Passage adapted from Leon Gambetta's Educating the Peasantry (1869)

(1) We have received a classical or scientific education— even the imperfect one of our day. (3) We have learned to read our history, to speak our language, while (a cruel thing to say) so many of our countrymen can only babble! Ah! (4) That peasant, bound as he is to the tillage of the soil, who bravely carries the burden of his day, with no other consolation than that of leaving to his children the paternal fields, perhaps increased an acre in extent; all his passions, joys, and fears concentrated in the fate of his patrimony. (5) Of the external world, of the society in which he lives, he apprehends only legends and rumors. (6) He is the prey of the cunning and fraudulent. (7) He strikes, without knowing it, the bosom of the revolution, his benefactress… (8) It is to the peasantry, then, that we must address ourselves. (9) We must raise and instruct them… Enlightened and free peasants who are able to represent themselves… should be a tribute rendered to the progress of the civilization of the masses.

(10) …Progress will be denied us as long as the French democracy fail to demonstrate that if we would remake our country, if we would bring back her grandeur, her power, and her genius it is of vital interest to her superior classes to elevate and emancipate this people of workers, who hold in reserve a force still virgin but able to develop inexhaustible treasures of activity and aptitude. (11) We must learn and then teach the peasant what he owes to Society and what he has the right to ask of her.

(12) On the day when it shall be well understood that we have no grander or more pressing work; that we should put aside and postpone all other reforms: that we have but one task— the Instruction of the people, the diffusion of education, the encouragement of science— on that day a great step will have been taken in your regeneration. (13) But our action needs to be a double one, that it may bear upon the body as well as the wind. (14) To be exact, each man should be intelligent, trained not only to think, read, and reason, but made able to act and fight. (15) Everywhere beside the teacher we should place the gymnast and the soldier, to the end that our children, our soldiers, our fellow citizens, may be able to hold a sword, to carry a gun on a long march, to sleep under the canopy of the stars, to support valiantly all the hardships demanded of a patriot. (16) We must push to the front education. (17) Otherwise we only make a success of letters, but do not create a bulwark of patriots...

What is the closest meaning of the word "patrimony" as used in Sentence 4 of the passage?

"Fandom" by William Floyd (2015)

The denizen of the bleacher seats is not a normal creature, separated from the regulations and expectations of polite society by a variety of factors, some of which are the fault of the person in the bleachers and some of which are a result of society’s own arm’s length stance to the regular sports fan. A person who decides that a Saturday or Sunday, or even sometimes both, is not reserved for family, friends, or regular errands, but is purposely saved for attending the extremely advanced version of a childhood game performed in a massive stadium by astonishingly well paid athletes.

The avid sports fan is easily spotted away from the stadium thanks to the peculiar form of dress preferred by the person who wishes to obsess over strangers playing a game. A crazed sports devotee will wear largely one color, sometimes two distinct colors, which are the same as those worn by the favored team. The avoidance of any other color is largely due to the wish to avoid looking like the fan of another team, especially a team’s chief rival. The cut of the clothing is largely plain, simple t-shirts and sweat shirts, which are made to emphasize the chosen color and the notably oversized logo.

The conversation of the sports obsessive is also unique, although to an uninformed ear it might sound like the usual chit-chat made by people in polite company. In actuality, there is an insider patois which obliterates any ability for a non-fan to comprehend this speech. Additionally, even the most basic facts have sharp opinions which need to be fiercely defended as though it is a matter of life and death.

The wildly devoted sports fan is also identifiable when the poor soul has had to be taken to some gathering where their preferred clothing is beyond the pale, such as a wedding or charity gala. Detached from their true obsession for a matter of hours, the sports obsessive will possess a forlorn look, trying to find some method by which they can extract themselves from the conversation of regular people to perhaps find a television that will show them their true desire. When they notice someone else with a similar look, they might ask a benign question about athletic pursuits. If the answer is the desired response, then their face will light up at having found their fellow traveler outside the universe they usually inhabit.

The word "patois" as used in the third paragraph most nearly means __________.

