Massachusetts: Lowell National Historical Park

2026 Practice Tests (digital)

2026 Practice Test A English · Question 36 of 50

Also in 2025 Practice Test A English, question 42.

Passage Massachusetts: Lowell National Historical Park

Massachusetts: Lowell National Historical Park

During the first half of the 19th century, Lowell, Massachusetts, quickly transformed itself from a farm town to a bustling industrial city. In time, Lowell became a model of industry, gaining global recognition for its state-of-the-art technology, innovative canal and dam system, mill architecture, boardinghouses, churches, and ethnic neighborhoods. Young Yankee women, immigrant families, and European tourists all flocked to Lowell to find work at one of the many textile mills, or visit the industrious city that was becoming a popular tourist destination. As one Scottish traveler observed during his visit to America, “Niagara and Lowell are the two objects I will longest remember in my American journey, the one the glory of American scenery, the other of American industry.” Today, Lowell National Historical Park welcomes visitors to enjoy the sights of Lowell and learn about the history of one of America’s most significant industrial cities.

The Boston merchants who founded Lowell in 1821 and named it after Francis Cabot Lowell chose to locate the town along Massachusetts’s Merrimack River to take advantage of the kinetic energy offered by the Pawtucket waterfalls. Over six miles of canals powered the waterwheels of Lowell’s mills, whose massive five- and six-story brick buildings dominated the city’s landscape. . . . The most recognized of these buildings are the Lowell Manufacturing Company chartered in 1821, the Suffolk or Wannalancit Mill completed around the 1880s, the Boott Mill Company established in 1835, and the Boott Mill Boardinghouse that opened in 1838. By the 1850s, 40 textile mills employing over 10,000 workers stretched for about a mile along the river. . . .

The city’s female workforce was significant in the history of Lowell. From the early to mid-1800s, women left the constricted lifestyle of small rural towns and rural areas for independent industrial city life. Most were young single Yankee girls, who were tired of the limited opportunities offered by their domestic work. Women found that Lowell’s mills offered monthly wages for their services and provided them room and board. Although these women gained economic independence in Lowell, the mill boardinghouse keepers constantly supervised their social activities, for which they hardly had any time, considering their daily 12- to 14-hour work schedules. At the end of the day, the factory bell signaled the “mill girls” to return to their boardinghouses. They were expected to adhere to the strict code of conduct respecting curfew and attending church.

Yankee “mill girls” continued to dominate the Lowell workforce until the 1840s, when the city began to find it difficult to compete with the growing industrial development in other New England communities. As profits fell, the mill industry cut wages. These wage cuts, deteriorating working conditions, and long workdays led the “mill girls” to protest and organize strikes. When their demands went unheard, the women left Lowell, and immigrant groups replaced them in the workforce. Despite the low wages and unhealthy work conditions, immigrants were eager to find work.

The immigrants replacing the Yankee “mill girls” during the 1840s were predominantly Irish Catholics, who traveled to America during the Great Potato Famine. Although Lowell received an influx of Irish families during this time, the Irish were a part of the city’s history from its birth, and before the “mill girls” arrived, they built Lowell’s historic canals, mills, and boardinghouses. Initially, Lowell’s Protestant community was slow to welcome Irish immigrants, but the hostility between Yankee Protestants and Irish Catholics eventually disappeared. Irish immigrants dominated the industrial scene until the Civil War, when other immigrant groups began to work in the city mills.

Like the Irish, the French-Canadians, Greeks, Poles, Portuguese, Russian Jews, and Armenians who came to work in Lowell’s mills faced long work hours, low wages, and poor living conditions in the city’s crowded tenements. By the time Lowell’s industry declined, the city had become an ethnic melting pot, where each group claimed its own distinct neighborhood, like the Irish immigrants’ “New Dublin” or “Acre,” and the French-Canadians’ “Little Canada.” The city officially began to close down its mills in the 1920s and ’30s after Lowell’s outdated mills could no longer compete against the state-of-the-art cotton mills in other communities and working conditions continued to decline as Lowell’s companies stopped reinvesting in their mills. . . . Despite a brief resurgence during World War II, the city shut down its last surviving mill by the mid-1950s.

From “Massachusetts: Lowell National Historical Park”—Public Domain/National Park Service

Yankee: native to New England
Niagara: a town in northwestern New York State well known as the location of Niagara Falls, a series of waterfalls on the Canadian border
domestic work: household duties like cooking and cleaning

Question

Read this sentence from paragraph 1.

As one Scottish traveler observed during his visit to America, “Niagara and Lowell are the two objects I will longest remember in my American journey, the one the glory of American scenery, the other of American industry.”

The author most likely includes the quotation from the Scottish traveler in order to

  • Asuggest that people around the world saw the direct contribution of nature and industry to the United States.
  • Bcompare the natural and industrial attractions in the United States at that time.
  • Cconvey the idea that the United States offered both natural and industrial attractions.
  • Dimply that the natural resources in the United States contributed to the development of industry.
Show the answer

Correct answer: C

The question asks why the author most likely includes the quotation from the Scottish traveler in paragraph 1 of the passage.

A. Incorrect. While it is likely that people outside the United States recognized that both the natural landscape and the bustling industry were significant, the quotation from the Scottish traveler is meant to convey the variety of the types of attractions in the U.S., not to make a general statement about their contribution.

