Passage adapted from "Reminiscence of Emily Collins" from the History of Women's Suffrage by Susan B. Anthony (1889). 

I was born and lived almost forty years in South Bristol, Ontario County—one of the most secluded spots in Western New York; but from the earliest dawn of reason I pined for that freedom of thought and action that was then denied to all womankind. I revolted in spirit against the customs of society and the laws of the State that crushed my aspirations and debarred me from the pursuit of almost every object worthy of an intelligent, rational mind. But not until that meeting at Seneca Falls in 1848, of the pioneers in the cause, gave this feeling of unrest form and voice, did I take action. Then I summoned a few women in our neighborhood together and formed an Equal Suffrage Society, and sent petitions to our Legislature; but our efforts were little known beyond our circle, as we were in communication with no person or newspaper. Yet there was enough of wrong in our narrow horizon to rouse some thought in the minds of all.

In those early days a husband's supremacy was often enforced in the rural districts by corporeal chastisement, and it was considered by most people as quite right and proper—as much so as the correction of refractory children in like manner. I remember in my own neighborhood a man who was a Methodist class-leader and exhorter, and one who was esteemed a worthy citizen, who, every few weeks, gave his wife a beating with his horsewhip. He said it was necessary, in order to keep her in subjection, and because she scolded so much. Now this wife, surrounded by six or seven little children, whom she must wash, dress, feed, and attend to day and night, was obliged to spin and weave cloth for all the garments of the family. She had to milk the cows, make butter and cheese, do all the cooking washing, making, and mending for the family, and, with the pains of maternity forced upon her every eighteen months, was whipped by her pious husband, "because she scolded." And pray, why should he not have chastised her? The laws made it his privilege—and the Bible, as interpreted, made it his duty. It is true, women repined at their hard lot; but it was thought to be fixed by a divine decree, for "The man shall rule over thee," and "Wives, be subject to your husbands," and "Wives, submit yourselves unto your husbands as unto the Lord," caused them to consider their fate inevitable, and to feel that it would be contravening God's law to resist it. It is ever thus; where Theology enchains the soul, the Tyrant enslaves the body. But can any one, who has any knowledge of the laws that govern our being—of heredity and pre-natal influences—be astonished that our jails and prisons are filled with criminals, and our hospitals with sickly specimens of humanity? As long as the mothers of the race are subject to such unhappy conditions, it can never be materially improved. Men exhibit some common sense in breeding all animals except those of their own species.

All through the Anti-Slavery struggle, every word of denunciation of the wrongs of the Southern slave, was, I felt, equally applicable to the wrongs of my own sex. Every argument for the emancipation of the colored man, was equally one for that of woman; and I was surprised that all Abolitionists did not see the similarity in the condition of the two classes. I read, with intense interest, everything that indicated an awakening of public or private thought to the idea that woman did not occupy her rightful position in the organization of society; and, when I read the lectures of Ernestine L. Rose and the writings of Margaret Fuller, and found that other women entertained the same thoughts that had been seething in my own brain, and realized that I stood not alone, how my heart bounded with joy! The arguments of that distinguished jurist, Judge Hurlburt, encouraged me to hope that men would ultimately see the justice of our cause, and concede to women their natural rights.

The author mentions all of the following as societal justifications for the persecution of women except __________.

Passage adapted from "Reminiscence of Emily Collins" from the History of Women's Suffrage by Susan B. Anthony (1889). 

I was born and lived almost forty years in South Bristol, Ontario County—one of the most secluded spots in Western New York; but from the earliest dawn of reason I pined for that freedom of thought and action that was then denied to all womankind. I revolted in spirit against the customs of society and the laws of the State that crushed my aspirations and debarred me from the pursuit of almost every object worthy of an intelligent, rational mind. But not until that meeting at Seneca Falls in 1848, of the pioneers in the cause, gave this feeling of unrest form and voice, did I take action. Then I summoned a few women in our neighborhood together and formed an Equal Suffrage Society, and sent petitions to our Legislature; but our efforts were little known beyond our circle, as we were in communication with no person or newspaper. Yet there was enough of wrong in our narrow horizon to rouse some thought in the minds of all.

