An Essay on Criticism | Quotes

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1.
'Tis hard to say, if greater want of skill / Appear in writing or in judging ill.

Narrator
The narrator begins the poem by leveling the playing field between writers and critics. He
says that both writers and critics have a lot to learn in terms of the most effective ways to
fulfill their roles.
2.
First follow NATURE.

Narrator
NATURE is an example of Pope's use of capital letters to show that a concept is important.
Pope develops a notion of poetry that is based on the laws of nature, by way of the nature-
inspired rules established in ancient Greek and Roman works.
3.
Those RULES of old discover'd, not devis'd, / Are Nature still, but Nature methodiz'd.

Narrator
Pope explains that poetic rules are based on the laws of nature. The study of nature reveals
qualities like balance, symmetry, and lack of unneeded ornamentation. Pope encourages
poets to apply such concepts to their writing.
4.
The gen'rous critic fann'd the poet's fire, / And taught the world with reason to admire.

Narrator
Pope speaks here about the positive role critics can play in the literary process. Critics who
are generous and kind to a poet can support the poet's creative work and explain its worth to
the public.
5.
Music resembles poetry, in each / Are nameless graces which no methods teach, / And which
a master-hand alone can reach.

Narrator
"An Essay on Criticism" emphasizes the importance of rules in poetry but some aspects of life
defy traditional literary expression. Poetry is compared to music which expresses human
emotions in a sensory manner.
6.
A little learning is a dang'rous thing; / Drink deep, or taste not the Pierian spring.

Narrator
This famous epigram warns of a common tendency people have to think they know more than
they do. When people begin to learn about something they sometimes think they know all
there is to know. Pope advises critics that before they judge poetry they should study the
great works of the ancients, represented by the Pierian Spring, an ancient Greek mythological
fountain that inspired the arts.
7.
Most critics, fond of some subservient art, / Still make the whole depend upon a part.

Narrator
Pope advises critics to consider a work of literature in its totality. Critics too often focus on a
small part of a work rather than address the author's entire vision and intent.
8.
Others for language all their care express, / And value books, as women men, for dress.

Narrator
Pope advises critics to focus on the content of a piece of literature not just the eloquence of
its language. Some critics make the mistake of judging literature based on its use of language
alone, as Pope claims women judge men based on their clothing.
9.
But true expression, like th' unchanging sun, / Clears, and improves whate'er it shines upon, /
It gilds all objects, but it alters none.

Narrator
Pope argues that writers can either confuse or clarify with their poetry, and the best poetry
reveals truths about its subjects while "gilding" or beautifying them.
10.
Be not the first by whom the new are tried, / Not yet the last to lay the old aside.

Narrator
Pope tells critics not to acclaim works only because they are innovative. At the same time,
critics should not hold on to acclaiming the same established authors year after year. Effective
critics should be not the first nor the last to judge new authors and works.
11.
Some judge of authors' names, not works, and then / Nor praise nor blame the writings, but
the men.

Narrator
Pope lists and expands upon critics' flaws throughout the poem. He says that some critics
make the mistake of judging the authors themselves. Critics focus on authors' personalities
and public lives rather than concentrate on the authors' works as they should.
12.
Some praise at morning what they blame at night; / But always think the last opinion right.

Narrator
Pope continues to enumerate the many ways in which critics behave foolishly. Pope claims
that some critics do not even seem aware of what they are saying. Their words contradict
each other and they seem to believe that the last thing they said is the truth.
13.
Some valuing those of their own side or mind, / Still make themselves the measure of
mankind.

Narrator
The theme of the arrogance of critics continues with Pope expressing his view of the self-
centeredness of critics whose perspectives are narrow. These critics only appreciate literature
that they agree with because they think that their own taste is "the measure of mankind."
14.
To err is human; to forgive, divine.

Narrator
This line is one of the most famous epigrams in a poem that has many. Pope advises critics to
be generous with the poets whose work they review. He tells critics to allow for mistakes
because everyone makes them and to strive toward forgiving these mistakes in others.
15.
Fools rush in where angels fear to tread.

Narrator
Pope describes the tendency of foolish people to run into difficult and dangerous situations
that morally upright people would not engage in. Fools do not consider or foresee the
consequences and "rush in" without a thought. Pope portrays angels as extremely moral
beings who think through their actions first and hold themselves back from doing potential
harm.
PART I – POPE
 According to the poet, what is considered the lesser offense?
a) Misleading the sense
b) Judging ill
c) Writing poorly
d) Tiring the patience of readers
Answer: d) Tiring the patience of readers
 How does the poet describe the nature of judgments?
a) Judgments are consistent across individuals.
b) Judgments are subjective, much like watches.
c) Judgments are superior to writing.
d) Judgments rarely go wrong.
Answer: b) Judgments are subjective, much like watches.
 What is the poet's perspective on true genius in poets and critics?
a) Both are common and easily identifiable.
b) True genius in poets is rare, and true taste in critics is equally rare.
c) Critics have more true genius than poets.
d) True taste in critics is more common than true genius in poets.
Answer: b) True genius in poets is rare, and true taste in critics is equally rare.
 What does the poet believe about the source of a poet's and critic's ability?
a) It comes from rigorous practice and learning.
b) It is derived from divine inspiration.
c) It is influenced by societal approval.
d) It is acquired through exposure to literature.
Answer: b) It is derived from divine inspiration.
 What does the poet suggest about critics in comparison to authors?
a) Critics are more impartial than authors.
b) Critics are as partial to their judgments as authors are to their wit.
c) Critics are less important than authors.
d) Critics are superior in intellect to authors.
Answer: b) Critics are as partial to their judgments as authors are to their wit.
 What advice does the poet give to critics in the lines, "Let such teach others who
themselves excel, / And censure freely, who have written well"?
a) Only those who have excelled themselves should teach and criticize.
b) Critics should avoid censuring authors entirely.
c) All critics should censure freely, regardless of experience.
d) Writing well is unnecessary for giving criticism.
Answer: a) Only those who have excelled themselves should teach and criticize.
 According to the poet, what does nature provide to most people?
a) A complete sense of judgment
b) A faint glimmer of judgment
c) The ability to write perfectly
d) A tendency to criticize others
Answer: b) A faint glimmer of judgment
 How does the poet describe the effect of false learning on good sense?
a) False learning enhances good sense.
b) False learning refines judgment.
c) False learning defaces good sense.
d) False learning has no effect on good sense.
Answer: c) False learning defaces good sense.
 What happens to those "bewildered in the maze of schools"?
a) They gain wisdom and wit.
b) They lose their common sense.
c) They become excellent writers.
d) They avoid becoming critics.
Answer: b) They lose their common sense.
 What motivates some individuals to become critics, according to the poet?
a) Their love of literature
b) Their desire to improve writing
c) Their loss of common sense in pursuit of wit
d) Their ability to write effectively
Answer: c) Their loss of common sense in pursuit of wit

 What criticism does the poet make of fools who desire to deride others?
a) They are too humble to express their opinions.
b) They seek to be on the laughing side without justification.
c) They judge fairly but harshly.
d) They are incapable of writing or judging.
Answer: b) They seek to be on the laughing side without justification.
 What does the poet imply about those who judge the writing of Maevius?
a) They are skilled writers themselves.
b) They are worse at judging than Maevius is at writing.
c) They appreciate the skill of Maevius.
d) They are impartial and fair in their judgment.
Answer: b) They are worse at judging than Maevius is at writing.
Question : Nature affords at least a glimmering light
The lines though touched but faintly are drawn right,
But as the slightest sketch if justly traced
Is by ill coloring but the more disgraced
 According to the poet, what is the final outcome for some who start as wits and poets?
a) They become great critics.
b) They turn into fools.
c) They remain poets.
d) They achieve lasting fame.
Answer: b) They turn into fools.
 How does the poet describe "half-learned witlings"?
a) As complete geniuses
b) As heavy mules, neither horse nor ass
c) As fully developed intellectuals
d) As accomplished critics
Answer: b) As heavy mules, neither horse nor ass
 What metaphor does the poet use to describe "half-formed insects on the banks of Nile"?
a) Creatures representing unfinished witlings
b) Symbols of intellectual brilliance
c) Perfect examples of poetic skill
d) Completed forms of learning
Answer: a) Creatures representing unfinished witlings
 What advice does the poet give to those seeking to become critics?
a) Launch beyond their depth to explore greatness.
b) Always prioritize fame over merit.
c) Understand their own abilities and limitations.
d) Avoid the path of criticism altogether.
Answer: c) Understand their own abilities and limitations.
 What should critics avoid, according to the poet?
a) Judging others too harshly
b) Going beyond their depth and discretion
c) Praising only poets and not wits
d) Attempting to gain fame through writing
Answer: b) Going beyond their depth and discretion
 What does the poet mean by "mark that point where sense and dullness meet"?
a) Strike a balance between intelligence and humility.
b) Avoid being overly critical or overly dull.
c) Embrace both wit and foolishness.
d) Criticize without considering one's own limitations.
Answer: a) Strike a balance between intelligence and humility.
 According to the poet, how does nature limit man's abilities?
a) By giving infinite wit and imagination
b) By fixing appropriate boundaries for everything
c) By removing memory from the soul
d) By encouraging pride and ambition
Answer: b) By fixing appropriate boundaries for everything
 What happens when imagination prevails in the soul?
a) Understanding becomes stronger.
b) Memory fades away.
c) Wisdom is enhanced.
d) Wit becomes limitless.
Answer: b) Memory fades away.
 What does the poet mean by "One science only will one genius fit"?
a) Every person is skilled in multiple arts.
b) Human wit is vast and adaptable.
c) Each individual excels only in a specific field.
d) No one is suited for any particular science.
Answer: c) Each individual excels only in a specific field.
 How does the poet compare human ambition to kings?
a) Kings wisely maintain their conquests.
b) Both kings and humans lose their achievements by seeking more.
c) Kings are not affected by ambition.
d) Ambition makes both kings and humans more powerful.
Answer: b) Both kings and humans lose their achievements by seeking more.
 What advice does the poet offer in the last two lines?
a) People should focus on their areas of expertise.
b) Everyone should try to excel in multiple fields.
c) Ambition should always guide human actions.
d) Confinement to a single field limits progress.
Answer: a) People should focus on their areas of expertise.
 How does the poet describe the relationship between art and human wit?
a) Art is limited, while human wit is boundless.
b) Art is vast, but human wit is narrow.
c) Both art and human wit are limitless.
d) Art is constrained by human ambition.
Answer: b) Art is vast, but human wit is narrow.
[Line 17: Wit is used in the poem in a great variety of meanings (1) Here it seems to
mean genius or fancy, (2) in line 36 a man of fancy, (3) in line 53 the understanding or powers
of the mind, (4) in line 81 it means judgment.]
[Line 26: Schools—Different systems of doctrine or philosophy as taught by particular
teachers.]
[Line 34: Maevius—An insignificant poet of the Augustan age, ridiculed by Virgil in his third
Eclogue and by Horace in his tenth Epode.

