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Question based on the following passage.This passage is adapted from Horace Mann, “Twelfth Annual Report to the Secretary of the Massachusetts State Board of Education," given in 1848.Our means of education are the grandmachinery by which the “raw material” of humannature can be worked up into inventors anddiscoverers, into skilled artisans and scientific(5) farmers, into scholars and jurists and into thegreat expounders of ethical and theologicalscience. By means of early education, theseembryos of talent may be quickened, whichwill solve the difficult problems of political and(10) economical law.It may be safely affirmed that the CommonSchool* may become the most effective and benignof all the forces of civilization. In the first place,there is a universality in its operation, which(15) can be affirmed of no other institution whatever.And, in the second place, the materials uponwhich it operates are so pliant and ductile as to besusceptible of assuming a great variety of forms . . .The necessaries and conveniences of life(20) should be obtained by each individual for himself,rather than accepted from the hand of charity.True statesmanship and true political economy,not less than true philanthropy, present thisperfect theory as the goal, to be more and more(25) closely approximated by our imperfect practice.Now, surely, nothing but Universal Educationcan counter-work the tendency to the dominationof capital and the servility of labor. If one classpossesses all the wealth and the education, while(30) the residue of society is ignorant and poor, thelatter will be the servile subjects of the former.But if education be equably diffused, it willdraw property after it, by the strongest of allattractions; for such a thing never did happen,(35) and never can happen, as that an intelligent andpractical body of men should be permanentlypoor. Property and labor, in different classes, areessentially antagonistic; but property and labor,in the same class, are essentially fraternal. The(40) people of Massachusetts have, in some degree,appreciated the truth, that the unexampledprosperity of the State, is attributable to theeducation which all its people have received;but are they sensible of a fact equally important?(45) Namely, that it is to this same education that twothirds of the people are indebted for not being,today, the vassals of as severe a tyranny, in theform of capital, as the lower classes of Europe arebound to in the form of brute force.(50) Education, then, beyond all other devicesof human origin, is the great equalizer of theconditions of men—the balance-wheel of thesocial machinery. I do not here mean that itso elevates the moral nature as to make men(55) disdain and abhor the oppression of theirfellow-men. This idea pertains to another of itsattributes. But I mean that it gives each man theindependence and the means, by which he canresist the selfishness of other men. It does better(60) than to disarm the poor of their hostility towardsthe rich; it prevents being poor. The spread ofeducation, by enlarging the cultivated class orcaste, will open a wider area over which thesocial feelings will expand; and, if this education(65) should be universal and complete, it would domore than all things else to obliterate factitiousdistinctions in society.The affairs of a great nation are complicatedand momentous, and the degree of intelligence(70) that superintends, should be proportioned to themagnitude of the interests superintended. Butin the possession of this attribute of intelligence,elective legislators will never far surpass theirelectors. By a natural law, like that which(75) regulates the equilibrium of fluids, elector andelected, appointer and appointee, tend to thesame level . . . [However], political proselytismis no function of the school; all indoctrinationinto matters of controversy between hostile(80) political parties is to be elsewhere sought for, andelsewhere imparted. Thus, may all the childrenof the Commonwealth receive instruction in thegreat essentials of political knowledge, in thoseelementary ideas without which they will never be(85) able to investigate more recondite and debatablequestions—instead of perpetuating old errors—not by violence, nor by proscription, but by themore copious inflowing of the light of truth.*universal public schoolQ.Which of the following provides the best evidence to the answer to the previous question?a)Lines 11–13 (“It . . . civilization”)b)Lines 16–18 (“And . . . forms”)c)Lines 37–39 (“Property . . . fraternal”)d)Lines 64–67 (“if . . . society”)Correct answer is option 'D'. Can you explain this answer? for SAT 2024 is part of SAT preparation. The Question and answers have been prepared according to the SAT exam syllabus. Information about Question based on the following passage.This passage is adapted from Horace Mann, “Twelfth Annual Report to the Secretary of the Massachusetts State Board of Education," given in 1848.Our means of education are the grandmachinery by which the “raw material” of humannature can be worked up into inventors anddiscoverers, into skilled artisans and scientific(5) farmers, into scholars and jurists and into thegreat expounders of ethical and theologicalscience. By means of early