In those early days a husband's supremacy was often enforced in the rural districts by corporeal chastisement, and it was considered by most people as quite right and proper—as much so as the correction of refractory children in like manner. I remember in my own neighborhood a man who was a Methodist class-leader and exhorter, and one who was esteemed a worthy citizen, who, every few weeks, gave his wife a beating with his horsewhip. He said it was necessary, in order to keep her in subjection, and because she scolded so much. Now this wife, surrounded by six or seven little children, whom she must wash, dress, feed, and attend to day and night, was obliged to spin and weave cloth for all the garments of the family. She had to milk the cows, make butter and cheese, do all the cooking washing, making, and mending for the family, and, with the pains of maternity forced upon her every eighteen months, was whipped by her pious husband, "because she scolded." And pray, why should he not have chastised her? The laws made it his privilege—and the Bible, as interpreted, made it his duty. It is true, women repined at their hard lot; but it was thought to be fixed by a divine decree, for "The man shall rule over thee," and "Wives, be subject to your husbands," and "Wives, submit yourselves unto your husbands as unto the Lord," caused them to consider their fate inevitable, and to feel that it would be contravening God's law to resist it. It is ever thus; where Theology enchains the soul, the Tyrant enslaves the body. But can any one, who has any knowledge of the laws that govern our being—of heredity and pre-natal influences—be astonished that our jails and prisons are filled with criminals, and our hospitals with sickly specimens of humanity? As long as the mothers of the race are subject to such unhappy conditions, it can never be materially improved. Men exhibit some common sense in breeding all animals except those of their own species.

All through the Anti-Slavery struggle, every word of denunciation of the wrongs of the Southern slave, was, I felt, equally applicable to the wrongs of my own sex. Every argument for the emancipation of the colored man, was equally one for that of woman; and I was surprised that all Abolitionists did not see the similarity in the condition of the two classes. I read, with intense interest, everything that indicated an awakening of public or private thought to the idea that woman did not occupy her rightful position in the organization of society; and, when I read the lectures of Ernestine L. Rose and the writings of Margaret Fuller, and found that other women entertained the same thoughts that had been seething in my own brain, and realized that I stood not alone, how my heart bounded with joy! The arguments of that distinguished jurist, Judge Hurlburt, encouraged me to hope that men would ultimately see the justice of our cause, and concede to women their natural rights.

In the second paragraph, what reasoning does the author give for wives submitting to the domination of their husbands?

Adapted from Thoughts on Man (1831) by William Godwin

It is, in reality, obvious that man and woman, as they come from the hands of nature, are so much upon a par with each other as not to afford the best subjects between whom to graft a habit of entire, unalterable affection. In the scenes of vulgar and ordinary society, a permanent connection between persons of opposite sexes is too apt to degenerate into a scene of warfare, where each party is forever engaged in a struggle for superiority, and neither will give way. A penetrating observer, with whom in former days I used intimately to converse, was accustomed to say that there was generally more jarring and ill blood between the two parties in the first year of their marriage than during all the remainder of their lives. It is at length found necessary, as between equally matched belligerents on the theatre of history, that they should come to terms, make a treaty of peace, or at least settle certain laws of warfare that they may not waste their strength in idle hostilities.

