Educational\r\nplanning should aim at meeting the educational needs of the entire population\r\nof all age groups. While the traditional structure of education as a three\r\nlayer hierarchy from the primary stage to the university represents the core,\r\nwe should not overlook the periphery which is equally important. Under modern\r\nconditions, workers need to rewind, or renew their enthusiasm, or strike out in\r\na new direction, or improve their skills as much as any university professor.\r\nThe retired and the aged have their needs as well. Educational planning, in\r\ntheir words, should take care of the needs of everyone.
Our\r\nstructures of education have been built up on the assumption that there is a\r\nterminal point to education. This basic defect has become all the more harmful\r\ntoday. A UNESCO report, titled \"Learning to Be\" prepared by Edgar\r\nFaure and others in 1973 asserts that the education of children must prepare\r\nthe future adult for various forms of self-learning. A viable education system\r\nof the future should consist of modules with different kinds of functions\r\nserving a diversity of constituents. And performance, not the period of study,\r\nshould be the basis for credentials. The writing is already on the wall.
In\r\nview of the fact that the significance of a commitment of lifelong learning and\r\nlifetime education is being discussed only in recent years even in\r\neducationally advanced countries, the possibility of the idea becoming an\r\nintegral part of educational thinking seems to be a far cry. For, to move in\r\nthat direction means much more than some simple rearrangement of the present\r\norganization of education. But a good beginning can be made by developing Open\r\nUniversity programs for older learners of different categories and introducing\r\nextension services in the conventional colleges and schools. Also, these\r\ninstitutions should learn to cooperate with the numerous community\r\norganizations such as libraries, museums, municipal recreational programs,\r\nhealth services etc.
Q: Which of the following is most opposite in meaning to the word \"integral\" as used in the passage?
Educational\r\nplanning should aim at meeting the educational needs of the entire population\r\nof all age groups. While the traditional structure of education as a three\r\nlayer hierarchy from the primary stage to the university represents the core,\r\nwe should not overlook the periphery which is equally important. Under modern\r\nconditions, workers need to rewind, or renew their enthusiasm, or strike out in\r\na new direction, or improve their skills as much as any university professor.\r\nThe retired and the aged have their needs as well. Educational planning, in\r\ntheir words, should take care of the needs of everyone.
Our\r\nstructures of education have been built up on the assumption that there is a\r\nterminal point to education. This basic defect has become all the more harmful\r\ntoday. A UNESCO report, titled \"Learning to Be\" prepared by Edgar\r\nFaure and others in 1973 asserts that the education of children must prepare\r\nthe future adult for various forms of self-learning. A viable education system\r\nof the future should consist of modules with different kinds of functions\r\nserving a diversity of constituents. And performance, not the period of study,\r\nshould be the basis for credentials. The writing is already on the wall.
In\r\nview of the fact that the significance of a commitment of lifelong learning and\r\nlifetime education is being discussed only in recent years even in\r\neducationally advanced countries, the possibility of the idea becoming an\r\nintegral part of educational thinking seems to be a far cry. For, to move in\r\nthat direction means much more than some simple rearrangement of the present\r\norganization of education. But a good beginning can be made by developing Open\r\nUniversity programs for older learners of different categories and introducing\r\nextension services in the conventional colleges and schools. Also, these\r\ninstitutions should learn to cooperate with the numerous community\r\norganizations such as libraries, museums, municipal recreational programs,\r\nhealth services etc.
Q: Which of the following is most nearly the same in meaning as the word \"meeting\" as used in the passage?
","choices":[{"text":"Approaching","value":"A"},{"text":"Contacting","value":"B"},{"text":"Introducing","value":"C"},{"text":"Satisfying","value":"D"},{"value":"E"}],"correctAnswer":4},{"id":150496,"question":"Educational\r\nplanning should aim at meeting the educational needs of the entire population\r\nof all age groups. While the traditional structure of education as a three\r\nlayer hierarchy from the primary stage to the university represents the core,\r\nwe should not overlook the periphery which is equally important. Under modern\r\nconditions, workers need to rewind, or renew their enthusiasm, or strike out in\r\na new direction, or improve their skills as much as any university professor.\r\nThe retired and the aged have their needs as well. Educational planning, in\r\ntheir words, should take care of the needs of everyone.
