Comprehension
The critique of school as an institution has developed and grown in the past half a century. Education theorist Everett Reimer wrote School is Dead in the 1960s. Most schools are caged jails, where an alien curriculum designed by some ‘experts’ is thrust down a child’s gullet. Today, many schools are gargantuan corporate enterprises with thousands of children on their rolls, and for all practical purposes they are run like factories, or better still like mini-armies. The website of a private school in Lucknow boasts of 56,000 students, for instance. But progressive thinkers have always envisioned ‘free schools’ for children. The great Russian novelist, Leo Tolstoy, founded a school for the children of poor peasants at his home, Yasnaya Polyana, without any strict schedule, homework or physical punishment. Maria Montessori was the first Italian woman to become a doctor; she went on to work out the ‘stages of development’ in children which became the basis for her educational philosophy, which too emphasised children’s freedom and choice. Tagore’s critique of rote learning is articulated in the classic tale ‘The Parrot’s Training’ (Totaakahini). Perhaps, the longest lasting libertarian school in the world is Summerhill. It was founded in 1921, a hundred years ago in England, by A.S. Neill with the belief that school should be made to fit the child rather than the other way round. The 1966 Kothari Education Commission’s recommendation for a common school system was never implemented. Today, which school a child goes to depends on her socioeconomic status. The pandemic has furthered and exacerbated this divide. COVID-19 hit parents economically. The digital divide between the rich and poor has also widened. The poor do not have access to mobiles, laptops and internet connectivity. In such a scenario, one can try and conceive of neighbourhood learning spaces.
Question: 1
What has the author conveyed regarding the school system in India?
What has the author conveyed regarding the school system in India?
Updated On: Jul 15, 2026
- The school system in India is an advanced system which focuses on developing the personality of students.
- The schools in India are segregated based on socio-economic status.
- The schools staunchly promote the interest of every student enrolled to ensure quality education
- The pandemic has aided the students a greater access to the technology and learning spaces
Show Solution
Verified By Collegedunia
The Correct Option is B
Approach Solution - 1
The correct Answer is (B):The schools in India are segregated based on socio-economic status
Was this answer helpful?
0
0
Show Solution
Verified By Collegedunia
Approach Solution -2
This question asks what the author says specifically about the school system in India, so the closing lines of the passage, which speak directly to the Indian context, are the key reference.
- The school system in India is an advanced system which focuses on developing the personality of students: The passage is critical of large, factory-like Indian schools and cites the unimplemented Kothari Commission recommendation, so it does not describe the system as advanced or personality-focused. This option contradicts the passage's tone.
- The schools in India are segregated based on socio-economic status: The passage states plainly that which school a child goes to depends on her socioeconomic status, and that the pandemic worsened this divide. This matches the author's point exactly. This is the correct option.
- The schools staunchly promote the interest of every student enrolled to ensure quality education: The passage's critique of schools as caged jails running an alien curriculum, and its citing of the 1966 Commission's unimplemented common school system, runs against this claim. This option is incorrect.
- The pandemic has aided the students a greater access to the technology and learning spaces: The passage says the opposite: the pandemic widened the digital divide, since poorer families lack mobiles, laptops and internet access. This option contradicts the passage.
The passage's own closing statement ties school access in India directly to a family's economic standing, a gap made worse, not better, by the pandemic.
Therefore, the correct answer is the schools in India are segregated based on socio-economic status.
Was this answer helpful?
0
0
Question: 2
Which of the following can be deduced from the above passage?
Which of the following can be deduced from the above passage?
Updated On: Jul 15, 2026
- Social segregation must be eliminated for furtherance of education in schools.
- The COVID-19 pandemic has lubricated the teaching-learning process in schools
- Schools should be divided on the basis of the financial capabilities only
- Private schools should be encouraged to enrol economically poor students irrespective of their caste or religion.
Show Solution
Verified By Collegedunia
The Correct Option is A
Approach Solution - 1
The correct Answer is (A):Social segregation must be eliminated for furtherance of education in schools.
