Adapted from "Robespierre" in Critical Miscellanies (1904) by John Morley.

Robespierre's youth was embittered by sharp misfortune. His mother died when he was only seven years old, and his father had so little courage under the blow that he threw up his practice, deserted his children, and died in purposeless wanderings through Germany. The burden that the weak and selfish throw down must be taken up by the brave. Friendly kinsfolk charged themselves with the maintenance of the four orphans. Maximilian was sent to the school of the town, whence he proceeded with a sizarship to the college of Louis-le-Grand in Paris. He was an apt and studious pupil, but austere, and disposed to that sombre cast of spirits which is common enough where a lad of some sensibility and much self-esteem finds himself stamped with a badge of social inferiority. Robespierre's worshippers love to dwell on his fondness for birds: with the universal passion of mankind for legends of the saints, they tell how the untimely death of a favourite pigeon afflicted him with anguish so poignant that, even sixty long years after, it made his sister's heart ache to look back upon the pain of that tragic moment. Always a sentimentalist, Robespierre was from boyhood a devout enthusiast for the great high priest of the sentimental tribe. Rousseau was then passing the last squalid days of his life among the meadows and woods at Ermenonville. Robespierre, who could not have been more than twenty at the time, for Rousseau died in the summer of 1778, is said to have gone on a reverential pilgrimage in search of an oracle from the lonely sage, as Boswell and as Gibbon and a hundred others had gone before him. Rousseau was wont to use his real adorers as ill as he used his imaginary enemies. Robespierre may well have shared the discouragement of the enthusiastic father who informed Rousseau that he was about to bring up his son on the principles of Emilius. "Then so much the worse," cried the perverse philosopher, "both for you and your son." If he had been endowed with second sight, he would have thought at least as rude a presage due to this last and most ill-starred of a whole generation of neophytes.

In 1781 Robespierre returned home, and amid the welcome of his relatives and the good hopes of friends began the practice of an advocate. For eight years he led an active and seemly life. He was not wholly pure from that indiscretion of the young appetite, about which the world is mute, but whose better ordering and governance would give a diviner brightness to the earth. Still, if he did not escape the ordeal of youth, Robespierre was frugal, laborious, and persevering. His domestic amiability made him the delight of his sister, and his zealous self-sacrifice for the education and advancement in life of his younger brother was afterwards repaid by Augustin Robespierre's devotion through all the fierce and horrible hours of Thermidor. Though cold in temperament, extremely reserved in manners, and fond of industrious seclusion, Robespierre did not disdain the social diversions of the town. He was a member of a reunion of Rosati, who sang madrigals and admired one another's bad verses. Those who love the ironical surprises of fate, may picture the young man who was doomed to play so terrible a part in terrible affairs, going through the harmless follies of a ceremonial reception by the Rosati, taking three deep breaths over a rose, solemnly fastening the emblem to his coat, emptying a glass of rose-red wine at a draught to the good health of the company, and finally reciting couplets that Voltaire would have found almost as detestable as the Law of Prairial or the Festival of the Supreme Being. More laudable efforts of ambition were prize essays, in which Robespierre has the merit of taking the right side in important questions. He protested against the inhumanity of laws that inflicted civil infamy upon the innocent family of a convicted criminal. And he protested against the still more horrid cruelty which reduced unfortunate children born out of wedlock to something like the status of the mediæval serf. Robespierre's compositions at this time do not rise above the ordinary level of declaiming mediocrity, but they promised a manhood of benignity and enlightenment. To compose prize essays on political reforms was better than to ignore or to oppose political reform. But the course of events afterwards owed their least desirable bias to the fact that such compositions were the nearest approach to political training that so many of the revolutionary leaders underwent.

Which of these pieces of information is least credible?

Adapted from "Bees" in What is Man? And Other Essays (1906) by Mark Twain.

Bee scientists always speak of the bee as she. It is because all the important bees are of that sex. In the hive there is one married bee, called the queen; she has fifty thousand children; of these, about one hundred are sons; the rest are daughters. Some of the daughters are young maids, some are old maids, and all are virgins and remain so.

Every spring the queen comes out of the hive and flies away with one of her sons and marries him. The honeymoon lasts only an hour or two; then the queen divorces her husband and returns home competent to lay two million eggs. This will be enough to last the year, but not more than enough, because hundreds of bees get drowned every day, and other hundreds are eaten by birds, and it is the queen's business to keep the population up to standard—say, fifty thousand. She must always have that many children on hand and efficient during the busy season, which is summer, or winter would catch the community short of food. She lays from two thousand to three thousand eggs a day, according to the demand; and she must exercise judgment, and not lay more than are needed in a slim flower-harvest, nor fewer than are required in a prodigal one, or the board of directors will dethrone her and elect a queen that has more sense.