Our\r\nstructures of education have been built up on the assumption that there is a\r\nterminal point to education. This basic defect has become all the more harmful\r\ntoday. A UNESCO report, titled \"Learning to Be\" prepared by Edgar\r\nFaure and others in 1973 asserts that the education of children must prepare\r\nthe future adult for various forms of self-learning. A viable education system\r\nof the future should consist of modules with different kinds of functions\r\nserving a diversity of constituents. And performance, not the period of study,\r\nshould be the basis for credentials. The writing is already on the wall.
In\r\nview of the fact that the significance of a commitment of lifelong learning and\r\nlifetime education is being discussed only in recent years even in\r\neducationally advanced countries, the possibility of the idea becoming an\r\nintegral part of educational thinking seems to be a far cry. For, to move in\r\nthat direction means much more than some simple rearrangement of the present\r\norganization of education. But a good beginning can be made by developing Open\r\nUniversity programs for older learners of different categories and introducing\r\nextension services in the conventional colleges and schools. Also, these\r\ninstitutions should learn to cooperate with the numerous community\r\norganizations such as libraries, museums, municipal recreational programs,\r\nhealth services etc.
Q: In the context of the passage, what is the meaning of the sentence \"The writing is already on the wall\"?
Educational\r\nplanning should aim at meeting the educational needs of the entire population\r\nof all age groups. While the traditional structure of education as a three\r\nlayer hierarchy from the primary stage to the university represents the core,\r\nwe should not overlook the periphery which is equally important. Under modern\r\nconditions, workers need to rewind, or renew their enthusiasm, or strike out in\r\na new direction, or improve their skills as much as any university professor.\r\nThe retired and the aged have their needs as well. Educational planning, in\r\ntheir words, should take care of the needs of everyone.
Our\r\nstructures of education have been built up on the assumption that there is a\r\nterminal point to education. This basic defect has become all the more harmful\r\ntoday. A UNESCO report, titled \"Learning to Be\" prepared by Edgar\r\nFaure and others in 1973 asserts that the education of children must prepare\r\nthe future adult for various forms of self-learning. A viable education system\r\nof the future should consist of modules with different kinds of functions\r\nserving a diversity of constituents. And performance, not the period of study,\r\nshould be the basis for credentials. The writing is already on the wall.
In\r\nview of the fact that the significance of a commitment of lifelong learning and\r\nlifetime education is being discussed only in recent years even in\r\neducationally advanced countries, the possibility of the idea becoming an\r\nintegral part of educational thinking seems to be a far cry. For, to move in\r\nthat direction means much more than some simple rearrangement of the present\r\norganization of education. But a good beginning can be made by developing Open\r\nUniversity programs for older learners of different categories and introducing\r\nextension services in the conventional colleges and schools. Also, these\r\ninstitutions should learn to cooperate with the numerous community\r\norganizations such as libraries, museums, municipal recreational programs,\r\nhealth services etc.
Q: According to the author, what should be the basis for awarding credentials?
Educational\r\nplanning should aim at meeting the educational needs of the entire population\r\nof all age groups. While the traditional structure of education as a three\r\nlayer hierarchy from the primary stage to the university represents the core,\r\nwe should not overlook the periphery which is equally important. Under modern\r\nconditions, workers need to rewind, or renew their enthusiasm, or strike out in\r\na new direction, or improve their skills as much as any university professor.\r\nThe retired and the aged have their needs as well. Educational planning, in\r\ntheir words, should take care of the needs of everyone.
Our\r\nstructures of education have been built up on the assumption that there is a\r\nterminal point to education. This basic defect has become all the more harmful\r\ntoday. A UNESCO report, titled \"Learning to Be\" prepared by Edgar\r\nFaure and others in 1973 asserts that the education of children must prepare\r\nthe future adult for various forms of self-learning. A viable education system\r\nof the future should consist of modules with different kinds of functions\r\nserving a diversity of constituents. And performance, not the period of study,\r\nshould be the basis for credentials. The writing is already on the wall.
