1) The pioneers of the teaching of science imagined that its introduction into education would remove the conventionality, artificiality, and backward-lookingness which were characteristic; of classical studies, but they were gravely disappointed. So, too, in their time had the humanists thought that the study of the classical authors in the original would banish at once the dull pedantry and superstition of mediaeval


scholasticism. The professional schoolmaster was a match for both of them, and has almost managed to make the understanding of chemical reactions as dull and as dogmatic an affair as the reading of Virgil's Aeneid.
The chief claim for the use of science in education is that it teaches a child something about the actual universe in which he is living, in making him acquainted with the results of scientific discovery, and at the same time teaches him how to think logically and inductively by studying scientific method. A certain limited success has been reached in the first of these aims, but practically none at all in the second. Those privileged members of the community who have been through a secondary or public school education may be expected to know something about the elementary physics and chemistry of a hundred years ago, but they probably know hardly more than any bright boy can pick up from an interest in wireless or scientific hobbies out of school hours.
As to the learning of scientific method, the whole thing is palpably a farce. Actually, for the convenience of teachers and the requirements of the examination system, it is necessary that the pupils not only do not learn scientific method but learn precisely the reverse, that is, to believe exactly what they are told and to reproduce it when asked, whether it seems nonsense to them o not. The way in which educated r people respond to such quackeries as spiritualism or astrology, not to say more dangerous ones such as racial theories or currency myths, shows that fifty years of education in the method of science in Britain or Germany has produced no visible effect whatever. The only way of learning the method of science is the long and bitter way of personal experience, and, until the educational or social systems are altered to make this possible, the best we can expect is the production of minority of people who are able to acquire some of the technique of science and a still smaller minority who are able to use and develop them.

3. The word ‘palpably’ most nearly means

2) The pioneers of the teaching of science imagined that its introduction into education would remove the conventionality, artificiality, and backward-lookingness which were characteristic; of classical studies, but they were gravely disappointed. So, too, in their time had the humanists thought that the study of the classical authors in the original would banish at once the dull pedantry and superstition of mediaeval


scholasticism. The professional schoolmaster was a match for both of them, and has almost managed to make the understanding of chemical reactions as dull and as dogmatic an affair as the reading of Virgil's Aeneid.
The chief claim for the use of science in education is that it teaches a child something about the actual universe in which he is living, in making him acquainted with the results of scientific discovery, and at the same time teaches him how to think logically and inductively by studying scientific method. A certain limited success has been reached in the first of these aims, but practically none at all in the second. Those privileged members of the community who have been through a secondary or public school education may be expected to know something about the elementary physics and chemistry of a hundred years ago, but they probably know hardly more than any bright boy can pick up from an interest in wireless or scientific hobbies out of school hours.
As to the learning of scientific method, the whole thing is palpably a farce. Actually, for the convenience of teachers and the requirements of the examination system, it is necessary that the pupils not only do not learn scientific method but learn precisely the reverse, that is, to believe exactly what they are told and to reproduce it when asked, whether it seems nonsense to them o not. The way in which educated r people respond to such quackeries as spiritualism or astrology, not to say more dangerous ones such as racial theories or currency myths, shows that fifty years of education in the method of science in Britain or Germany has produced no visible effect whatever. The only way of learning the method of science is the long and bitter way of personal experience, and, until the educational or social systems are altered to make this possible, the best we can expect is the production of minority of people who are able to acquire some of the technique of science and a still smaller minority who are able to use and develop them.

4. The author blames all of the following for the failure to impart scientific method through the education system except

3) The pioneers of the teaching of science imagined that its introduction into education would remove the conventionality, artificiality, and backward-lookingness which were characteristic; of classical studies, but they were gravely disappointed. So, too, in their time had the humanists thought that the study of the classical authors in the original would banish at once the dull pedantry and superstition of mediaeval