There are always a few royal heirs in stock and ready to take her place—ready and more than anxious to do it, although she is their own mother. These girls are kept by themselves, and are regally fed and tended from birth. No other bees get such fine food as they get, or live such a high and luxurious life. By consequence they are larger and longer and sleeker than their working sisters. And they have a curved sting, shaped like a scimitar, while the others have a straight one.

A common bee will sting anyone or anybody, but a royalty stings royalties only. A common bee will sting and kill another common bee, for cause, but when it is necessary to kill the queen other ways are employed. When a queen has grown old and slack and does not lay eggs enough one of her royal daughters is allowed to come to attack her, the rest of the bees looking on at the duel and seeing fair play. It is a duel with the curved stings. If one of the fighters gets hard pressed and gives it up and runs, she is brought back and must try again—once, maybe twice; then, if she runs yet once more for her life, judicial death is her portion; her children pack themselves into a ball around her person and hold her in that compact grip two or three days, until she starves to death or is suffocated. Meantime the victor bee is receiving royal honors and performing the one royal function—laying eggs.

During substantially the whole of her short life of five or six years the queen lives in the Egyptian darkness and stately seclusion of the royal apartments, with none about her but plebeian servants, who give her empty lip-affection in place of the love which her heart hungers for; who spy upon her in the interest of her waiting heirs, and report and exaggerate her defects and deficiencies to them; who fawn upon her and flatter her to her face and slander her behind her back; who grovel before her in the day of her power and forsake her in her age and weakness. There she sits, friendless, upon her throne through the long night of her life, cut off from the consoling sympathies and sweet companionship and loving endearments which she craves, by the gilded barriers of her awful rank; a forlorn exile in her own house and home, weary object of formal ceremonies and machine-made worship, winged child of the sun, native to the free air and the blue skies and the flowery fields, doomed by the splendid accident of her birth to trade this priceless heritage for a black captivity, a tinsel grandeur, and a loveless life, with shame and insult at the end and a cruel death—and condemned by the human instinct in her to hold the bargain valuable!

Huber, Lubbock, and Maeterlinck are agreed in denying that the bee is a member of the human family. I do not know why they have done this, but I think it is from dishonest motives. Why, the innumerable facts brought to light by their own painstaking and exhaustive experiments prove that if there is a master fool in the world, it is the bee. That seems to settle it.  

But that is the way of the scientist, who will spend thirty years in building up a mountain range of facts with the intent to prove a certain theory, then is so happy in this achievement that, as a rule, the chief fact of all is overlooked—that this accumulation proves an entirely different thing. When you point out this miscarriage, the scientist does not answer your letters. Scientists have odious manners, except when you prop up their theory; then you can borrow money from them. To be strictly fair, I will concede that now and then one of them will answer your letter, but when they do they avoid the issue—you cannot pin them down. When I discovered that the bee was human I wrote about it to all those scientists whom I have just mentioned. For evasions, I have seen nothing to equal the answers I got.

The credibility of Huber, Lubbock, and Maeterlinck presumably rests on __________.

Adapted from The Everyday Life of Abraham Lincoln by Francis Fischer Browne (1913)

Lincoln took but little part in politics of slavery until the passage of the Nebraska Bill by Congress in 1854. The enactment of this measure impelled him to take a firmer stand upon the question of slavery than he had yet assumed. He had been opposed to the institution on grounds of sentiment since his boyhood; now he determined to fight it from principle. Mr. Herndon states that Lincoln really became an anti-slavery man in 1831, during his visit to New Orleans, where he was deeply affected by the horrors of the traffic in human beings. On one occasion he saw a slave, a beautiful girl, sold at auction. She was felt over, pinched, and trotted around to show bidders she was sound. Lincoln walked away from the scene with a feeling of deep abhorrence. He said to John Hanks, "If I ever get a chance to hit that institution, John, I'll hit it hard!"

