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Read an Academic Passage Test #377

Read an Academic Passage

The Role of Guilds in Medieval Europe

In medieval Europe, guilds were associations of artisans or merchants who controlled the practice of their craft in a particular town. These organizations were central to the urban economy from the 11th century onwards. The primary function of a guild was to maintain a monopoly on its specific trade, ensuring high standards of quality and stable prices. Guilds set the rules for product quality, regulated working hours, and fixed the prices of goods, which prevented outside competition and protected the livelihoods of their members.

Guilds also had a complex social and educational structure. Membership was typically organized into three ranks: apprentices, journeymen, and masters. An apprentice, usually a young boy, would live with a master craftsman to learn the trade. After several years, he could become a journeyman, a skilled worker paid by the day, who could travel and work for other masters. To become a master, a journeyman had to produce a "masterpiece" to demonstrate his competence and be accepted by the guild masters. This system ensured that skills were passed down through generations.

While guilds provided economic stability and fostered skilled craftsmanship, they could also stifle innovation. Their strict regulations sometimes discouraged new techniques or more efficient production methods that might threaten the established order. By the late Middle Ages, the guild system began to decline as new market economies emerged that favored competition and large-scale production, challenging the guilds' localized control.

1. What is the main idea of the passage?
A) The guild system was divided into apprentices, journeymen, and masters.
B) Guilds were important medieval institutions that controlled trade and training.
C) Medieval guilds were primarily focused on creating masterpieces.
D) The decline of guilds was caused by a lack of skilled artisans.
2. The word "competence" in the passage is closest in meaning to...
A) creativity.
B) ambition.
C) skill.
D) influence.
3. What can be inferred about non-guild members in a medieval town?
A) They were often wealthier than guild members.
B) They likely had difficulty practicing a trade controlled by a guild.
C) They were responsible for training apprentices.
D) They could sell their goods at lower prices.
4. According to the passage, what was one way guilds controlled their trade?
A) By encouraging competition from other towns.
B) By regularly changing the prices of goods.
C) By setting standards for product quality.
D) By promoting new and efficient production methods.
5. How does paragraph 2 relate to paragraph 1?
A) It explains the social and training structure of the organizations introduced in paragraph 1.
B) It provides an argument against the economic model described in paragraph 1.
C) It discusses the historical origins of the monopolies mentioned in paragraph 1.
D) It describes the eventual decline of the institutions from paragraph 1.

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