PrepTest 127, Section 4, Question 23
During most of the nineteenth century, many French(465 more words not shown)
Which one of the following(8 more words not shown)
- AEducation in France(25 more words not shown)
- BThe movement toward(31 more words not shown)
- CThe traditional nature(28 more words not shown)
- DThe egalitarian aims(23 more words not shown)
- EThe nature of(27 more words not shown)
Reading the passage
My rough map is: an opening about the delayed reform of women's education, two earlier proposals, and then the successful changes nearly a century later. The ending also explains how the old proposals helped justify those new laws.
What we’re looking for
We need an answer that preserves that progression, even if it describes the steps more abstractly.
Working the answers
- A
The first two parts are close. The ending is the problem: the final paragraph doesn't chiefly identify and lament inconsistencies within each proposal. It moves from their failure to their relationship with later reform.
- B
The last step again misses the ending. We don't finish by comparing the proposals with the educational system of their era. We learn how later reformers drew on those earlier proposals for legitimacy.
- C
The opening does describe education as traditional. But the ending doesn't say eventual reform required a smaller break with tradition. Claiming roots in earlier reform proposals is different from making less extensive changes.
- D
The final paragraph doesn't modify an earlier characterization of egalitarian aims. It connects the unsuccessful proposals with reforms eventually enacted.
- ECorrect
This fits all three stages: the existing education of women, the reform proposals, and their connection to eventual change. The relationship is specific: later legislators used the earlier proposals to justify their new standards.
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