Passage adapted from Giuseppe Mazzini's The Duties of Man (1860)

Education, we have said; and this is the great word which sums up our whole doctrine. The vital question agitating our century is a question of education. What we have to do is not to establish a new order of things by violence. An order of things so established is also tyrannical even when it I better than the old. We have to overthrow by force the brute force which opposes itself to-day to every attempt at improvement, and then propose for the approval of the nation, free to express it will what we believe to be the best order of things and by every possible means educate men to develop it and act in conformity with it. The theory of rights enables us to rise and overthrow obstacles, but not to found a strong and lasting accord between all the elements which compose the nation. With the theory of happiness, of well-being, as the primary aim of existence we shall only form egoistic men, worshippers of the material, who will carry the old passions into the new order of things and corrupt it in a few months. We have therefore to find a principle of education superior to any such theory, which shall guide men to better things, teach them constancy in self-sacrifice and link them with their fellow men without making them dependent on the ideas of a single man or on the strength of all. And this principle is Duty. We must convince men that they, sons of one only God, must obey one only law, here on earth; that each one of them must live not for himself, but for others; that the object of their life is not to be more or less happy, but to make themselves and others better; that to fight against injustice and error for the benefit of their brothers is not only a right, but a duty; a duty not to be neglected without sin, — the duty of their whole life.

Italian Working-men, my Brothers! Understand me fully. When I say that the knowledge of their rights is not enough to enable men to effect any appreciable or lasting improvement, I do not ask you to renounce these rights; I only say that they cannot exist except as a consequence of duties fulfilled, and that one must begin with the latter in order to arrive at the former. And when I say that by proposing happiness, well-being, or material interest as the aim of existence, we run the risk of producing egoists, I do not mean that you should never strive after these things. I say that material interests pursued alone, and not as a means, but as an end, lead always to this most disastrous result. When under the Emperors, the old Romans asked for nothing but bread and amusements, they became the most abject race conceivable, and after submitting to the stupid and ferocious tyranny of the Emperors they basely fell into slavery to the invading Barbarians…

Material improvement is essential, and we shall strive to win it for ourselves; but not because the one thing necessary for men is to be well fed and housed, but rather because you cannot have a sense of your own dignity or any moral development while you are engaged, as in the present day, in a continual duel with want. You work ten or twelve hours a day: how can you find time to educate yourselves?

Which of the following is the closest meaning of "abject" as used in the passage?

"Team Sports" (2016)

Sports may seem to rule the world. The World Cup for association football, better known as soccer in North America and simply football in Britain, is the most watched event across the globe every four years. The Super Bowl, the championship for American football’s National Football League, has become a topic of conversation internationally, despite the localized reach of its parent league. The Indian Premier League tapped into a cricket mad population of over one billion, giving India a new national obsession in the twenty-first century.

Despite their ubiquity in our modern society, organized team sports are largely the invention of, to borrow from Sir Winston Churchill’s history writing, English speaking peoples during the nineteenth century. This is not to say that certain kinds of large scale games were never played, but they were seen primarily as children’s diversions. When played by adults, they took an informal, chaotic nature. “Football” often merely described a game played on foot rather than horseback, and it often had a simple target of one group of men attempting to get a ball past a parish or county boundary, with their opposition able to stop them anyway they saw fit. Cricket, the game of the upper classes that could play on days other than Sunday, was early developed compared to other sports, but it only had set numbers of players and regular length of games beginning in the mid-eighteenth century.

The nineteenth century saw a positive flood of rules for what were previously considered ways to keep kids amused during an afternoon. In New York, a men’s society calling themselves the Knickerbocker Club set down a firm set of rules for baseball, so that they could play it among themselves and against other teams. At England’s Cambridge University in 1848, a large group of students put together their different forms of football to create a more universal set of rules. The Melbourne Football Club from Victoria, Australia officially set down their own rules for their particular form of football in 1859, giving rise to the game now known as “Australian football.” The late nineteenth century saw the holdouts against the original Cambridge rules develop Rugby football on the principle that the ball should be handled occasionally, which would be modified into Rugby Union in the south of England, Rugby League in the north of England, and American and Canadian football in North America.

This obsession with rules might seem like a particularly Victorian pastime, making sure everything had its place and never allowing anything to get out of order. Yet it was also borne out of the fact that railroads meant that what used to be county pastimes could now be played at a national and even international level and newspapers allowed the stories of far away games to be transmitted almost instantaneously. The extra component that made organized team sports come into being would appear to be the will of the British and their former and current colonies to exert control and authority over every element of life.

