WHY WERE THE TELEPHONE, RADIO, AND TELEVISION INVENTED

42. Why were the telephone, radio, and television invented?A. Because people were unable to understand signs, signals, and symbols.B. Because people wanted to communicate across long distances.C. Because people believed that signs, signals, and symbols were obsolete.D. Because people wanted new forms of communication.Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correctanswer to each of the following questions from 43 to 50.It is commonly believed in the United States that school is where people go to get an education.Nevertheless, it has been said that today children interrupt their education to go to school. The distinctionbetween schooling and education implied by this remark is important.Education is much more open-ended and all-inclusive than schooling. Education knows no bounds. It cantake place anywhere, whether in the shower or on the job, whether in a kitchen or on a tractor. It includesboth the formal learning that takes place in schools and the whole universe of informal learning. The agentsof education can range from a revered grandparent to the people debating politics on the radio, from a childto a distinguished scientist. Whereas schooling has a certain predictability, education quite often producessurprises. Achance conversation with a stranger may lead a person to discover how little is known of otherreligions. People are engaged in education from infancy on. Education, then, is a very broad, inclusive term.It is a lifelong process, a process that starts long before the start of school, and one that should be an integralpart of one's entire life.Schooling, on the other hand, is a specific, formalized process, whose general pattern varies little fromone setting to the next. Throughout a country, children arrive at school at approximately the same time, takeassigned seats, are taught by an adult, use similar textbooks, do homework, take exams, and so on. The slicesof reality that are to be learned, whether they are the alphabet or an understanding of the workings ofgovernment, have usually been limited by the boundaries of the subject being taught. For example, highschool students know that they are not likely to find out in their classes the truth about political problems intheir communities or what the newest filmmakers are experimenting with. There are definite conditionssurrounding the formalized process of schooling.