education, theseembryos of talent may be quickened, whichwill solve the difficult problems of political and(10) economical law.It may be safely affirmed that the CommonSchool* may become the most effective and benignof all the forces of civilization. In the first place,there is a universality in its operation, which(15) can be affirmed of no other institution whatever.And, in the second place, the materials uponwhich it operates are so pliant and ductile as to besusceptible of assuming a great variety of forms . . .The necessaries and conveniences of life(20) should be obtained by each individual for himself,rather than accepted from the hand of charity.True statesmanship and true political economy,not less than true philanthropy, present thisperfect theory as the goal, to be more and more(25) closely approximated by our imperfect practice.Now, surely, nothing but Universal Educationcan counter-work the tendency to the dominationof capital and the servility of labor. If one classpossesses all the wealth and the education, while(30) the residue of society is ignorant and poor, thelatter will be the servile subjects of the former.But if education be equably diffused, it willdraw property after it, by the strongest of allattractions; for such a thing never did happen,(35) and never can happen, as that an intelligent andpractical body of men should be permanentlypoor. Property and labor, in different classes, areessentially antagonistic; but property and labor,in the same class, are essentially fraternal. The(40) people of Massachusetts have, in some degree,appreciated the truth, that the unexampledprosperity of the State, is attributable to theeducation which all its people have received;but are they sensible of a fact equally important?(45) Namely, that it is to this same education that twothirds of the people are indebted for not being,today, the vassals of as severe a tyranny, in theform of capital, as the lower classes of Europe arebound to in the form of brute force.(50) Education, then, beyond all other devicesof human origin, is the great equalizer of theconditions of men—the balance-wheel of thesocial machinery. I do not here mean that itso elevates the moral nature as to make men(55) disdain and abhor the oppression of theirfellow-men. This idea pertains to another of itsattributes. But I mean that it gives each man theindependence and the means, by which he canresist the selfishness of other men. It does better(60) than to disarm the poor of their hostility towardsthe rich; it prevents being poor. The spread ofeducation, by enlarging the cultivated class orcaste, will open a wider area over which thesocial feelings will expand; and, if this education(65) should be universal and complete, it would domore than all things else to obliterate factitiousdistinctions in society.The affairs of a great nation are complicatedand momentous, and the degree of intelligence(70) that superintends, should be proportioned to themagnitude of the interests superintended. Butin the possession of this attribute of intelligence,elective legislators will never far surpass theirelectors. By a natural law, like that which(75) regulates the equilibrium of fluids, elector andelected, appointer and appointee, tend to thesame level . . . [However], political proselytismis no function of the school; all indoctrinationinto matters of controversy between hostile(80) political parties is to be elsewhere sought for, andelsewhere imparted. Thus, may all the childrenof the Commonwealth receive instruction in thegreat essentials of political knowledge, in thoseelementary ideas without which they will never be(85) able to investigate more recondite and debatablequestions—instead of perpetuating old errors—not by violence, nor by proscription, but by themore copious inflowing of the light of truth.*universal public schoolQ.Which of the following provides the best evidence to the answer to the previous question?a)Lines 11–13 (“It . . . civilization”)b)Lines 16–18 (“And . . . forms”)c)Lines 37–39 (“Property . . . fraternal”)d)Lines 64–67 (“if . . . society”)Correct answer is option 'D'. Can you explain this answer? covers all topics & solutions for SAT 2024 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Question based on the following passage.This passage is adapted from Horace Mann, “Twelfth Annual Report to the Secretary of the Massachusetts State Board of Education," given in 1848.Our means of education are the grandmachinery by which the “raw material” of humannature can be worked up into inventors anddiscoverers, into skilled artisans and scientific(5) farmers, into scholars and jurists and into thegreat expounders of ethical and theologicalscience. By means of early education, theseembryos of talent may be quickened, whichwill solve the difficult problems of political and(10) economical law.It may be safely affirmed that the CommonSchool* may become the most effective and benignof all the forces of civilization. In the first place,there is a universality in its operation, which(15) can be affirmed of no other institution whatever.And, in the second place, the materials uponwhich it operates are so pliant and ductile as to besusceptible of assuming a great variety of forms . . .The necessaries and conveniences of life(20) should be obtained