There is nothing in which the superiority of modern times over the ancient has been more conspicuous than in our sentiments and practices on this subject. This superiority, as well as several other of our most valuable acquisitions, took its rise in what we call the dark ages. Chivalry was, for the most part, the invention of the eleventh century. Its principle was built upon a theory of the sexes, giving to each a relative importance, and assigning to both functions full of honor and grace. The knights (and every gentleman during that period in due time became a knight) were taught, as the main features of their vocation, the "love of God and the ladies." The ladies in return were regarded as the genuine censors of the deeds of knighthood. From these principles arose a thousand lessons of humanity. The ladies regarded it as their glory to assist their champions to arm and to disarm, to perform for them even menial services, to attend to them in sickness, and to dress their wounds. They bestowed on them their colors, and sent them forth to the field hallowed with their benedictions. The knights on the other hand considered any slight toward the fair sex as an indelible stain to their order; they contemplated the graceful patronesses of their valor with a feeling that partook of religious homage and veneration, and esteemed it as perhaps the first duty of their profession to relieve the wrongs and avenge the injuries of the less powerful sex.

This simple outline as to the relative position of the one sex and the other gave a new face to the whole scheme and arrangements of civil society. It is, like those admirable principles in the order of the material universe or those grand discoveries brought to light from time to time by superior genius, so obvious and simple that we wonder the most common understanding could have missed them, yet so pregnant with results that they seem at once to put a new life and inspire a new character into every part of a mighty and all-comprehensive mass.

The passion between the sexes, in its grosser sense, is a momentary impulse merely. There was danger that, when the fit and violence of the passion was over, the whole would subside into inconstancy and a roving disposition, or at least into indifference and almost brutal neglect. But the institutions of chivalry immediately gave a new face to this. Either sex conceived a deep and permanent interest in the other. In the unsettled state of society which characterized the period when these institutions arose, the defenseless were liable to assaults of multiplied kinds and the fair perpetually stood in need of a protector and a champion. The knights, on the other hand, were taught to derive their fame and their honor from the suffrages of the ladies. Each sex stood in need of the other and the basis of their union was mutual esteem.

The third paragraph establishes all of the following EXCEPT that __________.

The following is an excerpt from The Monk by Matthew Gregory Lewis (1794)

"Were it possible" said the Friar, "for man to be so totally wrapped up in himself as to live in absolute seclusion from human nature, and could yet feel the contented tranquillity which these lines express, I allow that the situation would be more desirable, than to live in a world so pregnant with every vice and every folly; but this never can be the case. This inscription was merely placed here for the ornament of the grotto, and the sentiments and the hermit are equally imaginary. Man was born for society. However little He may be attached to the world, he never can wholly forget it, or bear to be wholly forgotten by it. Disgusted at the guilt or absurdity of mankind, the misanthrope flies from it: he resolves to become an hermit, and buries himself in the cavern of some gloomy rock. While hate inflames his bosom, possibly he may feel contented with his situation: but when his passions begin to cool; when time has mellowed his sorrows, and healed those wounds which he bore with him to his solitude, think you that content becomes his companion? Ah! no, Rosario. No longer sustained by the violence of his passions, he feels all the monotony of his way of living, and his heart becomes the prey of ennui and weariness. He looks round, and finds himself alone in the universe: the love of society revives in his bosom, and he pants to return to that world which he has abandoned. Nature loses all her charms in his eyes: no one is near him to point out her beauties, or share in his admiration of her excellence and variety. Propped upon the fragment of some rock, he gazes upon the tumbling waterfall with a vacant eye; he views without emotion the glory of the setting sun."

Given the information from this passage, which of the following might come next?

This is an excerpt from Meditation 17 by John Donne (1623)

PERCHANCE he for whom this bell tolls may be so ill, as that he knows not it tolls for him; and perchance I may think myself so much better than I am, as that they who are about me, and see my state, may have caused it to toll for me, and I know not that. The church is Catholic, universal, so are all her actions; all that she does belongs to all. When she baptizes a child, that action concerns me; for that child is thereby connected to that body which is my head too, and ingrafted into that body whereof I am a member. And when she buries a man, that action concerns me: all mankind is of one author, and is one volume; when one man dies, one chapter is not torn out of the book, but translated into a better language; and every chapter must be so translated; God employs several translators; some pieces are translated by age, some by sickness, some by war, some by justice; but God's hand is in every translation, and his hand shall bind up all our scattered leaves again for that library where every book shall lie open to one another. As therefore the bell that rings to a sermon calls not upon the preacher only, but upon the congregation to come, so this bell calls us all; but how much more me, who am brought so near the door by this sickness. There was a contention as far as a suit (in which both piety and dignity, religion and estimation, were mingled), which of the religious orders should ring to prayers first in the morning; and it was determined, that they should ring first that rose earliest. If we understand aright the dignity of this bell that tolls for our evening prayer, we would be glad to make it ours by rising early, in that application, that it might be ours as well as his, whose indeed it is. The bell doth toll for him that thinks it doth; and though it intermit again, yet from that minute that that occasion wrought upon him, he is united to God.