Based on its context in the passage, a "parish" describes ________________.

The desire for a good meal is a near universal fact of human existence. Yet precisely what makes a meal “good” is highly dependent on personal preferences, cultural traditions, and the particular circumstances surrounding the search for a satisfying dining experience. The quality of the food being eaten might not even be the number one criteria in making a diner find a meal enjoyable, although it would be the main driving force in choosing what to eat and why. Certainly, the environment plays a large part in creating feelings of satisfaction during a meal, as no one has ever enjoyed a meal in a mood of anxiety and stress or in a setting which was uncomfortable. Even the most basic meals are enhanced when they are served by beloved family members in a festive setting. Christmas and Thanksgiving dinners are always well remembered, even when the turkey and dressing are premade, reheated items. The principle of dining environment also extends to eating out, as a restaurant can serve mediocre food in a pleasant environment with tremendous service and do quite well for itself. Of course, the restaurant with remarkable service in an enjoyable setting that also has high quality food will beat everything. Well flavored and perfectly cooked food hits the basic pleasure centers of the brain in a straightforward way, and any good tasting food will make a person much happier and satisfied. If it comes from a roadside shack, a family diner, or a three star Michelin restaurant can make no difference to the tastebuds. The overall atmosphere and experience is what makes good food into a great meal, and what causes this transformation depends on the background of the individual doing the eating. A person born and raised in Alabama who grew up regularly going to a shack serving excellent barbecue in its back yard will consider this the ideal dining experience. A native Osakan who once a week went to a ramen shop will find slurping noodles to be impossible to surpass as a meal. Meanwhile, a native Lyonnais will desire the finest gastronomic creations served in the fanciest restaurants to be the only acceptable good dining experience. The beauty of human interaction with food is that it is both one of the most elementary and universal experiences of the human condition, while also being absolutely particular to an individual’s culture, experience, and desires.

In the final paragraph, the author uses the word "gastronomic" to mean ______________.

Passage adapted from Leon Gambetta's Educating the Peasantry (1869)

(1) We have received a classical or scientific education— even the imperfect one of our day. (3) We have learned to read our history, to speak our language, while (a cruel thing to say) so many of our countrymen can only babble! Ah! (4) That peasant, bound as he is to the tillage of the soil, who bravely carries the burden of his day, with no other consolation than that of leaving to his children the paternal fields, perhaps increased an acre in extent; all his passions, joys, and fears concentrated in the fate of his patrimony. (5) Of the external world, of the society in which he lives, he apprehends only legends and rumors. (6) He is the prey of the cunning and fraudulent. (7) He strikes, without knowing it, the bosom of the revolution, his benefactress… (8) It is to the peasantry, then, that we must address ourselves. (9) We must raise and instruct them… Enlightened and free peasants who are able to represent themselves… should be a tribute rendered to the progress of the civilization of the masses.

(10) …Progress will be denied us as long as the French democracy fail to demonstrate that if we would remake our country, if we would bring back her grandeur, her power, and her genius it is of vital interest to her superior classes to elevate and emancipate this people of workers, who hold in reserve a force still virgin but able to develop inexhaustible treasures of activity and aptitude. (11) We must learn and then teach the peasant what he owes to Society and what he has the right to ask of her.

(12) On the day when it shall be well understood that we have no grander or more pressing work; that we should put aside and postpone all other reforms: that we have but one task— the Instruction of the people, the diffusion of education, the encouragement of science— on that day a great step will have been taken in your regeneration. (13) But our action needs to be a double one, that it may bear upon the body as well as the wind. (14) To be exact, each man should be intelligent, trained not only to think, read, and reason, but made able to act and fight. (15) Everywhere beside the teacher we should place the gymnast and the soldier, to the end that our children, our soldiers, our fellow citizens, may be able to hold a sword, to carry a gun on a long march, to sleep under the canopy of the stars, to support valiantly all the hardships demanded of a patriot. (16) We must push to the front education. (17) Otherwise we only make a success of letters, but do not create a bulwark of patriots...

Based on the context, what is the closest definition of the word "bulwark" in Sentence 17?

Passage adapted from The Untroubled Mind (1915) by Herbert J. Hall.

