501 Critical Reading Questions

b. Line 6 states that the park’s design was innovative, suggesting it
was very different from other park designs.
116.
a. Olmsted’s goal of creating a democratic park with many cen-
ters that would allow interaction among everyone without giv-
ing preference to one group or class (line 11) shows his philosophy
of inclusion.
117.
b. Lines 3–4 state that the goods pertaining to the soul are called
goods in the highest and fullest sense.
118.
d. In line 5 Aristotle notes that the definition of good corresponds
with the current opinion about the nature of the soul.
119.
a. In the second paragraph, Aristotle states that we have all but
defined happiness as a kind of good life and well-being. Thus, the 
501
Critical Reading Questions

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definitions of happiness and goodness are intertwined; living a
good life will bring happiness.
120.
c. In the third paragraph, Aristotle lists several different ways that
people define happiness to show that they all fit into the broad
definition of a kind of good life and well-being.
121.
e. The opening sentence tells readers that making a list of pros and
cons is a technique of utilitarian reasoning. Thus, readers who
have used this technique will realize they are already familiar
with the basic principles of utilitarianism.
122.
b. The second sentence explains the main argument of utilitarian-
ism—that we should use consequences to determine our course
of action. Thus posits is used here in the sense of asserts.
123.
c. Lines 2–4 explain that according to utilitarianism, only the conse-
quences of our actions are morally relevant. Lines 5–8 explain
that an action is morally good if it creates good (happiness).
124.
d. Lines 15–17 state the utilitarian principle of choosing actions
that create the greatest amount of good (happiness) for the greatest
number of people.
125.
a. Lines 17–22 explain two aspects of utilitarianism that complicate
the decision-making process: that it is not always clear what the
consequences of an action will be (whether they will bring short-
or long-term happiness and to what degree), and that sometimes
we must sacrifice the happiness of others.
126.
b. In the first sentence, the author states that the subject-matter of
knowledge is intimately united (line 2), while in the second sen-
tence he adds the Sciences [ . . . ] have multiple bearings on one
another (lines 3–4). In line 6 he states that the sciences complete,
correct, balance each other.
127.
d. In the first sentence, the author states that all branches of knowl-
edge are connected together (line 1). Then, in the second sentence,
he writes Hence it is that the Sciences, into which our knowledge may
be said to be cast (lines 3–4). Thus, Newman is using the term the
Sciences to refer to all branches of knowledge.
128.
c. The word excise here is used in an unusual way to mean impose or
put upon. The main context clue is the word influence, which sug-
gests a giving to rather than a taking away.
129.
a. Throughout the first paragraph, the author emphasizes the
interdependence of the branches of knowledge and warns
against focusing on one branch at the neglect of others. He
states that to give undue prominence to one [area of study] is to be
unjust to another; to neglect or supersede these is to divert those from
their proper object (lines 10–12). More importantly, he states that
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