In this task, you are given a question and a context passage. You have to answer the question based on the given passage.

Q: what group is mentioned second to last?, Context: During the Republic, any person who wished to hold public office had to conform to the Reformed Church and take an oath to this effect. The extent to which different religions or denominations were persecuted depended much on the time period and regional or city leaders. In the beginning, this was especially focused on Roman Catholics, being the religion of the enemy. In 17th-century Leiden, for instance, people opening their homes to services could be fined 200 guilders (a year's wage for a skilled tradesman) and banned from the city. Throughout this, however, personal freedom of religion existed and was one factor along with economic reasons in causing large immigration of religious refugees from other parts of Europe.

A: people opening their homes
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Q: How does a chestnut tree form its heartwood?, Context: The term heartwood derives solely from its position and not from any vital importance to the tree. This is evidenced by the fact that a tree can thrive with its heart completely decayed. Some species begin to form heartwood very early in life, so having only a thin layer of live sapwood, while in others the change comes slowly. Thin sapwood is characteristic of such species as chestnut, black locust, mulberry, osage-orange, and sassafras, while in maple, ash, hickory, hackberry, beech, and pine, thick sapwood is the rule. Others never form heartwood.

A: the change comes slowly
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Q: What did authorities use to decide which students went to which type of institution?, Context: The largest expansion of comprehensive schools in 1965 resulted from a policy decision taken in 1965 by Anthony Crosland, Secretary of State for Education in the 19641970 Labour government. The policy decision was implemented by Circular 10/65, an instruction to local education authorities to plan for conversion. Students sat the 11+ examination in their last year of primary education and were sent to one of a secondary modern, secondary technical or grammar school depending on their perceived ability. Secondary technical schools were never widely implemented and for 20 years there was a virtual bipartite system which saw fierce competition for the available grammar school places, which varied between 15% and 25% of total secondary places, depending on location.[citation needed]

A:
their perceived ability
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