(1) When a volcano erupted in 1929 the inhabitants of a village nearby (a. saved the whole population; b. were buried under the lava; c. abandoned the helpless; d. lost all their animals).
(2) The people of Futu (a. still live in Angaha; b. stayed in the hills; c. went back home; d. left the island in 1929).
(3) The Tongans, (a. know how to act; b. are paralyzed with fear; c. run into the ocean; d. climb the mountain) when the volcano becomes active.
(4) In 1929 the people were first warned of danger by (a. the heat of the streams of lava; b. a continuous dull noise; c. flames; d. a loud explosion).
4. The Family of the King of Abyssinia
The king stood on the top step black-silhouetted against the palace lights. The King's youngest son received me. He was 11, but a more self-possessed and ingratiating young man I have never met. "My father sends you his apologies for being late to receive you—his Somalis kept him overlong, " the boy said to me in perfect French.
The double doors at the end of the Hall of Audience swung; wide and the King walked in. And I received one of the most pleasant shocks of my life. He is less than medium height, delicately made, with small, almost fragile hands and feet. His face, curly-bearded, thin-featured, and clear pale brown, in color, keenly intelligent; his eyes speak eloquently of a generous and sympathetic heart. He wore a white satin, gold-embroidered cape and tight-fitting trousers—his informal evening outfit and shoes—the first Abyssinian I had met not barefoot. The distinguished general who had escorted me to the palace, white bearded, strewn with medals, had never in his life worn a pair of shoes.
His Ethiopean Majesty has only one wife, to whom he has been married 21 years. She entered behind him, a plump, quiet, motherly woman with no interest whatsoever in affairs of state. Behind her came the Princess Royal, 20 years old, with a most aristocratic face, and wearing a European dinner gown. Having spent her life in English and Swiss schools, she speaks English, German, and French without accent; plays Debussy on the piano, and has graceful manners that would distinguish her anywhere. Unmistakably she is a royal princess, conscious of the tradition that she is descended straight from King Solomon.
(1) (a. The King; b. The Princess; c. The Queen; d. The visitor) bad been waiting in the palace.
(2) The Prince was (a. haughty; b. courteous; c. shy; d. ill-mannered).
(3) The King's wife was (a. ignorant of government affairs; b. educated in foreign countries; c. poor in languages; d proud of her royal descent).
(4) The King's appearance showed that he (a. was weak; b. was a barbarian; c. had a good mind; d. was a good speaker).
5. Smugglers in Sussex
Washington, in Sussex County, England, was once a Saxon settlement, and during the late 18th and early 19th centuries a happy hunting ground of highwaymen. A hundred years ago smugglers used it in the transport of bales of silks and kegs of wine and brandy, landed from the luggers (small sailing ships) off-shore.
These banes of hearty ruffians knew every inch of the ground and often gave battle to the King's men. Those days saw the coast guardsman with his cutlass, the gay musketeer, the starlit night, and the lantern man signalling from the shelter of a rocky cove to the lugger lying just off-shore; the landing on the beach, the frequent fight for possession, and the dash up the cliff path. It was a time of ambushes and desperate fights, of carousing in quaint inns, a time to read about rather than to live in.
Ghosts and even demons were conscripted by the smugglers to help their unlawful cause. Fearless themselves, they realized the value of a wholesome terror for other people, and played upon the superstition and credulity of the district.
In this way grew the legend of the ghost drummer of Hurstmon-ceaux, a man of mighty frame, 12 feet tall, with a terrifying voice.
As he strode at nights near the coast line, he drummed, and in many a little cottage there was fear and trembling at his frequent marching. His thunderous notes would ring out over the marshes, and at times he would be heard drumming from the lofty battlements of the old castle.
He was a useful ghost as well, and struck no fear into the hearts of the " freetraders", waiting for the signal that all clear. No doubt the ingenious smuggler who impersonated the ghost found the whole performance highly satisfying to his sense of humor.
(1) The smugglers (a. were terrified by; b. were angry at; c. made fun of; d. made use of) a ghost.
(2) The people who lived along the sea-shore (a. were terrified by; b. were angry at; c. Made fun of; d. made use of) a ghost.
(3) The smugglers lived (a. law abiding; b. adventurous; c. honest; d. sober) lives.
(4) The government forces (a. were ignorant of; b. interfered with; c. put a stop to; d. were indifferent to) the secret landing of goods to avoid customs duties.