by each individual for himself,rather than accepted from the hand of charity.True statesmanship and true political economy,not less than true philanthropy, present thisperfect theory as the goal, to be more and more(25) closely approximated by our imperfect practice.Now, surely, nothing but Universal Educationcan counter-work the tendency to the dominationof capital and the servility of labor. If one classpossesses all the wealth and the education, while(30) the residue of society is ignorant and poor, thelatter will be the servile subjects of the former.But if education be equably diffused, it willdraw property after it, by the strongest of allattractions; for such a thing never did happen,(35) and never can happen, as that an intelligent andpractical body of men should be permanentlypoor. Property and labor, in different classes, areessentially antagonistic; but property and labor,in the same class, are essentially fraternal. The(40) people of Massachusetts have, in some degree,appreciated the truth, that the unexampledprosperity of the State, is attributable to theeducation which all its people have received;but are they sensible of a fact equally important?(45) Namely, that it is to this same education that twothirds of the people are indebted for not being,today, the vassals of as severe a tyranny, in theform of capital, as the lower classes of Europe arebound to in the form of brute force.(50) Education, then, beyond all other devicesof human origin, is the great equalizer of theconditions of men—the balance-wheel of thesocial machinery. I do not here mean that itso elevates the moral nature as to make men(55) disdain and abhor the oppression of theirfellow-men. This idea pertains to another of itsattributes. But I mean that it gives each man theindependence and the means, by which he canresist the selfishness of other men. It does better(60) than to disarm the poor of their hostility towardsthe rich; it prevents being poor. The spread ofeducation, by enlarging the cultivated class orcaste, will open a wider area over which thesocial feelings will expand; and, if this education(65) should be universal and complete, it would domore than all things else to obliterate factitiousdistinctions in society.The affairs of a great nation are complicatedand momentous, and the degree of intelligence(70) that superintends, should be proportioned to themagnitude of the interests superintended. Butin the possession of this attribute of intelligence,elective legislators will never far surpass theirelectors. By a natural law, like that which(75) regulates the equilibrium of fluids, elector andelected, appointer and appointee, tend to thesame level . . . [However], political proselytismis no function of the school; all indoctrinationinto matters of controversy between hostile(80) political parties is to be elsewhere sought for, andelsewhere imparted. Thus, may all the childrenof the Commonwealth receive instruction in thegreat essentials of political knowledge, in thoseelementary ideas without which they will never be(85) able to investigate more recondite and debatablequestions—instead of perpetuating old errors—not by violence, nor by proscription, but by themore copious inflowing of the light of truth.*universal public schoolQ.Which of the following provides the best evidence to the answer to the previous question?a)Lines 11–13 (“It . . . civilization”)b)Lines 16–18 (“And . . . forms”)c)Lines 37–39 (“Property . . . fraternal”)d)Lines 64–67 (“if . . . society”)Correct answer is option 'D'. Can you explain this answer?.

Solutions for Question based on the following passage.This passage is adapted from Horace Mann, “Twelfth Annual Report to the Secretary of the Massachusetts State Board of Education," given in 1848.Our means of education are the grandmachinery by which the “raw material” of humannature can be worked up into inventors anddiscoverers, into skilled artisans and scientific(5) farmers, into scholars and jurists and into thegreat expounders of ethical and theologicalscience. By means of early education, theseembryos of talent may be quickened, whichwill solve the difficult problems of political and(10) economical law.It may be safely affirmed that the CommonSchool* may become the most effective and benignof all the forces of civilization. In the first place,there is a universality in its operation, which(15) can be affirmed of no other institution whatever.And, in the second place, the materials uponwhich it operates are so pliant and ductile as to besusceptible of assuming a great variety of forms . . .The necessaries and conveniences of life(20) should be obtained by each individual for himself,rather than accepted from the hand of charity.True statesmanship and true political economy,not less than true philanthropy, present thisperfect theory as the goal, to be more and more(25) closely approximated by our imperfect practice.Now, surely, nothing but Universal Educationcan counter-work the tendency to the dominationof capital and the servility of labor. If one classpossesses all the wealth and the education, while(30) the residue of society is ignorant and poor, thelatter will be the servile subjects of the former.But if education be equably diffused, it willdraw property after it, by the strongest of allattractions; for such a thing never did happen,(35) and never can happen, as that an intelligent andpractical body of men should be permanentlypoor. Property and labor, in different classes, areessentially antagonistic; but property and labor,in the same class, are essentially fraternal. The(40) people of Massachusetts have, in some degree,appreciated the truth, that the unexampledprosperity of the State, is attributable to theeducation which all its people have received;but are they sensible of a fact equally important?