学者高估了quakers对妇女反对男权婚姻的影响（GWD原文）
直接上原文了
Inher account of unmarried women’s experiences in colonial Philadelphia, Wulfargues that educated young women, particularly Quakers, engaged in resistanceto patriarchal marriage by exchanging poetry critical of marriage, copyingverse into their commonplace books. Wulf suggests that this critiquecirculated beyond the daughters of the Quaker elite and middle class, whosecommonplace books she mines, proposing that Quaker schools brought it to manypoor female students of diverse backgrounds.
Here Wulf probably overstatesQuaker schools’ impact. At least three years’ study would be necessary toachieve the literacy competence necessary to grapple with the material sheanalyzes. In 1765, the year Wulf uses to demonstrate the diversity ofPhiladelphia’s Quaker schools, 128 students enrolled in these schools. RefiningWulf’s numbers by the information she provides on religious affiliation,gender, and length of study, it appears that only about 17 poor non-Quakergirls were educated in Philadelphia’s Quaker schools for three years or longer. While Wulf is correct that a critique of patriarchal marriage circulatedbroadly, Quaker schools probably cannot be credited with instilling these ideasin the lower classes.  opular literary satires on marriage had alreadylanded on fertile ground in a multiethnic population that embodied a wide rangeof marital beliefs and practices. These ethnic- and class-basedtraditions themselves challenged the legitimacy of patriarchal marriage.
GWD 21-15
The primarypurpose of the passage is to
A. argue against one aspect of Wulf’s account of how ideas critical ofmarriage were disseminated among young women in colonial Philadelphia
B. discuss Wulf’s interpretation of the significancefor educated young women in colonial Philadelphia
of the poetry they copied into their commonplace booksC. counter Wulf’s assertions about the impact of themultiethnic character of colonial Philadelphia
’spopulation on the prevalent views about marriageD. present data to undermine Wulf’sassessment of the diversity of the student body in Quaker schools in colonialPhiladelphia
E. challenge Wulf’s conclusion that a critique ofmarriage was prevalentamong young women of all social classes in colonial Philadelphia
GWD 21-16
According tothe passage, which of thefollowing was true of attitudes toward marriage in colonial Philadelphia
?A. Exemplarsof a critique of marriage could be found in various literary forms, but theydid not impact public attitudes except among educated young women.
B. Thediversity of the student body in the Quaker schools meant that attitudes towardmarriage were more disparate there than elsewhere in Philadelphia
society.C. Althoughcritical attitudes toward marriage were widespread, Quaker schools’ influencein disseminating these attitudes was limited.
D. Criticismsof marriage in colonial Philadelphia
were directed at only certain limited aspects of patriarchal marriage. E. The influence of the wide range of marital beliefs and practicespresent in Philadelphia’s multiethnic population can be detected in the poetrythat educated young women copied in their commonplace books.
WhileWulf is correct that a critique of patriarchal marriage circulated broadly,Quaker schools probably cannot be credited with instilling these ideas in thelower classes.
GWD 21-17
The author of thepassage implies which of the following about the poetry mentioned in thefirst paragraph?
A. Wulf exaggerates the degree to which young women from an elite background regardedthe poetry as providing a critique of marriage.
B. Thecirculation of the poetry was confined to young Quaker women.
C. Youngwomen copied the poetry into their commonplace books because they interpretedit as providing a desirable model of unmarried life.
D. Thepoetry’s capacity to influence popular attitudes was restricted by the degree of literacy necessary to comprehend it.
E. Thepoetry celebrated marital beliefs and practices thatwere in opposition to patriarchal marriage. 无
GWD 21-18
Which of thefollowing, if true, would most seriously undermine the author’s basis forsaying that Wulf overstates Quaker schools’ impact (line 17-18) ?
A. Theinformation that Wulf herself provided on religious affiliation and gender ofstudents is in fact accurate.
B. Mostpoor, non-Quaker students enrolled in Quaker schools had completed one or twoyears’ formal or informal schooling before enrolling.
C. Notall of the young women whose commonplace books contained copies of poetry criticalof marriage were Quakers.
D. The poetry featured in youngwomen’s commonplace books frequently included allusions that were unlikely tobe accessible to someone with only three years’ study in school. Support author
E. In1765 an unusually large proportion of the Quaker schools’ student bodyconsisted of poor girls from non-Quaker backgrounds. | 
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发表于 2011-12-15 14:20:22
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