Judge Gillespie records a conversation that he had with Lincoln in 1850 on the slavery question, remarking by way of introduction that the subject of slavery was the only one on which he (Lincoln) was apt to become excited. "I recollect meeting him once at Shelbyville," says Judge Gillespie, "when he remarked that something must be done or slavery would overrun the whole country. He said there were about six hundred thousand non-slaveholding whites in Kentucky to about thirty-three thousand slaveholders; that in the convention then recently held it was expected that the delegates would represent these classes about in proportion to their respective numbers; but when the convention assembled, there was not a single representative of the non-slaveholding class; everyone was in the interest of the slaveholders; 'and,' said he, 'the thing is spreading like wildfire over the country. In a few years we will be ready to accept the institution in Illinois, and the whole country will adopt it.' I asked him to what he attributed the change that was going on in public opinion. He said he had recently put that question to a Kentuckian, who answered by saying, 'You might have any amount of land, money in your pocket, or bank-stock, and while traveling around nobody would be any wiser; but if you had a black man trudging at your heels, everybody would see him and know that you owned a slave. It is the most ostentatious way of displaying property in the world; if a young man goes courting, the only inquiry is as to how many slaves he owns.' The love for slave property was swallowing up every other mercenary possession. Its ownership not only betokened the possession of wealth, but indicated the gentleman of leisure who scorned labor. These things Mr. Lincoln regarded as highly pernicious to the thoughtless and giddy young men who were too much inclined to look upon work as vulgar and ungentlemanly. He was much excited, and said with great earnestness that this spirit ought to be met, and if possible checked; that slavery was a great and crying injustice, an enormous national crime, and we could not expect to escape punishment for it. I asked him how he would proceed in his efforts to check the spread of slavery. He confessed he did not see his way clearly; but I think he made up his mind that from that time he would oppose slavery actively. I know that Lincoln always contended that no man had any right, other than what mere brute force gave him, to hold a slave. He used to say it was singular that the courts would hold that a man never lost his right to property that had been stolen from him, but that he instantly lost his right to himself if he was stolen. Lincoln always contended that the cheapest way of getting rid of slavery was for the nation to buy the slaves and set them free."

While in Congress, Lincoln had declared himself plainly as opposed to slavery; and in public speeches not less than private conversations he had not hesitated to express his convictions on the subject. In 1850 he said to Major Stuart: "The time will soon come when we must all be Democrats or Abolitionists. When that time comes, my mind is made up. The slavery question cannot be compromised." The hour had now struck in which Lincoln was to espouse with his whole heart and soul that cause for which finally he was to lay down his life. In the language of Mr. Arnold, "He had bided his time. He had waited until the harvest was ripe. With unerring sagacity he realized that the triumph of freedom was at hand. He entered upon the conflict with the deepest conviction that the perpetuity of the Republic required the extinction of slavery.

Which of these underlined sources has the least credibility?

Adapted from Frederick Douglass (1899) by Charles Chestnutt.

It was the curious fate of Douglass to pass through almost every phase of slavery, as though to prepare him the more thoroughly for his future career. Shortly after he went to Baltimore, his master, Captain Anthony, died intestate, and his property was divided between his two children. Douglass, with the other slaves, was part of the personal estate, and was sent for to be appraised and disposed of in the division. He fell to the share of Mrs. Lucretia Auld, his master's daughter, who sent him back to Baltimore, where, after a month's absence, he resumed his life in the household of Mrs. Hugh Auld, the sister-in-law of his legal mistress. Owing to a family misunderstanding, he was taken, in March, 1833, from Baltimore back to St. Michaels.

His mistress, Lucretia Auld, had died in the mean time; and the new household in which he found himself, with Thomas Auld and his second wife, Rowena, at its head, was distinctly less favorable to the slave boy's comfort than the home where he had lived in Baltimore. Here he saw hardships of the life in bondage that had been less apparent in a large city. It is to be feared that Douglass was not the ideal slave, governed by the meek and lowly spirit of Uncle Tom. A tendency to insubordination, due partly to the freer life he had led in Baltimore, got him into disfavor with a master easily displeased; and, not proving sufficiently amenable to the discipline of the home plantation, he was sent to a certain celebrated slave-breaker by the name of Edward Covey, one of the poorer whites who, as overseers and slave-catchers, and in similar unsavory capacities, earned a living as parasites on the system of slavery. Douglass spent a year under Coveys ministrations, and his life there may be summed up in his own words: "I had neither sufficient time in which to eat nor to sleep, except on Sundays. The overwork and the brutal chastisements of which I was the victim, combined with that ever-gnawing and soul-destroying thought, 'I am a slave,—a slave for life,' rendered me a living embodiment of mental and physical wretchedness."