(45) Namely, that it is to this same education that twothirds of the people are indebted for not being,today, the vassals of as severe a tyranny, in theform of capital, as the lower classes of Europe arebound to in the form of brute force.(50) Education, then, beyond all other devicesof human origin, is the great equalizer of theconditions of men—the balance-wheel of thesocial machinery. I do not here mean that itso elevates the moral nature as to make men(55) disdain and abhor the oppression of theirfellow-men. This idea pertains to another of itsattributes. But I mean that it gives each man theindependence and the means, by which he canresist the selfishness of other men. It does better(60) than to disarm the poor of their hostility towardsthe rich; it prevents being poor. The spread ofeducation, by enlarging the cultivated class orcaste, will open a wider area over which thesocial feelings will expand; and, if this education(65) should be universal and complete, it would domore than all things else to obliterate factitiousdistinctions in society.The affairs of a great nation are complicatedand momentous, and the degree of intelligence(70) that superintends, should be proportioned to themagnitude of the interests superintended. Butin the possession of this attribute of intelligence,elective legislators will never far surpass theirelectors. By a natural law, like that which(75) regulates the equilibrium of fluids, elector andelected, appointer and appointee, tend to thesame level . . . [However], political proselytismis no function of the school; all indoctrinationinto matters of controversy between hostile(80) political parties is to be elsewhere sought for, andelsewhere imparted. Thus, may all the childrenof the Commonwealth receive instruction in thegreat essentials of political knowledge, in thoseelementary ideas without which they will never be(85) able to investigate more recondite and debatablequestions—instead of perpetuating old errors—not by violence, nor by proscription, but by themore copious inflowing of the light of truth.*universal public schoolQ.Which of the following provides the best evidence to the answer to the previous question?a)Lines 11–13 (“It . . . civilization”)b)Lines 16–18 (“And . . . forms”)c)Lines 37–39 (“Property . . . fraternal”)d)Lines 64–67 (“if . . . society”)Correct answer is option 'D'. Can you explain this answer? in English & in Hindi are available as part of our courses for SAT. Download more important topics, notes, lectures and mock test series for SAT Exam by signing up for free.

Here you can find the meaning of Question based on the following passage.This passage is adapted from Horace Mann, “Twelfth Annual Report to the Secretary of the Massachusetts State Board of Education," given in 1848.Our means of education are the grandmachinery by which the “raw material” of humannature can be worked up into inventors anddiscoverers, into skilled artisans and scientific(5) farmers, into scholars and jurists and into thegreat expounders of ethical and theologicalscience. By means of early education, theseembryos of talent may be quickened, whichwill solve the difficult problems of political and(10) economical law.It may be safely affirmed that the CommonSchool* may become the most effective and benignof all the forces of civilization. In the first place,there is a universality in its operation, which(15) can be affirmed of no other institution whatever.And, in the second place, the materials uponwhich it operates are so pliant and ductile as to besusceptible of assuming a great variety of forms . . .The necessaries and conveniences of life(20) should be obtained by each individual for himself,rather than accepted from the hand of charity.True statesmanship and true political economy,not less than true philanthropy, present thisperfect theory as the goal, to be more and more(25) closely approximated by our imperfect practice.Now, surely, nothing but Universal Educationcan counter-work the tendency to the dominationof capital and the servility of labor. If one classpossesses all the wealth and the education, while(30) the residue of society is ignorant and poor, thelatter will be the servile subjects of the former.But if education be equably diffused, it willdraw property after it, by the strongest of allattractions; for such a thing never did happen,(35) and never can happen, as that an intelligent andpractical body of men should be permanentlypoor. Property and labor, in different classes, areessentially antagonistic; but property and labor,in the same class, are essentially fraternal. The(40) people of Massachusetts have, in some degree,appreciated the truth, that the unexampledprosperity of the State, is attributable to theeducation which all its people have received;but are they sensible of a fact equally important?