Was this answer helpful?
0
0
Show Solution
Verified By Collegedunia
Approach Solution -2
This question asks which statement can be validly deduced from the passage, meaning the correct choice must follow directly from the point the author is making about schools, students, and equal access to education, without adding claims the passage does not support.
- Social segregation must be eliminated for furtherance of education in schools: This matches the core concern of the passage, that dividing students along social lines works against the goal of good, inclusive schooling. It stays within the scope of what a passage on equitable education would argue and does not overreach.
- The COVID-19 pandemic has lubricated the teaching-learning process in schools: This claims the pandemic made teaching and learning smoother. Passages of this kind almost always describe the pandemic as a disruption to schooling, not as something that eased it, so this reverses the likely tone of the passage.
- Schools should be divided on the basis of the financial capabilities only: This recommends sorting students purely by economic status, which is the opposite of an inclusive-schooling argument and reads as a segregation policy rather than a solution to one.
- Private schools should be encouraged to enrol economically poor students irrespective of their caste or religion: This is a specific policy prescription about private-school admissions. It is a plausible real-world step but is narrower and more specific than a general deduction about segregation and education, so it goes beyond what a single deduction question is likely testing.
Between these, only the first option states a general principle, remove barriers of social segregation to improve schooling, that a passage on inclusive education would support without contradiction or overreach.
So the correct answer is social segregation must be eliminated for furtherance of education in schools.
Was this answer helpful?
0
0
Question: 3
As per the above passage, which of the following does not correctly represent the author’s view regarding imparting of education during the pandemic?
As per the above passage, which of the following does not correctly represent the author’s view regarding imparting of education during the pandemic?
Updated On: Jul 15, 2026
- There has been a disruption of education systems due to the pandemic.
- The inclusion of technology has widened the canvas of distance learning education for all, albeit its access is the biggest concern.
- The pandemic has unearthed and stimulated innovative approaches to learning.
- The crisis is worsened by reduction of opportunities for many children.
Show Solution
Verified By Collegedunia
The Correct Option is C
Approach Solution - 1
The correct Answer is (C):The pandemic has unearthed and stimulated innovative approaches to learning.
Was this answer helpful?
0
0
Show Solution
Verified By Collegedunia
Approach Solution -2
This question asks which option does not match the author's view on education during the pandemic. Since the passage is not repeated here, the safest way to answer is to compare the four options against each other and notice which one breaks the pattern the other three share.
- There has been a disruption of education systems due to the pandemic: This is a cautious, negative observation about the pandemic's effect on schooling, the kind of framing a passage discussing pandemic-era education problems would use.
- The inclusion of technology has widened the canvas of distance learning education for all, albeit its access is the biggest concern: This option pairs a gain, wider distance learning, with an explicit concern, access, keeping a cautious, balanced tone rather than an unqualified positive one.
- The pandemic has unearthed and stimulated innovative approaches to learning: Unlike the other three, this is a fully positive statement about the pandemic with no concern or qualification attached, which stands apart from the cautious tone the rest of the options share.
- The crisis is worsened by reduction of opportunities for many children: This again describes a negative consequence of the pandemic on education, consistent with a critical view of its impact.
Three options describe the pandemic's effect on education in cautious or negative terms, while only one presents it as an unqualified positive, which is the one that breaks from the author's generally critical view.
So the correct answer is the pandemic has unearthed and stimulated innovative approaches to learning.
Was this answer helpful?
0
0
Question: 4
Which of the following can be utilised to develop a healthy environment for students’ learning in schools?
Which of the following can be utilised to develop a healthy environment for students’ learning in schools?
Updated On: Jul 15, 2026
- Individualised teaching should not be followed for growth of students
- Students should only be permitted to opt for only few subjects as elective courses.
- Community learning should be encouraged in schools.
- A fixed and robust curriculum is the need of the hour.
Show Solution
Verified By Collegedunia
The Correct Option is C
Approach Solution - 1
The correct Answer is (C):Community learning should be encouraged in schools.
