From inquiry into religious matters and inquiry into the phenomena of nature, it was but a short and a natural step to inquiry into the nature and functions of government. This led to a critical questioning of the old established order, the rise of new types of intellectual inquiry, the growth of a consciousness of national problems, and the bringing to the front of questions of political interest to a degree unknown since the days of ancient Rome.

The eighteenth century marks, in these directions, a sharp turning-point in human thinking, and the end of medievalism and the ushering in of modern forms of intellectual liberty. The eighteenth century, too, witnessed a culmination of a long series of progressive changes which had been underway for centuries, and the flood time of a slowly but steadily rising tide of protest against the enslavement of the intellect and the limitation of natural human liberties by either Church or State. The §ood of individualism which characterized the second half of the eighteenth century demanded outlet, and, denied, it rose and swept away ancient privileges, abuses, and barriers--religious, intellectual, social, and political--and opened the way for the marked progress in all lines which characterized the nineteenth century.

Out of this new spirit was to come the American and the French Revolutions, the establishment of constitutional liberty and religious freedom, the beginnings of the abolition of privilege, the rise of democracy, a great extension of educational advantages, and the transfer of the control of the school from the Church to the State that the national welfare might be better promoted thereby.

Now arose the modern conception of the school as the great constructive instrument of the State, and a new individual and national theory as to both the nature and the purpose of education was advanced. Schools were declared to be essentially civil affairs; their purpose was asserted to be to promote the common welfare and advance the interests of the political State.

1. According to the passage, the eighteenth century contributed to which of the following?

A. the dismissal of restrictive religious practices
B. the formation of several modern democratic ideals
C. a new model of economic distribution
D. a widely accepted belief in the scientific process
E. a national welfare system

The OA is B

2. The author would most likely disagree with which of the following statements:

A. schools were largely controlled by the church prior to the eighteenth century
B. public inquiry contributed to events of the eighteenth century
C. prior to the eighteenth century, schools were not necessarily viewed as instruments of the State
D. the State readily embraced individualism in the latter part of the eighteenth century
E. the eighteenth century played a key role in the establishment of modern liberties

The OA is D

3. The main concern of the passage is to

A. advocate particular strategies for future efforts to improve state-run schooling
B. explain differences in the function of government in a post-medievalism era
C. evaluate the effectiveness of certain kinds of intellectual ideals
D. analyze and explain a political phenomenon
E. describe the key distinguishing characteristics of a period of civilization

The OA is E

4. According to the author, what circumstances led to the progressive achievements of the eighteenth century?

A. massive flooding and its effects on the abundance of raw materials
B. the abolition of privilege and establishment of constitutional liberties
C. public awareness and inquiry into government activities and responsibilities
D. the demise of the Church in political affairs
E. a new emphasis on public education

The OA is C