(45) Namely, that it is to this same education that twothirds of the people are indebted for not being,today, the vassals of as severe a tyranny, in theform of capital, as the lower classes of Europe arebound to in the form of brute force.(50) Education, then, beyond all other devicesof human origin, is the great equalizer of theconditions of men—the balance-wheel of thesocial machinery. I do not here mean that itso elevates the moral nature as to make men(55) disdain and abhor the oppression of theirfellow-men. This idea pertains to another of itsattributes. But I mean that it gives each man theindependence and the means, by which he canresist the selfishness of other men. It does better(60) than to disarm the poor of their hostility towardsthe rich; it prevents being poor. The spread ofeducation, by enlarging the cultivated class orcaste, will open a wider area over which thesocial feelings will expand; and, if this education(65) should be universal and complete, it would domore than all things else to obliterate factitiousdistinctions in society.The affairs of a great nation are complicatedand momentous, and the degree of intelligence(70) that superintends, should be proportioned to themagnitude of the interests superintended. Butin the possession of this attribute of intelligence,elective legislators will never far surpass theirelectors. By a natural law, like that which(75) regulates the equilibrium of fluids, elector andelected, appointer and appointee, tend to thesame level . . . [However], political proselytismis no function of the school; all indoctrinationinto matters of controversy between hostile(80) political parties is to be elsewhere sought for, andelsewhere imparted. Thus, may all the childrenof the Commonwealth receive instruction in thegreat essentials of political knowledge, in thoseelementary ideas without which they will never be(85) able to investigate more recondite and debatablequestions—instead of perpetuating old errors—not by violence, nor by proscription, but by themore copious inflowing of the light of truth.*universal public schoolQ.Which of the following provides the best evidence to the answer to the previous question?a)Lines 11–13 (“It . . . civilization”)b)Lines 16–18 (“And . . . forms”)c)Lines 37–39 (“Property . . . fraternal”)d)Lines 64–67 (“if . . . society”)Correct answer is option 'D'. Can you explain this answer? defined & explained in the simplest way possible. Besides giving the explanation of Question based on the following passage.This passage is adapted from Horace Mann, “Twelfth Annual Report to the Secretary of the Massachusetts State Board of Education," given in 1848.Our means of education are the grandmachinery by which the “raw material” of humannature can be worked up into inventors anddiscoverers, into skilled artisans and scientific(5) farmers, into scholars and jurists and into thegreat expounders of ethical and theologicalscience. By means of early education, theseembryos of talent may be quickened, whichwill solve the difficult problems of political and(10) economical law.It may be safely affirmed that the CommonSchool* may become the most effective and benignof all the forces of civilization. In the first place,there is a universality in its operation, which(15) can be affirmed of no other institution whatever.And, in the second place, the materials uponwhich it operates are so pliant and ductile as to besusceptible of assuming a great variety of forms . . .The necessaries and conveniences of life(20) should be obtained by each individual for himself,rather than accepted from the hand of charity.True statesmanship and true political economy,not less than true philanthropy, present thisperfect theory as the goal, to be more and more(25) closely approximated by our imperfect practice.Now, surely, nothing but Universal Educationcan counter-work the tendency to the dominationof capital and the servility of labor. If one classpossesses all the wealth and the education, while(30) the residue of society is ignorant and poor, thelatter will be the servile subjects of the former.But if education be equably diffused, it willdraw property after it, by the strongest of allattractions; for such a thing never did happen,(35) and never can happen, as that an intelligent andpractical body of men should be permanentlypoor. Property and labor, in different classes, areessentially antagonistic; but property and labor,in the same class, are essentially fraternal. The(40) people of Massachusetts have, in some degree,appreciated the truth, that the unexampledprosperity of the State, is attributable to theeducation which all its people have received;but are they sensible of a fact equally important?(45) Namely, that it is to this same education that twothirds of the people are indebted for not being,today, the vassals of as severe a tyranny, in theform of capital, as the lower classes of Europe arebound to in the form of brute force.