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All of the following statements about higher education in the United States from 1865 to 1917 are correct EXCEPT(A) Many states established new institutions under the provisions of the Morrill Act. (B) The teaching of religion became increasingly important at major northeastern institutions. (C) An increasing number of institutions of higher education admitted women. (D) Graduate education based on the German model became widespread.(E) Many new scientific and engineering institutions were established.
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"National gratitude—national pride—every high and generous feeling that attaches us to the land of our birth, or that [elevates] our characters as individuals, ask[s] of us that we should foster the . . . literature of our country. . . . On the other hand, it is not necessary for these purposes—it is even detrimental to bestow on mediocrity the praise due to excellence, and still more so is the attempt to persuade ourselves and others into an admiration of the faults of [our writers]. . . ."It must however be allowed, that the poetry of the United States, though it has not reached that perfection to which some other countries have carried theirs, is yet even better than it could have been expected to produce, considering that our nation has scarcely seen two centuries since its founders erected their cabins on its soil. . . ."The fondness for literature is fast increasing in our country—and if this were not the case, the patrons of literature have multiplied, of course, and will continue to multiply with the mere growth of our population. The popular English works of the day are often reprinted in our country—they are dispersed all over the union. . . . What should hinder our native works, if equal in merit, from meeting an equally favorable reception?"William Cullen Bryant, book review in the North American Review, 1818The excerpt best serves as evidence of which of the following developments?A. The termination of cultural connections with Great BritainB. The popularization of the belief in human perfectibilityC. The creation of a unique American cultureD. The foundation of a trans-Atlantic print culture"Mississippi planter and agricultural reformer M. W. Phillips, a regular contributor to the American Cotton Planter, wrote about soil exhaustion and crop rotation, and extolled the virtues of manuring and self-provisioning. In one of his most widely reproduced articles, Phillips condemned planters before whom 'everything has to bend [and] give way to large crops of cotton.' . . ."Phillips imagined the cotton economy in terms of flows of energy, nutrients, and fertility, all of which he was convinced were being expended at an unsustainable rate. He used images of human, animal, and mineral depletion to represent an onrushing ecological catastrophe. But he did so within the incised [limited] terms allowed him by his culture—the culture of cotton. Phillips was arguing that the slaveholding South needed to slow the rate at which it was converting human beings into cotton plants."Walter Johnson, historian, River of Dark Dreams: Slavery and Empire in the Cotton Kingdom, 2013In the first half of the 1800s, which of the following resulted from the debates about the cotton economy described in the excerpt?A. Northerners began to frame antislavery arguments in ecological terms.B. A distinct Southern economic and cultural identity emerged.C. Large numbers of immigrants moved to Southern cities to pursue economic opportunities.D. The federal government built an extensive network of roads, canals, and railroads to support cotton agriculture.The laity [church members] . . . saw to it that the Second Great Awakening exerted much of its influence through purposeful voluntary associations, typically headed by boards of directors on which laypersons appeared prominently. . . ."Contemporaries called the interlocking, interdenominational directorates of these organizations "the Evangelical United Front" or "the Benevolent Empire." . . ."The social reforms embraced by the Evangelical United Front characteristically involved creating some form of personal discipline serving a goal or redemption. Prison reform serves as an example: No longer would the prison be intended only as a place to hold persons awaiting trial, coerce debt payment, or inflict retributive justice. Reformers reconceived the prison as corrective function, as a 'penitentiary' or 'reformatory,' in the vocabulary they invented. Besides prisoners, other people who did not function as free moral agents might become objects of the reformers' concern: alcoholics, children, slaves, the insane. The goal of the reformers in each case was to substitute for external constraints the inner discipline of morality. Some historians have interpreted the religious reformers as motivated simply by an impulse to impose 'social control,' but it seems more accurate to describe their concern as redemptive, and more specifically the creation of responsible personal autonomy. Liberation and control represented two sides of the redemptive process as they conceived it. Christians who had achieved self-liberation and self-control through conversion not surprisingly often turned to a concern with the liberation and discipline of others. . . ."The religious awakenings of the early nineteenth century marshaled powerful energies in an age when few other social agencies in the United States had the capacity to do so. [The] Evangelical United Front organized its voluntary associations on a national, indeed international, level, at a time when little else in American society was organized, when there existed no nationwide business corporation save the Second Bank of the United States and no nationwide government bureaucracy save the Post Office. Indeed, the four major evangelical denominations together employed twice as many people, occupied twice as many premises, and raised at least three times as much money as the Post Office."Daniel Walker Howe, historian, What Hath God Wrought: The Transformation of America, 1815-1848, published in 2007A piece of evidence used by Howe in the second paragraph of the excerpt to support his argument about the goals of prison reform was that prison reformersA. saw prisons primarily as a form of punishmentB. intended to use prisons to rehabilitate criminalsC. sought to expand prisons to force debt repaymentsD. thought prisons were only to hold people before trial
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