Test on Socio-Economic Class in 19th-Century English Literature

Question 1: High Victorian fiction, which focused on social relations, primarily examined the individual's inner life and psychological development, separate from their socioeconomic or professional class.

A. Ano

B. Ne

Explanation: The study materials state that High Victorian fiction takes social relations as its grand theme, describing the world in terms of social groups or classes in contact and conflict, in which no private life was not determined by a wider public life, often by the socioeconomic or professional class into which one was born. This contradicts the idea that it primarily examined an individual's inner life separate from class.

Question 2: Which of the following statements accurately describe aspects or characteristics of the Condition of England Question as presented in the study materials?

A. It specifically referred to the debates surrounding the repeal of the Corn Laws in 1846 and the Chartist uprisings of 1848.

B. Novelists like Elizabeth Gaskell aimed to illuminate contemporary social problems and highlight the divisions between employers and employed.

C. The novels addressing this question primarily targeted working-class readers, urging them to take action against injustices.

D. A core purpose of the Condition of England novel was to educate the middle and upper classes about societal issues.

Explanation: The Condition of England Question came to a head in debates generated by the repeal of the Corn Laws in 1846 and the Chartist uprisings of 1848, making option 0 correct. Writers such as Elizabeth Gaskell illuminated contemporary social problems and highlighted divisions between employers and employed, as seen in her novel Mary Barton, making option 1 correct. The immediate purpose of the mid-century social-problem novelist was to educate the middle and upper classes, making option 3 correct. Option 2 is incorrect because the immediate purpose of these novels was to educate the middle and upper classes, not primarily to urge working-class readers to action.

Question 3: The book 'get your SH*T together' by Sarah Knight offers guidance on how to finish what you need to do and start doing what you want to do.

A. Ano

B. Ne

Explanation: The study materials show the book 'get your SH*T together' with the subtitle 'how to stop worrying about what you should do so you can finish what you need to do and start doing what you want to do', which directly supports the statement.

Question 4: According to the study materials, which book is specifically about 'how to stop doubting your greatness and start living an awesome life'?

A. YOU are a BADASS

B. F*ck Love

C. THE SUBTLE ART OF NOT GIVING A F*CK

D. ZERO F*CKS GIVEN

Explanation: The study materials list 'YOU are a BADASS HOW TO STOP DOUBTING YOUR GREATNESS AND START LIVING AN AWESOME LIFE' by Jen Sincero as a title, directly matching the description in the question.

Question 5: Samuel Smiles's "Self-Help" argued that class mobility was unattainable regardless of an individual's efforts to self-improve.

A. Ano

B. Ne

Explanation: The study materials indicate that "Self-Help" presented prospects of class mobility for individuals who embraced self-improvement, emphasizing that hard work, perseverance, and character could lead to advancement and that no one was predestined to poverty or dependence.