When I go about among my patients, most of them, as it happens, “nervously” sick, I sometimes stop to consider why it is they are ill. I know that some are so because of physical weakness over which they have no control, that some are suffering from the effects of carelessness, some from willfulness, and more from simple ignorance of the rules of the game. There are so many rules that no one will ever know them‌ all, but it seems that we live in a world of laws, and that if we transgress those laws by ever so little, we must suffer equally, whether our transgression is a mistake or not, and whether we happen to be saints or sinners. There are laws also which have to do with the recovery of poise and balance when these have been lost. These laws are less well observed and understood than those which determine our downfall.

The more gross illnesses, from accident, contagion, and malignancy, we need not consider here, but only those intangible injuries that disable people who are relatively sound in the physical sense. It is true that nervous troubles may cause physical complications and that physical disease very often coexists with nervous illness, but it is better for us now to make an artificial separation. Just what happens in the human economy when a “nervous breakdown” comes, nobody seems to know, but mind and body cooperate to make the‌ patient miserable and helpless. It may be nature’s way of holding us up and preventing further injury. The hold-up is severe, usually, and becomes in itself a thing to be managed.

The rules we have wittingly or unwittingly broken are often unknown to us, but they exist in the All-Wise Providence, and we may guess by our own suffering how far we have overstepped them. If a man runs into a door in the dark, we know all about that,—the case is simple,—but if he runs overtime at his office and hastens to be rich with the result of a nervous dyspepsia—that is a mystery. Here is a girl who “came out” last year. She was apparently strong and her mother was ambitious for her social progress. That meant four nights a week for several months at dances and dinners, getting home at 3 a.m. or later. It was gay and delightful while it lasted, but it could not last, and the girl went to pieces suddenly; her back gave out because it was not strong enough to stand the dancing and the long-continued physical strain. The nerves gave out because she did not give her faculties time to rest, and perhaps because of a love affair that supervened. The result was a year of invalidism, and then, because the rules of recovery were not understood, several years more of convalescence. Such common rules should be well enough understood, but they are broken everywhere by the wisest people.

As used in the passage, the word "transgression" most nearly means ____________.

Adapted from The Family Among the Australian Aborigines: a Sociological Study by Bronislaw Malinowski (1913)

It seems beyond doubt that in the aboriginal society the husband exercised almost complete authority over his wife; she was entirely in his hands and he might ill-treat her, provided he did not kill her. Out of our thirty statements, in six cases (Kurnai, Bangerang, Lower Murray tribes, according to Bonney, Geawe-Gal, Port Jackson tribes, North-west Central Queenslanders) the absolute authority of the husband is explicitly affirmed. We read in them either the bare statement that the husband had an absolute power over his family; or, in the better of them, we are more exactly informed that he had only to abstain from inflicting death on his wife. It was the latter's kinsman who would avenge her (Kurnai, Bangerang, North-west Central Queenslanders). It is difficult to ascertain in what form society would interfere with the husband if he transgressed the limits of his legal authority, i. e. killed his wife. Curr informs us that the woman's relatives would avenge her death. Howitt says that there would ensue a blood feud, which comes nearly to the same. It is very probable that the woman's kin retained some rights of protection. The remaining statements implicitly declare that the husband's authority was very extensive. (Encounter Bay tribes according to Meyer; New South Wales tribes according to Hodgson; Port Stephens tribes according to R. Dawson; Arunta; Herbert River tribes; Queenslanders according to Palmer; Moreton Bay tribes according to J. D. Lang; South-Western tribes according to Salvado; West Australians according to Grey.) It is clear that wherever we read of excessive harshness and bad treatment, wounds, blows inflicted on women, the husband must possess the authority to do it; in other words, he does not find any social barrier preventing him from ill-treatment. Especially as, in these statements, such ill-treatment is mentioned to be the rule and not an exception. In two statements we can gather no information on this point. According to the statement of J. Dawson on the West Victoria tribes, the husband's authority appears strictly limited by the potential intervention of the chief, who could even divorce the woman if she complained. But Curr warns us against Dawson's information concerning the chief and his power. Curr's arguments appear to be very conclusive. Too much weight cannot be attached, therefore, to Dawson's exceptional statement. Discarding it, we see that we have on this point fairly clear information. We may assume that society interfered but seldom with the husband, in fact, only in the extreme case of his killing his wife. Six statements are directly, and the remainder indirectly, in favor of this view, and the only one contradictory is not very trustworthy.

