in Jeffersonian democracy?
A) Equality, freedom and people's control over government.
B) Equality, confidence in man and people's control over government.
C) Equality, freedom and confidence in man.
D) Freedom, confidence in man and people's control over government.
47. How did Jefferson interpret the concept of equality?
A) He asserted that it was a political concepts as well as a biological and economic concept.
B) He believed that men were born with equal rights.
C) Equality is a gift of Nature.
D) Both B and C
48. In Jefferson's opinion, what could prevent tyranny and preserve freedom?
A) Suffrage and election.
B) Checks and balances.
C) The two politics to limit power and to control power.
D) The dividing of functions among many entities.
49. Which of the following statements would the writer probably Not support?
A) The rejection of democratic procedures is partly attributed to ignorance.
B) Jefferson's ideas of democracy are often distorted by some people on purpose.
C) Universal suffrage is the cardinal instrument for control over government.
D) Once the concept of liberty is accepted by the majority, a democratic society will be strongly demanded.
50. The primary purpose of this text is to ____.
A) explain Jefferson's ideas of democracy
B) exalt Jefferson as an outstanding philosopher
C) illustrate Jefferson's influence on modern politics
D) view Jeffersonian democracy under modern conditions