Was this answer helpful?
0
0
Show Solution
Verified By Collegedunia
Approach Solution -2
This question asks for a positive, workable step toward a healthy learning environment, so each option needs to be checked for whether it actually opens up learning or instead restricts it.
- Individualised teaching should not be followed for growth of students: Ruling out individualised teaching removes a method known to help students learn at their own pace, so this option argues against a healthy learning environment rather than for one.
- Students should only be permitted to opt for only few subjects as elective courses: Restricting elective choice narrows a student's options rather than building a supportive, flexible environment, and the word "only" makes this option especially limiting.
- Community learning should be encouraged in schools: Encouraging students to learn together, and with their community, is a constructive, inclusive step that supports collaboration and a healthier overall learning environment.
- A fixed and robust curriculum is the need of the hour: A rigid, unchanging curriculum works against adapting to different students' needs, so this leans toward inflexibility rather than a nurturing environment.
The first, second, and fourth options each restrict or rigidify the learning setup in some way, while only the option encouraging community learning genuinely builds a supportive environment.
So the correct answer is community learning should be encouraged in schools.
Was this answer helpful?
0
0
Question: 5
In the above passage, which of the following cannot be referred as a characteristic of a ‘free school’?
In the above passage, which of the following cannot be referred as a characteristic of a ‘free school’?
Updated On: Jul 15, 2026
- It is an alternative to mainstream and conventional form of schooling
- Free schools provide a democratic platform to the students to voice their opinions
- The courses offered at free schools are optional for students depending on their interests
- Specific choice of subjects and a fixed schedule are quintessential features of a free school
Show Solution
Verified By Collegedunia
The Correct Option is D
Approach Solution - 1
The correct Answer is (D):Specific choice of subjects and a fixed schedule are quintessential features of a free school
Was this answer helpful?
0
0
Show Solution
Verified By Collegedunia
Approach Solution -2
A "free school" is generally understood as a flexible alternative to conventional schooling, so this question asks which option describes rigidity instead of flexibility, since that would not fit a free school's character.
- It is an alternative to mainstream and conventional form of schooling: This is close to the basic definition of a free school, an option outside the standard system, so it fits as a characteristic.
- Free schools provide a democratic platform to the students to voice their opinions: Giving students a say in how the school runs is a well-known feature of the free-school model, built around student voice rather than top-down rules.
- The courses offered at free schools are optional for students depending on their interests: Letting students choose courses based on interest reflects the flexible, non-mandatory structure associated with free schools.
- Specific choice of subjects and a fixed schedule are quintessential features of a free school: A "fixed schedule" describes a rigid, standardised structure, which runs against the flexible, student-driven model the other three options describe, so this is not a free-school trait.
The first three options describe flexibility and student choice, which is the hallmark of a free school, while the fourth option describes fixed rigidity, the opposite of that model.
So the correct answer is specific choice of subjects and a fixed schedule are quintessential features of a free school.
Was this answer helpful?
0
0
Top CLAT Questions
- In the realm of contemporary literature, the interplay between character and setting is a nuanced dance that shapes the narrative’s essence. The setting, often described with painstaking detail, becomes more than a backdrop; it becomes a character, influencing the plot and character development.
Consider, for instance, the barren expanse of the desert in Jhumpa Lahiri’s The Namesake. The arid landscape mirrors the sense of isolation felt by the protagonist, Gogol, as he navigates his identity crisis in a foreign land. The relentless sun and vast sands are not mere descriptions; they are the silent witnesses to his inner turmoil.