o According to the poet, what should judgment be based on?

a) The rules of art
b) The unerring standard of nature
c) The creative freedom of the muse
d) The opinions of critics
Answer: b) The unerring standard of nature
o How does the poet describe nature?
a) Ever-changing and diverse
b) Unerring, universal, and divinely bright
c) Limited and obscure
d) A chaotic force in art
Answer: b) Unerring, universal, and divinely bright
o What does the poet compare art to in the lines, "Art from that fund each just supply
provides, / Works without show and without pomp presides"?
a) A visible, showy force
b) A source of confusion
c) A subtle, sustaining presence
d) A force independent of nature
Answer: c) A subtle, sustaining presence
o What analogy does the poet use to explain the role of art in life?
a) Art is like a muse inspiring creativity.
b) Art is like a soul sustaining a body.
c) Art is like a courser that must be provoked.
d) Art is like Heaven, infinite and profuse.
Answer: b) Art is like a soul sustaining a body.
o What is suggested about the relationship between wit and judgment?
a) Wit and judgment are always in harmony.
b) Wit and judgment are often at odds with one another.
c) Judgment is more important than wit.
d) Wit and judgment are irrelevant to art.
Answer: b) Wit and judgment are often at odds with one another.
o How does the poet describe controlling the muse's creativity?
a) It is more important to provoke creativity than to restrain it.
b) Restraining the muse is harder but more valuable than spurring it.
c) Creativity cannot be restrained.
d) The muse thrives on complete freedom.
Answer: b) Restraining the muse is harder but more valuable than spurring it.
o What does the poet compare the "winged courser" to?
a) A generous horse that shows its true mettle when checked
b) A wild animal that cannot be tamed
c) A muse that thrives on unlimited speed
 d) An untamed force that destroys art
Answer: a) A generous horse that shows its true mettle when checked

o  According to the poet, how are the rules of art described?