The underlined and bolded phrase "transgressed the limits" as used in the passage most nearly refers to __________.

"Luchador!" by William Floyd (2015)

In the United States, the form is usually referred to as “professional wrestling” or even “sports entertainment,” but in Mexico it goes by the simple moniker of “lucha libre,” Spanish for “free fighting.” The term is fitting, as the Mexican brand of wrestling features more high-flying maneuvers, more outrageous characters, and more over the top match stipulations than its US based counterpart. For the uninitiated, seeing a variety of masked men in spandex, referred to as luchadors, flying around a small arena would seem obviously entertaining, if only on a superficial or visceral level. Yet lucha libre is not merely a spectacle, but is instead woven into the very fabric of Mexican culture.

Take the biggest star of wrestling in the history of Mexico, El Santo. While officially born as a man named Rodolfo Guzman Huerta, he is known as “el enmascarado de plata, “the man in the silver mask.” El Santo was the biggest star of the squared circle across Mexico during the 1950s, but his star was based on more than his ring work. While the mask, common to many other luchadors, helped make Santo a different kind of wrestler, his appeal was broader than the entertainment of a regular wrestling show. His most famous rivalry was with a fellow masked luchador with a less sacred moniker, Blue Demon, adding a supernatural good vs. evil tone to the proceedings. Then he began appearing as a superhero in a series of comic books and films. These cheap, often over-the-top, films became some of the most popular in all of Mexican cinema. By 1960, Santo had gone from being the biggest wrestler in Mexico to the most significant cultural icon in the nation.

El Santo’s cultural relevance made his entire being sacrosanct, as he never removed his mask outside his home. When he had to travel internationally, he would not allow anyone in his private circle to come with him, for fear that they would see him when he had to take off his mask for customs officials. In 1984, El Santo went on the talk show Contrapunto and for the first time in his life, lifted up his mask to show his face to his adoring public. While only for a few seconds, the Mexican public finally saw the man behind the superhero. One week later he was dead from a heart attack. Without the mask, he was no longer able to fight off everyday human causes of death. In burial, however, he still wore his silver mask.

A Mexican luchador is more than a fighter, he is the representative of the themes which flow through the larger culture. El Santo was something more than a grappler, becoming Mexico’s version of Elvis, Superman, and Muhammad Ali, all rolled into one. For any resident of the United States, Hulk Hogan is a minor celebrity. For any Mexican, El Santo is a part of everyday life.

The word "sacrosanct" as used in the third paragraph most nearly means something that is __________.

Passage adapted from Moral Principles in Education (1909) by John Dewey.

There cannot be two sets of ethical principles, one for life in the school, and the other for life outside of the school. As conduct is one, so also the principles of conduct are one. The tendency to discuss the morals of the school as if the school were an institution by itself is highly unfortunate. The moral responsibility of the school, and of those who conduct it, is to society. The school is fundamentally an institution erected by society to do a certain specific work,—to exercise a certain specific function in maintaining the life and advancing the welfare of society. The educational system which does not recognize that this fact entails upon it an ethical responsibility is derelict and a defaulter. It is not doing what it was called into existence to do, and what it pretends to do. Hence the entire structure of the school in general and its concrete workings in particular need to be considered from time to time with reference to the social position and function of the school.

The idea that the moral work and worth of the public school system as a whole are to be measured by its social value is, indeed, a familiar notion. However, it is frequently taken in too limited and rigid a way. The social work of the school is often limited to training for citizenship, and citizenship is then interpreted in a narrow sense as meaning capacity to vote intelligently, disposition to obey laws, etc. But it is futile to contract and cramp the ethical responsibility of the school in this way. The child is one, and he must either live his social life as an integral unified being, or suffer loss and create friction. To pick out one of the many social relations which the child bears, and to define the work of the school by that alone, is like instituting a vast and complicated system of physical exercise which would have for its object simply the development of the lungs and the power of breathing, independent of other organs and functions. The child is an organic whole, intellectually, socially, and morally, as well as physically. We must take the child as a member of society in the broadest sense, and demand for and from the schools whatever is necessary to enable the child intelligently to recognize all his social relations and take his part in sustaining them.

In the passage, "fundamentally" is used by the author to mean __________.