The School from Jane Eyre by Charlotte Bronte

Q. The night ___________ rapidly. I was too tired even to dream

• Past

• Possessed

• Passed

• Pressed

Q. I only once awoke to hear the wind rave in ___________ gusts, and the rain fall in torrents.

• Fuming

• Upset

• Annoyed

• Furious

• irritated

Q. I too rose.

___________; it was bitter cold, and I dressed as well as I could for shivering, and washed when there was a basin at liberty, which did not occur soon, as there was but one basin to six girls.

•   Reluctantly

• Cheerfully

• Energetically

• Thoughtfully

• Poorly

Q. In paragraph 2 (given below), the word ‘four’ is repeated.  What effect does it have?

 

A great tumult succeeded for some minutes, during which Miss Miller repeatedly exclaimed, "Silence!" and "Order!" When it subsided, I saw them all drawn up in four semi-circles, before four chairs, placed at four tables; all held books in their hands, and a great book lay on each table, before the vacant seat.

• It emphasises the orderliness of the schoolroom.

• It gives  a sense of the narrator’s boredom.

• It highlights the significance of four in the story.

• It focuses the reader on the alliteration(repetition) in the paragraph.

• It creates a build-up of tension in the paragraph.

Q. Which word in paragraph 3 means the same as ‘lower’?

A distant bell tinkled. Immediately three ladies entered the room, each walked to a table and took her seat. Miss Miller assumed the fourth vacant chair, around which the smallest of the children were assembled; to this inferior class, I was called, and placed at the bottom of it.

 

• Assumed

• Vacant

• Smallest

• Inferior

• Bottom

Q. How does the last sentence of paragraph 4, from ‘How glad I was’ onwards, link with what follows in paragraph 5?

How glad I was to behold the prospect of getting something to eat, having taken too little the day before. (Paragraph 4)

The refectory was a great, low-celed, gloomy room; on two long tables smoked basins of something hot, which, however, to my dismay, sent forth an odour far from inviting. I saw a universal manifestation of discontent when the fumes of the repast met the nostrils of those destined to swallow it; from the tall girls of the first class, rose the whispered words-"Disgusting! The porridge is burnt again!"(Paragraph 5)

• It focuses on cooking which is also the focus of paragraph 5.

• It highlights the expectation of food which is dampened in paragraph 5.

• It introduces character traits which are further developed in paragraph 5.

• It raises a question about the narrator which is answered in paragraph 5.

• It contrasts the narrator's happiness with her sadness in paragraph 5.

Q. Which aspect of the text helps to suggest that it was written in Victorian times?

• The Dialogue

• The setting

• The spelling

• The names

• The food

Q. What is the author’s message in the text?

• Education is important

• Schools are sometimes harsh.

• Children benefit from order

• Teaching can be difficult

• Discipline can be hard to achieve.