a) Discovered and methodized from nature
b) Arbitrarily devised by critics
c) Constantly changing over time
d) Imposed against the laws of nature
Answer: a) Discovered and methodized from nature
o  How does the poet compare nature to liberty?
a) Both are chaotic forces that require control.
b) Both are restrained by the laws they originally ordained.
c) Liberty is independent of nature.
d) Nature is superior to liberty.
Answer: b) Both are restrained by the laws they originally ordained.
o  What did "learned Greece" teach through her useful rules?
a) How to follow arbitrary flights of imagination
b) When to restrain and when to indulge creative impulses
c) How to avoid arduous paths to success
d) The importance of rejecting precepts from Heaven
Answer: b) When to restrain and when to indulge creative impulses
o  What role did criticism originally play in relation to the muse?
a) It served to suppress poets' creativity.
b) It was the muse's handmaid, enhancing her appeal.
c) It aimed to replace the muse entirely.
d) It was independent of poetic inspiration.
Answer: b) It was the muse's handmaid, enhancing her appeal.
o  How does the poet describe modern critics who misuse their knowledge?
a) They inspire poets with creativity.
b) They teach precepts drawn from Heaven.
c) They use mistaken rules to criticize and call their masters fools.
d) They defend the poets they admire.
Answer: c) They use mistaken rules to criticize and call their masters fools.
o  What criticism does the poet offer about some modern writers?
a) They enhance the sense of ancient works.
b) They focus on showing off their learning, neglecting sense.
c) They preserve ancient texts from moths and time.
d) They invent new, inspiring poetic techniques.
Answer: b) They focus on showing off their learning, neglecting sense.
o  What happens when critics focus too much on explaining ancient works?
a) They provide clarity and insight.
b) They enhance the original meaning.
c) They explain the meaning away entirely.
d) They restore the works' original intent.
Answer: c) They explain the meaning away entirely.
o What does the poet mean by "who could not win the mistress, wooed the maid"?
a) Critics who fail to master poetry focus on criticism instead.
b) Poets pursue inspiration but settle for mediocrity.
c) Critics who admire poets aim to surpass their work.
d) Poets who fail in art turn to science.
Answer: a) Critics who fail to master poetry focus on criticism instead.
o What criticism does the poet make about modern critics?
a) They learn from poets and admire their work.
b) They use their teachers' knowledge against them out of jealousy.
c) They aim to surpass the poets they learned from.
 d) They preserve the integrity of ancient texts.
Answer: b) They use their teachers' knowledge against them out of jealousy.
o What analogy does the poet use to describe modern critics' behavior?
a) They are like moths that damage ancient works.
b) They are like doctors who fail to heal their patients.
c) They are like apothecaries who misuse doctors' prescriptions.
d) They are like poets who strive for perfection.
Answer: c) They are like apothecaries who misuse doctors' prescriptions.
o How do modern critics handle ancient authors, according to the poet?
a) They preserve and honor their works.
b) They distort and damage their works more than time or moths could.
c) They draw meaningful insights from ancient texts.
d) They innovate based on ancient writings.
Answer: b) They distort and damage their works more than time or moths could.
o What does the poet say about those who write "dull receipts how poems may be made"?
a) They inspire new poetic creativity.
b) They focus on rules and lack invention or creativity.
c) They simplify poetry for broader audiences.
d) They enhance the charm of poetry.
Answer: b) They focus on rules and lack invention or creativity.
o What happens when critics "leave the sense their learning to display"?
a) They enhance the clarity of the original text.
b) They confuse or obscure the true meaning of the work.
c) They demonstrate profound insights.
d) They create new works based on ancient texts.
Answer: b) They confuse or obscure the true meaning of the work.
o What does the poet imply about critics who explain ancient works?
a) They preserve the sense of the original.
b) They explain away the meaning entirely.
c) They reveal the authors’ true intentions.
d) They make ancient works more accessible.
Answer: b) They explain away the meaning entirely.
o  What criticism does the poet make about modern critics?
a) They learn from poets and admire their work.
b) They use their teachers' knowledge against them out of jealousy.
c) They aim to surpass the poets they learned from.
d) They preserve the integrity of ancient texts.
Answer: b) They use their teachers' knowledge against them out of jealousy.
o  What analogy does the poet use to describe modern critics' behavior?
a) They are like moths that damage ancient works.
b) They are like doctors who fail to heal their patients.
c) They are like apothecaries who misuse doctors' prescriptions.
d) They are like poets who strive for perfection.
Answer: c) They are like apothecaries who misuse doctors' prescriptions.
o  How do modern critics handle ancient authors, according to the poet?
a) They preserve and honor their works.
b) They distort and damage their works more than time or moths could.
c) They draw meaningful insights from ancient texts.
d) They innovate based on ancient writings.
Answer: b) They distort and damage their works more than time or moths could.
o  What does the poet say about those who write "dull receipts how poems may be made"?
a) They inspire new poetic creativity.
b) They focus on rules and lack invention or creativity.
c) They simplify poetry for broader audiences.
 d) They enhance the charm of poetry.
Answer: b) They focus on rules and lack invention or creativity.
o  What happens when critics "leave the sense their learning to display"?
a) They enhance the clarity of the original text.
b) They confuse or obscure the true meaning of the work.
c) They demonstrate profound insights.
d) They create new works based on ancient texts.
Answer: b) They confuse or obscure the true meaning of the work.
o  What does the poet imply about critics who explain ancient works?
a) They preserve the sense of the original.
b) They explain away the meaning entirely.
c) They reveal the authors’ true intentions.
d) They make ancient works more accessible.
Answer: b) They explain away the meaning entirely.
o  According to the poet, what must a critic understand to judge ancient works properly?
a) Only the author's writing style
b) The religion, country, and genius of the author's age
c) The critic's own preferences and beliefs
d) The opinions of modern scholars
Answer: b) The religion, country, and genius of the author's age
o  What does the poet suggest about reading Homer’s works?
a) They should only be read for entertainment.
b) They should be read both carefully and frequently, by day and night.
c) They are outdated and irrelevant to modern criticism.
d) They should be compared to modern authors for proper analysis.
Answer: b) They should be read both carefully and frequently, by day and night.
o  What advice does the poet give about forming judgments?
a) Rely on the interpretations of other critics.
b) Base judgments on Homer's works and derive maxims from them.
c) Avoid ancient works entirely in forming judgments.
d) Emphasize subjective opinions over factual analysis.
Answer: b) Base judgments on Homer's works and derive maxims from them.
o  What does "trace the muses upward to their spring" mean in the context of the passage?
a) Follow the inspiration of modern poets.
b) Explore the origins of poetic inspiration.
c) Abandon ancient works for newer writings.
d) Focus only on Homer and disregard other poets.
Answer: b) Explore the origins of poetic inspiration.
o  What does the poet suggest about commenting on Homer’s text?
a) It should be compared with the works of the Mantuan Muse (Virgil).
b) It should focus on modern interpretations.
c) It is unnecessary, as Homer’s works are self-explanatory.
d) It should prioritize critical analysis over admiration.
Answer: a) It should be compared with the works of the Mantuan Muse (Virgil).
o  What warning does the poet give about criticism?
a) Criticism should focus only on personal opinions.
b) Without understanding the context of ancient works, one cannot truly criticize.
c) Criticism should prioritize modern over ancient works.
d) Criticism is an outdated practice.
Answer: b) Without understanding the context of ancient works, one cannot truly criticize.
o  What did young Maro (Virgil) initially think about his work?
a) It would be forgotten by history.
b) It was destined to outlast immortal Rome.
c) It was not worth comparing to other works.
 d) It should follow modern rules and conventions.
Answer: b) It was destined to outlast immortal Rome.
o  How did Virgil feel about the critic’s law when he first started his work?
a) He embraced it and followed it strictly.
b) He scorned it and sought to create freely from nature.
c) He rejected both nature and the critic’s law.
d) He found it irrelevant to his ambitions.
Answer: b) He scorned it and sought to create freely from nature.
o  What happened when Virgil examined his work more closely?
a) He decided to ignore both nature and the critic's rules.
b) He found that both nature and Homer shared similar qualities.
c) He abandoned his project entirely.
d) He dismissed Homer as irrelevant.
Answer: b) He found that both nature and Homer shared similar qualities.
o  What did Virgil do after realizing the connection between nature and Homer’s work?
a) He ignored Homer’s influence and followed his own path.
b) He relaxed the rules of his work and allowed more freedom.
c) He restricted his design to align with the strict rules of nature and Homer.
d) He disregarded both nature and Homer in favor of innovation.
Answer: c) He restricted his design to align with the strict rules of nature and Homer.
o  What is the lesson the poet suggests in the final lines?
a) Modern works should always defy ancient rules.
b) To copy nature is to follow ancient rules, which should be respected.
c) Criticism should focus on originality over tradition.
d) Ancient rules have no bearing on modern works.
Answer: b) To copy nature is to follow ancient rules, which should be respected.
o  According to the poet, what can’t be fully explained by precepts or rules?
a) Happiness and care
b) Beauty and grace
c) Music and poetry
d) Great wit and creativity
Answer: b) Beauty and grace
o  What does the poet compare music to in the passage?
a) Art
b) Poetry
c) Nature
d) History
Answer: b) Poetry
o  How does the poet view the role of rules in creativity?
a) Rules should be followed strictly in every case.
b) Rules are only meant to guide, but not limit creativity.
c) Rules should be abandoned in favor of complete freedom.
d) Rules are irrelevant and should never be used.
Answer: b) Rules are only meant to guide, but not limit creativity.
o  What does the poet suggest about "lucky license" in creativity?
a) It is forbidden and should never be used.
b) It can sometimes be a rule in itself when it serves the intended purpose.
c) It is only acceptable when it follows the rules.
d) It is the same as breaking the rules completely.
Answer: b) It can sometimes be a rule in itself when it serves the intended purpose.
o  What is suggested about the "great wits" in the passage?
a) They should always follow the rules.
b) They sometimes may "gloriously offend" and rise above the common rules.
c) They are restricted by the rules more than others.
 d) They only create within the limits of accepted norms.
Answer: b) They sometimes may "gloriously offend" and rise above the common rules.
o  What does the poet say about transgressing the rules in creativity?
a) It is always wrong and should never happen.
b) It should only occur rarely, when necessary, and with a precedent to justify it.
c) It should happen frequently to challenge conventions.
d) It is permissible without any justification.
Answer: b) It should only occur rarely, when necessary, and with a precedent to justify it.
o  What does the poet warn against regarding the critic's role?
a) Critics should avoid making any judgments about the artist.
b) Critics who are too strict will limit creativity and ruin an artist’s reputation.
c) Critics should only praise great works without any judgment.
d) Critics should offer only positive feedback and never question an artist’s approach.
Answer: b) Critics who are too strict will limit creativity and ruin an artist’s reputation.
o  What is the role of "precedent" when an artist breaks the rules, according to the poet?
a) The artist should have no precedent to justify the break.
b) The artist must always follow the precedent of ancient works.
c) The artist should have a valid historical or artistic precedent to support the decision.
d) The artist should ignore all precedents when creating new work.
Answer: c) The artist should have a valid historical or artistic precedent to support the decision.
o  According to the poet, what happens when certain figures are considered too closely or
individually?
a) They appear perfect and flawless.
b) They seem monstrous and misshaped.
c) They are always beautiful.
d) They are always easy to understand.
Answer: b) They seem monstrous and misshaped.
o  What does the poet suggest is the solution to these seemingly monstrous figures?
a) They should be ignored completely.
b) Proper proportion and distance reconcile them to form and grace.
c) They need to be corrected through editing.
d) They are flaws that cannot be fixed.
Answer: b) Proper proportion and distance reconcile them to form and grace.
o  How does the poet compare a prudent chief's actions to the appearance of errors?
a) The chief should always display his power.
b) The chief’s power may sometimes be concealed or seem to be weak.
c) The chief should always show his power in equal ranks.
d) The chief should never show his strength.
Answer: b) The chief’s power may sometimes be concealed or seem to be weak.
o  What does the poet imply about errors that seem to occur?
a) Errors are always intentional.
b) Errors may actually be deliberate strategies or tactics.
c) Errors should never happen.
d) Errors are always obvious and easy to fix.
Answer: b) Errors may actually be deliberate strategies or tactics.
o  According to the poet, whose fault is it if we perceive errors in Homer’s work?
a) It is Homer’s fault for not writing perfectly.
b) It is our own fault for misunderstanding the work.
c) It is the critic’s fault for being too harsh.
d) It is the poet’s fault for being unclear.
Answer: b) It is our own fault for misunderstanding the work.
o  What is suggested about Pegasus in the passage?
a) Pegasus must always follow the common track.
b) Pegasus may boldly deviate from the common path to achieve greatness.
c) Pegasus is restricted by rules of art.
 d) Pegasus should avoid creative freedom.
Answer: b) Pegasus may boldly deviate from the common path to achieve greatness.
o  What does the passage imply about great wits?
a) Great wits always follow established rules.
b) Great wits sometimes make bold mistakes that critics cannot correct.
c) Great wits never make mistakes.
d) Great wits should always seek to please critics.
Answer: b) Great wits sometimes make bold mistakes that critics cannot correct.
o  What is the significance of "brave disorder" in the passage?
a) It leads to confusion and failure.
b) It is a necessary break from conventional boundaries that leads to artistic success.
c) It is a way to avoid following rules.
d) It represents a lack of creativity.
Answer: b) It is a necessary break from conventional boundaries that leads to artistic success.
o  What does the passage suggest about the relationship between judgment and art?
a) Art must always pass through judgment before it can be appreciated.
b) Art can gain the heart and its intended effect without judgment.
c) Judgment is the most important part of art.
d) Art cannot achieve grace without passing through judgment.
Answer: b) Art can gain the heart and its intended effect without judgment.
o  What is meant by "snatch a grace beyond the reach of art"?
a) It refers to achieving something that cannot be captured through traditional artistic methods.
b) It suggests that art is limited and can never be graceful.
c) It means that art will always be judged by critics.
d) It means that art should always follow traditional methods.
Answer: a) It refers to achieving something that cannot be captured through traditional artistic
methods.
o What is suggested about certain objects in nature?
a) They always follow common order and rules.
b) They sometimes rise above nature’s common order and still please the eye.
c) They are unappealing to the eye.
d) They are always considered faults in nature.
Answer: b) They sometimes rise above nature’s common order and still please the eye.
o How is the behavior of the ancients described in relation to rules?
a) They strictly followed the rules at all times.
b) They sometimes ignored the rules as kings dispense with laws they have made.
c) They never deviated from established laws.
d) They believed rules should never be broken.
Answer: b) They sometimes ignored the rules as kings dispense with laws they have made.
o What is the advice for moderns in the passage?
a) Moderns should never break the rules.
b) If moderns must break the rules, they should do so rarely, with good reason, and with precedent.
c) Moderns should break all the rules they wish.
d) Moderns should always follow the rules without question.
Answer: b) If moderns must break the rules, they should do so rarely, with good reason, and with
precedent.
o What happens if the critic feels there is no precedent or reason for an artistic deviation?
a) The critic will ignore it.
b) The critic will forgive the mistake.
c) The critic will seize your fame and enforce their own laws.
d) The critic will praise the deviation.
Answer: c) The critic will seize your fame and enforce their own laws.
o What is meant by "transgress its end" in the passage?
a) To completely ignore the rules.
b) To break the rules without any reason or purpose.
 c) To follow the rules strictly.
d) To creatively bend the rules while still achieving the intended purpose.
Answer: b) To break the rules without any reason or purpose.

o out of nature's common order rise, The shapeless rock or hanging precipice.
o  What does the passage suggest about ancient altars?
a) They are vulnerable to the passage of time and destruction.
b) They are always burning with incense.
c) They remain untouched by destruction, envy, or age.
d) They are no longer remembered by mankind.
Answer: c) They remain untouched by destruction, envy, or age.
o  How are the bards described in the passage?
a) As conquerors who brought destruction.
b) As immortal heirs of universal praise, honored by ages.
c) As individuals whose work was forgotten with time.
d) As critics who judged other artists harshly.
Answer: b) As immortal heirs of universal praise, honored by ages.
o  What is implied about the future generations in the passage?
a) They will forget the names of the great bards.
b) They will not appreciate the works of past poets.
c) Future nations will praise the names of the great bards.
d) Future generations will rewrite the works of the ancients.
Answer: c) Future nations will praise the names of the great bards.
o  What is the significance of the "spark of celestial fire" mentioned in the passage?
a) It represents the ability to follow rules strictly.
b) It symbolizes the inspiration that even the least talented poet can receive from great poets.
c) It suggests that great poets need no further inspiration.
d) It indicates the criticism of the current generation of poets.
Answer: b) It symbolizes the inspiration that even the least talented poet can receive from great
poets.
o  What is the "science little known" that the passage refers to?
a) The art of writing without rules.
b) The skill of admiring superior sense and doubting one's own judgment.
c) The knowledge of how to critique works effectively.
d) The technique for imitating the works of great bards.
Answer: b) The skill of admiring superior sense and doubting one's own judgment.
PART II – POPE

Question 1:
What is identified as the "never-failing vice of fools" in the poem?
A. Greed
B. Pride
C. Envy
D. Anger
Answer: B. Pride
Question: The Pierian spring—A fountain in Pieria, a district round Mount Olympus and the
native country of the Muses.