(50) Education, then, beyond all other devicesof human origin, is the great equalizer of theconditions of men—the balance-wheel of thesocial machinery. I do not here mean that itso elevates the moral nature as to make men(55) disdain and abhor the oppression of theirfellow-men. This idea pertains to another of itsattributes. But I mean that it gives each man theindependence and the means, by which he canresist the selfishness of other men. It does better(60) than to disarm the poor of their hostility towardsthe rich; it prevents being poor. The spread ofeducation, by enlarging the cultivated class orcaste, will open a wider area over which thesocial feelings will expand; and, if this education(65) should be universal and complete, it would domore than all things else to obliterate factitiousdistinctions in society.The affairs of a great nation are complicatedand momentous, and the degree of intelligence(70) that superintends, should be proportioned to themagnitude of the interests superintended. Butin the possession of this attribute of intelligence,elective legislators will never far surpass theirelectors. By a natural law, like that which(75) regulates the equilibrium of fluids, elector andelected, appointer and appointee, tend to thesame level . . . [However], political proselytismis no function of the school; all indoctrinationinto matters of controversy between hostile(80) political parties is to be elsewhere sought for, andelsewhere imparted. Thus, may all the childrenof the Commonwealth receive instruction in thegreat essentials of political knowledge, in thoseelementary ideas without which they will never be(85) able to investigate more recondite and debatablequestions—instead of perpetuating old errors—not by violence, nor by proscription, but by themore copious inflowing of the light of truth.*universal public schoolQ.Which of the following provides the best evidence to the answer to the previous question?a)Lines 11–13 (“It . . . civilization”)b)Lines 16–18 (“And . . . forms”)c)Lines 37–39 (“Property . . . fraternal”)d)Lines 64–67 (“if . . . society”)Correct answer is option 'D'. Can you explain this answer?, a detailed solution for Question based on the following passage.This passage is adapted from Horace Mann, “Twelfth Annual Report to the Secretary of the Massachusetts State Board of Education," given in 1848.Our means of education are the grandmachinery by which the “raw material” of humannature can be worked up into inventors anddiscoverers, into skilled artisans and scientific(5) farmers, into scholars and jurists and into thegreat expounders of ethical and theologicalscience. By means of early education, theseembryos of talent may be quickened, whichwill solve the difficult problems of political and(10) economical law.It may be safely affirmed that the CommonSchool* may become the most effective and benignof all the forces of civilization. In the first place,there is a universality in its operation, which(15) can be affirmed of no other institution whatever.And, in the second place, the materials uponwhich it operates are so pliant and ductile as to besusceptible of assuming a great variety of forms . . .The necessaries and conveniences of life(20) should be obtained by each individual for himself,rather than accepted from the hand of charity.True statesmanship and true political economy,not less than true philanthropy, present thisperfect theory as the goal, to be more and more(25) closely approximated by our imperfect practice.Now, surely, nothing but Universal Educationcan counter-work the tendency to the dominationof capital and the servility of labor. If one classpossesses all the wealth and the education, while(30) the residue of society is ignorant and poor, thelatter will be the servile subjects of the former.But if education be equably diffused, it willdraw property after it, by the strongest of allattractions; for such a thing never did happen,(35) and never can happen, as that an intelligent andpractical body of men should be permanentlypoor. Property and labor, in different classes, areessentially antagonistic; but property and labor,in the same class, are essentially fraternal. The(40) people of Massachusetts have, in some degree,appreciated the truth, that the unexampledprosperity of the State, is attributable to theeducation which all its people have received;but are they sensible of a fact equally important?(45) Namely, that it is to this same education that twothirds of the people are indebted for not being,today, the vassals of as severe a tyranny, in theform of capital, as the lower classes of Europe arebound to in the form of brute force.(50) Education, then, beyond all other devicesof human origin, is the great equalizer of theconditions of men—the balance-wheel of thesocial machinery. I do not here mean that itso elevates the moral nature as to make men(55) disdain and abhor the oppression of theirfellow-men. This idea pertains to another of itsattributes. But I mean that it gives each man theindependence and the means, by which he canresist the selfishness of other men. It does better(60) than to disarm the poor of their hostility towardsthe rich; it prevents being poor. The spread ofeducation, by enlarging the cultivated class orcaste, will open a wider area over which thesocial feelings will expand; and, if this education(65) should be universal and complete, it would domore than all things else to obliterate factitiousdistinctions in society.The affairs of a great nation are complicatedand momentous, and the degree of intelligence(70) that superintends, should be