Reading Comprehension

Read the passage given below and answer the question :
It would be easy to compile a book full of disturbing stories about schools and classrooms where neatness, mechanical accuracy, and orthodoxy of opinion - i.e., agreeing with the teacher's spoken or even unspoken notions of what is right and proper for children to believe and say - count for far more than honest, independent, original expression. It is still common in a great many schools to fail answer sheets that have more than a very few errors in grammar, punctuation, or spelling, regardless of any other merit they inight have. Not long an answer, entirely free of any mechanical errors and otherwise well written, was failed because student wrote it in three colours of ink. And this was in a 'good' school system. But the real reason that our schools do not turn out people, who can use language simply and strongly, let alone beautifully, lies deeper. It is that with very few exceptions the schools, from kindergarten through graduate school, do not give a damn what the students think. Think, care about, or want to know. What counts is what the system has decided they shall be made to learn.
If we are to make real progress in improving student writing, the first lesson we have to learn is this: a student will be concerned with his own use of language, and therefore try to judge its effectiveness, only when he is talking to an audience, and not just one that allows him to say what he wants as he wants, but one that takes him and his ideas seriously.

Read the following passage and answer the following question:
In order to carry out my plans high generally had to make use of teachers already experienced in the old methods of the ordinary Schools. That convinced me of the radical difference between the two systems. Even and an intelligent teacher who had grasped the principal found great difficulty in putting it into practice. She could not understand her apparently passive role, one like that of the astronomer, who sits motionless before the telescope, whilst words are willing through the universe. This idea that life and all pertaining to it go on by themselves, and that in order to study life to enquire into secret and to direct it, observe it and get to know it without interfering with it, is really very difficult to assimilate and put into practice. The teacher has accustomed herself too completely to being the only freely active person in the school which results in the extension of the activity of the children. When she fails to obtain order and silence she looks at people in dismay protesting that she cannot help it; in vain does one repeat to her that disorder at the start is unavoidable. In a novel called My Millionaire Uncle , there is a very eloquent example of the old methods of discipline. The uncle is evidently a very difficult child, and after he had done enough mischief to upset a city he is, as a despairing resort shut up in a school, here the uncle, Fufu by name performs his first kindly act and experience his first stirring of emotion when, on finding himself near Pretty Little Fufetta, he notices that she is hungry and has no lunch.

Stories show us a number of things about the ways in which children learn. They see the world as a whole ,mysterious perhaps, but a whole none the less. they do not divide it up into airtight little categories, as we adults tend to do . it is natural for them to jump from one thing to another, and to make the kinds of connections that are rarely made farmer classes and textbooks. they make their own paths into the unknown, paths that we would never think of making for them. Thus, For example, if we decided that it was important for children to know about the Trojan War, or archaeology, would we start talking to them about Scuba diverse? Certainly not. Even if We did , there are many children for whom this would not be good beginning, or a beginning at all. finally, when they are following their own noses , learning what they are curious about , children go faster cover more territory than we would ever think of trying to Mark out for them, or make them cover. people have often said to me ,nervously or angrily, that if we let children learn what they want to know they will become narrow specialist ,nutty expert in baseball batting averages and such trivia . Not so many adults do this ;the universities are full of people who have shut themselves up in little fortresses of artificial restricted private learning . But healthy children, still curious and unafraid, do not learn this way.