PT127.S4.P4.Q24

PrepTest 127 - Section 4 - Passage 4 - Question 24

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P1

During most of the nineteenth century, many French women continued to be educated according to models long established by custom and religious tradition. ███

Intro topic · Education of French women during 1800s
Based on custom and religion for most of 1800s.
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Other person's perspective · Failure to reform education after French Revolution (1789) was "missed opportunity"
Nondiscriminatory system not established until 1880s.
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Spotlight · There were proposals for reform after French Revolution
Two in particular were egalitarian.
P2

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First proposal · Called for education for everyone
Proposed offering education to both men and women, opening public schools throughout country, hiring both men and women teachers.
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Limit on first proposal · Women still treated differently
Girls leave school at 8 years old for domestic training.
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Second proposal · Called for equal education and coed schools
Coed schools supposed to protect against gender roles from religion.
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Limit on second proposal · Women still treated differently
Women's roles still defined by family and motherhood.
P3

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Lesson · Obstacles to equal education
The failure and limits of the two proposals shows the cultural and political obstacles after the French Revolution.
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Impact of the two proposals · Influenced educational reform in 1880s
Egalitarian reforms passed in 1880s used the earlier proposals to demonstrate that the new laws were rooted in tradition.
Passage Style
Single position
Spotlight
Show answer
24.

Suppose that two proposals were ███ ███████ ██ █████████ ██████████ ███████ ██████ ██████ █████ ███ ██ ███ █████████ █████ ██ █████████ ██ ████ ███████ █████████ ██ ███ ████ ██ █████████ █████████ ██ ███ ██████ █████████ ██ ███ ████████

a

"Housing should be ████ █████████ ██ ████ ███ █████ ██████ █████████ ██████ ██ ██████████████████

“Housing should be made available to all” is analogous to the first proposal’s call for education to be made “available to everyone.” “Real estate practices should be nondiscriminatory” is analogous to the second proposal’s advocacy for equal education and the same rights for men and women.

51%
b

"Housing should be ████ █████████ ██ ████ ███ ████ ███████ ██ ███████ ██████ ██ █████████

“The quality of housing should be improved” isn’t analogous to the second proposal. The second proposal didn’t necessarily advocate for better education; it advocated for equal education.

11%
c

"There should be ███████ ███ ███ ███ ███ ████ ███ ████████ ██████ ██ ██ ███████ ████████

“There should be housing for all who can pay” isn’t analogous to the first proposal. The first proposal advocated for education available to “everyone.” This doesn’t involve a condition on payment or income or wealth in order to get education.

9%
d

"The quality of ███████ ██████ ██ █████████ ███ █████ ██████ █████████ ██████ ██ ██████████████████

“The quality of housing should be improved” isn’t analogous to the first proposal. The first proposal didn’t advocate for better education. It advocated for both men and women to be given education, although each would get different curricula.

18%
e

"Low-cost housing should ██ ████████████ ███ ████████ ██████ ██ ██ ███████ ████████

“Low-cost housing should be constructed” isn’t analogous to the first proposal. The first proposal didn’t advocate for low-cost education; it advocated for education available for everyone.

12%

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