In\r\nview of the fact that the significance of a commitment of lifelong learning and\r\nlifetime education is being discussed only in recent years even in\r\neducationally advanced countries, the possibility of the idea becoming an\r\nintegral part of educational thinking seems to be a far cry. For, to move in\r\nthat direction means much more than some simple rearrangement of the present\r\norganization of education. But a good beginning can be made by developing Open\r\nUniversity programs for older learners of different categories and introducing\r\nextension services in the conventional colleges and schools. Also, these\r\ninstitutions should learn to cooperate with the numerous community\r\norganizations such as libraries, museums, municipal recreational programs,\r\nhealth services etc.
Q: According to the author, what measures should Open University adopt to meet modern sequence means?
Educational\r\nplanning should aim at meeting the educational needs of the entire population\r\nof all age groups. While the traditional structure of education as a three\r\nlayer hierarchy from the primary stage to the university represents the core,\r\nwe should not overlook the periphery which is equally important. Under modern\r\nconditions, workers need to rewind, or renew their enthusiasm, or strike out in\r\na new direction, or improve their skills as much as any university professor.\r\nThe retired and the aged have their needs as well. Educational planning, in\r\ntheir words, should take care of the needs of everyone.
Our\r\nstructures of education have been built up on the assumption that there is a\r\nterminal point to education. This basic defect has become all the more harmful\r\ntoday. A UNESCO report, titled \"Learning to Be\" prepared by Edgar\r\nFaure and others in 1973 asserts that the education of children must prepare\r\nthe future adult for various forms of self-learning. A viable education system\r\nof the future should consist of modules with different kinds of functions\r\nserving a diversity of constituents. And performance, not the period of study,\r\nshould be the basis for credentials. The writing is already on the wall.
In\r\nview of the fact that the significance of a commitment of lifelong learning and\r\nlifetime education is being discussed only in recent years even in\r\neducationally advanced countries, the possibility of the idea becoming an\r\nintegral part of educational thinking seems to be a far cry. For, to move in\r\nthat direction means much more than some simple rearrangement of the present\r\norganization of education. But a good beginning can be made by developing Open\r\nUniversity programs for older learners of different categories and introducing\r\nextension services in the conventional colleges and schools. Also, these\r\ninstitutions should learn to cooperate with the numerous community\r\norganizations such as libraries, museums, municipal recreational programs,\r\nhealth services etc.
Q: According to the author, educational planning should attempt to
Educational\r\nplanning should aim at meeting the educational needs of the entire population\r\nof all age groups. While the traditional structure of education as a three\r\nlayer hierarchy from the primary stage to the university represents the core,\r\nwe should not overlook the periphery which is equally important. Under modern\r\nconditions, workers need to rewind, or renew their enthusiasm, or strike out in\r\na new direction, or improve their skills as much as any university professor.\r\nThe retired and the aged have their needs as well. Educational planning, in\r\ntheir words, should take care of the needs of everyone.
Our\r\nstructures of education have been built up on the assumption that there is a\r\nterminal point to education. This basic defect has become all the more harmful\r\ntoday. A UNESCO report, titled \"Learning to Be\" prepared by Edgar\r\nFaure and others in 1973 asserts that the education of children must prepare\r\nthe future adult for various forms of self-learning. A viable education system\r\nof the future should consist of modules with different kinds of functions\r\nserving a diversity of constituents. And performance, not the period of study,\r\nshould be the basis for credentials. The writing is already on the wall.
In\r\nview of the fact that the significance of a commitment of lifelong learning and\r\nlifetime education is being discussed only in recent years even in\r\neducationally advanced countries, the possibility of the idea becoming an\r\nintegral part of educational thinking seems to be a far cry. For, to move in\r\nthat direction means much more than some simple rearrangement of the present\r\norganization of education. But a good beginning can be made by developing Open\r\nUniversity programs for older learners of different categories and introducing\r\nextension services in the conventional colleges and schools. Also, these\r\ninstitutions should learn to cooperate with the numerous community\r\norganizations such as libraries, museums, municipal recreational programs,\r\nhealth services etc.
Q: What should be the major characteristic of the future educational?
