Test Bank for The Humanistic Tradition Volume 2: The Early Modern World to the Present, 7th

Test Bank for The Humanistic Tradition Volume 2:

The Early Modern World to the Present, 7th Edition
Gloria K. Fiero

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Chapter 25 - The Limits of Reason

Chapter 25
The Limits of Reason

Multiple Choice Questions

1. The Scientific Revolution of the seventeenth century gave way to the ________, which
would continue for the next two hundred years.
A. Age of Reason
B. Enlightenment
C. Industrial Revolution
D. Protestant Reformation

Topic: History
Topic: industrialization

2. The first production sector of the English economy to undergo transformation towards
machinery was
A. transportation.
B. coal-mining.
C. textiles.
D. agriculture.

Topic: History
Topic: industrialization

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Chapter 25 - The Limits of Reason

3. James Watt, a Scotsman, invented which of the following in 1775?

A.

the power loom

B.
the steam engine

C.
the cotton gin

D.
the Bessemer process

Topic: History
Topic: industrialization

4. American Eli Whitney invented which of the following in 1792?

A.

the power loom

B.
the steam engine

C.
the cotton gin

D.
the Bessemer process

Topic: History
Topic: industrialization

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Chapter 25 - The Limits of Reason

5. Englishman Edmund Cartwright invented which of the following in 1785?

A.

the power loom

B.
the steam engine

C.
the cotton gin

D.
the Bessemer process

Topic: History
Topic: industrialization

6. ________, in his autobiography Travels, protested the trade in African slaves that persisted
throughout the eighteenth century.
A. Jonathan Swift
B. Olaudah Equiano
C. Voltaire
D. William Hogarth

Learning Objective: Discuss the failure of the Enlightenment to stop the transatlantic slave trade.
Topic: Literature
Topic: slave trade

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Chapter 25 - The Limits of Reason

7. ________, whose classic satires, Gulliver's Travels and A Modest Proposal, attack the
moral pettiness and inhumanity of humankind.
A. Jonathan Swift
B. Olaudah Equiano
C. Voltaire
D. William Hogarth

Learning Objective: Describe how satire was used as an instrument for social reform.
Topic: Literature
Topic: satire

8. ________'s engravings exposed the social ills and class discrepancies of British society,
even as they mocked universal human vices.
A. Jonathan Swift
B. Olaudah Equiano
C. Voltaire
D. William Hogarth

Learning Objective: Describe how satire was used as an instrument for social reform.
Topic: Art and Architecture
Topic: satire

9. Questioning the value of reason for the advancement of the human condition, ________
argued that society itself corrupted humankind.
A. Kant
B. Voltaire
C. Rousseau
D. Hogarth

Learning Objective: Identify key concepts in the writings of Rousseau and Kant.
Topic: Philosophy and Religion

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Chapter 25 - The Limits of Reason

10. ________ argued that human beings have knowledge of the world through certain innate
capabilities of mind.
A. Kant
B. Voltaire
C. Rousseau
D. Hogarth

Learning Objective: Identify key concepts in the writings of Rousseau and Kant.
Topic: Philosophy and Religion

11. ________'s Candide remains the classic statement of comic skepticism in Western
literature.
A. Kant
B. Voltaire
C. Rousseau
D. Hogarth

Learning Objective: Recount the narrative techniques and structure of Voltaire’s Candide.
Topic: Literature
Topic: satire

12. Which of the following nations were allies to the American colonies during the
Revolutionary War?
A. England
B. France
C. Spain
D. Italy

Learning Objective: Recognize the causes of revolutions in America and in France.

Topic: American Revolution
Topic: History

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Chapter 25 - The Limits of Reason

13. The visible symbol of the old French regime occupied by the crowds of Paris during the
early days of the French Revolution was the
A. Cathedral of Notre Dame.
B. palace at Versailles.
C. Bastille.
D. University of Paris.

Learning Objective: Recognize the causes of revolutions in America and in France.

Topic: French Revolution
Topic: History

14. Which of the following was one of the Enlightenment's most outspoken critics?
A. Kant
B. Voltaire
C. Rousseau
D. Hogarth

Learning Objective: Identify key concepts in the writings of Rousseau and Kant.
Topic: Philosophy and Religion

15. What is the subtitle of the satirical tale Candide, in which a blissfully naïve young man is
set upon by a number of horrible circumstances?
A. Reality Met
B. How to Successfully Traverse Life
C.

Life Is Good

D. Optimism

Learning Objective: Recount the narrative techniques and structure of Voltaire’s Candide.
Topic: Literature
Topic: satire

Essay Questions

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Chapter 25 - The Limits of Reason

16. Explain the role of satire as a literary instrument for attacking false values.

The lofty goals of the Enlightenment did not often match the harsh realities of eighteenth-century life. Satire was the most
popular way of expressing this disconnect and became the favorite weapon of social reformers, who drew attention to the vast
contradictions between morals and manners, intentions and actions.

The satires of Jonathan Swift, particularly Gulliver’s Travels, are social statements on the vagaries of human behavior. Swift
wrote many pamphlets and letters protesting social and political ills, serving as an inspiration to other writers, such as
Voltaire. Voltaire’s satirical masterpiece Candide addresses the age-old question of how evil can exist in a universe created
and governed by the forces of good. With a sure hand, Voltaire manipulates the principal satirical devices: irony,
understatement, and overstatement. His mock optimism underscores the contradiction between the ideal and the real that lies
at the heart of all satire.