Which of the following is likely to come next?

Adapted from An Enquiry Concerning Human Understanding by David Hume (1748)

Everyone will readily allow that there is a considerable difference between the perceptions of the mind, when a man feels the pain of excessive heat, or the pleasure of moderate warmth, and when he afterwards recalls to his memory this sensation, or anticipates it by his imagination. These faculties may mimic or copy the perceptions of the senses; but they can never entirely reach the force and vivacity of the original sentiment. The utmost we say of them, even when they operate with greatest vigour, is that they represent their object in so lively a manner that we could almost say we feel or see it: but, except the mind be disordered by disease or madness, they can never arrive at such a pitch of vivacity as to render these perceptions altogether indistinguishable. All the colours of poetry, however splendid, can never paint natural objects in such a manner as to make the description be taken for a real landscape. The most lively thought is still inferior to the dullest sensation.

We may observe a like distinction running through all the other perceptions of the mind. A man in a fit of anger is actuated in a very different manner from one who only thinks of that emotion. If you tell me that any person is in love, I easily understand your meaning and form a just conception of his situation, but never can mistake that conception for the real disorders and agitations of the passion.

Which of the following is likely to come next?

Educators often speak of the “Depth of Knowledge” chart. This is a chart that breaks down all academic exercises into four categories that ascend in difficulty. The first category is “memorization.” The second is the basic processing of memorization, which consists of things like “comparing and contrasting.” Once students have been able to compare and contrast two things about which they’ve memorized facts, they will then be able to do things like “formulate hypotheses” based on the information they have. This is the third step. When students can use information to formulate hypotheses or make inferences, they can then move into the “analyze” or “design” phase, using the information to create new ideas, experiments, or stories. 

One part of the problem is that for many years now, educators have focused solely on the last two steps of this taxonomy because it is thought that this brings about higher level thinking abilities in students. I believe the job market has disproved this theory. The United States is losing its science and technology jobs to overseas markets, people that are more capable of these higher level cognitive skills in realistic areas such as math and science. We might be focusing on projects and statements that start with key words like “analyze” and “predict,” but we are still failing to produce students that can actually do those things in real analytical situations. 

The other part of this problem is the advent of immediate knowledge at our fingertips: the portable internet. Many educators feel that they can now skip the first two categories of academic exercises because the information is so readily available. Students don’t need to memorize or compare and contrast basic information because at any and all times, they can search anything online to access any and all information they don’t have memorized. We just need to teach them what to do with it. 

As new, better, and more accessible technologies become the norm, students are finding less and less motivation to undergo the basic exercises that a human brain must experience to truly expand, grow, and analyze. The problem with not teaching and not requiring students to achieve rote memorization is that when students do “create” and “synthesize,” all they are really doing is building upon emotion and sentiment. Without the basic principles of memorizing necessary facts and figures, a student cannot truly build anything of worth. A home cannot be built without a foundation, and no matter how flashy and beautiful the finished product would be, it would not function without the concrete foundation poured into the mud and clay of the earth. The nitty-gritty must take place before the art can be appreciated. 

Education must turn its eyes ground-ward if it ever wants to build something skyward that will last any sort of time. Requiring students to master basic functions even though they might be less interesting is necessary. Good teachers don’t skip those steps because they might be boring. Good teachers require those steps but find ways to motivate students to put in the effort and to make it fun.