Educational\r\nplanning should aim at meeting the educational needs of the entire population\r\nof all age groups. While the traditional structure of education as a three\r\nlayer hierarchy from the primary stage to the university represents the core,\r\nwe should not overlook the periphery which is equally important. Under modern\r\nconditions, workers need to rewind, or renew their enthusiasm, or strike out in\r\na new direction, or improve their skills as much as any university professor.\r\nThe retired and the aged have their needs as well. Educational planning, in\r\ntheir words, should take care of the needs of everyone.
Our\r\nstructures of education have been built up on the assumption that there is a\r\nterminal point to education. This basic defect has become all the more harmful\r\ntoday. A UNESCO report, titled \"Learning to Be\" prepared by Edgar\r\nFaure and others in 1973 asserts that the education of children must prepare\r\nthe future adult for various forms of self-learning. A viable education system\r\nof the future should consist of modules with different kinds of functions\r\nserving a diversity of constituents. And performance, not the period of study,\r\nshould be the basis for credentials. The writing is already on the wall.
In\r\nview of the fact that the significance of a commitment of lifelong learning and\r\nlifetime education is being discussed only in recent years even in\r\neducationally advanced countries, the possibility of the idea becoming an\r\nintegral part of educational thinking seems to be a far cry. For, to move in\r\nthat direction means much more than some simple rearrangement of the present\r\norganization of education. But a good beginning can be made by developing Open\r\nUniversity programs for older learners of different categories and introducing\r\nextension services in the conventional colleges and schools. Also, these\r\ninstitutions should learn to cooperate with the numerous community\r\norganizations such as libraries, museums, municipal recreational programs,\r\nhealth services etc.
Q: According to the passage, the present education structures assume which of the following?
Educational\r\nplanning should aim at meeting the educational needs of the entire population\r\nof all age groups. While the traditional structure of education as a three\r\nlayer hierarchy from the primary stage to the university represents the core,\r\nwe should not overlook the periphery which is equally important. Under modern\r\nconditions, workers need to rewind, or renew their enthusiasm, or strike out in\r\na new direction, or improve their skills as much as any university professor.\r\nThe retired and the aged have their needs as well. Educational planning, in\r\ntheir words, should take care of the needs of everyone.
Our\r\nstructures of education have been built up on the assumption that there is a\r\nterminal point to education. This basic defect has become all the more harmful\r\ntoday. A UNESCO report, titled \"Learning to Be\" prepared by Edgar\r\nFaure and others in 1973 asserts that the education of children must prepare\r\nthe future adult for various forms of self-learning. A viable education system\r\nof the future should consist of modules with different kinds of functions\r\nserving a diversity of constituents. And performance, not the period of study,\r\nshould be the basis for credentials. The writing is already on the wall.
In\r\nview of the fact that the significance of a commitment of lifelong learning and\r\nlifetime education is being discussed only in recent years even in\r\neducationally advanced countries, the possibility of the idea becoming an\r\nintegral part of educational thinking seems to be a far cry. For, to move in\r\nthat direction means much more than some simple rearrangement of the present\r\norganization of education. But a good beginning can be made by developing Open\r\nUniversity programs for older learners of different categories and introducing\r\nextension services in the conventional colleges and schools. Also, these\r\ninstitutions should learn to cooperate with the numerous community\r\norganizations such as libraries, museums, municipal recreational programs,\r\nhealth services etc.
Q: Which of the following best describes the purpose of the author?
Educational\r\nplanning should aim at meeting the educational needs of the entire population\r\nof all age groups. While the traditional structure of education as a three\r\nlayer hierarchy from the primary stage to the university represents the core,\r\nwe should not overlook the periphery which is equally important. Under modern\r\nconditions, workers need to rewind, or renew their enthusiasm, or strike out in\r\na new direction, or improve their skills as much as any university professor.\r\nThe retired and the aged have their needs as well. Educational planning, in\r\ntheir words, should take care of the needs of everyone.
Our\r\nstructures of education have been built up on the assumption that there is a\r\nterminal point to education. This basic defect has become all the more harmful\r\ntoday. A UNESCO report, titled \"Learning to Be\" prepared by Edgar\r\nFaure and others in 1973 asserts that the education of children must prepare\r\nthe future adult for various forms of self-learning. A viable education system\r\nof the future should consist of modules with different kinds of functions\r\nserving a diversity of constituents. And performance, not the period of study,\r\nshould be the basis for credentials. The writing is already on the wall.