But even all this did not entirely crush the indomitable spirit of a man destined to achieve his own freedom and thereafter to help win freedom for a race. In August, 1834, after a particularly atrocious beating, which left him wounded and weak from loss of blood, Douglass escaped the vigilance of the slave-breaker and made his way back to his own master to seek protection. The master, who would have lost his slave's wages for a year if he had broken the contract with Covey before the year's end, sent Douglass back to his taskmaster. Anticipating the most direful consequences, Douglass made the desperate resolution to resist any further punishment at Covey's hands. After a fight of two hours Covey gave up his attempt to whip Frederick, and thenceforth laid hands on him no more. Strength of character, re-enforced by strength of muscle, thus won a victory over brute force that secured for Douglass comparative immunity from abuse during the remaining months of his year's service with Covey. And soon after he was emboldened to escape.

The manner of Douglass's escape from Maryland was never publicly disclosed by him until the war had made slavery a memory and the slave-catcher a thing of the past. It was the theory of the anti-slavery workers of the time that the publication of the details of escapes or rescues from bondage seldom reached the ears of those who might have learned thereby to do likewise, but merely furnished the master class with information that would render other escapes more difficult. That this was no idle fear there is abundant testimony in the annals of the period. But in later years, when there was no longer any danger of unpleasant consequences, Douglass published in detail the story of his flight. It would not compare in dramatic interest with many other celebrated escapes from slavery or imprisonment. He simply masqueraded as a sailor, borrowed a sailors "protection," or certificate that he belonged to the navy, took the train to Baltimore in the evening, and rode in the negro car until he reached New York City. Fear clutched at the fugitive's heart whenever he neared a State border line.

Douglass arrived in New York on September 4, 1838. But, though landed in a free State, he was by no means a free man. He was still a piece of property, and could be reclaimed by the law's aid if his whereabouts were discovered. While local sentiment at the North afforded a measure of protection to fugitives, and few were ever returned to bondage compared with the number that escaped, yet the fear of recapture was ever with them, darkening their lives and impeding their pursuit of happiness. But even the partial freedom Douglass had achieved gave birth to a thousand delightful sensations. In his autobiography he describes this dawn of liberty thus: "A new world had opened up to me. I lived more in one day than in a year of my slave life. I felt as one might feel upon escape from a den of hungry lions. My chains were broken, and the victory brought me unspeakable joy."

Which of these pieces of information is least directly supported with evidence?

Adapted from Eminent Victorians by Lytton Strachey (1918)

Let us consider the popular conception of Florence Nightingale. The saintly, self-sacrificing woman, the delicate maiden of high degree who threw aside the pleasures of a life of ease to succor the afflicted; the Lady with the Lamp, gliding through the horrors of the hospital at Scutari, and consecrating with the radiance of her goodness the dying soldier's couch. The vision is familiar to all—but the truth was different. The Miss Nightingale of fact was not as facile as fancy painted her. It happens that in the real Miss Nightingale there was more that was interesting than in the legendary one; there was also less that was agreeable.

Her family was extremely well-to-do, and connected by marriage with a spreading circle of other well-to-do families. Brought up among such advantages, it was only natural to suppose that Florence would show a proper appreciation of them by doing her duty—in other words, by marrying. It was inconceivable that Florence should dream of anything else; yet dream she did.

As the years passed, a restlessness began to grow upon her. She was unhappy, and at last she knew it. Mrs. Nightingale, too, began to notice that there was something wrong. It was very odd—what could be the matter with dear Flo? Mr. Nightingale suggested that a husband might be advisable; but the curious thing was that she seemed to take no interest in husbands. She would think of nothing but how to satisfy that singular craving of hers to be doing something.

Florence announced an extreme desire to go to Salisbury Hospital for several months as a nurse; and she confessed to some visionary plan of eventually setting up in a house of her own in a neighboring village, and there founding “something like a Protestant Sisterhood, without vows, for women of educated feelings.” The difficulties in her path were great. For not only was it an almost unimaginable thing in those days for a woman of means to make her own way in the world and to live in independence, but the particular profession for which Florence was clearly marked out both by her instincts and her capacities was at that time a peculiarly disreputable one. A “nurse” meant then a coarse old woman, always ignorant, usually dirty, often brutal, in bunched-up sordid garments.

Yet the want, absurd and impracticable as it was, not only remained fixed immovably in her heart, but grew in intensity day by day. Her wretchedness deepened into a morbid melancholy. A weaker spirit would have been overwhelmed by the load of such distresses—would have yielded or snapped. But this extraordinary young woman held firm, and fought her way to victory. In secret she devoured the reports of medical commissions, the pamphlets of sanitary authorities, the histories of hospitals and homes. She spent the intervals of the London season in ragged schools and workhouses.