B. Incorrect. The Scottish traveler mentions both “American scenery” and “American industry” in the quotation, but the intent is to highlight that they are each points of interest. The quotation does not provide a comparison of the two attractions.

C. CORRECT. The quotation emphasizes the idea that the United States offers different attractions. The Scottish traveler highlights the two places in the United States that he will most remember: first, the beautiful natural formation of Niagara Falls (“ ‘the glory of American scenery’ ”) and second, the industrial city of Lowell (“ ‘the glory . . . of American industry’ ”).

D. Incorrect. The Scottish traveler mentions both “American scenery” and “American industry” in the quotation but does not imply that the natural resources contributed to the development of industry.

Question analysis

This reading question asks why the author of a National Park Service article about Lowell, Massachusetts, quotes a Scottish traveler who named Niagara and Lowell as the sights he would remember longest from his American journey. Students must work out the job a quotation does in an opening paragraph, and the traveler's compressed, old-fashioned wording has to be untangled first.

NYS standards
  • 7R5 structure and genre features
Grade level
Grade 7 reading and task
Compared with grade 7
At grade 7 Grade 7 readers regularly explain why an author includes a quotation. This one adds a sentence in older English built on a compressed “the one…, the other…” pattern, but it is a single sentence in a plainly organized opening paragraph, so the demand stays typical.
Estimated difficulty
Moderate: several steps, or a close reading with one strong distractor.
What makes it hard
Evidence
Answered from one sentence or line
Reading level
Passage: about grade 15, 764 words; question and choices: about grade 11, 115 words.
Students, last 30 days
Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)

Why it is hard

Most of the work is translating the traveler's compressed remark into plain words: Niagara stands for American scenery, Lowell for American industry, and both are high points of his trip. Students who see the two placed side by side often take the pairing for a comparison, while others read more into it, a worldwide verdict or a link between waterfalls and mills. The question rewards stating only what the remark does in the paragraph, which is to set Lowell beside Niagara as a sight worth the journey.

  1. A very close wrong answer moderate Choosing the answer

    The comparison choice names the same pair as the key, Niagara's scenery and Lowell's industry; it differs only in the verb, “compare” instead of conveying that the country offered both kinds of attraction. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)

  2. How, not what moderate Working it out

    The stem asks why the author placed the traveler's remark in paragraph 1, so its job, backing the sentence before it about tourists visiting the industrious city, matters more than its content. (Anderson & Krathwohl, 2001)

  3. Complex sentences minor Understanding the question

    The 37-word sentence ends in the compressed, old-fashioned “the one the glory of American scenery, the other of American industry,” where the verb and the second “glory” are left out. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)

Strategy: Put the traveler's remark into plain modern words, reread the sentence before it about who came to Lowell, and pick the purpose that fits both without reading more into the remark than it says.

Traps

  • Wrong purpose or structure: Names a purpose, structure or effect that the part does not serve, or describes what a part says when the question asks what it does.
  • Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
  • Too broad or too strong: A choice overstates, generalizes, or uses absolute words the text does not support.

The wrong answers, classified

How the questions are analyzed, and the research behind it

Working it out, step by step

  1. Figure out what the question asks

    This question asks about the author’s purpose. You need to say why the author put the Scottish traveler’s words into paragraph 1. Don’t just restate what he says. Ask what job his words do in the paragraph.

  2. Find the quotation and its neighbor

    The traveler’s words are in paragraph 1: “Niagara and Lowell are the two objects I will longest remember in my American journey.” He ends with “the one the glory of American scenery, the other of American industry.” Now look at the sentence just before it. It says European tourists came to “visit the industrious city that was becoming a popular tourist destination.”

  3. Put his words in plain English

    The old-fashioned ending leaves words out. “The one” means the first place he named, Niagara. “The other” means the second place, Lowell. Glory means the finest thing, the pride. Industry means factories and the work done in them. So he is saying: Niagara Falls is the best of America’s natural beauty, and Lowell is the best of its industry. Both are the sights he will remember longest.

  4. Check each choice

    • A is wrong. One visitor is not “people around the world.” He also never says nature or industry made a “direct contribution” to the country.
    • B is wrong. He names the two places side by side, but he never weighs one against the other.
    • C is right. He names a natural wonder and an industrial wonder as the two highlights of his trip. So America offered both kinds of attraction.
    • D is wrong. He never says nature helped industry grow. The waterfalls that powered the mills come up in paragraph 2, not in his words.

    Watch out: “The one” and “the other” set the two places side by side. That can feel like a comparison, which leads to B. But he praises both. He does not compare them.

  5. Choose the answer

    The author uses the quotation to show that America had two kinds of sights worth the trip: natural ones like Niagara and industrial ones like Lowell. So the answer is C.

Why this answer and not the closest wrong one

B is the closest wrong answer. It names the same pair, nature and industry. But to compare is to show how two things are alike or different. The traveler doesn’t do that. He simply names Niagara and Lowell as two highlights. C says just that: the country offered both kinds of attraction.

The original DOE question

Question 36 as shown on the DOE’s digital test, page 51 of its printable version.
As printed in the DOE’s printable version of 2026 Practice Test A English, page 51, question 36.
The passage “Massachusetts: Lowell National Historical Park” as printed (page 50)The passage “Massachusetts: Lowell National Historical Park” as printed on page 50 of the DOE handbook.