proportioned to themagnitude of the interests superintended. Butin the possession of this attribute of intelligence,elective legislators will never far surpass theirelectors. By a natural law, like that which(75) regulates the equilibrium of fluids, elector andelected, appointer and appointee, tend to thesame level . . . [However], political proselytismis no function of the school; all indoctrinationinto matters of controversy between hostile(80) political parties is to be elsewhere sought for, andelsewhere imparted. Thus, may all the childrenof the Commonwealth receive instruction in thegreat essentials of political knowledge, in thoseelementary ideas without which they will never be(85) able to investigate more recondite and debatablequestions—instead of perpetuating old errors—not by violence, nor by proscription, but by themore copious inflowing of the light of truth.*universal public schoolQ.Which of the following provides the best evidence to the answer to the previous question?a)Lines 11–13 (“It . . . civilization”)b)Lines 16–18 (“And . . . forms”)c)Lines 37–39 (“Property . . . fraternal”)d)Lines 64–67 (“if . . . society”)Correct answer is option 'D'. Can you explain this answer? has been provided alongside types of Question based on the following passage.This passage is adapted from Horace Mann, “Twelfth Annual Report to the Secretary of the Massachusetts State Board of Education," given in 1848.Our means of education are the grandmachinery by which the “raw material” of humannature can be worked up into inventors anddiscoverers, into skilled artisans and scientific(5) farmers, into scholars and jurists and into thegreat expounders of ethical and theologicalscience. By means of early education, theseembryos of talent may be quickened, whichwill solve the difficult problems of political and(10) economical law.It may be safely affirmed that the CommonSchool* may become the most effective and benignof all the forces of civilization. In the first place,there is a universality in its operation, which(15) can be affirmed of no other institution whatever.And, in the second place, the materials uponwhich it operates are so pliant and ductile as to besusceptible of assuming a great variety of forms . . .The necessaries and conveniences of life(20) should be obtained by each individual for himself,rather than accepted from the hand of charity.True statesmanship and true political economy,not less than true philanthropy, present thisperfect theory as the goal, to be more and more(25) closely approximated by our imperfect practice.Now, surely, nothing but Universal Educationcan counter-work the tendency to the dominationof capital and the servility of labor. If one classpossesses all the wealth and the education, while(30) the residue of society is ignorant and poor, thelatter will be the servile subjects of the former.But if education be equably diffused, it willdraw property after it, by the strongest of allattractions; for such a thing never did happen,(35) and never can happen, as that an intelligent andpractical body of men should be permanentlypoor. Property and labor, in different classes, areessentially antagonistic; but property and labor,in the same class, are essentially fraternal. The(40) people of Massachusetts have, in some degree,appreciated the truth, that the unexampledprosperity of the State, is attributable to theeducation which all its people have received;but are they sensible of a fact equally important?(45) Namely, that it is to this same education that twothirds of the people are indebted for not being,today, the vassals of as severe a tyranny, in theform of capital, as the lower classes of Europe arebound to in the form of brute force.(50) Education, then, beyond all other devicesof human origin, is the great equalizer of theconditions of men—the balance-wheel of thesocial machinery. I do not here mean that itso elevates the moral nature as to make men(55) disdain and abhor the oppression of theirfellow-men. This idea pertains to another of itsattributes. But I mean that it gives each man theindependence and the means, by which he canresist the selfishness of other men. It does better(60) than to disarm the poor of their hostility towardsthe rich; it prevents being poor. The spread ofeducation, by enlarging the cultivated class orcaste, will open a wider area over which thesocial feelings will expand; and, if this education(65) should be universal and complete, it would domore than all things else to obliterate factitiousdistinctions in society.The affairs of a great nation are complicatedand momentous, and the degree of intelligence(70) that superintends, should be proportioned to themagnitude of the interests superintended. Butin the possession of this attribute of intelligence,elective legislators will never far surpass theirelectors. By a natural law, like that which(75) regulates the equilibrium of fluids, elector andelected, appointer and appointee, tend to thesame level . . . [However], political proselytismis no function of the school; all indoctrinationinto matters of controversy between hostile(80) political parties is to be elsewhere sought for, andelsewhere imparted. Thus, may all the childrenof the Commonwealth receive instruction in thegreat essentials of political knowledge, in thoseelementary ideas without which they will never be(85) able to investigate more recondite and debatablequestions—instead of perpetuating old errors—not by violence, nor by proscription, but by themore copious inflowing of the light of truth.