scholasticism. The professional schoolmaster was a match for both of them, and has almost managed to make the understanding of chemical reactions as dull and as dogmatic an affair as the reading of Virgil's Aeneid.
The chief claim for the use of science in education is that it teaches a child something about the actual universe in which he is living, in making him acquainted with the results of scientific discovery, and at the same time teaches him how to think logically and inductively by studying scientific method. A certain limited success has been reached in the first of these aims, but practically none at all in the second. Those privileged members of the community who have been through a secondary or public school education may be expected to know something about the elementary physics and chemistry of a hundred years ago, but they probably know hardly more than any bright boy can pick up from an interest in wireless or scientific hobbies out of school hours.
As to the learning of scientific method, the whole thing is palpably a farce. Actually, for the convenience of teachers and the requirements of the examination system, it is necessary that the pupils not only do not learn scientific method but learn precisely the reverse, that is, to believe exactly what they are told and to reproduce it when asked, whether it seems nonsense to them o not. The way in which educated r people respond to such quackeries as spiritualism or astrology, not to say more dangerous ones such as racial theories or currency myths, shows that fifty years of education in the method of science in Britain or Germany has produced no visible effect whatever. The only way of learning the method of science is the long and bitter way of personal experience, and, until the educational or social systems are altered to make this possible, the best we can expect is the production of minority of people who are able to acquire some of the technique of science and a still smaller minority who are able to use and develop them.

5. If the author were to study current education in science to see how things have changed since he wrote the piece, he would probably be most interested in the answer to which of the following questions?

4) The pioneers of the teaching of science imagined that its introduction into education would remove the conventionality, artificiality, and backward-lookingness which were characteristic; of classical studies, but they were gravely disappointed. So, too, in their time had the humanists thought that the study of the classical authors in the original would banish at once the dull pedantry and superstition of mediaeval


scholasticism. The professional schoolmaster was a match for both of them, and has almost managed to make the understanding of chemical reactions as dull and as dogmatic an affair as the reading of Virgil's Aeneid.
The chief claim for the use of science in education is that it teaches a child something about the actual universe in which he is living, in making him acquainted with the results of scientific discovery, and at the same time teaches him how to think logically and inductively by studying scientific method. A certain limited success has been reached in the first of these aims, but practically none at all in the second. Those privileged members of the community who have been through a secondary or public school education may be expected to know something about the elementary physics and chemistry of a hundred years ago, but they probably know hardly more than any bright boy can pick up from an interest in wireless or scientific hobbies out of school hours.
As to the learning of scientific method, the whole thing is palpably a farce. Actually, for the convenience of teachers and the requirements of the examination system, it is necessary that the pupils not only do not learn scientific method but learn precisely the reverse, that is, to believe exactly what they are told and to reproduce it when asked, whether it seems nonsense to them o not. The way in which educated r people respond to such quackeries as spiritualism or astrology, not to say more dangerous ones such as racial theories or currency myths, shows that fifty years of education in the method of science in Britain or Germany has produced no visible effect whatever. The only way of learning the method of science is the long and bitter way of personal experience, and, until the educational or social systems are altered to make this possible, the best we can expect is the production of minority of people who are able to acquire some of the technique of science and a still smaller minority who are able to use and develop them.

6. Astrology is mentioned as an example of

5) The pioneers of the teaching of science imagined that its introduction into education would remove the conventionality, artificiality, and backward-lookingness which were characteristic; of classical studies, but they were gravely disappointed. So, too, in their time had the humanists thought that the study of the classical authors in the original would banish at once the dull pedantry and superstition of mediaeval

scholasticism. The professional schoolmaster was a match for both of them, and has almost managed to make the understanding of chemical reactions as dull and as dogmatic an affair as the reading of Virgil's Aeneid.
The chief claim for the use of science in education is that it teaches a child something about the actual universe in which he is living, in making him acquainted with the results of scientific discovery, and at the same time teaches him how to think logically and inductively by studying scientific method. A certain limited success has been reached in the first of these aims, but practically none at all in the second. Those privileged members of the community who have been through a secondary or public school education may be expected to know something about the elementary physics and chemistry of a hundred years ago, but they probably know hardly more than any bright boy can pick up from an interest in wireless or scientific hobbies out of school hours.
As to the learning of scientific method, the whole thing is palpably a farce. Actually, for the convenience of teachers and the requirements of the examination system, it is necessary that the pupils not only do not learn scientific method but learn precisely the reverse, that is, to believe exactly what they are told and to reproduce it when asked, whether it seems nonsense to them o not. The way in which educated r people respond to such quackeries as spiritualism or astrology, not to say more dangerous ones such as racial theories or currency myths, shows that fifty years of education in the method of science in Britain or Germany has produced no visible effect whatever. The only way of learning the method of science is the long and bitter way of personal experience, and, until the educational or social systems are altered to make this possible, the best we can expect is the production of minority of people who are able to acquire some of the technique of science and a still smaller minority who are able to use and develop them.

