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Free 11+ comprehension · week 39

Comprehension: week of 21 September 2026

A new 11+ reading passage with questions every Monday, free. Read it, answer the questions, then press “Check my answers” to see the score and how to find each answer. Parents get it each Monday in our WhatsApp community.

21 to 27 September 2026

The Stone That Unlocked a Lost World

Non-fiction · Stretching level · 20 questions · about 7 minutes to read

The Stone That Unlocked a Lost World

854 words

1

For more than a thousand years, the carved symbols of ancient Egypt lay silent. Hieroglyphs — the elegant picture-script that had once filled temples, tombs and royal proclamations — had become as unreadable as a foreign language locked inside a sealed box. Scholars stared at images of owls, hands, rippling water and seated figures, and could only guess at their meaning. Then, in 1799, a chance discovery by French soldiers digging fortifications near the Egyptian town of Rosetta changed everything.

2

The soldiers unearthed a large, dark stone — granodiorite, a rock similar to granite — broken at the top and measuring roughly one metre tall. What made it remarkable was not its size but its surface. Chiselled across it were three separate bands of text, one above the other: the topmost in hieroglyphs, the middle in a flowing script called Demotic, and the lowest in ancient Greek. Scholars quickly realised that all three bands carried what appeared to be the same message. If someone could read the Greek — which educated Europeans still studied — then perhaps the Greek could serve as a key to unlock the other two.

3

The message itself was not a thrilling piece of poetry. It was an official decree issued by Egyptian priests in 196 BC, honouring a young king called Ptolemy V and listing the temple benefits he had granted. Yet the very ordinariness of the text proved to be an advantage: because it was the sort of formal record kept in multiple languages across the ancient world, scholars were on relatively familiar ground. The Rosetta Stone was a bureaucratic document — but it held the power to restore an entire civilisation's voice.

4

Copies of the inscription were sent to scholars across Europe, yet the task of cracking the code proved stubbornly difficult. The Greek could be translated without trouble, but hieroglyphs had defeated every previous attempt at decipherment. Many experts believed that each hieroglyph stood for a complete idea, like a picture of a sun meaning 'light' or 'warmth', rather than representing sounds. This assumption, though understandable, was a road leading nowhere.

5

Two brilliant minds made the decisive breakthroughs. The English polymath Thomas Young studied the oval frames, known as cartouches, in which certain groups of hieroglyphs were always enclosed. He reasoned that the cartouches marked royal names. By comparing the cartouche on the Rosetta Stone to the Greek version of the name Ptolemy, Young identified several hieroglyphs that corresponded to individual sounds. It was a vital first step, though he went no further.

6

The scholar who finally cracked the code was a Frenchman named Jean-François Champollion. Unlike many of his rivals, Champollion had spent years studying Coptic, the late form of the ancient Egyptian language still used in Christian ceremonies. This gave him something priceless: a living echo of how ancient Egyptian had actually sounded. Using Coptic alongside Young's work on cartouches and his own meticulous comparison of the scripts, Champollion made a breakthrough in 1822 that sent ripples of excitement through the scholarly world.

7

He had realised something that changed everything: hieroglyphs did not simply represent ideas. They represented sounds, syllables and even whole words, all mixed together in a system of considerable complexity. Some signs were purely phonetic — that is, they stood for sounds. Others were what scholars call determinatives — signs placed at the end of a word to indicate its broad category, such as whether it referred to a person, an animal or an action. The system was not a simple alphabet, but a sophisticated code that the Egyptians had refined over three thousand years.

8

When Champollion announced his findings to the Académie des Inscriptions in Paris, the news spread like a fire racing through dry grass. For the first time in over a millennium, scholars could begin to read the walls of temples, the texts on papyrus scrolls, and the inscriptions inside the great pyramids. A silence that had lasted centuries was suddenly, gloriously broken.

9

The Rosetta Stone itself was transported to Britain after France's defeat in Egypt, and it has been housed in the British Museum in London since 1802. It is today one of the most visited objects in the world. Generations of visitors have stood before it, straining to make out the carved lines, aware that they are looking at the very tool that gave scholars the means to eavesdrop on a civilisation four thousand years old.

10

Yet even as we admire Champollion's achievement, it is worth remembering that decipherment was not a single, tidy moment of triumph. It was decades of painstaking scholarship: wrong turns, borrowed insights, rivalries between scholars, and countless hours hunched over copied texts in cold libraries. Champollion himself spent years refining and expanding his initial findings before the full picture emerged.

11

The story of the Rosetta Stone is, in the end, a reminder of something profound: that language is among the most resilient things humanity has ever created. Empires crumble. Monuments erode. But words, once written down, wait patiently to be understood. The Egyptians who carved those inscriptions could not have imagined that their message would still be travelling — across continents and centuries — to readers who had not yet been born.

Questions

Read the passage first, then answer each question. Look back at the passage as often as you like.

  1. 1.What are the three scripts carved on the Rosetta Stone, as stated in paragraph 2?
  2. 2.What type of official document is the text on the Rosetta Stone?
  3. 3.What does the word 'polymath' mean as it is used in paragraph 5?
  4. 4.Why were scholars initially excited that the Rosetta Stone included ancient Greek text?
  5. 5.What does 'decipherment' mean as used in paragraph 4?
  6. 6.What does paragraph 4 suggest about the assumption that each hieroglyph stood for a complete idea?
  7. 7.According to paragraph 5, what are cartouches?
  8. 8.What does Champollion's study of Coptic suggest about how he approached the problem of decipherment?
  9. 9.What does 'meticulous' mean as used in paragraph 6?
  10. 10.According to paragraph 7, what is a 'determinative' in the hieroglyph system?
  11. 11.In paragraph 8, the writer compares the spread of Champollion's findings to 'a fire racing through dry grass'. What effect does this create?
  12. 12.Why does the writer begin paragraph 8 with the announcement to the Académie before describing what scholars could then read?
  13. 13.What does paragraph 10 suggest about how Champollion's breakthrough should be understood?
  14. 14.Why does the writer include details about 'wrong turns, borrowed insights, rivalries between scholars' in paragraph 10?
  15. 15.How does the final paragraph differ in focus from the rest of the passage?
  16. 16.What does 'resilient' mean as used in the final paragraph?
  17. 17.What is the effect of ending the passage with the image of ancient Egyptians unable to imagine 'readers who had not yet been born'?
  18. 18.In paragraph 3, why does the writer describe the Rosetta Stone's text as 'not a thrilling piece of poetry'?
  19. 19.What does the word 'eavesdrop' suggest in the phrase 'eavesdrop on a civilisation four thousand years old' in paragraph 9?
  20. 20.Which of the following best summarises the main idea of the whole passage?

0 of 20 answered

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