Question 2:
What does pride compensate for, according to the poem?
A. Wisdom
B. Weakness in nature
C. Physical appearance
D. Lack of money
Answer: B. Weakness in nature

Question 3:
What role does pride play when wit fails, as mentioned in the poem?
A. It enhances intelligence
B. It compensates for the lack of sense
C. It creates confusion
D. It leads to greater wisdom
Answer: B. It compensates for the lack of sense

Question 4:
What happens when "right reason" drives away the cloud of pride?
A. More confusion arises
B. Truth breaks upon us with clarity
C. We become more prideful
D. The mind remains clouded
Answer: B. Truth breaks upon us with clarity

Question 5:
What advice does the poem give regarding self-trust?
A. Trust only yourself
B. Never trust others
C. Trust not yourself, but recognize your defects
D. Always trust your instincts
Answer: C. Trust not yourself, but recognize your defects
Question 6:
How should we utilize our friends and foes, according to the poem?
A. Use them only for personal gain
B. Make use of every friend and every foe
C. Avoid both friends and foes
D. Only trust friends, never foes
Answer: B. Make use of every friend and every foe

Question 1:
What does the poet warn about "a little learning"?
A. It is harmless
B. It is useful for wisdom
C. It is a dangerous thing
D. It should be avoided
Answer: C. It is a dangerous thing

Question 2:
What does the phrase "Drink deep, or taste not the Pierian spring" suggest?
A. To gain wisdom, one must fully immerse themselves in knowledge
B. A small amount of learning is enough
C. Knowledge is only for the highly educated
D. One should only seek knowledge when they are ready
Answer: A. To gain wisdom, one must fully immerse themselves in knowledge

Question 3:
What effect do "shallow draughts" of knowledge have, according to the poem?
A. They lead to greater wisdom
B. They intoxicate the brain
C. They enhance clarity of thought
D. They encourage deeper learning
Answer: B. They intoxicate the brain

Question 4:
How does the poet describe the initial enthusiasm for learning?
A. It leads to complete understanding
B. It makes one fearless and eager
C. It creates confusion and doubt
D. It makes one lose interest
Answer: B. It makes one fearless and eager

Question 5:
What is the effect of becoming more advanced in learning, as described in the poem?
A. The learning process becomes easier
B. New knowledge and perspectives emerge
C. One becomes disillusioned with the process
D. The pursuit of knowledge is completed
Answer: B. New knowledge and perspectives emerge

Question 6:
What metaphor is used to describe the experience of pursuing knowledge in the poem?
A. Walking on water
B. Climbing a mountain
C. Sailing on calm seas
D. Crossing a desert
Answer: B. Climbing a mountain

Question 7:
What happens when one reaches the "towering Alps," according to the poet?
A. They realize the journey has ended
B. The challenges seem easy to overcome
C. They grow tired from the increasing difficulty
D. They feel content with their achievements
Answer: C. They grow tired from the increasing difficulty

Question 8:
What does the poet mean by "Hills peep o'er hills and Alps on Alps arise"?
A. The journey of learning becomes endless
B. Learning becomes simpler with time
C. Challenges decrease as we progress
D. The view becomes clearer and more focused
Answer: A. The journey of learning becomes endless
Question 1:
What is the role of a perfect judge, according to the poem?
A. To seek out every minor fault
B. To admire the work with the same spirit as the author
C. To focus only on technical accuracy
D. To remain indifferent and unengaged
Answer: B. To admire the work with the same spirit as the author

Question 2:
What does the poet suggest should not be the focus when reading a work of wit?
A. The minor, insignificant faults
B. The overall beauty and harmony of the piece
C. The writer's personal life
D. The structure of the work
Answer: A. The minor, insignificant faults

Question 3:
What is the poet's view on works that are "correctly cold and regularly low"?
A. They are highly appreciated
B. They fail to evoke any emotion
C. They bring out the best in the reader
D. They excite the imagination
Answer: B. They fail to evoke any emotion

Question 4:
What does the poet compare beauty to in the context of wit?
A. A single eye or lip
B. The joint force and full result of all parts
C. The structure of a single part
D. The individual genius of the writer
Answer: B. The joint force and full result of all parts

Question 5:
When the poet refers to a "well proportioned dome," what is he trying to illustrate?
A. The importance of individual parts
B. The perfect balance of all elements in a work
C. The need for grandeur in architecture
D. The flaws that should be avoided in design
Answer: B. The perfect balance of all elements in a work

Question 6:
What does the poet mean by "The whole at once is bold, and regular"?
A. The work should have some irregularities to stand out
B. The combination of all parts should create a harmonious effect
C. The work should focus only on one aspect of beauty
D. The work should not try to impress at all
Answer: B. The combination of all parts should create a harmonious effect
Question 1:
According to the poet, what does a person believe if they think a faultless piece can be seen?
A. They understand the true nature of perfection
B. They believe in something that has never existed
C. They appreciate the art of criticism
D. They are an expert in evaluating works
Answer: B. They believe in something that has never existed

Question 2:
What does the poet suggest is the proper approach when evaluating a work?
A. To focus solely on minor faults
B. To judge the work based on the writer's intent
C. To only praise the work when it is perfect
D. To ignore the writer's purpose and focus on structure
Answer: B. To judge the work based on the writer's intent

Question 3:
What does the poet say is due to a work despite its minor faults?
A. Criticism
B. Silence
C. Applause
D. Disregard
Answer: C. Applause

Question 4:
What does the poet suggest about people of wit who try to avoid great errors?
A. They should follow strict rules and avoid any deviation
B. They often commit smaller errors as a result
C. They should aim for perfection and avoid all mistakes
D. They ignore the rules and focus on creativity
Answer: B. They often commit smaller errors as a result

Question 5:
What does the poet imply about critics who focus on trivial rules?
A. They are too focused on principles and ignore the bigger picture
B. They understand the true meaning of the work
C. They praise the work based on its overall merit
D. They emphasize the writer's intent
Answer: A. They are too focused on principles and ignore the bigger picture

Question 6:
What does the poet mean by "all to one loved folly sacrifice"?
A. Critics sacrifice quality for a single admired concept
B. Critics prioritize perfection over creativity
C. Writers ignore critics and focus on their own art
D. Critics avoid all forms of error in a work
Answer: A. Critics sacrifice quality for a single admired concept
Question: La MANCHA’s KNIGHT – Don Quixote
Question: Concluding all were desperate sots and fools, Who durst depart from
Aristotle's rules
Question 1:
What does the knight emphasize is essential in a play, according to his reaction?
A. The adherence to Aristotle's rules
B. The combat scene on stage
C. A focus on the subject and plot
D. The use of specific manners and passions
Answer: B. The combat scene on stage

Question 2:
What was the author's response to the knight's insistence on the combat scene?
A. The knight’s advice was followed without question
B. The combat scene was omitted due to practical constraints
C. The author acknowledged the knight's point but refused to add the combat
D. The author proposed a compromise by adding the scene or renouncing Aristotle’s rules
Answer: D. The author proposed a compromise by adding the scene or renouncing Aristotle’s
rules

Question 3:
What does the knight's statement "Knights, squires, and steeds must enter on the stage"
suggest?
A. He believes every element of the story should be represented literally
B. He wants to follow the classical unities exactly
C. He wants a minimalistic approach to the play's design
D. He advocates for a focus on deep emotional themes
Answer: A. He believes every element of the story should be represented literally

Question 4:
What does the author suggest by the phrase "the stage can ne'er contain"?
A. The stage is too small for the large cast
B. The play will be too difficult to act
C. The scene is better suited for a larger, more dramatic venue
D. The combat scene requires excessive special effects
Answer: A. The stage is too small for the large cast

Question 5:
Why does the author mention "renouncing the Stagirite"?
A. To emphasize the need to adhere to Aristotle's principles
B. To illustrate the limitations of following rigid rules
C. To express a preference for contemporary writing over classical models
D. To suggest abandoning the knight's advice
Answer: B. To illustrate the limitations of following rigid rules
Question 1:
What do critics who lack judgment tend to focus on, according to the passage?
A. Exactness and precision in their evaluations
B. Their love for parts rather than the whole work
C. The overall meaning and depth of the work
D. Finding balance between form and content
Answer: B. Their love for parts rather than the whole work

Question 2:
What is the criticism of poets and painters in the passage?
A. They fail to use their imagination properly
B. They are unable to capture nature and grace in their work
C. They overemphasize the importance of gold and jewels
D. They lack knowledge of technical skills in their craft
Answer: B. They are unable to capture nature and grace in their work

Question 3:
What does "True wit is nature to advantage dressed" mean?
A. Wit must be extravagant and adorned to be appreciated
B. Wit should be simple and straightforward
C. True wit presents nature in a refined way, enhancing its beauty
D. Wit must be concealed to have its full effect
Answer: C. True wit presents nature in a refined way, enhancing its beauty

Question 4:
According to the passage, what can happen when works have too much wit?
A. They become more enjoyable
B. They may confuse the reader or viewer
C. They can overpower the work and make it less effective
D. They enhance the beauty of the work
Answer: C. They can overpower the work and make it less effective

Question 5:
How does the author compare modest plainness to sprightly wit?
A. Modesty dulls wit, making it less effective
B. Modesty enhances wit, just as shades enhance light
C. Modesty is a sign of weak wit
D. Wit needs to be bold to be effective
Answer: B. Modesty enhances wit, just as shades enhance light
Fungoso—One of the characters in Ben Jonson's Every Man out of his Humor who assumed
the dress and tried to pass himself off for another.
Question: A vile conceit in pompous words expressed, Is like a clown in regal purple dressed
Question 1:
According to the passage, what is the primary way that most people judge a poet’s song?
A. By the depth of the meaning
B. By the smoothness of the rhyme
C. By the use of complex words
D. By the number of verses
Answer: B. By the smoothness of the rhyme

Question 2:
How does the passage describe people who judge poetry based on rhythm and rhyme?
A. As insightful critics
B. As tuneful fools who admire only sound
C. As people who appreciate deep meanings
D. As individuals who enjoy a variety of poetic forms
Answer: B. As tuneful fools who admire only sound

Question 3:
What comparison is made between the way some people listen to poetry and the way people
go to church?
A. They go for intellectual enlightenment
B. They go for the music rather than the message
C. They listen to both the doctrine and the music equally
D. They focus only on the beauty of the church
Answer: B. They go for the music rather than the message