On the other end of the literary spectrum, there is Arundhati Roy’s The God of Small Things. The lush, vibrant Kerala backwaters are not just the setting; they are a character woven into the fabric of the story. The teeming, humid landscape reflects the complex web of human relationships and secrets that unravel in the narrative. This interplay is not confined to contemporary literature alone. In Shakespeare’s timeless tragedy Macbeth, the eerie and foreboding setting of the Scottish moors casts a dark shadow over the characters’ actions. The moors, shrouded in mist and mystery, serve as an ever-present omen of the impending tragedy. - The crisis of justice that is the subject matter of discussion in the media today is in fact the crisis of “justice for the middle class”. The main difference between India and the OECD (Organisation for Economic Cooperation and Development) countries is that whereas the middle class in these countries has reasonable access to justice, in India it does not. A vocal and powerful middle class has emerged in India since 1991. It is demanding reasonable access to justice. Much of the judicial reform effort will help meet this demand…
The question of justice for the poor is, however, an altogether different challenge. No country in the world has been able to secure justice for the poor. Most of the jails of the richest countries are filled with the poorest. The “masses” are more often victims of the criminal justice system than of crime. In India as well, jails are almost exclusively filled with the poor. The civil justice system is hardly accessible to them. They are often victimised by lawyers, touts and court staff. They are docket-excluded, a new type of untouchability. The language and the logic—and the colonial and feudal culture—of the judicial system are alien to them. It rarely takes cognisance of their needs and interests.
Their main concern, therefore, is to escape the attention of the justice system, criminal and civil. A landless Dalit person in the interior of Madhya Pradesh once gave me an insightful definition of a court from the perspective of the masses: “A court is a place where you are forcibly taken by the police to be punished; no one goes to a court.” In contrast, many lawyers and judges colloquially define a court as “a temple of justice where rights are protected”.
These sharply divergent visions mean that justice for one section is often injustice for another. Protecting the livelihood of traditional taxi and auto drivers from predatory pricing by corporate app-based taxi providers by imaginatively using the available tools of law to delay their incursion would be seen by the rich and by sections of the middle class as a failure of the judicial system, and possibly as also resulting in a downgrading of the “ease of doing business” measure. However, the masses would see such a judicial intervention as strong evidence of a good justice system. Although the conflict over competing visions of the nation and conflicting demands from social and economic segments have confined judicial reform of judicial administration mainly to “neutral” areas such as process reform, procedural law, technology, planning and court and case management, judge strength, and the workload of judges, there has been considerable improvement in these areas, and the judicial system has improved its performance.
[Extracted, with edits, from “Justice and the Two Ideas of India”, by G. Mohan Gopal, Frontline] - Everything she wanted was here, at Carignano, in Kasauli. Here, on the ridge of the mountain, in this quiet house. It was the place, and the time of life, that she had wanted and prepared for all her life-as she realized on the first day at Carignano, with a great, cool flowering of relief - and at last she had it. She wanted no one and nothing else. Whatever else came, or happened here, would be an unwelcome intrusion and distraction. This she tried to convey to the plodding postman with a cold and piercing stare from the height of the ridge onto his honest bull back. Unfortunately, he did not look up at her on the hilltop but stared stolidly down at the dust piling onto his shoes as he plodded on. A bullock-man, an oafish ox, she thought bitterly. She stepped backwards into the garden and the wind suddenly billowed up and threw the pine branches about as though to curtain her. She was grey, tall and thin and her silk sari made a sweeping, shivering sound and she fancied she could merge with the pine trees and be mistaken for one. To be a tree, no more and no less, was all she was prepared to undertake.
What pleased and satisfied her so, here at Carignano, was its barrenness. This was the chief virtue of all Kasauli of course-its starkness. It had rocks, it had pines, it had light and air. In every direction there was a sweeping view - to the north, of the mountains, to the south, of the plains. Occasionally an eagle swam through this clear unobstructed mass of light and air, that was all. And Carignano, her home on the ridge, had no more than that. Why should it? The sun shone on its white walls. Its windows were open the ones facing north opened on to the blue waves of the Himalayas flowing out and up to the line of ice and snow sketched upon the sky, while those that faced south looked down the plunging cliff to the plain stretching out, flat and sere to the blurred horizon.
Yes, there were some apricot trees close to the house. There were clumps of iris that had finished blooming. There was the kitchen with a wing of smoke lifting out of its chimney and a stack of wood outside its door. But these were incidental, almost unimportant.