But one other trial awaited her. It appeared in the shape of a desirable young man. Hitherto, her lovers had been nothing to her but an added burden and a mockery; but now—for a moment—she wavered. She knew in her heart that it could not be. “To be nailed to a continuation and exaggeration of my present life … to put it out of my power ever to be able to seize the chance of forming for myself a true and rich life”—that would be a suicide. She made her choice, and refused what was at least a certain happiness for a visionary good which might never come to her at all. And so she returned to her old life of waiting and bitterness.

“The thoughts and feelings that I have now,” she wrote, “I can remember since I was six years old. A profession, a trade, a necessary occupation, something to fill and employ all my faculties, I have always felt essential to me, I have always longed for. The first thought I can remember, and the last, was nursing work. My God! What is to become of me?”

A desirable young man? Dust and ashes! What was there desirable in such a thing as that? “In my thirty-first year. I see nothing desirable but death.”

Three more years passed, and then at last the pressure of time told; her family seemed to realize that she was old enough and strong enough to have her way; and she became the superintendent of a charitable nursing home in Harley Street. She had gained her independence, though it was in a meagre sphere enough; and her mother was still not quite resigned: surely Florence might at least spend the summer in the country. At times, indeed, among her intimates, Mrs. Nightingale almost wept. “We are ducks,” she said with tears in her eyes, “who have hatched a wild swan.” But the poor lady was wrong; it was not a swan that they had hatched—it was an eagle.

Why can we trust the veracity of the underlined source?

Adapted from Albert William Parry's Education in the Middle Ages (1920).

The introduction of Christianity to this country subsequent to the Saxon invasion was effected by means of two independent agencies—the Roman mission under the leadership of Augustine which arrived in Thanet in 597, and the Scottish missionaries who, in response to the invitation of Oswald, king of Northumbria, took up their residence in the island of Lindisfarne in 635.

The primary task of these missionaries was obviously that of converting a people who professed a heathen religion to an adherence to the Christian faith. The accomplishment of this main task, however, involved two additional tasks, the one moral, the other social. A dismal picture of the moral condition of the settlers in this country in the fifth century has been painted by Montalembert. Basing his account on Ozanam’s “Germains avant la Christianisme” he asks, “What could be expected in point of morality from persons accustomed to invoke and to worship Woden, the god of massacres, Freya, the Venus of the North, the goddess of sensuality, and all those bloody and obscene gods of whom the one had for his emblem a naked sword and another the hammer with which he broke the heads of his enemies?” He continues, “The immortality which was promised to them in their Valhalla but reserved for them new days of slaughter and nights of debauchery spent in drinking deep in the halls of their victims. And in this world, their life was but too often a prolonged indulgence of carnage, plundering and lechery.” Herein lay the moral task which awaited the Christian missionaries. They had to replace the existing national ideals with the ideals of Christianity—ideals of the highest standard of personal morality. The social task undertaken by the missionaries was that of elevating this country from a condition of barbarism into a state of civilisation. Referring to the results of the introduction of Christianity, Green writes, “The new England was admitted into the older commonwealth of nations. The civilisation, art, letters, which had fled before the sword of the English conquest returned with the Christian faith.”

What means could be adopted by the missionaries to accomplish the ends they had in view? It is obvious that continual teaching and instruction would be imperative to meet the needs of the converts to the new faith, and it is equally clear that it would be necessary to provide for the creation of a native ministry in order that the labours of the early missionaries might be continued. Teaching, consequently, occupies a position of the greatest importance, and it is to the educational aspect of the labours of these missionaries rather than to the religious or the ecclesiastical aspect that our attention is now directed. It may be advisable for us to remind ourselves that these missionaries came to this country speaking the Latin tongue, that the services of the Church were carried on in that language, and that such books as existed were also written in Latin. It is necessary to make this point clear in order to show that schools for instruction in this language would be imperative from the very first.

It is also important to remember, as Montalembert points out, that the conversion of England was effected by means of monks, first of the Benedictine monks sent from Rome, and afterwards of Celtic monks. We may here lay down a general hypothesis, which the course of this thesis will tend to demonstrate: the educational institutions established in this country were due to an imitation of those which had been in operation elsewhere. The Christian missionaries to England, for example, did not originate a system of education. They adopted what they had seen in operation in the parent monasteries from which they came, and, in so doing, they would naturally adapt the system to the special needs of the country. Some exceptions to this general principle may be found; they will be noted in their proper place.