In\r\nview of the fact that the significance of a commitment of lifelong learning and\r\nlifetime education is being discussed only in recent years even in\r\neducationally advanced countries, the possibility of the idea becoming an\r\nintegral part of educational thinking seems to be a far cry. For, to move in\r\nthat direction means much more than some simple rearrangement of the present\r\norganization of education. But a good beginning can be made by developing Open\r\nUniversity programs for older learners of different categories and introducing\r\nextension services in the conventional colleges and schools. Also, these\r\ninstitutions should learn to cooperate with the numerous community\r\norganizations such as libraries, museums, municipal recreational programs,\r\nhealth services etc.
Q: What is the main thrust of the author?
Democratic\r\nsocieties from the earliest times have expected their governments to protect\r\nthe weak against the strong. No 'era of good feeling' can justify discharging\r\nthe police force or giving up the idea of public control over concentrated\r\nprivate wealth. On the other hand, it is obvious that a spirit of self-denial\r\nand moderation on the part of those who hold economic power will greatly soften\r\nthe demand for absolute equality. Men are more interested in freedom and\r\nsecurity than in an equal distribution of wealth. The extent to which\r\nGovernment must interfere with business, therefore, is not exactly measured by\r\nthe extent to which economic power is concentrated into a few hands. The\r\nrequired degree of government interference depends mainly on whether economic\r\npowers are oppressively used, and on the necessity of keeping economic factors\r\nin a tolerable state of balance.
Democratic\r\nsocieties from the earliest times have expected their governments to protect\r\nthe weak against the strong. No 'era of good feeling' can justify discharging\r\nthe police force or giving up the idea of public control over concentrated\r\nprivate wealth. On the other hand, it is obvious that a spirit of self-denial\r\nand moderation on the part of those who hold economic power will greatly soften\r\nthe demand for absolute equality. Men are more interested in freedom and\r\nsecurity than in an equal distribution of wealth. The extent to which\r\nGovernment must interfere with business, therefore, is not exactly measured by\r\nthe extent to which economic power is concentrated into a few hands. The\r\nrequired degree of government interference depends mainly on whether economic\r\npowers are oppressively used, and on the necessity of keeping economic factors\r\nin a tolerable state of balance.
Democratic\r\nsocieties from the earliest times have expected their governments to protect\r\nthe weak against the strong. No 'era of good feeling' can justify discharging\r\nthe police force or giving up the idea of public control over concentrated\r\nprivate wealth. On the other hand, it is obvious that a spirit of self-denial\r\nand moderation on the part of those who hold economic power will greatly soften\r\nthe demand for absolute equality. Men are more interested in freedom and\r\nsecurity than in an equal distribution of wealth. The extent to which\r\nGovernment must interfere with business, therefore, is not exactly measured by\r\nthe extent to which economic power is concentrated into a few hands. The\r\nrequired degree of government interference depends mainly on whether economic\r\npowers are oppressively used, and on the necessity of keeping economic factors\r\nin a tolerable state of balance.
Democratic\r\nsocieties from the earliest times have expected their governments to protect\r\nthe weak against the strong. No 'era of good feeling' can justify discharging\r\nthe police force or giving up the idea of public control over concentrated\r\nprivate wealth. On the other hand, it is obvious that a spirit of self-denial\r\nand moderation on the part of those who hold economic power will greatly soften\r\nthe demand for absolute equality. Men are more interested in freedom and\r\nsecurity than in an equal distribution of wealth. The extent to which\r\nGovernment must interfere with business, therefore, is not exactly measured by\r\nthe extent to which economic power is concentrated into a few hands. The\r\nrequired degree of government interference depends mainly on whether economic\r\npowers are oppressively used, and on the necessity of keeping economic factors\r\nin a tolerable state of balance.
