6

UNIT 4

Questions 11 – 13

The following passage is from a social history of a Melbourne inner suburb.

Compulsory education signified a massive intervention by the educated and the affluent in the
private lives of the poor, and it is clear that many working-class families initially resisted. In
1882 Yarra Park had 1742 children on its rolls and an average attendance of a mere 872. And
while truancy rates fell over the next thirty years, many Edwardian children were spectacular
truants, often aided and abetted by parents who resented the schools that sought to deprive
them of their children’s labour and company.

Many parents saw little value in education that, in their view, wasted time on subjects and

skills that were not relevant to paid work. The very poor needed their children in the
workforce as early as possible.

But as compulsory attendance became a fact of life, acceptance of the authority of the

school grew, because working-class parents came to realise that their children’s best hope of
escape from poverty lay in education. Nonetheless, some of the Victorian and Edwardian
parents who resisted the school’s appropriation of their children’s time dimly perceived,
perhaps, that it was an attack on the autonomy of the family. For all the benefits of the
increasing role of the Welfare State and the explosion of the helping professions, there have been
some losses among the multitude of gains. Poverty and helplessness have not been
abolished, only mitigated. People and families in need have lost some of their autonomy and
dignity as politicians, bureaucrats and professionals diagnose and decide for them without
asking what they would like. Successful protest through the ballot box only replaces these
decision makers with another team who are still politicians, bureaucrats and professionals.
And it has been the people of the working class who are least equipped to defend themselves
against the modern policing of the family. Their poverty prevents them from making private
arrangements to service their needs; their lack of confidence inhibits them from battling the
indifference of politicians and bureaucrats; their ignorance intimidates them in the face of
doctors, social-workers and, of course, teachers.

11

‘In 1882 Yarra Park had 1742 children on its rolls and an average attendance of a mere 872.’

The writer produces this statistic to suggest that

A

parents were too ignorant to realise the benefits of schooling for their children.

B

formal education was regarded as unimportant by a large proportion of families.

C

working-class families mounted a campaign against the intrusion of the educated and the affluent.

D

truant children were exceptionally cunning at evading both their parents and the school authorities.

12

In the writer’s view, the impact of the Welfare State on working-class families has been

A

beneficial, although it has weakened their independence.

B

subtle, although it has radically changed the class structure.

C

disastrous, because it has worsened their material situation.

D

negligible, since the benefits have all been in favour of the middle-class.

13

The writer suggests that for working-class people the power of the vote

A

is useless because all politicians are corrupt and self-interested.

B

has given them the opportunity to put social reform on the agenda.

C

does not represent any real opportunity to increase their autonomy.

D

has had a greater impact on their welfare than compulsory education.

5

10

15

20

25