women’s experiences in colonial

Line
cated young women, particularly

(5)
Quakers, engaged in resistance to

patriarchal marriage by exchanging

poetry critical of marriage, copying

verse into their commonplace

books.
Wulf suggests that this

(10)
critique circulated beyond the

daughters of the Quaker elite

and middle class, whose com-

proposing that Quaker schools

(15)
brought it to many poor female

students of diverse backgrounds.

Here Wulf probably overstates

Quaker schools’ impact.
At least

three years’ study would be

(20)
necessary to achieve the literacy

competence necessary to grapple

with the material she analyzes.

In 1765, the year Wulf uses to

demonstrate the diversity of

128 students enrolled in these

schools.
Refining Wulf’s numbers

by the information she provides

on religious affiliation, gender, and

(30)
length of study, it appears that only

about 17 poor non-Quaker girls

Quaker schools for three years or

longer.
While Wulf is correct that

(35)
     
a critique of patriarchal marriage

circulated broadly, Quaker schools

probably cannot be credited with

instilling these ideas in the lower

classes.
Popular literary satires

(40)
on marriage had already landed

on fertile ground in a multiethnic

population that embodied a wide

range of marital beliefs and

practices.
These ethnic- and

(45)
class-based traditions them-

selves challenged the legitimacy

of patriarchal marriage.

--------------------------------------------------------------------------------

Q15:

The primary purpose of the passage is to

A     argue against one aspect of Wulf’s account of how ideas critical of marriage were disseminated among young women in colonial Philadelphia B       discuss Wulf’s interpretation of the significance for educated young women in colonial Philadelphia of the poetry they copied into their commonplace books

C       counter Wulf’s assertions about the impact of the multiethnic character of colonial Philadelphia’s population on the prevalent views about marriage

D       present data to undermine Wulf’s assessment of the diversity of the student body in Quaker schools in colonial Philadelphia

Q16:

A        Exemplars of a critique of marriage could be found in various literary forms, but they did not impact public attitudes except among educated young women.

B       The diversity of the student body in the Quaker schools meant that attitudes toward marriage were more disparate there than elsewhere in Philadelphia society.

C        Although critical attitudes toward marriage were widespread, Quaker schools’ influence in disseminating these attitudes was limited.

D       Criticisms of marriage in colonial Philadelphia were directed at only certain limited aspects of patriarchal marriage.

Q17:

The author of the passage implies which of the following about the poetry mentioned in the first paragraph?

A      Wulf exaggerates the degree to which young women from an elite background regarded the poetry as providing a critique of marriage.

B       The circulation of the poetry was confined to young Quaker women.

C  Young women copied the poetry into their commonplace books because they interpreted it as providing a desirable model of unmarried life.

D      The poetry’s capacity to influence popular attitudes was restricted by the degree of literacy necessary to comprehend it.

Q18:

Which of the following, if true, would most seriously undermine the author’s basis for saying that Wulf overstates Quaker schools’ impact (lines 17-18) ?

A       The information that Wulf herself provided on religious affiliation and gender of students is in fact accurate.

B       Most poor, non-Quaker students enrolled in Quaker schools had completed one or two years’ formal or informal schooling before enrolling.

C       Not all of the young women whose commonplace books contained copies of poetry critical of marriage were Quakers.

D       The poetry featured in young women’s commonplace books frequently included allusions that were unlikely to be accessible to someone with only three years’ study in school.

E       In 1765 an unusually large proportion of the Quaker schools’ student body consisted of poor girls from non-Quaker backgrounds.

Q15:

The primary purpose of the passage is to