Question 4:
What does the author criticize about some poems in the passage?
A. Their lack of rhyme
B. Their repetitiveness and shallow content
C. Their deep philosophical meaning
D. Their complex structure
Answer: B. Their repetitiveness and shallow content

Question 5:
What effect does the author attribute to "the cooling western breeze" and similar phrases?
A. They add variety to the poem
B. They distract the reader from the main theme
C. They tire the reader and lead to sleep
D. They are creative and fresh expressions
Answer: C. They tire the reader and lead to sleep

Question 6:
What is the purpose of the final Alexandrine line in the poem, according to the author?
A. It adds a powerful conclusion
B. It provides clarity and resolution
C. It is unnecessary and drags the poem along
D. It introduces a new theme or idea
Answer: C. It is unnecessary and drags the poem along

Sir John Denham, a poet of the time of Charles I. (1615-1668). His verse is
characterized by considerable smoothness and ingenuity of rhythm, with here and
there a passage of some force—Edmund Waller (1606-1687) is celebrated as one of
the refiners of English poetry. His rank among English poets, however, is very
subordinate.
Zephyr.—Zephyrus, the west wind personified by the poets and made the most mild and
gentle of the sylvan deities.
Dryden's ode, Alexander's Feast, or The Power of Music. Timotheus, mentioned in it, was a
musician of Boeotia, a favorite of Alexander's, not the great musician Timotheus, who died
before Alexander was born, unless, indeed, Dryden have confused the two.
The son of Libyan Jove.—A title arrogated to himself by Alexander
Libyan Jove - Hercules
Question 1:
What is the key to true ease in writing, according to the passage?
A. Writing without thinking
B. Following a set structure
C. Art and learned skill
D. Chance and spontaneity
Answer: C. Art and learned skill
Question 2:
What does the author suggest about the sound of a line in poetry?
A. It should be harsh and aggressive
B. It should only match the theme without regard for rhythm
C. The sound should echo the sense of the meaning
D. It should be smooth and unchanging
Answer: C. The sound should echo the sense of the meaning

Question 3:
How does the passage describe the movement of words in different situations in poetry?
A. They are always smooth and constant
B. They should mirror the action or mood, like a rough or gentle sound depending on the
scene
C. The words should only flow in a gentle and calm manner
D. The words should be loud and energetic throughout
Answer: B. They should mirror the action or mood, like a rough or gentle sound depending on
the scene

Question 4:
How is the power of music described in relation to Timotheus and Dryden in the passage?
A. Timotheus was an ineffective composer
B. Dryden surpasses Timotheus in musical composition
C. Timotheus' varied music surprises and moves listeners, and Dryden is similarly effective in
his writing
D. Dryden is not able to express the power of music like Timotheus
Answer: C. Timotheus' varied music surprises and moves listeners, and Dryden is similarly
effective in his writing

Question 5:
What effect does the author suggest the sound of rough or slow verses should have in the
case of violent actions like Ajax throwing a rock?
A. The verse should be fast and smooth to keep up with the action
B. The verse should mirror the labor and move slowly
C. The verse should be calm and relaxed
D. The verse should be quick and sharp
Answer: B. The verse should mirror the labor and move slowly
Question 6:
In the passage, how is Timotheus' music described in terms of its effect on emotions?
A. It only makes people calm
B. It alternates between intense emotions like glory and love
C. It keeps a steady tone of joy
D. It has no impact on emotions
Answer: B. It alternates between intense emotions like glory and love
Camilla, queen of the Volsci, was brought up in the woods, and, according to Virgil, was
swifter than the winds. She led an army to assist Turnus against Aeneas.
Question 1:
What does the author suggest about those who are easily offended by trifles?
A. They are wise and discerning
B. They are showing great pride or little sense
C. They are deeply philosophical
D. They are generally calm and composed
Answer: B. They are showing great pride or little sense

Question 2:
What is the author's advice about reacting to every change in mood or situation?
A. Always react strongly to any change
B. Avoid being overly moved by every change
C. React immediately without reflection
D. Indulge in every emotion without restraint
Answer: B. Avoid being overly moved by every change

Question 3:
According to the passage, what is the problem with those who criticize everything?
A. They have excellent judgment
B. They cannot digest anything, just like weak stomachs
C. They are very open-minded
D. They are likely to make fair judgments
Answer: B. They cannot digest anything, just like weak stomachs

Question 4:
How does the author describe the effect of dullness in judgment?
A. It makes things appear clearer
B. It leads to seeing things as larger than they really are
C. It brings a balanced perspective
D. It helps one to appreciate subtlety
Answer: B. It leads to seeing things as larger than they really are

Question 5:
What is the author's view on how to respond to praise?
A. One should always seek it
B. Fools admire, but men of sense approve
C. Praise should be avoided at all costs
D. Praise should be embraced without question
Answer: B. Fools admire, but men of sense approve
For fools admire, but men of sense approve:
Question 1:
What is the author's perspective on how people view writers from different eras?
A. They should only value modern writers
B. They tend to despise foreign writers
C. They either praise the ancients or the moderns, but not both
D. They believe all writers from all eras are equally valuable
Answer: C. They either praise the ancients or the moderns, but not both

Question 2:
What is the author's comparison between wit and faith in this passage?
A. Both are subject to individual interpretation and application
B. Both are constant and unchanged
C. Wit is more important than faith
D. Faith should be applied to wit
Answer: A. Both are subject to individual interpretation and application

Question 3:
According to the author, what does true wit do?
A. It shines only in specific regions and climates
B. It is confined to a particular time or place
C. It enriches people from both southern and northern climes
D. It is only appreciated in certain societies
Answer: C. It enriches people from both southern and northern climes

Question 4:
What does the author mean by "the sun" in the passage?
A. A reference to a particular person's influence
B. A metaphor for wit that illuminates and influences all ages
C. A symbol of the decline of knowledge
D. A literal source of energy for the earth
Answer: B. A metaphor for wit that illuminates and influences all ages

Question 5:
How does the author suggest we evaluate wit?
A. Based on whether it is old or new
B. By its source and the time period it comes from
C. By distinguishing between false and true wit
D. By following the opinions of critics
Answer: C. By distinguishing between false and true wit
Question: Thus wit, like faith, by each man is applied
Question 1:
What is the author's criticism of those who judge works by the reputation of the author rather
than the content?
A. They make intelligent judgments based on tradition
B. They praise the work without understanding it
C. They judge based on the author's name rather than the writing itself
D. They criticize only the works of famous authors
Answer: C. They judge based on the author's name rather than the writing itself

Question 2:
Who does the author consider the worst type of critic?
A. Someone who praises all works without judgment
B. Someone who blindly follows popular opinions
C. Someone who flatters wealthy or powerful people without understanding
D. Someone who criticizes authors harshly without reason
Answer: C. Someone who flatters wealthy or powerful people without understanding
Question 3:
What effect does the author suggest a noble patron has on a writer's work?
A. The writer becomes less creative and loses their original style
B. The writer's work becomes more refined and praised
C. The work remains the same, regardless of who endorses it
D. The work loses its meaning and becomes more about status
Answer: B. The writer's work becomes more refined and praised

Question 4:
What does the author imply about the value of writing in relation to "quality" and "noble"
approval?
A. Writing becomes valuable only when it is approved by a noble
B. Writing should not rely on nobility for validation
C. Noble approval has no impact on the quality of the writing
D. Writing by unknown authors is always inferior
Answer: B. Writing should not rely on nobility for validation

Question 5:
What is the primary critique of the "servile herd" of critics in this passage?
A. They are too independent and criticize too harshly
B. They rely on external authority rather than their own judgment
C. They blindly follow the opinions of other critics
D. They appreciate creativity but lack understanding of literary structure
Answer: B. They rely on external authority rather than their own judgment
Question: What woful stuff this madrigal would be,
Question: the worst is he That in proud dullness joins with quality A constant critic
at the great man's board,
Question 1:
What does the author suggest about those who are too focused on being different from the
crowd?
A. They are always right, even when going against the crowd
B. They often make mistakes by purposefully going against the majority
C. They are more likely to be praised than the crowd
D. They help others by offering new perspectives
Answer: B. They often make mistakes by purposefully going against the majority

Question 2:
What does the author imply about the changing opinions of certain critics?
A. They are consistent in their judgment of works
B. Their opinions are unreliable and constantly change
C. They follow the majority opinion without question
D. They are deeply committed to their original opinions
Answer: B. Their opinions are unreliable and constantly change

Question 3:
What comparison does the author make to describe the behavior of these critics?
A. Like a well-guarded fortress that remains unshaken
B. Like towns without defenses, easily swayed between sense and nonsense
C. Like a tree that stands firm in the face of storms
D. Like a river that flows steadily in one direction
Answer: B. Like towns without defenses, easily swayed between sense and nonsense

Question 4:
What critique does the author offer about the "school-divines" of the past?
A. They were wise and consistent in their teachings
B. They were obsessed with disputing faith and doctrines, without reaching conclusions
C. They prioritized faith over intellect
D. They created a peaceful atmosphere of learning
Answer: B. They were obsessed with disputing faith and doctrines, without reaching
conclusions

Question 5:
How does the author feel about the role of humor in securing an author's reputation?
A. Humor is always beneficial for an author's credibility
B. Humor often makes an author's reputation last only as long as fools are amused
C. Humor helps establish long-term respect and admiration
D. Humor is irrelevant to an author's reputation
Answer: B. Humor often makes an author's reputation last only as long as fools are amused

Scotists—The disciples of Duns Scotus, one of the most famous and influential of
the scholastics of the fourteenth century, who was opposed to Thomas Aquinas
(1224-1274), another famous scholastic, regarding the doctrines of grace and the
freedom of the will, but especially the immaculate conception of the Virgin. The
followers of the latter were called Thomists, between whom and the Scotists bitter
controversies were carried on.]
Duck Lane.—A place near Smithfield where old books were sold. The cobwebs were
kindred to the works of these controversialists, because their arguments were
intricate and obscure. Scotus is said to have demolished two hundred objections to
the doctrine of the immaculate conception, and established it by a cloud of proofs.
Question 1:
What is the main critique the author makes about people who value others from their own
side or mind?
A. They are overly humble and lack confidence
B. They confuse self-praise with honoring true merit
C. They tend to ignore merit in others
D. They praise only those who agree with them
Answer: B. They confuse self-praise with honoring true merit
Question 2:
How does the author describe the impact of public factions on personal relationships?
A. They create harmony and understanding
B. They increase private hatred
C. They inspire greater unity and collaboration
D. They have no effect on private relationships
Answer: B. They increase private hatred