7. All of the following can be inferred from the text except

6) Choose the one which best expresses the given sentence in Indirect/Direct speech.

"Children, those who keep moving inside the class, I shall stick you to your chair with fevicol", Ms.Scott said to the little ones in her class, in a calm voice.

7) Choose the one which best expresses the given sentence in Indirect/Direct speech.

Nelson’s master asked him to go to his table and start a new game

8) Choose the one which best expresses the given sentence in Indirect/Direct speech.

Paulin said that her mom was getting a new dress.

9) Choose the one which best expresses the given sentence in Indirect/Direct speech.

Robin said to his friend , "Does the car have 4 wheels?"

10) Choose the one which best expresses the given sentence in Indirect/Direct speech.

Malcom said, "My neighboring uncle smokes for long hours every day.”

11) In questions below, each passage consists of six sentences. The first and sixth sentence are given in the beginning. The middle four sentences in each have been removed and jumbled up. These are labelled as P, Q, R and S. Find out the proper order for the four sentences.

S1: Right at the middle of the front row, the Organizer of the Association , the chief person was seated.
P : For an association is not just a mere group of individuals.
Q : On him rests much of the responsibility for the success or failure of the association.
R : While this is happening we get to know the mindset of the gathering.
S : As the work started in the gathering, he runs briskly through a number of formalities.
S6: From the very moment its members meet, it begins to have a sort vague life of its own.
The Proper sequence should be:

12) In questions below, each passage consists of six sentences. The first and sixth sentence are given in the beginning. The middle four sentences in each have been removed and jumbled up. These are labelled as P, Q, R and S. Find out the proper order for the four sentences.

S1:Calcutta unlike other cities kepts its trams.
P : As a result there horrendous congestion.
Q : It was going to be the first in South Asia.
R : run down the centre of the road
S : To ease in the city decided to build an underground railway line.
S6: The foundation stone was laid in 1972.
The Proper sequence should be:

13) In questions below, each passage consists of six sentences. The first and sixth sentence are given in the beginning. The middle four sentences in each have been removed and jumbled up. These are labelled as P, Q, R and S. Find out the proper order for the four sentences.

S1: A ban on plastics since the start of 2019.
P : Neither customers nor sellers could use plastic bags for goods.
Q : mass circulation of paper bags or cloth bags.
R : Would mean that
S : No entrepreneurs or dealers could deal with it any more.
S6: since their use deems to be legally punishable by the government.
The Proper sequence should be:

14) In questions below, each passage consists of six sentences. The first and sixth sentence are given in the beginning. The middle four sentences in each have been removed and jumbled up. These are labelled as P, Q, R and S. Find out the proper order for the four sentences.

S1: Bhagat Singh was born on September 28, 1907, at Banga in Lyallpur district (now Pakistan) to Kishan Singh and Vidyavati
P : Following the Chauri Chaura Incident, Gandhi called for the withdrawal of the Non-Cooperation movement
Q : At a very young age, Bhagat Singh started following Non-Cooperation Movement, initiated by Mahatma Gandhiji
R : Thus began his journey as the most prominent advocate of violent insurgency against the British Raj.
S : Two incidents during his teen days shaped his strong patriotic outlook - the Jallianwala Bagh Masacre in 1919 and killing of unarmed Akali protesters at the Nankana Sahib in 1921.
S6: In March 1925, inspired by European nationalist movements, the Naujawan Bharat Sabha was formed with Bhagat Singh, as its secretary
The Proper sequence should be:

15) In questions below, each passage consists of six sentences. The first and sixth sentence are given in the beginning. The middle four sentences in each have been removed and jumbled up. These are labelled as P, Q, R and S. Find out the proper order for the four sentences.

S1: Your message proved to be of a big relief to me
P : How did your event go?
Q : After your programme, you should spend a week with me.
R : You had been silent since a month.
S : I am able to see you in cloud nine now.
S6: Pl. remember to get some gifts for your niece Nithya. .
The Proper sequence should be: