B)founding of the Latin Grammar School in Boston C)establi of the English classical School in Bosto D)year when Massachusetts made free public education compulsory after the eighth grade 24. One can probably infer from his article that Latin grammar school"refers to A)the Boston Free Latin School Ball the elementary schools in the United State C)schools which taught Latin exclusive of all other subjects D)a number of schools which developed in New England 25.It is implied but not stated in the passage that A)European educational systems are not good B)As high schools developed in the united states the decision was made to make them responsible to people from all classes of socitety C)There was an aristocratic and selective principle in the Euro pean educaional tradition D)public high schools in the United States embraced the European educational tradition Passage 2 Questions 26 to 30 are based on the following passage. In the eighteenth-century one of the first modern economists, Adam Smith, thought that the " whole annual produce of the land and labour of every country"provided revenue to three different orders of people: those who live by rent those who live by wages, and those who live by profit". Each successive stage of the industrial revolution, however, made the social structure more complicated Many intermediate groups grew up during the nineteenth century between the upper middle class and the working class. There were small-scale industrialists ll as large ones, small shopkeepers and tradesmen, officials and salaried employees skilled and unskilled workers, and professional men such as doctors and teachers. Farmers and peasants continued in all countries as independent groups During the nineteenth and early twentieth centuries the possession of wealth inevitably affected a persons social position. Intelligent industrialists with initiative made fortunes by their wits which lifted them into an economic group far higher than that of their working-class parents. But they lacked social training of the upper class, who despised them as the " new rich. They often sent their sons and daughters to special school to acquire soical training Here their children, mixed with the children of the upper classes, were accepted by them, and very often found marriage partners from among them. In the same way, a thrifty hardworking labourer, though not clever himself, might save for his son enough to pay for an extended secondary school education inB)founding of the Latin Grammar School in Boston C)establishment of the English classical School in Boston D)year when Massachusetts made free public education compulsory after the eighth grade 24.One can probably infer from his article that “Latin grammar school”refers to ____. A)the Boston Free Latin School B)all the elementary schools in the United States C)schools which taught Latin,exclusive of all other subjects D)a number of schools which developed in New England 25.It is implied but not stated in the passage that ____. A)European educational systems are not good B)As high schools developed in the united states,the decision was made to make them responsible to people from all classes of socitety. C)There was an aristocratic and selective principle in the European educaional tradition D)public high schools in the United States embraced the European educational tradition Passage 2 Questions 26 to 30 are based on the following passage. In the eighteenth—century one of the first modern economists,Adam Smith,thought that the “whole annual produce of the land and labour of every country” provided revenue to “three different orders of people:those who live by rent,those who live by wages,and those who live by profit”.Each successive stage of the industrial revolution,however,made the social structure more complicated. Many intermediate groups grew up during the nineteenth century between the upper middle class and the working class.There were small—scale industrialists as we ll as large ones,small shopkeepers and tradesmen,officials and salaried employees,skilled and unskilled workers,and professional men such as doctors and teachers.Farmers and peasants continued in all countries as independent groups. During the nineteenth and early twentieth centuries the possession of wealth inevitably affected a person’s social position.Intelligent industrialists with initiative made fortunes by their wits which lifted them into an economic group far higher than that of their working—class parents.But they lacked social training of the upper class,who despised them as the “new rich.” They often sent their sons and daughters to special school to acquire soical training.Here their children,mixed with the children of the upper classes,were accepted by them,and very often found marriage partners from among them.In the same way,a thrifty,hardworking labourer,though not clever himself,might save for his son enough to pay for an extended secondary school education in