English Quiz - 2 (Reading Comprehension Test)

English Quiz - 2 (Reading Comprehension)........ (RPAEA)

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1. Tilak's was a many sided personality. He enjoyed reading and writing books as much as he enjoyed fighting political and social evils or residing tyranny.
   In him, the scientist and the humanist were held in perfect balance. While he kept looking at special problems from a scientific standpoint. He never forgot that we should nourish the total man. As a scientist, he refused to believe in a benevolent power interested in men's affairs. but, as a self proclaimed non-believer, he loved affirming his faith in life and the beauty of nature. Children he adored. Unlike Wordsworth, he did not see him trailing clouds of glory from the recent sojourn in heaven. He saw them as a blossoms of promise and renewal, the only hope for mankind.
   
   • Tilak thought that children
   
   1.   were tailing clouds of glory
   2.   held promise for a better future
   3.   were like flowers to be loved and admired
   4.   held no hope for mankind
2. Tilak's was a many sided personality. He enjoyed reading and writing books as much as he enjoyed fighting political and social evils or residing tyranny.
   In him, the scientist and the humanist were held in perfect balance. While he kept looking at special problems from a scientific standpoint. He never forgot that we should nourish the total man. As a scientist, he refused to believe in a benevolent power interested in men's affairs. but, as a self proclaimed non-believer, he loved affirming his faith in life and the beauty of nature. Children he adored. Unlike Wordsworth, he did not see him trailing clouds of glory from the recent sojourn in heaven. He saw them as a blossoms of promise and renewal, the only hope for mankind.
   
   • Tilak enjoyed
   
   1.   reading and writing books
   2.   fighting political and social evils
   3.   resisting tyranny
   4.   doing all the above and much more
3. Tilak's was a many sided personality. He enjoyed reading and writing books as much as he enjoyed fighting political and social evils or residing tyranny.
   In him, the scientist and the humanist were held in perfect balance. While he kept looking at special problems from a scientific standpoint. He never forgot that we should nourish the total man. As a scientist, he refused to believe in a benevolent power interested in men's affairs. but, as a self proclaimed non-believer, he loved affirming his faith in life and the beauty of nature. Children he adored. Unlike Wordsworth, he did not see him trailing clouds of glory from the recent sojourn in heaven. He saw them as a blossoms of promise and renewal, the only hope for mankind.
   
   • Which of the statements reflects Tilak point of view?
   
   1.   Humanism is more important than science
   2.   Science is supreme and humanism is subordinate to it
   3.   Science and Humanism are equally important
   4.   There is no ground between science and humanism
4. Tilak's was a many sided personality. He enjoyed reading and writing books as much as he enjoyed fighting political and social evils or residing tyranny.
   In him, the scientist and the humanist were held in perfect balance. While he kept looking at special problems from a scientific standpoint. He never forgot that we should nourish the total man. As a scientist, he refused to believe in a benevolent power interested in men's affairs. but, as a self proclaimed non-believer, he loved affirming his faith in life and the beauty of nature. Children he adored. Unlike Wordsworth, he did not see him trailing clouds of glory from the recent sojourn in heaven. He saw them as a blossoms of promise and renewal, the only hope for mankind.
   
   • A 'many-side personality' means
   
   1.   a complex personality
   2.   a secretive person
   3.   a person having varied interests
   4.   a capable person
5. Tilak's was a many sided personality. He enjoyed reading and writing books as much as he enjoyed fighting political and social evils or residing tyranny.
   In him, the scientist and the humanist were held in perfect balance. While he kept looking at special problems from a scientific standpoint. He never forgot that we should nourish the total man. As a scientist, he refused to believe in a benevolent power interested in men's affairs. but, as a self proclaimed non-believer, he loved affirming his faith in life and the beauty of nature. Children he adored. Unlike Wordsworth, he did not see him trailing clouds of glory from the recent sojourn in heaven. He saw them as a blossoms of promise and renewal, the only hope for mankind.
   