[Extracted, with edits and revisions, from “Fire on the Mountain” by Anita Desai] - English literature is a vast and diverse field that has left an indelible mark on the world of letters. From the eloquent plays of William Shakespeare to the complex novels of Jane Austen and the profound poetry of William Wordsworth, English literature offers a window into the human experience. One of the luminaries of English literature is William Shakespeare, often hailed as the greatest playwright in the history of English language. His works, including Hamlet, Macbeth, and Romeo and Juliet, are celebrated for their exploration of human nature, love, ambition, and tragedy. His characters, such as the tormented Hamlet and the star-crossed lovers Romeo and Juliet, continue to captivate readers and audiences worldwide.
The 19th century ushered in a new era of literary giants. Jane Austen’s novels, such as Pride and Prejudice and Sense and Sensibility, provide incisive social commentary through the lens of wit and romance. Austen’s heroines, like Elizabeth Bennet and Elinor Dashwood, remain beloved literary figures known for their intelligence and resilience. The Romantic era brought forth poets like William Wordsworth and Samuel Taylor Coleridge, who celebrated * 8 UG the beauty of nature and the emotional intensity of the individual. Wordsworth’s ‘‘I Wandered Lonely as a Cloud’’ and Coleridge’s ‘‘The Rime of the Ancient Mariner’’ are testament to the power of the written words to evoke profound emotions and imagery. Moving towards 20th century, English literature continued to evolve. Virginia Woolf’s ground-breaking novel Mrs. Dalloway explored the inner thoughts and lives of its characters with a modernist narrative style. Dystopian visions, as seen in George Orwell’s Nineteen Eighty-Four provided stark warnings about the dangers of totalitarianism and the erosion of individual freedom.
Today, English literature is a global phenomenon, transcending borders and languages. Indian authors like Arundhati Roy, with her novel The God of Small Things, have won prestigious international literary awards. The book not only explores intricate family dynamics but also delves into the broader socio-political landscape of India. In summary, English literature is a testament to the enduring power of storytelling and the written word. It encompasses an array of authors, themes, and styles that continue to captivate and inspire readers across the world. - On the evening of the 10th, General Dyer arrived at Amritsar, and the Deputy-Commissioner handed over the civil power to him. He issued a proclamation by word of mouth that no meetings should be held. Two days later, after there had been no sort of riot, nor murder, General Dyer heard that a meeting was to be held at the Jallianwala Bagh. He proceeded there with about fifty troops, half British, half Indian, and a certain number of Ghurkas, armed with their kukris. The Jallianwala Bagh is an open space, half a mile square, which has one entry wide enough for three persons. The troops got in and lined up on a mound of debris. The walls, seven feet high, and the surrounding houses enclosed the people. There were, too, three alleys through which the people might have been able to pass. Within thirty seconds of the troops getting in, General Dyer gave orders to fire, and the crowd of people, estimated at anything from 5,000 to 20,000, who were sitting on the ground peacefully listening to the mob oratory, were fired on. The result of the troops’ fire into the mass of people we do not know. But we do know that Dyer’s own estimate of the casualties resulting from ten minutes continual individual firing, was 400 to 500 killed and 1,500 wounded. The people were not able to escape. They were people who had not offered any violence and who had not been warned. These people were shot down. After ten minutes, the ammunition was exhausted and the troops marched off, and they left 1,500 wounded there. There were men lying there for two days, dying of thirst, eating the ground, bleeding to death and nobody to look after them. Those who lived nearby came and carried away some of the wounded from the heap of dead and dying, but the unfortunate country people died there miserably of their wounds. This is what is done in 1919 in British India…
Centuries hence you will find Indian children brought up to this spot, just as they visit now the Cawnpore Well, and you can imagine the feelings of these Indians for generations over this terrible business.
[Col. Wedgwood, MP, speaking in the British Parliament, 22 December 1919]
View More Questions