6. History of the Horse
The domestic ass is preeminently at home in warmer countries, as one might expect from its African origin; it is comparatively rare in colder lands, and even the climate of Central Europe does not seem to suit it. The domestic horse presents quite another problem. Although this animal avoids the tropics proper, it is otherwise widely distributed throughout the whole world. But the old world is its real home; it was there that the wild horse flourished during the glacial epoch, even passing thence into North America, But these horses of the glacial period were never domesticated. Domestication only begins in the present geological epoch, and the existence of the domestic horse in Europe cannot be definitely proved until towards the end of the later Stone Age, in many instances not until the Bronze Age. There has hitherto been no investigation into the prehistory of the period of the wild horse in Asia. It appears that, at the period when domestication began in Europe and Asia, wild horses only existed north of the great mountain chains, with the exception of the extreme west, when they seem to have crossed the Pyrenees and to have reached Spain. The habitat of the wild horse appears to have stretched eastwards from the sea-coast right across Mid Europe and Central Asia as far as Mongolia, where the last living wild horses are found today. Northwards, it reached as far as Central Sweden and Siberia. It is in this enormous region, therefore, that we must look for the home of the domestic horse.
(1) The domestic horse is now found in considerable numbers in (a. all temperate and cold countries; b. Siberia; c. Africa; d. the Bronze Age).
(2) Only wild horses lived in (a. the Stone Age; b. Mongolia; c. the Glacial Age; d. Spain).
(3) The earliest horses seem to have been in (a. North America; b. a belt across the center of the Eastern Hemisphere; c. the Stone Age; d. along the sea coast).
(4) The ass is usually found (a. wherever the horse is; b. in hot climates; c. in Central Europe; d. in countries).
7. The Need for Education in America
One of the supreme problems of education to give to young the benefits of the experience and wisdom of the old, to teach them so to order their conduct that greater rewards which are hidden and long delayed may be preferred to those which, immediate and apparent, may seem to be greater. This is the problem of moral education. Honesty is the best policy, but this is apparent only if one sees the ultimate consequences of dishonesty. This is also the problem of health education. A rigorous regimen, somewhat unpleasant at the start, is preferred by the wise man to the full satisfaction of immediate desires. There is greater happiness in the long run.
It has been said repeatedly that we are in a race between education and catastrophe. This has been said so often that it is like the cry, "Wolf! Wolf!" But we had better heed this cry today.
However much the American schools may deserve criticism at present, however much their methods may warrant ridicule, they are, nevertheless, our only hope. We have in the American educational system an agency which can reach all the people. All the children are in elementary school. Most of those from fourteen through eighteen years of age are in high school. A huge number are in institutions of, higher learning. The agencies of adult education have so greatly expanded in the last decade that men and women formerly beyond the reach of an educational program are now regularly attending conferences, lectures, and classes.
It is time that the American people direct all their educational agencies to the task of giving our citizens the basis upon which to decide questions of political economics. The American voter within the next decade will be called upon to express his opinion upon a great variety of questions on the relations of government and economic life. Somehow or other he must acquire a background of knowledge so that his decisions may be wise.
(1) Americans (a. are all trained to vote intelligently; b. will be able to decide political questions wisely in ten years time; c. will have to make up their minds about many public questions in the future; d. know a great deal about political economy).
(2) The American educational system (a. affects a large proportion of the population; b. is worth very little; c. keeps everyone in school; d. is above reproach).
(3) Education should help young people to endure temporary hardship for the sake of (a. experience; b. gratification of immediate desires; c, honesty; d. delayed good).
(4) The American social order (a. is safe; b. is in a race with education; c. is now protected by education; d. is in great danger).
Part Ⅲ Understanding of Oral English
Directions: to be read aloud by the examiner, with the students following on their copies.
We wish to find out whether or not you can understand spoken English. I will read out loud four different paragraphs. As each paragraph is finished you will be asked to write down what you remember of it on the blank sheet of paper inserted here. Do not do any writing while the paragraph is being read. Hold your pencil or pen up the air until I say: "Ready? All right; begin." Stop writing as soon as the examiner says: "The time is up; stop."
Part Ⅳ Vocabulary Test
1. When you are at school you ought (a. several; b. often; c. always; d. sometimes; e. never) to obey the rules and regulations.
2. I have not (a. much; b. plenty; c. many; d. some; e. few) money in the bank.
3. The (a. employments; b. engines; c. governors; d. officials; e. starters) of the railroad have very good salaries.
4. My brother is a (a. clerk; b. seller; c. sailor; d. broker; e. buyer) in customs.
5. If I (a. plays b. win; c. take; d. get; e. lose) the game, I shall get a prize.
6. The farmer does not plant his (a. flowers; b. sheep; c. meadows; d. leaves; e. seeds) under trees, but in an open field.
7. Do not (a. annoy; b. interrupt; c. perform; d. attend; e. interfere) with my work, please.
8. A man who has robbed a bank has committed a (a. stealing; b. prison; c. prisoner; d. crime; e. criminal).
