109 | P a g e
E The Factory Act of 1833 established half-time schools which allowed children to work
and attend school. But in the 1840s, a large proportion of children never went to school,
and if they did, they left by the age of 10 or11. The situation was very different by the end
of the nineteenth century in Britain. The school became central to images of
7
a normal
childhood .
F Attending school was no longer a privilege and all children were expected to spend a
significant part of their day in a classroom. By going to school, children's lives were now
separated from domestic life at home and from the adult world of work. School became
an institution dedicated to shaping the minds, behaviour and morals of the young.
Education dominated the management of children's waking hours, not just through the
hours spent in classrooms but through
/
home
/
work, the growth of after school
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activities
and the importance attached to 'parental involvement.
G Industrialization, urbanization and mass schooling also set new challenges for those
responsible for protecting children's welfare, and promoting their learning. Increasingly,
children were being treated as a group with distinctive needs and they were organized
into groups according to their age. For example, teachers needed to know what to expect
of children in their classrooms, what kinds of instruction were appropriate for different age
groups and how best to assess children's progress. They also wanted tools that could
enable them to sort and select children according to their abilities and potential.
Questions 28-34 Do the following statements agree with the information given in Reading Passage 3?
Write your answers in boxes 28-34 on your answer sheet.
TRUE
if the statement is true
FALSE
if the statement is false
NOT GIVEN
if the information is not given in the passage