   • In this passage, 'a benevolent power interested in men's affairs' means
   
   1.   a supernatural power of god
   2.   beauty of nature
   3.   the spirit of science
   4.   the total man
6. Many sociologists have argued that there is functional relationship between education and economic system. They point to the fact that mass formal education began in industrial society. They note that the expansion of the economies of industrial societies is accompanied by a corresponding expansion of their educational systems. They explain this correspondence in terms of the needs of industry for skilled and trained manpower, needs which are met by the educational system. Thus, the provision of mass elementary education in Britain in 1880 can be seen as a response to the needs of industry for a literate and numerate workforce at a time when industrial processes were becoming more complex and the demand for technical skills was steadily growing.
   
   • The industry needs a literate work-force because
   
   1.   its expansion needs sound learning
   2.   it relies heavily on expertise
   3.   it promotes a competitive spirit
   4.   its operations need intricate technical knowledge
7. Many sociologists have argued that there is functional relationship between education and economic system. They point to the fact that mass formal education began in industrial society. They note that the expansion of the economies of industrial societies is accompanied by a corresponding expansion of their educational systems. They explain this correspondence in terms of the needs of industry for skilled and trained manpower, needs which are met by the educational system. Thus, the provision of mass elementary education in Britain in 1880 can be seen as a response to the needs of industry for a literate and numerate workforce at a time when industrial processes were becoming more complex and the demand for technical skills was steadily growing.
   
   • The author argues that
   
   1.   formal education can be traced to industrial society
   2.   industrial society is responsible for expansion of education at mass level
   3.   industrial society gave rise to vocational education
   4.   industrial society changed the pattern of education
8. Many sociologists have argued that there is functional relationship between education and economic system. They point to the fact that mass formal education began in industrial society. They note that the expansion of the economies of industrial societies is accompanied by a corresponding expansion of their educational systems. They explain this correspondence in terms of the needs of industry for skilled and trained manpower, needs which are met by the educational system. Thus, the provision of mass elementary education in Britain in 1880 can be seen as a response to the needs of industry for a literate and numerate workforce at a time when industrial processes were becoming more complex and the demand for technical skills was steadily growing.
   
   • The observation of the Sociologists are based on a study of
   
   1.   the statistical data available in a historical context
   2.   economic system of the 19th century
   3.   the correlation between industry and education in a historical context
   4.   growth of industry 19th century
9. Many sociologists have argued that there is functional relationship between education and economic system. They point to the fact that mass formal education began in industrial society. They note that the expansion of the economies of industrial societies is accompanied by a corresponding expansion of their educational systems. They explain this correspondence in terms of the needs of industry for skilled and trained manpower, needs which are met by the educational system. Thus, the provision of mass elementary education in Britain in 1880 can be seen as a response to the needs of industry for a literate and numerate workforce at a time when industrial processes were becoming more complex and the demand for technical skills was steadily growing.
   
   • The Sociologists referred to it in the passage say that the relationship between industry and elementary education was one
   
   1.   based on mutual need
   2.   based entirely on the need of the industry
   3.   based entirely on economic need
   4.   based on some inexplicable historical forces
10. Many sociologists have argued that there is functional relationship between education and economic system. They point to the fact that mass formal education began in industrial society. They note that the expansion of the economies of industrial societies is accompanied by a corresponding expansion of their educational systems. They explain this correspondence in terms of the needs of industry for skilled and trained manpower, needs which are met by the educational system. Thus, the provision of mass elementary education in Britain in 1880 can be seen as a response to the needs of industry for a literate and numerate workforce at a time when industrial processes were becoming more complex and the demand for technical skills was steadily growing.
    
    • By 'functional relationship' is meant
    
    1.   a short-term relationship
    2.   practical and utilitarian relationship
    3.   temporary arrangement
    4.   close and unbreakable relationship

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