Accepting this hypothesis, before we can proceed to consider the special work for education of the monasteries in this country, it is necessary briefly to review the meaning of monachism and to consider the extent to which monasteries had previously associated themselves with educational work.

Based on the passage, which of the following is likely to be true of the author?

Adapted from Albert William Parry's Education in the Middle Ages (1920).

The introduction of Christianity to this country subsequent to the Saxon invasion was effected by means of two independent agencies—the Roman mission under the leadership of Augustine which arrived in Thanet in 597, and the Scottish missionaries who, in response to the invitation of Oswald, king of Northumbria, took up their residence in the island of Lindisfarne in 635.

The primary task of these missionaries was obviously that of converting a people who professed a heathen religion to an adherence to the Christian faith. The accomplishment of this main task, however, involved two additional tasks, the one moral, the other social. A dismal picture of the moral condition of the settlers in this country in the fifth century has been painted by Montalembert. Basing his account on Ozanam’s “Germains avant la Christianisme” he asks, “What could be expected in point of morality from persons accustomed to invoke and to worship Woden, the god of massacres, Freya, the Venus of the North, the goddess of sensuality, and all those bloody and obscene gods of whom the one had for his emblem a naked sword and another the hammer with which he broke the heads of his enemies?” He continues, “The immortality which was promised to them in their Valhalla but reserved for them new days of slaughter and nights of debauchery spent in drinking deep in the halls of their victims. And in this world, their life was but too often a prolonged indulgence of carnage, plundering and lechery.” Herein lay the moral task which awaited the Christian missionaries. They had to replace the existing national ideals with the ideals of Christianity—ideals of the highest standard of personal morality. The social task undertaken by the missionaries was that of elevating this country from a condition of barbarism into a state of civilisation. Referring to the results of the introduction of Christianity, Green writes, “The new England was admitted into the older commonwealth of nations. The civilisation, art, letters, which had fled before the sword of the English conquest returned with the Christian faith.”

What means could be adopted by the missionaries to accomplish the ends they had in view? It is obvious that continual teaching and instruction would be imperative to meet the needs of the converts to the new faith, and it is equally clear that it would be necessary to provide for the creation of a native ministry in order that the labours of the early missionaries might be continued. Teaching, consequently, occupies a position of the greatest importance, and it is to the educational aspect of the labours of these missionaries rather than to the religious or the ecclesiastical aspect that our attention is now directed. It may be advisable for us to remind ourselves that these missionaries came to this country speaking the Latin tongue, that the services of the Church were carried on in that language, and that such books as existed were also written in Latin. It is necessary to make this point clear in order to show that schools for instruction in this language would be imperative from the very first.

It is also important to remember, as Montalembert points out, that the conversion of England was effected by means of monks, first of the Benedictine monks sent from Rome, and afterwards of Celtic monks. We may here lay down a general hypothesis, which the course of this thesis will tend to demonstrate: the educational institutions established in this country were due to an imitation of those which had been in operation elsewhere. The Christian missionaries to England, for example, did not originate a system of education. They adopted what they had seen in operation in the parent monasteries from which they came, and, in so doing, they would naturally adapt the system to the special needs of the country. Some exceptions to this general principle may be found; they will be noted in their proper place.

Accepting this hypothesis, before we can proceed to consider the special work for education of the monasteries in this country, it is necessary briefly to review the meaning of monachism and to consider the extent to which monasteries had previously associated themselves with educational work.

The author cites Montalembert in this passage to what end?

Adapted from Albert William Parry's Education in the Middle Ages (1920).

The introduction of Christianity to this country subsequent to the Saxon invasion was effected by means of two independent agencies—the Roman mission under the leadership of Augustine which arrived in Thanet in 597, and the Scottish missionaries who, in response to the invitation of Oswald, king of Northumbria, took up their residence in the island of Lindisfarne in 635.