In what order would the author claim that true learning takes place?

Adapted from "Review of Wyandotté, or The Hutted Knoll” in The Complete Works of Edgar Allan Poe—Vol. XI: Literary Criticism by Edgar Allan Poe (1843; ed. 1902)

It will be at once seen that there is nothing original in this story. On the contrary, it is even excessively common-place. The lover, for example, rescued from captivity by the mistress; the Knoll carried through the treachery of an inmate; and the salvation of the besieged, at the very last moment, by a reinforcement arriving, in consequence of a message borne to a friend by one of the besieged, without the cognizance of the others; these, we say, are incidents which have been the common property of every novelist since the invention of letters. And as for plot, there has been no attempt at any thing of the kind. The tale is a mere succession of events, scarcely any one of which has any necessary dependence upon any one other. Plot, however, is, at best, an artificial effect, requiring, like music, not only a natural bias, but long cultivation of taste for its full appreciation; some of the finest narratives in the world—Gil-Blas and Robinson Crusoe, for example—have been written without its employment; and The Hutted Knoll, like all the sea and forest novels of Cooper, has been made deeply interesting, although depending upon this peculiar source of interest not at all. Thus the absence of plot can never be critically regarded as a defect; although its judicious use, in all cases aiding and in no case injuring other effects, must be regarded as of a very high order of merit.

There are one or two points, however, in the mere conduct of the story now before us, which may, perhaps, be considered as defective. For instance, there is too much obviousness in all that appertains to the hanging of the large gate. In more than a dozen instances, Mrs. Willoughby is made to allude to the delay in the hanging; so that the reader is too positively and pointedly forced to perceive that this delay is to result in the capture of the Knoll. As we are never in doubt of the fact, we feel diminished interest when it actually happens. A single vague allusion, well-managed, would have been in the true artistical spirit.

Again; we see too plainly, from the first, that Beekman is to marry Beulah, and that Robert Willoughby is to marry Maud. The killing of Beulah, of Mrs. Willoughby, and Jamie Allen, produces, too, a painful impression which does not properly appertain to the right fiction. Their deaths affect us as revolting and supererogatory; since the purposes of the story are not thereby furthered in any regard. To Willoughby’s murder, however distressing, the reader makes no similar objection; merely because in his decease is fulfilled a species of poetical justice. We may observe here, nevertheless, that his repeated references to his flogging [another character] seem unnatural, because we have otherwise no reason to think him a fool, or a madman, and these references, under the circumstances, are absolutely insensate. We object, also, to the manner in which the general interest is dragged out, or suspended. The besieging party are kept before the Knoll so long, while so little is done, and so many opportunities of action are lost, that the reader takes it for granted that nothing of consequence will occur—that the besieged will be finally delivered. He gets so accustomed to the presence of danger that its excitement, at length, departs. The action is not sufficiently rapid. There is too much procrastination. There is too much mere talk for talk’s sake. The interminable discussions between Woods and Captain Willoughby are, perhaps, the worst feature of the book, for they have not even the merit of referring to the matters on hand. In general, there is quite too much colloquy for the purpose of manifesting character, and too little for the explanation of motive. The characters of the drama would have been better made out by action; while the motives to action, the reasons for the different courses of conduct adopted by the dramatis personae, might have been made to proceed more satisfactorily from their own mouths, in casual conversations, than from that of the author in person. To conclude our remarks upon the head of ill-conduct in the story, we may mention occasional incidents of the merest melodramatic absurdity: as, for example, at page 156, of the second volume, where “Willoughby had an arm round the waist of Maud, and bore her forward with a rapidity to which her own strength was entirely unequal.” We may be permitted to doubt whether a young lady of sound health and limbs, exists, within the limits of Christendom, who could not run faster, on her own proper feet, for any considerable distance, than she could be carried upon one arm of either the Cretan Milo or of the Hercules Farnese. 