Democratic\r\nsocieties from the earliest times have expected their governments to protect\r\nthe weak against the strong. No 'era of good feeling' can justify discharging\r\nthe police force or giving up the idea of public control over concentrated\r\nprivate wealth. On the other hand, it is obvious that a spirit of self-denial\r\nand moderation on the part of those who hold economic power will greatly soften\r\nthe demand for absolute equality. Men are more interested in freedom and\r\nsecurity than in an equal distribution of wealth. The extent to which\r\nGovernment must interfere with business, therefore, is not exactly measured by\r\nthe extent to which economic power is concentrated into a few hands. The\r\nrequired degree of government interference depends mainly on whether economic\r\npowers are oppressively used, and on the necessity of keeping economic factors\r\nin a tolerable state of balance.
The\r\nhistory of literature can be traced to the earliest forms of the arts. Man\r\ndanced for joy round his primitive camp fire after the defeat and slaughter of\r\nhis enemy. He yelled and shouted as he danced and gradually the yells and\r\nshouts became coherent and caught the measure of the dance and thus the first\r\nwar song was sung. As the idea of God developed, prayers were framed. The songs\r\nand prayers became traditional and were repeated from one generation to\r\nanother, each generation adding something of its own.
As\r\nman slowly grew more civilized, he was compelled to invent some method of\r\nwriting due to three urgent necessities. There were certain things that it was\r\ndangerous to forget and which, therefore, had to be recorded. It was often\r\nnecessary to communicate with persons who were some distance away and it was\r\nnecessary to safeguard one's property by making appropreiate tools and taking\r\nprotective measure in a distinctive manner. So man taught himself to write and\r\nhaving learned to write, purely for utilitarian reasons, he used this new method\r\nfor preserving his war songs and his prayers. Of course, among these ancient\r\npeoples, there were only a very few individuals who learned to write, and only\r\na few could read what was written.
Q: The word \"measure\" in the context of the passage means
","choices":[{"text":"Weight","value":"A"},{"text":"Rhythm","value":"B"},{"text":"Size","value":"C"},{"text":"Quantity","value":"D"},{"value":"E"}],"correctAnswer":2},{"id":150379,"question":"The\r\nhistory of literature can be traced to the earliest forms of the arts. Man\r\ndanced for joy round his primitive camp fire after the defeat and slaughter of\r\nhis enemy. He yelled and shouted as he danced and gradually the yells and\r\nshouts became coherent and caught the measure of the dance and thus the first\r\nwar song was sung. As the idea of God developed, prayers were framed. The songs\r\nand prayers became traditional and were repeated from one generation to\r\nanother, each generation adding something of its own.
As\r\nman slowly grew more civilized, he was compelled to invent some method of\r\nwriting due to three urgent necessities. There were certain things that it was\r\ndangerous to forget and which, therefore, had to be recorded. It was often\r\nnecessary to communicate with persons who were some distance away and it was\r\nnecessary to safeguard one's property by making appropreiate tools and taking\r\nprotective measure in a distinctive manner. So man taught himself to write and\r\nhaving learned to write, purely for utilitarian reasons, he used this new method\r\nfor preserving his war songs and his prayers. Of course, among these ancient\r\npeoples, there were only a very few individuals who learned to write, and only\r\na few could read what was written.
Q: Man invented writing because he wanted
","choices":[{"text":"To be artistic","value":"A"},{"text":"To write war song","value":"B"},{"text":"To write literature","value":"C"},{"text":"To record and communicate","value":"D"},{"value":"E"}],"correctAnswer":4},{"id":150378,"question":"The\r\nhistory of literature can be traced to the earliest forms of the arts. Man\r\ndanced for joy round his primitive camp fire after the defeat and slaughter of\r\nhis enemy. He yelled and shouted as he danced and gradually the yells and\r\nshouts became coherent and caught the measure of the dance and thus the first\r\nwar song was sung. As the idea of God developed, prayers were framed. The songs\r\nand prayers became traditional and were repeated from one generation to\r\nanother, each generation adding something of its own.
As\r\nman slowly grew more civilized, he was compelled to invent some method of\r\nwriting due to three urgent necessities. There were certain things that it was\r\ndangerous to forget and which, therefore, had to be recorded. It was often\r\nnecessary to communicate with persons who were some distance away and it was\r\nnecessary to safeguard one's property by making appropreiate tools and taking\r\nprotective measure in a distinctive manner. So man taught himself to write and\r\nhaving learned to write, purely for utilitarian reasons, he used this new method\r\nfor preserving his war songs and his prayers. Of course, among these ancient\r\npeoples, there were only a very few individuals who learned to write, and only\r\na few could read what was written.