*universal public schoolQ.Which of the following provides the best evidence to the answer to the previous question?a)Lines 11–13 (“It . . . civilization”)b)Lines 16–18 (“And . . . forms”)c)Lines 37–39 (“Property . . . fraternal”)d)Lines 64–67 (“if . . . society”)Correct answer is option 'D'. Can you explain this answer? theory, EduRev gives you an ample number of questions to practice Question based on the following passage.This passage is adapted from Horace Mann, “Twelfth Annual Report to the Secretary of the Massachusetts State Board of Education," given in 1848.Our means of education are the grandmachinery by which the “raw material” of humannature can be worked up into inventors anddiscoverers, into skilled artisans and scientific(5) farmers, into scholars and jurists and into thegreat expounders of ethical and theologicalscience. By means of early education, theseembryos of talent may be quickened, whichwill solve the difficult problems of political and(10) economical law.It may be safely affirmed that the CommonSchool* may become the most effective and benignof all the forces of civilization. In the first place,there is a universality in its operation, which(15) can be affirmed of no other institution whatever.And, in the second place, the materials uponwhich it operates are so pliant and ductile as to besusceptible of assuming a great variety of forms . . .The necessaries and conveniences of life(20) should be obtained by each individual for himself,rather than accepted from the hand of charity.True statesmanship and true political economy,not less than true philanthropy, present thisperfect theory as the goal, to be more and more(25) closely approximated by our imperfect practice.Now, surely, nothing but Universal Educationcan counter-work the tendency to the dominationof capital and the servility of labor. If one classpossesses all the wealth and the education, while(30) the residue of society is ignorant and poor, thelatter will be the servile subjects of the former.But if education be equably diffused, it willdraw property after it, by the strongest of allattractions; for such a thing never did happen,(35) and never can happen, as that an intelligent andpractical body of men should be permanentlypoor. Property and labor, in different classes, areessentially antagonistic; but property and labor,in the same class, are essentially fraternal. The(40) people of Massachusetts have, in some degree,appreciated the truth, that the unexampledprosperity of the State, is attributable to theeducation which all its people have received;but are they sensible of a fact equally important?(45) Namely, that it is to this same education that twothirds of the people are indebted for not being,today, the vassals of as severe a tyranny, in theform of capital, as the lower classes of Europe arebound to in the form of brute force.(50) Education, then, beyond all other devicesof human origin, is the great equalizer of theconditions of men—the balance-wheel of thesocial machinery. I do not here mean that itso elevates the moral nature as to make men(55) disdain and abhor the oppression of theirfellow-men. This idea pertains to another of itsattributes. But I mean that it gives each man theindependence and the means, by which he canresist the selfishness of other men. It does better(60) than to disarm the poor of their hostility towardsthe rich; it prevents being poor. The spread ofeducation, by enlarging the cultivated class orcaste, will open a wider area over which thesocial feelings will expand; and, if this education(65) should be universal and complete, it would domore than all things else to obliterate factitiousdistinctions in society.The affairs of a great nation are complicatedand momentous, and the degree of intelligence(70) that superintends, should be proportioned to themagnitude of the interests superintended. Butin the possession of this attribute of intelligence,elective legislators will never far surpass theirelectors. By a natural law, like that which(75) regulates the equilibrium of fluids, elector andelected, appointer and appointee, tend to thesame level . . . [However], political proselytismis no function of the school; all indoctrinationinto matters of controversy between hostile(80) political parties is to be elsewhere sought for, andelsewhere imparted. Thus, may all the childrenof the Commonwealth receive instruction in thegreat essentials of political knowledge, in thoseelementary ideas without which they will never be(85) able to investigate more recondite and debatablequestions—instead of perpetuating old errors—not by violence, nor by proscription, but by themore copious inflowing of the light of truth.*universal public schoolQ.Which of the following provides the best evidence to the answer to the previous question?a)Lines 11–13 (“It . . . civilization”)b)Lines 16–18 (“And . . . forms”)c)Lines 37–39 (“Property . . . fraternal”)d)Lines 64–67 (“if . . . society”)Correct answer is option 'D'. Can you explain this answer? tests, examples and also practice SAT tests.