Satire has appeared in other forms too, as in Chinese literature, as well as the visual arts. Although protesting different social
issues, Chinese satire was also effective in attacking some of the more socially inhibiting practices of traditional Chinese
culture, such as female footbinding. In William Hogarth’s prints, London, a city of vast contrasts between rich and poor, is
portrayed as a place crowded with thieves, drunks, and prostitutes, all of whom threatened the jealously guarded privileges of
the rich.

Learning Objective: Describe how satire was used as an instrument for social reform.
Topic: Art and Architecture
Topic: Literature
Topic: satire

17. Discuss the original purpose and the nature of transatlantic slave trade.

Begun by the Portuguese in the fifteenth century, the transatlantic slave trade, by which millions of Africans were bought and
shipped against their will to colonies in the “New World,” reached its peak in the eighteenth century. The origin of the slave
trade was economics; it was big business. One eighteenth-century merchant described it as “the hinge on which all trade of
this globe moves.” In order to supply this market, Africans—including children—were frequently kidnapped by their
unscrupulous countrymen, who profited handsomely by selling their captives to white slave-traders.

Learning Objective: Discuss the failure of the Enlightenment to stop the transatlantic slave trade.
Topic: History
Topic: slave trade

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Chapter 25 - The Limits of Reason

18. Examine the revolt against reason in the writings of Rousseau and Kant in a short essay.

The emphasis on reason in Enlightenment thought was challenged by thinkers and philosophers, who saw the poor social
conditions of urban life. Jean-Jacques Rousseau was one of the Enlightenment’s most outspoken critics, who elevated the
role of instinct over reason and encouraged a new appreciation of nature and the natural—principles that underlay the
Romantic movement of the early nineteenth century. He took issue with some of the basic precepts of Enlightenment thought,
including the idea that the progress of the arts and sciences might improve human conduct.

Immanuel Kant, although more sympathetic to Enlightenment values, was also a critic of its view of reason as the ultimate
means of understanding reality. He regarded rules, formulae, and traditional beliefs as “shackles” that inhibit us from
thinking for ourselves. “Sapare Aude!” (“Dare to know!”), he proclaimed—that is, have the courage to think for yourself. His
monumental Critique of Pure Reason, attacked previous philosophic theories that held reason as the sole means of
discovering the nature of reality. In it, he argued that the manner in which one perceives the world depends on specific
qualities in the perceiver’s mind. The mind, according to Kant, is not a passive recipient of information, but participates in
the process of knowing the world.

Learning Objective: Identify key concepts in the writings of Rousseau and Kant.
Topic: Literature
Topic: Philosophy and Religion

19. Defend Voltaire's Candide as literary satire.

Voltaire’s Candide is an outstanding example of eighteenth-century satire. The work addresses the age-old question of how
evil can exist in a universe created and governed by the forces of good. Candide, the titular character, is initially motivated to
live life full of optimism: “this is the best of [all] possible worlds.”

With a sure hand, Voltaire manipulates the principal satirical devices: irony, understatement, and overstatement. Using
irony—the contradiction between literal and intended meanings—he mocks serious matters and deflates lofty pretensions; he
calls war, for instance, “heroic butchery” and refers to Paquetta’s venereal disease as a “present” she received from “a very
learned Franciscan.” He exploits understatement when he notes, for example, that Pangloss “only lost one eye and one ear”
(as the result of syphilis). And he uses overstatement for moral effect: the 350-pound baroness of Westphalia is “greatly
respected”; thus corpulence—actually an indication of self-indulgence—becomes a specious sign of dignity and importance.

Enlightenment optimism, as portrayed by Leibniz in the story, is mocked and Voltaire underscores the contradiction between
the ideal and the real that lies at the heart of all satire.

Learning Objective: Describe how satire was used as an instrument for social reform.
Learning Objective: Recount the narrative techniques and structure of Voltaire’s Candide.
Topic: Literature
Topic: satire

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Test Bank for The Humanistic Tradition Volume 2: The Early Modern World to the Present, 7th

Chapter 25 - The Limits of Reason

20. Explain the reasons for and consequences of the revolutions in America and in France.

The philosophy of John Locke had a big influence on both the American and French Revolutions. In the Declaration of
Independence, Thomas Jefferson restated Locke’s assertion that government must protect its citizens’ rights to life, liberty,
and property. Americans contended that the British government, however, in making unreasonable demands for revenue,
threatened colonial liberty. After a protracted war, America gained its independence and, as the British political theorist
Thomas Paine proclaimed, served to enlighten the world and diffuse a spirit of freedom among humankind.

The French Revolution, inspired in turn by the one in America, was the product of two major problems: class inequality, and
a serious financial crisis brought about by some 500 years of costly wars and royal extravagance. The lower classes sought to
overturn long-standing social and political institutions and end upper-class privilege. The monarch Louis XVI attempted to
convene a delegation from all classes to address these issues but the Third Estate (the representative body of the lower
classes) withdrew, setting the revolution in motion. The revolution was bloody, with riots occurring everywhere in the streets.
Eventually, the new National Assembly issued decrees that abolished the last remnants of medieval feudalism, including
manorial courts, feudal duties, and church tithes. It also made provisions for a limited monarchy and an elected legislative
assembly. The decrees of the National Assembly became part of a constitution, modeled on the American Declaration of
Independence. The body of the document promised a constitutional monarchy, a uniform code of law, and free public
education.

Learning Objective: Recognize the causes of revolutions in America and in France.

Topic: American Revolution
Topic: French Revolution
Topic: History

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