The primary task of these missionaries was obviously that of converting a people who professed a heathen religion to an adherence to the Christian faith. The accomplishment of this main task, however, involved two additional tasks, the one moral, the other social. A dismal picture of the moral condition of the settlers in this country in the fifth century has been painted by Montalembert. Basing his account on Ozanam’s “Germains avant la Christianisme” he asks, “What could be expected in point of morality from persons accustomed to invoke and to worship Woden, the god of massacres, Freya, the Venus of the North, the goddess of sensuality, and all those bloody and obscene gods of whom the one had for his emblem a naked sword and another the hammer with which he broke the heads of his enemies?” He continues, “The immortality which was promised to them in their Valhalla but reserved for them new days of slaughter and nights of debauchery spent in drinking deep in the halls of their victims. And in this world, their life was but too often a prolonged indulgence of carnage, plundering and lechery.” Herein lay the moral task which awaited the Christian missionaries. They had to replace the existing national ideals with the ideals of Christianity—ideals of the highest standard of personal morality. The social task undertaken by the missionaries was that of elevating this country from a condition of barbarism into a state of civilisation. Referring to the results of the introduction of Christianity, Green writes, “The new England was admitted into the older commonwealth of nations. The civilisation, art, letters, which had fled before the sword of the English conquest returned with the Christian faith.”

What means could be adopted by the missionaries to accomplish the ends they had in view? It is obvious that continual teaching and instruction would be imperative to meet the needs of the converts to the new faith, and it is equally clear that it would be necessary to provide for the creation of a native ministry in order that the labours of the early missionaries might be continued. Teaching, consequently, occupies a position of the greatest importance, and it is to the educational aspect of the labours of these missionaries rather than to the religious or the ecclesiastical aspect that our attention is now directed. It may be advisable for us to remind ourselves that these missionaries came to this country speaking the Latin tongue, that the services of the Church were carried on in that language, and that such books as existed were also written in Latin. It is necessary to make this point clear in order to show that schools for instruction in this language would be imperative from the very first.

It is also important to remember, as Montalembert points out, that the conversion of England was effected by means of monks, first of the Benedictine monks sent from Rome, and afterwards of Celtic monks. We may here lay down a general hypothesis, which the course of this thesis will tend to demonstrate: the educational institutions established in this country were due to an imitation of those which had been in operation elsewhere. The Christian missionaries to England, for example, did not originate a system of education. They adopted what they had seen in operation in the parent monasteries from which they came, and, in so doing, they would naturally adapt the system to the special needs of the country. Some exceptions to this general principle may be found; they will be noted in their proper place.

Accepting this hypothesis, before we can proceed to consider the special work for education of the monasteries in this country, it is necessary briefly to review the meaning of monachism and to consider the extent to which monasteries had previously associated themselves with educational work.

The author's credibility could be affected by his __________  attitude towards Montalembert.

Passage adapted from The New Revelation (1917) by Arthur Conan Doyle

This was my frame of mind when Spiritual phenomena first came before my notice. I had always regarded the subject as the greatest nonsense upon earth, and I had read of the conviction of fraudulent mediums and wondered how any sane man could believe such things. I met some friends, however, who were interested in the matter, and I sat with them at some table-moving seances. We got connected messages. I am afraid the only result that they had on my mind was that I regarded these friends with some suspicion. They were long messages very often, spelled out by tilts, and it was quite impossible that they came by chance. Someone then, was moving the table. I thought it was they. They probably thought that I did it. I was puzzled and worried over it, for they were not people whom I could imagine as cheating--and yet I could not see how the messages could come except by conscious pressure.

About this time--it would be in 1886--I came across a book called The Reminiscences of Judge Edmunds. He was a judge of the U.S. High Courts and a man of high standing. The book gave an account of how his wife had died, and how he had been able for many years to keep in touch with her. All sorts of details were given. I read the book with interest, and absolute scepticism. It seemed to me an example of how a hard practical man might have a weak side to his brain, a sort of reaction, as it were, against those plain facts of life with which he had to deal. Where was this spirit of which he talked? Suppose a man had an accident and cracked his skull; his whole character would change, and a high nature might become a low one. With alcohol or opium or many other drugs one could apparently quite change a man's spirit. The spirit then depended upon matter. These were the arguments which I used in those days. I did not realise that it was not the spirit that was changed in such cases, but the body through which the spirit worked, just as it would be no argument against the existence of a musician if you tampered with his violin so that only discordant notes could come through.

I was sufficiently interested to continue to read such literature as came in my way. I was amazed to find what a number of great men--men whose names were to the fore in science--thoroughly believed that spirit was independent of matter and could survive it. When I regarded Spiritualism as a vulgar delusion of the uneducated, I could afford to look down upon it; but when it was endorsed by men like Crookes, whom I knew to be the most rising British chemist, by Wallace, who was the rival of Darwin, and by Flammarion, the best known of astronomers, I could not afford to dismiss it. It was all very well to throw down the books of these men which contained their mature conclusions and careful investigations, and to say "Well, he has one weak spot in his brain," but a man has to be very self- satisfied if the day does not come when he wonders if the weak spot is not in his own brain. For some time I was sustained in my scepticism by the consideration that many famous men, such as Darwin himself, Huxley, Tyndall and Herbert Spencer, derided this new branch of knowledge; but when I learned that their derision had reached such a point that they would not even examine it, and that Spencer had declared in so many words that he had decided against it on a priori grounds, while Huxley had said that it did not interest him, I was bound to admit that, however great, they were in science, their action in this respect was most unscientific and dogmatic, while the action of those who studied the phenomena and tried to find out the laws that governed them, was following the true path which has given us all human advance and knowledge.

