PT127.S4.P4.Q27

PrepTest 127 - Section 4 - Passage 4 - Question 27

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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
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27.

The author would most likely ████████ ███ █████████ █████████ ██ ███ ███████ ████ █████ ███ ██ ███ █████████ ███████████

a

They espoused reforms ████ ████ ████ ██████ ██ ███ █████████ ██ ███ ████

Not supported. If anything, the author suggests the two proposals were quite radical for the standards of the day, which is why they didn’t end up passing.

6%
b

They were fundamentally █████████ ███ ██ █████ ██████████ ████ ██ █████████

There’s no evidence the author considers the two proposals unethical.

12%
c

They were well-meaning ████████ ██ ██ ██ ████ ██ ███ ████████ ██ ███ █████

This is the best supported answer. Both proposals attempted to tap into the egalitarian ideals of the French Revolution and sought a more egalitarian structure of education for men and women. Although they failed to pass, they both represent attempts to implement egalitarian education. Society wasn’t ready for such education at the time.

70%
d

They were reasonable, ███ ██ ██ █████████ ██ ██████████ ███ ████ ███████

The author doesn’t indicate that it’s “difficult to understand why they failed.” In fact, the author suggests a potential reason they failed.

3%
e

They were not ███████ ███████ █████ ████ ████ ███ █████ ██████████████

Not supported, because the author never suggests the reason they failed was their lack of comprehensive scope. In fact, the second proposal did have a “more comprehensive approach.”

8%

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