Question

from \some rights of children as persons\ i
school education
by charlotte mason
personal initiative in work
in their work, too, we are too apt to interfere with children. we all know the delight with which any scope for personal initiative is hailed, the pleasure children take in doing anything which they may do their own way; anything, in fact, which allows room for skill of hand, play of fancy, or development of thought. with our present theories of education it seems that we cannot give much scope for personal initiative. there is so much task-work to be done, so many things that must be, not learned, but learned about, that it is only now and then a child gets the chance to produce himself in his work. but let us use such opportunities as come in our way.
a very interesting and instructive educational experiment on these lines has lately been tried at the school field, hackney, where mr. sargent got together some eighty boys and girls under the conditions of an ordinary elementary school, except that the school was supported, not by the education department nor by the rates, ¹ but by the founder. the results seem to have been purely delightful; the children developed an amazing capacity for drawing, perhaps because so soon as they were familiar with the outlines of the flower and foliage of a given plant, for example, they were encouraged to form designs with these elements. the really beautiful floral designs produced by these girls and boys, after quite a short art training, would surprise parents whose children have been taught drawing for years with no evident
9
select all the correct answers.
which two arguments does the information in the passage support?
schools should include more creative arts in their syllabus.
the current education system hinders childrens creativity.
examinations and grades are unnecessary.
children have come to rely on external motivation to do work.
parents are responsible for the way their child performs at school.

Explanation:

• The current education system hinders children's creativity: The passage states that with present education theories, there is little scope for personal initiative. Tasks are too structured (so much task - work to be done, things to be learned about), leaving few chances for children to produce themselves in their work, which implies a hindrance to creativity.
• Children have come to rely on external motivation to do work: The text mentions that the current education system has so many things that “must be” (not learned but learned about), suggesting that children are following external (system - imposed) requirements rather than acting on their own internal motivation for personal initiative.

Answer:

• The current education system hinders children’s creativity.
• Children have come to rely on external motivation to do work.