Q: The war song evolved out of
","choices":[{"text":"Creative inspiration","value":"A"},{"text":"Necessary for protective measures","value":"B"},{"text":"Artistic urge","value":"C"},{"text":"Yelling and shouting","value":"D"},{"value":"E"}],"correctAnswer":4},{"id":150377,"question":"The\r\nhistory of literature can be traced to the earliest forms of the arts. Man\r\ndanced for joy round his primitive camp fire after the defeat and slaughter of\r\nhis enemy. He yelled and shouted as he danced and gradually the yells and\r\nshouts became coherent and caught the measure of the dance and thus the first\r\nwar song was sung. As the idea of God developed, prayers were framed. The songs\r\nand prayers became traditional and were repeated from one generation to\r\nanother, each generation adding something of its own.
As\r\nman slowly grew more civilized, he was compelled to invent some method of\r\nwriting due to three urgent necessities. There were certain things that it was\r\ndangerous to forget and which, therefore, had to be recorded. It was often\r\nnecessary to communicate with persons who were some distance away and it was\r\nnecessary to safeguard one's property by making appropreiate tools and taking\r\nprotective measure in a distinctive manner. So man taught himself to write and\r\nhaving learned to write, purely for utilitarian reasons, he used this new method\r\nfor preserving his war songs and his prayers. Of course, among these ancient\r\npeoples, there were only a very few individuals who learned to write, and only\r\na few could read what was written.
Q: The first war-song
The\r\nhistory of literature can be traced to the earliest forms of the arts. Man\r\ndanced for joy round his primitive camp fire after the defeat and slaughter of\r\nhis enemy. He yelled and shouted as he danced and gradually the yells and\r\nshouts became coherent and caught the measure of the dance and thus the first\r\nwar song was sung. As the idea of God developed, prayers were framed. The songs\r\nand prayers became traditional and were repeated from one generation to\r\nanother, each generation adding something of its own.
As\r\nman slowly grew more civilized, he was compelled to invent some method of\r\nwriting due to three urgent necessities. There were certain things that it was\r\ndangerous to forget and which, therefore, had to be recorded. It was often\r\nnecessary to communicate with persons who were some distance away and it was\r\nnecessary to safeguard one's property by making appropreiate tools and taking\r\nprotective measure in a distinctive manner. So man taught himself to write and\r\nhaving learned to write, purely for utilitarian reasons, he used this new method\r\nfor preserving his war songs and his prayers. Of course, among these ancient\r\npeoples, there were only a very few individuals who learned to write, and only\r\na few could read what was written.
Q: As for the was songs and prayers each generation
The history of literature can be traced to the earliest forms of the arts. Man danced for joy round his primitive camp fire after the defeat and slaughter of his enemy. He yelled and shouted as he danced and gradually the yells and shouts became coherent and caught the measure of the dance and thus the first war song was sung. As the idea of God developed, prayers were framed. The songs and prayers became traditional and were repeated from one generation to another, each generation adding something of its own.
As man slowly grew more civilized, he was compelled to invent some method of writing due to three urgent necessities. There were certain things that it was dangerous to forget and which, therefore, had to be recorded. It was often necessary to communicate with persons who were some distance away and it was necessary to safeguard one's property by making appropreiate tools and taking protective measure in a distinctive manner. So man taught himself to write and having learned to write, purely for utilitarian reasons, he used this new method for preserving his war songs and his prayers. Of course, among these ancient peoples, there were only a very few individuals who learned to write, and only a few could read what was written.
Q: Before man invented writing,
","choices":[{"text":"Literature was passed on by word of mouth","value":"A"},{"text":"Prayers were considered literature","value":"B"},{"text":"Literature was just singing and dancing","value":"C"},{"text":"There was no literature","value":"D"},{"value":"E"}],"correctAnswer":3},{"id":13977,"question":"Select the choice closest in meaning to the main word.