Question 3:
What does the author suggest about the critics and opponents Dryden faced?
A. They were easily silenced by his merit
B. They were mostly irrelevant and easily forgotten
C. They rose up from various sides, including parsons, critics, and beaux
D. They supported him and helped elevate his work
Answer: C. They rose up from various sides, including parsons, critics, and beaux

Question 4:
How does the author explain the role of envy in relation to merit?
A. Envy never affects the truth of merit
B. Envy strengthens merit by making it more noticeable
C. Envy diminishes merit and makes it less visible
D. Envy has no effect on merit
Answer: B. Envy strengthens merit by making it more noticeable

Question 5:
What is the final impact of the "clouds" that obscure the sun, according to the author?
A. They eventually block the sun completely
B. They diminish the sun's power and influence
C. They reflect new glories and enhance the sun's rays
D. They have no lasting effect on the sun
Answer: C. They reflect new glories and enhance the sun's rays

[Line 459: Parsons.—This is an allusion to Jeremy Collier, the author of A Short View
etc, of the English Stage. Critics, beaux.—This to the Duke of Buckingham, the
author of The Rehearsal.]
[Line 463: Blackmore, Sir Richard (1652-1729), one of the court physicians and the
writer of a great deal of worthless poetry. He attacked the dramatists of the time
generally and Dryden individually, and is the Quack Maurus of Dryden's prologue
to The Secular Masque.
Millbourn, Rev. Luke, who criticised Dryden; which criticism, although sneered at by
Pope, is allowed to have been judicious and decisive.]
Zoilus criticised Homer
Question:
What does the author suggest about the length of fame in modern times, particularly in
reference to "threescore"?
A. Fame lasts longer than it did in the past
B. Fame is now limited to just "threescore" years
C. Fame is no longer valuable or sought after
D. Fame lasts a thousand years, as it did for patriarch wits
Answer: B. Fame is now limited to just "threescore" years
Question 1:
What does the author suggest about the lifespan of modern rhymes?
A. They last for a thousand years
B. They are short-lived and often forgotten quickly
C. They gain fame only after many years
D. They are immortal, like the works of ancient poets
Answer: B. They are short-lived and often forgotten quickly

Question 2:
What does the author imply about the modern perception of ancient writers like Chaucer and
Dryden?
A. Modern readers completely disregard them
B. Modern readers consider them superior to contemporary writers
C. Modern readers see them as equally important and timeless
D. Modern readers view them as outdated and irrelevant
Answer: C. Modern readers see them as equally important and timeless

Question 3:
In the metaphor of the painter, what does the "faithful pencil" represent?
A. The artist's emotions
B. The artist's skill in creating new works
C. The perfect execution of the artist's ideas
D. The critic's ability to evaluate art
Answer: C. The perfect execution of the artist's ideas

Question 4:
What happens to the artist’s creation over time, according to the author?
A. It becomes more vibrant and clearer
B. The artist’s ideas are better appreciated as years pass
C. The colors and creation fade as time passes
D. The artwork becomes more abstract and distant
Answer: C. The colors and creation fade as time passes

Question 5:
What is the "treacherous" part of the artistic process, as described by the author?
A. The creation of new ideas
B. The transition from sketch to final design
C. The use of bright colors that eventually fade
D. The artist's failure to understand nature
Answer: C. The use of bright colors that eventually fade
What does the poet convey about the nature of wit in the passage?
A. Wit is eternal and admired by all.
B. Wit is fleeting, often envied, and difficult to maintain.
C. Wit is always valued by the virtuous and feared by the vicious.
D. Wit brings only joy and satisfaction to its owner.
Answer: B. Wit is fleeting, often envied, and difficult to maintain.
QUESTION
Like some fair flower the early spring supplies
That gayly blooms but even in blooming dies –here, the flower is compared to wit as it
reaches its primes and dies
QUESTION
The owner's wife that other men enjoy
Then most our trouble still when most admired
And still the more we give the more required
Whose fame with pains we guard, but lose with ease, - compared to wit
QUESTION
'Tis what the vicious fear, the virtuous shun,
By fools 'tis hated, and by knaves undone!

Question 1:
What does the poet suggest is the danger of excessive self-love in writers?
A. It leads to genuine and noble competition.
B. It results in writers trying to bring each other down.
C. It encourages writers to praise one another.
D. It leads to self-improvement and growth.
Answer:
B. It results in writers trying to bring each other down.

Question 2:
According to the poet, what qualities must always accompany each other in a good writer?
A. Pride and ambition.
B. Good-nature and good sense.
C. Self-love and rivalry.
D. Fame and glory.
Answer:
B. Good-nature and good sense.
 What is the poet's advice regarding learning in the lines, "Ah! let not learning too
commence its foe!"?
a) Learning should be pursued at any cost.
b) Learning should not foster enmity.
c) Learning is unimportant compared to ignorance.
d) Learning is only for those who excel.
Answer: b) Learning should not foster enmity.
 According to the poet, how were individuals rewarded in the past?
a) Only those who succeeded were rewarded.
b) Rewards were given to those who tried and excelled.
c) Only the generals received recognition.
d) Rewards were limited to intellectuals.
Answer: b) Rewards were given to those who tried and excelled.
 What is the poet’s view of contemporary writers, as suggested in the lines, "Employ their
pains to spurn some others down"?
a) Writers collaborate to achieve success.
b) Writers focus on outdoing and undermining others.
c) Writers are dedicated to self-improvement.
d) Writers prioritize praising their peers.
Answer: b) Writers focus on outdoing and undermining others.
 What does the poet consider the most divine quality?
a) Good sense
b) Forgiveness
c) Good-nature
d) Knowledge
Answer: b) Forgiveness
 What does the phrase “to err is human, to forgive, divine” imply?
a) Humans should avoid errors at all costs.
b) Mistakes are natural, but forgiveness elevates one to a higher moral ground.
c) Errors are a divine quality.
d) Forgiveness is an unattainable ideal.
Answer: b) Mistakes are natural, but forgiveness elevates one to a higher moral ground.
 What advice does the poet give to critics about their rage?
a) They should avoid being critical altogether.
b) They should direct their rage toward more serious crimes.
c) They should criticize only noble minds.
d) They should suppress their anger at all costs.
Answer: b) They should direct their rage toward more serious crimes.
 According to the poet, what combination is considered shameful?
a) Dullness and obscenity
b) Wit and obscenity
c) Love and dullness
d) Pleasure and wealth
Answer: a) Dullness and obscenity
 How does the poet describe the "fat age of pleasure, wealth, and ease"?
a) An era of intellectual brilliance
b) A period of decadence and moral corruption
c) A time of war and hardship
d) An age of modesty and virtue
Answer: b) A period of decadence and moral corruption
 What does the poet imply by "The fair sat panting at a courtier's play, / And not a mask
went unimproved away"?
a) The audience was uninterested in theatrical performances.
b) Courtly plays were used for romantic advances.
c) Theater was considered a noble art form.
d) Masks were unnecessary for performances.
Answer: b) Courtly plays were used for romantic advances.
 What criticism does the poet make about priests during the foreign reign?
a) They strictly adhered to traditional methods of salvation.
b) They reformed the nation with blasphemous and pleasing methods.
c) They avoided all forms of satire in their sermons.
d) They upheld the absolute authority of God.
Answer: b) They reformed the nation with blasphemous and pleasing methods.
 What metaphor does the poet use to describe a biased critic in the last two lines?
a) A jaundiced eye that sees all as yellow
b) A thunderbolt aimed at the skies
c) A dart piercing a monster
d) A modest fan lifted at a play
Answer: a) A jaundiced eye that sees all as yellow
[Line 536: An easy monarch.—Charles II.]
[Line 541: At that time ladies went to the theater in masks.]
[Line 544: A foreign reign.—The reign of the foreigner, William III.]
[Line 545: Socinus.—The reaction from the fanaticism of the Puritans, who held extreme
notions of free grace and satisfaction, by resolving all Christianity into morality, led the way to
the introduction of Socinianism, the most prominent feature of which is the denial of the
existence of the Trinity.]
[Line 552: Wit's Titans.—The Titans, in Greek mythology, were the children of Uranus
(heaven) and Gaea (earth), and of gigantic size. They engaged in a conflict with Zeus, the
king of heaven, which lasted ten years. They were completely defeated, and hurled down into
a dungeon below Tartarus. Very often they are confounded with the Giants, as has apparently
been done here by Pope. These were a later progeny of the same parents, and in revenge for
what had been done to the Titans, conspired to dethrone Zeus. In order to scale heaven, they
piled Mount Ossa upon Pelion, and would have succeeded in their attempt if Zeus had not
called in the assistance of his son Hercules.]
PART III - POPE
Question 1:
According to the passage, what qualities should a critic possess?
A. Taste, judgment, learning, and wealth
B. Taste, judgment, learning, truth, and candor
C. Judgment, imagination, and authority
D. Learning, kindness, and strictness
Answer: B. Taste, judgment, learning, truth, and candor
Question 1:
What is advised when a critic doubts their understanding?
A. To voice their opinions confidently
B. To remain silent
C. To seek others' validation
D. To criticize with caution
Answer: B. To remain silent
Question 2:
What does the poet suggest about those who are "positive persisting fops"?
A. They admit their mistakes gracefully.
B. They refuse to acknowledge their errors once made.
C. They are open-minded and willing to learn.
D. They are skilled in critique and self-reflection.
Answer: B. They refuse to acknowledge their errors once made.
Question 3:
How should a critic respond to their past errors, according to the passage?
A. By defending them rigorously
B. By ignoring them
C. By acknowledging them with pleasure
D. By regretting them deeply
Answer: C. By acknowledging them with pleasure
Question 5:
What does the poet mean by "speak, though sure, with seeming diffidence"?
A. Speak with confidence when uncertain.
B. Speak with humility even when confident.
C. Avoid speaking to avoid criticism.
D. Speak only when fully knowledgeable.
Answer: B. Speak with humility even when confident.
Question 1:
According to the poet, why are blunt truths harmful?
A. They are often misunderstood.
B. They cause more harm than polished falsehoods.
C. They fail to convey any message.
D. They are never accepted by others.
Answer: B. They cause more harm than polished falsehoods.
Question 2:
What is the suggested approach to teaching others?
A. Directly confront their ignorance.
B. Teach as though they already know the information.
C. Avoid teaching entirely.
D. Criticize them harshly to correct their errors.
Answer: B. Teach as though they already know the information.