Which of the following statements about the author is most likely true?

Adapted from “Walt Whitman” in The Nebraska State Journal by Willa Cather (January 19, 1896)

Speaking of monuments reminds one that there is more talk about a monument to Walt Whitman, “the good, gray poet.” Just why the adjective good is always applied to Whitman it is difficult to discover, probably because people who could not understand him at all took it for granted that he meant well. If ever there was a poet who had no literary ethics at all beyond those of nature, it was he. He was neither good nor bad, any more than are the animals he continually admired and envied. He was a poet without an exclusive sense of the poetic, a man without the finer discriminations, enjoying everything with the unreasoning enthusiasm of a boy. He was the poet of the dung hill as well as of the mountains, which is admirable in theory but excruciating in verse. In the same paragraph he informs you that, “The pure contralto sings in the organ loft,” and that “The malformed limbs are tied to the table, what is removed drop horribly into a pail.” No branch of surgery is poetic, and that hopelessly prosaic word “pail” would kill a whole volume of sonnets. Whitman’s poems are reckless rhapsodies over creation in general, sometimes sublime, sometimes ridiculous. He declares that the ocean with its “imperious waves, commanding” is beautiful, and that the fly-specks on the walls are also beautiful. Such catholic taste may go in science, but in poetry their results are sad. The poet’s task is usually to select the poetic. Whitman never bothers to do that, he takes everything in the universe from fly-specks to the fixed stars. His Leaves of Grass is a sort of dictionary of the English language, and in it is the name of everything in creation set down with great reverence but without any particular connection.

But however ridiculous Whitman may be there is a primitive elemental force about him. He is so full of hardiness and of the joy of life. He looks at all nature in the delighted, admiring way in which the old Greeks and the primitive poets did. He exults so in the red blood in his body and the strength in his arms. He has such a passion for the warmth and dignity of all that is natural. He has no code but to be natural, a code that this complex world has so long outgrown. He is sensual, not after the manner of Swinburne and Gautier, who are always seeking for perverted and bizarre effects on the senses, but in the frank fashion of the old barbarians who ate and slept and married and smacked their lips over the mead horn. He is rigidly limited to the physical, things that quicken his pulses, please his eyes or delight his nostrils. There is an element of poetry in all this, but it is by no means the highest. If a joyous elephant should break forth into song, his lay would probably be very much like Whitman’s famous “Song of Myself.” It would have just about as much delicacy and deftness and discriminations. He says:

“I think I could turn and live with the animals. They are so placid and self-contained, I stand and look at them long and long. They do not sweat and whine about their condition. They do not lie awake in the dark and weep for their sins. They do not make me sick discussing their duty to God. Not one is dissatisfied nor not one is demented with the mania of many things. Not one kneels to another nor to his kind that lived thousands of years ago. Not one is respectable or unhappy, over the whole earth.” And that is not irony on nature, he means just that, life meant no more to him. He accepted the world just as it is and glorified it, the seemly and unseemly, the good and the bad. He had no conception of a difference in people or in things. All men had bodies and were alike to him, one about as good as another. To live was to fulfill all natural laws and impulses. To be comfortable was to be happy. To be happy was the ultimatum. He did not realize the existence of a conscience or a responsibility. He had no more thought of good or evil than the folks in Kipling’s Jungle Book.

And yet there is an undeniable charm about this optimistic vagabond who is made so happy by the warm sunshine and the smell of spring fields. A sort of good fellowship and whole-heartedness in every line he wrote. His veneration for things physical and material, for all that is in water or air or land, is so real that as you read him you think for the moment that you would rather like to live so if you could. For the time you half believe that a sound body and a strong arm are the greatest things in the world. Perhaps no book shows so much as Leaves of Grass that keen senses do not make a poet. When you read it you realize how spirited a thing poetry really is and how great a part spiritual perceptions play in apparently sensuous verse, if only to select the beautiful from the gross.

In the opening paragraph, the author criticizes Whitman for his lack of __________.