AP English Literature and Composition Practice Test 13

Questions 1-10 refer to the following information.

The schoolmaster sat in his homely dwelling
attached to the school, both being modern erections;
and he looked across the way at the old
house in which his teacher Sue had a lodging. The
05arrangement had been concluded very quickly. A
pupil-teacher who was to have been transferred
to Mr. Phillotson's school had failed him, and Sue
had been taken as stop-gap. All such provisional
arrangements as these could only last till the next
10annual visit of H.M. Inspector, whose approval
was necessary to make them permanent.
Having taught for some two years in London,
though she had abandoned the vocation of late,
Miss Bridehead was not exactly a novice, and
15Phillotson thought there would be no difficulty in
retaining her services, which he already wished to
do, though she had only been with him three or
four weeks. He had found her quite as bright as
Jude had described her; and what master-tradesman
20does not wish to keep an apprentice who
saves him half his labour?
It was a little over half-past eight o'clock in
the morning and he was waiting to see her cross
the road to the school, when he would follow.
25At twenty minutes to nine she did cross, a light
hat tossed on her head; and he watched her as a
curiosity. A new emanation, which had nothing
to do with her skill as a teacher, seemed to surround
her this morning. He went to the school
30also, and Sue remained governing her class at the
other end of the room, all day under his eye. She
certainly was an excellent teacher.
It was part of his duty to give her private lessons
in the evening, and some article in the
35Code made it necessary that a respectable,
elderly woman should be present at these lessons
when the teacher and the taught were of
different sexes. Richard Phillotson thought of
the absurdity of the regulation in this case, when
40he was old enough to be the girl's father; but
he faithfully acted up to it; and sat down with
her in a room where Mrs. Hawes, the widow at
whose house Sue lodged, occupied herself with
sewing. The regulation was, indeed, not easy to
45evade, for there was no other sitting-room in the
Sometimes as she figured—it was arithmetic
that they were working at—she would involuntarily
glance up with a little inquiring smile at him,
50as if she assumed that, being the master, he must
perceive all that was passing in her brain, as right
or wrong. Phillotson was not really thinking of the
arithmetic at all, but of her, in a novel way which
somehow seemed strange to him as preceptor.
55Perhaps she knew he was thinking of her thus.

1. Between the first and second sentences of the passage there is a shift from

2. The characteristic referred to in line 18—that Miss Bridehead was "quite as bright" as she'd been described—is reinforced most strongly by which of the following phrases?

3. The speaker in the passage uses the rhetorical question in lines 18–21 primarily to

4. The characteristics of Sue conveyed by the phrase "a light hat tossed on her head" (lines 25–26) are best described as

5. In context, the phrase "new emanation" (line 27) is meant to imply that

6. The verb "governing" (line 30) serves primarily to

7. The description of Phillotson throughout the passage has the primary effect of

8. The third paragraph (lines 33–46) provides evidence that the speaker believes which of the following about Phillotson?

9. In which of the following ways does the phrase "as if she assumed that" (line 50) function in the last paragraph?

10. From the statement "Phillotson was not really thinking of the arithmetic at all, but of her" (lines 52–53), the reader may infer that