What happens when truth is presented without good breeding?

A. It is ignored entirely.
B. It is rejected as offensive.
C. It is admired more.
D. It loses its authenticity.
Answer: B. It is rejected as offensive.
Question 5:
What quality makes "superior sense" appreciated by others?
A. Its boldness
B. Its simplicity
C. Its respectful delivery
D. Its absolute truth
Answer: C. Its respectful delivery
Question 1:
What does the phrase "Be niggards of advice on no pretense" suggest?
A. Give advice sparingly only when absolutely necessary.
B. Avoid being stingy in offering advice.
C. Never provide advice to others.
D. Always seek advice from others.
Answer: B. Avoid being stingy in offering advice.

Question 2:
What is considered the "worst avarice" in the lines?
A. Greed for material wealth
B. Greed for knowledge
C. Hoarding wisdom and refusing to share it
D. Misusing one’s sense of judgment
Answer: C. Hoarding wisdom and refusing to share it

Question 5:
Who, according to the poet, can best handle reproof?
A. Those who are indifferent to opinions.
B. Those who are deserving of praise.
C. Those who seek validation.
D. Those who never make mistakes.
Answer: B. Those who are deserving of praise.
Question 3:
What does the poet mean by "Nor be so civil as to prove unjust"?
A. Avoid being polite to the point of compromising fairness.
B. Civility is unnecessary in giving advice.
C. Always act in a way that pleases others.
D. Never criticize others openly.
Answer: A. Avoid being polite to the point of compromising fairness.

Question 1:
Who is "Appius" likely representing in these lines?
A. A wise and learned critic
B. A hypersensitive and tyrannical figure (honourable fool)
C. A humble poet seeking improvement
D. A fearless supporter of satire
Answer: B. A hypersensitive and tyrannical figure
Question 4:
According to the poet, what are "poets without wit" comparable to?
A. Critics without learning
B. Scholars with no degrees
C. People who achieve literary recognition without talent
D. Individuals who reject satire
Answer: C. People who achieve literary recognition without talent

Question 5:
What does the poet suggest about "flattery to fulsome dedicators"?
A. Flattery from such people is meaningless and insincere.
B. It is essential to dedicate works to those deserving flattery.
C. Fulsome flattery enhances a writer's reputation.
D. Dedicators deserve recognition for their sincerity.
Answer: A. Flattery from such people is meaningless and insincere.

Question 6:
What is the general attitude of the world toward those who "promise to give scribbling o'er"?
A. They are admired for their resolve.
B. They are rarely believed.
C. They are praised for their honesty.
D. They are forgiven for their faults.
Answer: B. They are rarely believed.

Such, without wit are poets when they please, As without learning they can
take degrees
Question 2:
What does the poet mean by "Fear most to tax an honorable fool"?
A. Honorable fools should be respected for their wit.
B. Criticizing a fool with honor is dangerous.
C. Fools should never be criticized, regardless of their honor.
D. Honorable fools always accept criticism.
Answer: B. Criticizing a fool with honor is dangerous.
Question 3:
What right does the poet sarcastically grant to "an honorable fool"?
A. The right to be free from criticism.
B. The right to critique others.
C. The right to write poetry.
D. The right to flattery.
Answer: A. The right to be free from criticism.
Question 2:
What metaphor does the poet use to describe "the dull" continuing despite criticism?
A. A drowsy course of humming.
B. A top lashed until it falls asleep.
C. A horse stumbling but regaining pace.
D. A writer straining to find inspiration.
Answer: B. A top lashed until it falls asleep.
Question 1:
What does the poet advise critics to do when dealing with "the dull"?
A. Encourage them to continue writing.
B. Criticize them harshly for their faults.
C. Silence their spite and let them remain vain.
D. Publicly ridicule their lack of talent.
Answer: C. Silence their spite and let them remain vain.
Question 3:
What does the phrase "False steps but help them to renew the race" suggest about mediocre
poets?
A. Their mistakes discourage them from continuing.
B. Their failures inspire them to improve.
C. Their errors only push them to persist stubbornly.
D. Their mistakes lead to public ridicule.
Answer: C. Their errors only push them to persist stubbornly.
Question 4: As after stumbling, jades will mend their pace.
Mediocre poets’ errors only push them to persist stubbornly.
Question 5:
What does "rhyme with all the rage of impotence" imply about these poets?
A. Their writing is powerful and dynamic.
B. Their attempts at poetry lack true substance and power.
C. They are motivated by strong emotions in their writing.
D. They are unable to express their ideas eloquently.
Answer: B. Their attempts at poetry lack true substance and power.
Question 3:
What does the phrase “fools rush in where angels fear to tread” imply about such critics?
A. They are bold and fearless in expressing their opinions.
B. They recklessly comment on matters beyond their understanding.
C. They carefully approach delicate topics.
D. They avoid controversial or sacred issues.
Answer: B. They recklessly comment on matters beyond their understanding.
Question 1:
What is the primary criticism of "bookful blockheads" in the passage?
A. They do not read widely enough.
B. They read extensively but lack true understanding.
C. They refuse to criticize works they admire.
D. They are overly cautious in their critiques.
Answer: B. They read extensively but lack true understanding.

Question 2:
What does the line “With his own tongue still edifies his ears” suggest about the critic?
A. He speaks only to educate himself.
B. He enjoys listening to himself rather than others.
C. He is eager to learn from others' critiques.
D. He carefully considers others' opinions.
Answer: B. He enjoys listening to himself rather than others.
Question 4:
What is the implication of "Distrustful sense with modest caution speaks"?
A. Wise individuals speak cautiously and with humility.
B. Critics should distrust their own sense of judgment.
C. Caution leads to ineffective critique.
D. Modesty is a hindrance to expressing one’s views.
Answer: A. Wise individuals speak cautiously and with humility.

Question 5:
How does the poet describe the style of foolish critics in the lines “But rattling nonsense in full
volleys breaks, / And, never shocked, and never turned aside”?
A. Thoughtful and measured
B. Confident but insightful
C. Overwhelming and nonsensical
D. Clear and persuasive
Answer: C. Overwhelming and nonsensical

Question 6:
What does the poet imply by "No place so sacred from such fops is barred"?
A. Critics avoid sacred or significant topics.
B. Critics disrespectfully intrude on all matters.
C. Critics are revered in sacred spaces.
D. Critics reserve their comments for secular topics.
Answer: B. Critics disrespectfully intrude on all matters.
Question Blockheads write about which books?
From Dryden's Fables down to Durfey's Tales
Question False claim - Garth did not write his own Dispensary
Question 1:
What qualities does the poet seek in an ideal critic?
A. Pleased to teach and proud of their knowledge
B. Modest, sincere, and unbiased
C. Strict, severe, and dismissive of faults
D. Focused solely on knowledge of books
Answer: B. Modest, sincere, and unbiased

Question 2:
What does “Modestly bold, and humanly severe” suggest about the desired critic?
A. They should be assertive but maintain empathy.
B. They should be bold and indifferent to criticism.
C. They should be cautious and overly critical.
D. They should avoid expressing severe opinions.
Answer: A. They should be assertive but maintain empathy.

Question 3:
What is the significance of “gladly praise the merit of a foe”?
A. The critic should flatter enemies to win favor.
B. The critic should avoid conflict with opponents.
C. The critic should acknowledge merit regardless of personal feelings.
D. The critic should only praise friends, not foes.
Answer: C. The critic should acknowledge merit regardless of personal feelings.

Question 4:
What is implied by “a knowledge both of books and human kind”?
A. The critic should only focus on literary works.
B. The critic should understand both literature and human nature.
C. The critic should rely on intuition rather than study.
D. The critic should prioritize human experiences over literature.
Answer: B. The critic should understand both literature and human nature.

Question 5:
What does the poet suggest about the critic's attitude in the phrase “a soul exempt from
pride”?
A. The critic should value humility over arrogance.
B. The critic should be indifferent to others' opinions.
C. The critic should boast about their knowledge.
D. The critic should disregard modesty in their judgments.
Answer: A. The critic should value humility over arrogance.
Question 6:
Which of the following is NOT a trait of the ideal critic described in the passage?
A. Blind adherence to personal biases
B. Exact but flexible taste
C. Willingness to critique a friend
D. Love to praise with reason
Answer: A. Blind adherence to personal biases
Multiple Choice Questions (MCQs)
Question 1:
Who is referred to as "the mighty Stagirite"?
A. Homer
B. Plato
C. Aristotle
D. Socrates
Answer: C. Aristotle
Question In ancient times, good critics came from?
Answer: Athens and Rome in better ages knew.

Question 2:
What does "Spread all his sails, and durst the deeps explore" imply about Aristotle's
contribution?
A. He avoided challenges in philosophy.
B. He ventured into new intellectual territories with courage.
C. He only followed the ideas of others.
D. He focused solely on the surface of knowledge.
Answer: B. He ventured into new intellectual territories with courage.

Question 3:
What is the "Maeonian star" a reference to?
A. The sun
B. Homer
C. A celestial body
D. The dawn of poetry
Answer: B. Homer

Question 4:
What attitude did poets initially have before accepting Aristotle's laws?
A. They eagerly embraced the rules without question.
B. They were indifferent to any form of structure.
C. They were proud and resistant to structured guidance.
D. They actively sought Aristotle’s laws for guidance.
Answer: C. They were proud and resistant to structured guidance.

Question 5:
What is meant by "Who conquered nature, should preside o'er wit"?
A. Those who understand nature should lead intellectual discourse.
B. Nature itself is the ultimate authority over intellect.
C. Wit is separate from understanding nature.
D. Poets should dominate over critics.
Answer: A. Those who understand nature should lead intellectual discourse.
Question 1:
What quality of Horace is highlighted by the phrase "graceful negligence"?
A. His strict adherence to rules.
B. His ability to charm effortlessly without rigid structure.
C. His disorganized and careless nature.
D. His lack of focus on poetic form.
Answer: B. His ability to charm effortlessly without rigid structure.

