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Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time; if corrected too much, he will stop talking. He notices a thousand times a day the difference between the languages he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people. In the same way, when children learn to do all the other things they learn to do without being taught-to walk, run, climb, whistle, ride a bicycle-compare those performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his own mistakes for himself,
let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what answer is to that problem, whether this is a good way of saying or doing this or not.
If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end this nonsense of grades, exams, marks, Let us throw them all out, and let the children learn what all educated persons must some day learn, how to measure their own understanding, how to know what they know or do not know.
Let them get on with this job in the way that seems sensible to them. With our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential they will need to get in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.
1.What does the author think is the best way for children to learn
things?
A.by copying what other people do.
B.by making mistakes and having them corrected.
C.by listening to explanations from skilled people.
D.by asking a great many questions.
2.What does the author think teachers do which they should not do?
A.They give children correct answers.
B.They point out children’s mistakes to them.
C.They allow children to mark their own work.
D.They encourage children to mark to copy from one another.
3.The passage suggests that learning to speak and learning to ride a bicycle
are___.
A.not really important skills.
B.more important than other skills.
C.basically different from learning adult skills.
D.basically the same as learning other skills.
4.Exams, grades, and marks should be abolished because children’s progress
should only be estimated by___.
A.educated persons.
B.the children themselves.
C.teachers.
D.parents.
5.The author fears that children will grow up into adults while being___.
A.too independent of others.
B.too critical of themselves.
C.incapable to think for themselves.
D.incapable to use basic skills.
Passage 2
Questions 6 to 10 are based on the following passage:
In order to learn to be one’s true self, it is necessary to obtain a wide and
extensive knowledge of what has been said and done in the world; critically to
inquire into it; carefully to consider it; clearly to analyze it; and earnestly
to carry it out.
It matters not what you learn, but when you once learn a thing, you must
never give it up until you have mastered it. It matters not what you inquire
into, but when you once inquire into a thing, you must never give it up until
you have thoroughly understood it. It matters not what you try to think out, but
when you once try to think out a thing, you must never give it up until you have
got what you want. It matters not what you try to carry out, but when you once
carry out a thing, you must never give it up until you have don’t it thoroughly
and well.
If another man succeeds by one effort, you will use a hundred efforts. If
another man succeeds by ten efforts, you will use a thousand.
6. According to the author, first of all one must .
A. analyze B. inquire C. obtain knowledge D. act
7. According to the author, .
A. learning is not important B. thinking is not necessary
C. knowledge means little D. it is not important what we learn
8. The end of learning should be .
A. thought B. mastery C. inquiry D. analysis
9. According to the author, another man’s success should .
A. make greater efforts B. make us nervous
C. not be taken into consideration D. cause one to stop trying
10. The author implies but does not say what .
A. the way to knowledge is through specialization
B. one has to know everything to be successful
C. success depends not so much on natural ability as it does on effort
D. success in one’s profession is latest important in one’s life