Near the end of the passage's third paragraph, Poe cites one of the most ridiculous incidents in the novel as __________.

Adapted from Cowboy Songs and Other Frontier Ballads by John A. Lomax (1910)

The big ranches of the West are now being cut up into small farms. The nester has come, and come to stay. Gone is the buffalo and the free grass of the open plain—even the stinging lizard, the horned frog, the centipede, the prairie dog, the rattlesnake, are fast disappearing. Save in some of the secluded valleys of southern New Mexico, the old-time round-up is no more; the trails to Kansas and to Montana have become grass-grown or lost in fields of waving grain; the maverick steer, the regal longhorn, has been supplanted by his unpoetic but more beefy and profitable Polled Angus, Durham, and Hereford cousins from across the seas. The changing and romantic West of the early days lives mainly in story and in song. The last figure to vanish is the cowboy, the animating spirit of the vanishing era. He sits his horse easily as he rides through a wide valley, enclosed by mountains, clad in the hazy purple of coming night,—with his face turned steadily down the long, long road, "the road that the sun goes down." Dauntless, reckless, without the unearthly purity of Sir Galahad though as gentle to a woman as King Arthur, he is truly a knight of the twentieth century. A vagrant puff of wind shakes a corner of the crimson handkerchief knotted loosely at his throat; the thud of his pony's feet mingling with the jingle of his spurs is borne back; and as the careless, gracious, lovable figure disappears over the divide, the breeze brings to the ears, faint and far yet cheery still, the refrain of a cowboy song.

Why does the author start the passage by listing disappearing species of the plains?

Adapted from “Advice to Youth” by Mark Twain (1882)

Being told I would be expected to talk here, I inquired what sort of talk I ought to make. They said it should be something suitable to youth--something didactic, instructive, or something in the nature of good advice. Very well. I have a few things in my mind which I have often longed to say for the instruction of the young; for it is in one’s tender early years that such things will best take root and be most enduring and most valuable. First, then I will say to you my young friends--and I say it beseechingly, urgently-- Always obey your parents, when they are present. This is the best policy in the long run, because if you don’t, they will make you. Most parents think they know better than you do, and you can generally make more by humoring that superstition than you can by acting on your own better judgment.

Be respectful to your superiors, if you have any, also to strangers, and sometimes to others. If a person offends you and you are in doubt as to whether it was intentional or not, do not resort to extreme measures; simply watch your chance and hit him with a brick. That will be sufficient. If you shall find that he had not intended any offense, come out frankly and confess yourself in the wrong when you struck him; acknowledge it like a man and say you didn’t mean to. 

Go to bed early, get up early--this is wise. Some authorities say get up with the sun; some say get up with one thing, others with another. But a lark is really the best thing to get up with. It gives you a splendid reputation with everybody to know that you get up with the lark; and if you get the right kind of lark, and work at him right, you can easily train him to get up at half past nine, every time--it’s no trick at all.

Now as to the matter of lying. You want to be very careful about lying; otherwise you are nearly sure to get caught. Once caught, you can never again be in the eyes to the good and the pure, what you were before. Many a young person has injured himself permanently through a single clumsy and ill finished lie, the result of carelessness born of incomplete training. Some authorities hold that the young ought not to lie at all. That of course, is putting it rather stronger than necessary; still while I cannot go quite so far as that, I do maintain, and I believe I am right, that the young ought to be temperate in the use of this great art until practice and experience shall give them that confidence, elegance, and precision which alone can make the accomplishment graceful and profitable. Patience, diligence, painstaking attention to detail--these are requirements; these in time, will make the student perfect; upon these only, may he rely as the sure foundation for future eminence. 

But I have said enough. I hope you will treasure up the instructions which I have given you, and make them a guide to your feet and a light to your understanding. Build your character thoughtfully and painstakingly upon these precepts, and by and by, when you have got it built, you will be surprised and gratified to see how nicely and sharply it resembles everybody else’s.

The third paragraph best captures the author’s __________.