The pioneers of the teaching of science imagined that its introduction into education would remove the conventionality, artificiality, and backward-lookingness which were characteristic; of classical studies, but they were gravely disappointed. So, too, in their time had the humanists thought that the study of the classical authors in the original would banish at once the dull pedantry and superstition of mediaeval scholasticism. The professional schoolmaster was a match for both of them, and has almost managed to make the understanding of chemical reactions as dull and as dogmatic an affair as the reading of Virgil's Aeneid.
The chief claim for the use of science in education is that it teaches a child something about the actual universe in which he is living, in making him acquainted with the results of scientific discovery, and at the same time teaches him how to think logically and inductively by studying scientific method. A certain limited success has been reached in the first of these aims, but practically none at all in the second. Those privileged members of the community who have been through a secondary or public school education may be expected to know something about the elementary physics and chemistry of a hundred years ago, but they probably know hardly more than any bright boy can pick up from an interest in wireless or scientific hobbies out of school hours.
As to the learning of scientific method, the whole thing is palpably a farce. Actually, for the convenience of teachers and the requirements of the examination system, it is necessary that the pupils not only learn scientific method but also learn precisely the reverse, that is, to believe exactly what they are told and to reproduce it when asked, whether it seems sense to them or not. The way in which educated people respond to such quackeries as spiritualism or astrology, not to say more dangerous ones such as racial theories or currency myths, shows that fifty years of education in the method of science in Britain or Germany has produced no visible effect whatever. The only way and method of learning science is the long and bitter way of personal experience, and, until the educational or social systems are altered to make this possible, the best we can expect is the production of a minority of people who are able to acquire some of the techniques of science and a still smaller minority who are able to use and develop them.
Q.1. The author blames all of the following for the failure to impart scientific method through the education system except
(1) poor teaching
(2) examination methods
(3) lack of direct experience
(4) the social and education systems
(5) lack of interest on the part of students
Q.2. All of the following can be inferred from the above passage except
(1) at the time of writing, not all children received a secondary school education
(2) the author finds chemical reactions interesting
(3) science teaching has imparted some knowledge of facts to some children
(4) the author believes that many teachers are authoritarian
(5) it is relatively easy to learn scientific method.
Q.3. The author’s attitude to secondary and public school education in the sciences is -
(1) ambivalent (2) neutral (3) supportive (4) satirical
(5) contemptuous
Q.4. As per the passage, the author implies that the 'professional schoolmaster' has-
(1) no interest in teaching science
(2) thwarted attempts to enliven education
(3) aided true learning
(4) supported the humanists
(5) been a pioneer in both science and humanities.
Q.5. According to the passage, which of the following is the way of learning science?
(1) by personal experience
(2) by changing content of text books
(3) by hiring experienced teachers
(4) by spending more time in laboratories
(5) Not mentioned in the passage
Q.6. In context of the passage, which of the following best describes the phrase “palpably a farce”?
(1) empirically genuine
(2) obviously absurd
(3) tentatively satisfactory
(4) markedly true
(5) ridiculously false
Q.7-8. Choose the word which is most nearly the SAME in meaning as the word printed in bold as used in the passage.
Q.7. gravely
(1) morally (2) deeply (3) adequately (4) little (5) unintentionally
Q.8. acquainted
(1) aware (2) clear (3) concord (4) learn (5) ignorant
Q.9-10. Choose the word which is most nearly the OPPOSITE in meaning as the word printed in bold as used in the passage.
Q.9. banish
(1) ostracize (2) outlaw (3) evict (4) include (5) oust
Q.10. quackeries
(1) deception (2) reality (3) possibility (4) trick (5) fundamental
Answers
Q.1.(5)
Q.2.(5)
Q.3.(5)
Q.4.(2)
Q.5.(1)
Q.6.(2)
Q.7.(2)
Q.8.(1)
Q.9.(4)
Q.10.(2)
.jpg)