Question 2:
How does Horace communicate his ideas according to the poem?
A. Through complex and formal structures.
B. As a teacher giving commands.
C. Like a friend conveying ideas in an easy and familiar manner.
D. With aggressive and forceful arguments.
Answer: C. Like a friend conveying ideas in an easy and familiar manner.

Question 3:
What is the poet's assessment of Horace's judgment?
A. He judged with bias and fury.
B. He combined boldness with fairness and coolness.
C. He was indifferent to criticism.
D. He only focused on poetic inspiration, not judgment.
Answer: B. He combined boldness with fairness and coolness.

Question 4:
What is the criticism of modern critics compared to Horace?
A. They are as bold as Horace in judgment.
B. They judge with fury but write without passion ("with phlegm").
C. They follow Horace's balanced approach.
D. They inspire as much as Horace did.
Answer: B. They judge with fury but write without passion ("with phlegm").

Question 5:
What common mistake do critics make in relation to Horace's work?
A. Misinterpreting his poetic style.
B. Quoting him incorrectly.
C. Imitating him too rigidly.
D. Translating his works accurately.
Answer: B. Quoting him incorrectly.
Question 1:
What is Dionysius credited with in the poem?
A. Writing with simplicity and clarity.
B. Refining Homer's thoughts and bringing out new beauties.
C. Creating a new form of poetry.
D. Making Homer’s work more difficult to understand.
Answer: B. Refining Homer's thoughts and bringing out new beauties.

Question 2:
What is praised about Petronius in the poem?
A. His detailed scholarly work.
B. His combination of fancy and art with ease.
C. His focus on philosophical themes.
D. His strict adherence to classical rules.
Answer: B. His combination of fancy and art with ease.

Question 3:
What is highlighted about Quintilian's work?
A. It is focused more on creativity than rules.
B. It presents clear rules and methods in a copious manner.
C. It is more of a theoretical study than practical application.
D. It emphasizes innovation and the breaking of classical standards.
Answer: B. It presents clear rules and methods in a copious manner.

Question 4:
How does the poem describe the arrangement of useful arms in magazines?
A. To make them aesthetically pleasing.
B. To arm the hand, ready for use and command.
C. To create a complex display for show.
D. To serve as decoration rather than for practical use.
Answer: B. To arm the hand, ready for use and command.

Question 1:
What is Longinus described as in the poem?
A. A calm critic with no strong opinions.
B. A passionate and just critic inspired by the nine Muses.
C. A poet who lacks critical judgment.
D. A writer who only follows others' ideas.
Answer: B. A passionate and just critic inspired by the nine Muses.

Question 2:
How is Longinus's judgment characterized in the poem?
A. Zealous, but always fair and just.
B. Indifferent and detached from the works he critiques.
C. Overly harsh and unreasoned.
D. Focused solely on the technical aspects of writing.
Answer: A. Zealous, but always fair and just.

Question 3:
What is the role of Longinus's example in his criticism?
A. His example weakens his authority.
B. His example strengthens and validates the laws he draws.
C. His example has no impact on his criticism.
D. His example contradicts his judgments.
Answer: B. His example strengthens and validates the laws he draws.
Question 4:
How does the poem describe Longinus in relation to the sublime?
A. He only writes about the sublime but does not understand it.
B. He embodies the sublime he critiques and judges.
C. He is unaffected by the concept of the sublime.
D. He dismisses the concept of the sublime as irrelevant.
Answer: B. He embodies the sublime he critiques and judges.

Question 1:
What is described as being repressed by succeeding critics in the poem?
A. Knowledge
B. License
C. Arts
D. Learning
Answer: B. License

Question 2:
What happened to both learning and Rome, according to the poem?
A. Both thrived together.
B. Both grew and fell at the same time.
C. Learning grew while Rome declined.
D. Rome continued while learning fell.
Answer: B. Both grew & fell at the same time.

Question 3:
What does the poem suggest about the relationship between tyranny and superstition?
A. Tyranny nurtured superstition.
B. Superstition repressed tyranny.
C. Tyranny and superstition worked independently.
D. Tyranny controlled superstition entirely.
Answer: A. Tyranny nurtured superstition.

Question 4:
What is implied about the state of knowledge and understanding during this period?
A. Much was understood but little believed.
B. Much was believed but little understood.
C. Everything was both believed and understood.
D. Knowledge and understanding both flourished.
Answer: B. Much was believed but little understood.

Question 5:
What does the poem say about dullness during this period?
A. It was seen as a negative trait.
B. It was encouraged and respected.
C. It was ignored by critics.
D. It was viewed as the result of ignorance.
Answer: B. It was encouraged and respected.

Question 6:
Who does the poem suggest continued the destruction of learning after the Goths?
A. The Romans
B. The monks
C. The critics
D. The artists
Answer: B. The monks
Question : A second deluge learning thus o'errun,
Multiple Choice Questions (MCQs)
Question 1:
What role did Erasmus play during this period according to the poem?
A. He destroyed the barbarians
B. He brought order to a chaotic age MOVED Vandal off stage
C. He introduced superstition
D. He abandoned the priesthood
Answer: B. He brought order to a chaotic age MOVED vandal off stage

Question 2:
What did the "muse" do in Leo's golden days?
A. She went into a trance
B. She trimmed her withered bays
C. She fell silent
D. She ceased to exist
Answer: B. She trimmed her withered bays

Question 3:
What is described as "shaking off the dust" and "rearing his reverent head"?
A. Raphael's paintings
B. Rome's ancient genius
C. Erasmus' teachings
D. The Vandals' invasion
Answer: B. Rome's ancient genius

Question 4:
What artistic revival is mentioned in the poem?
A. The revival of music only
B. Sculpture and the sister arts
C. The revival of literature only
D. The decline of arts
Answer: B. Sculpture and the sister arts

Question 5:
What is said about the temples during this revival?
A. They remained silent
B. They became weaker
C. They rang with sweeter notes
D. They were abandoned
Answer: C. They rang with sweeter notes

Question 6:
Who are mentioned as part of the artistic revival in the poem?
A. Homer and Virgil
B. Raphael and Vida
C. Cicero and Horace
D. Garth and Dryden
Answer: B. Raphael and Vida

Question 7:
What is said about Cremona in the poem?
A. It is the birthplace of Raphael
B. It will forever boast Vida’s name
C. It is forgotten in history
D. It rivals Mantua in fame
Answer: B. It will forever boast Vida’s name
Question Cremona now shall ever boast thy name
As next in place to Mantua, next in fame!
Multiple Choice Questions (MCQs)
Question: Latium means Italy
Question 1:
What happened to the muses according to the poem?
A. They remained in Latium
B. They were banished and fled
C. They became more powerful in Rome
D. They were embraced by foreign lands
Answer: B. They were banished and fled

Question 2:
Where did critic-learning flourish the most after the muses were chased?
A. England
B. Italy
C. France
D. Spain
Answer: C. France

Question 3:
What is said about the rules in France?
A. They were ignored
B. They were strictly followed
C. They were new and revolutionary
D. They were enforced by the British
Answer: B. They were strictly followed
Question Boileau still in right of Horace sways

Question: Britons were unconquered and uncivilised

Question 4:
What did the "brave Britons" do in response to foreign laws?
A. They embraced them
B. They adopted them with modifications
C. They despised and resisted them
D. They ignored them
Answer: C. They despised and resisted them

Question 5:
How were the Britons described in the poem?
A. Weak and submissive
B. Conquered and uncivilized
C. Fierce and bold in defense of their liberties
D. Subdued by Roman influence
Answer: C. Fierce and bold in defense of their liberties

Question 6:
Who among the Britons is described as understanding and asserting "the juster ancient
cause"?
A. The majority of Britons
B. The less presumptuous, more knowledgeable few
C. The French critics
D. The Roman conquerors
Answer: B. The less presumptuous, more knowledgeable few

Question 7:
What did the "sounder few" restore in Britain?
A. Roman laws
B. Wit’s fundamental laws
C. The influence of France
D. The power of the muses
Answer: B. Wit’s fundamental laws
Question 1:
What is the chief masterpiece according to the muse in the poem?
A. Knowledge
B. Wisdom
C. Writing well
D. Art
Answer: C. Writing well

Question 2:
How is Roscommon described in the poem?
A. More learned than good
B. Generous with noble blood
C. Self-centered and proud
D. Lacking knowledge of Greek and Roman wit
Answer: B. Generous with noble blood

Question 3:
What is said about Roscommon’s relationship with other authors?
A. He took credit for their work
B. He did not know the merit of other authors
C. He knew the merit of every author except his own
D. He praised only himself
Answer: C. He knew the merit of every author except his own

Question 4:
What is said about Walsh in the poem?
A. He only praised authors
B. He could neither blame nor commend
C. He justly knew how to blame or commend
D. He was known for his failure to recognize merit
Answer: C. He justly knew how to blame or commend

Question 5:
What is the “grateful muse” doing in the poem?
A. Praising Walsh
B. Offering no praise to anyone
C. Criticizing Roscommon
D. Singing about her own fame
Answer: A. Praising Walsh

Question 6:
What does the muse do after losing her guide?
A. She stops writing completely
B. She writes in low numbers and short excursions
C. She writes grand works of literature
D. She criticizes all authors
Answer: B. She writes in low numbers and short excursions

Question 7:
What is the muse’s attitude towards fame and censure?
A. She is overly focused on fame
B. She avoids all blame and seeks praise
C. She is careless of censure, not too fond of fame, and not afraid to blame
D. She seeks to flatter others
Answer: C. She is careless of censure, not too fond of fame, and not afraid to blame

Question 8:
What does the poem say about the muse’s faults?
A. She is free from faults
B. She does not acknowledge her faults
C. She is not free from faults but is willing to mend them
D. She is proud of her faults
Answer: C. She is not free from faults but is willing to mend them
Question lamented shade -As Roscommon and Walsh are no more
Question Who pruned her tender wing?
Answer: Roscommon and Walsh