On the question of freedom in education there are at present three main schools of thought, deriving partly from differences as to ends and partly from differences in psychological theory. There are those who say that children should be completely free, however bad they may be; there are those who say they should be completely subject to authority, however good they may be; and there are those who say they should be free, but in spite of freedom they should be always good. This last party is larger than it has any logical right to be; children, like adults, will not all be virtuous if they are all free. The belief that liberty will ensure moral perfection is a relic of Rousseauism, and would not survive a study of animals and babies. Those who hold this belief think that education should have no positive purpose, but should merely offer an environment suitable for spontaneous development. I cannot agree with this school, which seems to me too individualistic and unduly indifferent to the importance of knowledge. We live in communities which require co-operation, and it would be utopian to expect all the necessary co-operation to result from spontaneous impulse. The existence of a large population on a limited area is only possible owing to science and technique; education must, therefore, hand on the necessary minimum of these. The educators who allow most freedom are men whose success depends upon a degree of benevolence, self-control, and trained intelligence which can hardly be generated where every impulse is left unchecked; their merits, therefore, are not likely to be perpetuated if their methods are undiluted. Education, viewed from a social standpoint, must be something more positive than a mere opportunity for growth. It must, of course, provide this, but it must also provide a mental and moral equipment which children cannot acquire entirely for themselves.
CSS 2023 Solved Precis
15 July 2025
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CSS 2023 Solved Precis is a beneficial resource for CSS aspirants aiming to excel in the competitive CSS examination. Structured to match the analytical and linguistic standards of the CSS syllabus, it demonstrates how to extract complex ideas, filter out non-essential details, and express them with clarity and precision. This solved precis helps candidates sharpen critical reading skills, refine expression, and maintain coherence, all essential for scoring high in the CSS English Precis & Composition paper.
By practising this CSS Solved Precis, aspirants learn to focus on the logical progression of arguments, preserve the complete crux of the passage, and meet the strict word limit without losing meaning.
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CSS 2023 Solved Precis
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Precis Solution
Important Vocabulary
- Psychological theory (noun phrase): A systematic set of ideas explaining human behavior and thought
- Contextual Explanation: Refers to foundational beliefs about how children think, learn, and develop, influencing educational approaches
- Logical right (noun phrase): Justified reasoning or legitimacy
- Contextual Explanation: Suggests the third school of thought is more popular than it logically deserves to be
- Virtuous (adjective): Morally good or righteous
- Contextual Explanation: Refers to the assumption that freedom naturally leads children to moral behavior, which the author disputes
- Liberty (noun): Freedom or independence
- Contextual Explanation: Refers to a child's autonomy in learning, which is wrongly believed to guarantee virtue
- Relic of Rousseauism (noun phrase): An outdated idea from Jean-Jacques Rousseau's philosophy
- Contextual Explanation: Describes the belief in natural moral development through freedom as an old, disproven theory
- Individualistic (adjective): Focused on individual needs or desires over group needs
- Contextual Explanation: Critiques the spontaneous development school for prioritizing personal over collective educational needs
- Utopian (adjective): Idealistic to the point of being unrealistic
- Contextual Explanation: Used to criticize the belief that free impulses alone will lead to societal harmony
- Educators (noun): People who teach or guide learning
- Contextual Explanation: Refers to those who apply liberal educational methods, often succeeding due to personal virtues
- Benevolence (noun): Kindness and goodwill
- Contextual Explanation: A quality possessed by successful liberal educators, enabling them to handle freedom responsibly
- Self-control (noun): Restraint over one's emotions and impulses
- Contextual Explanation: A trait necessary in educators for managing student freedom effectively
- Unchecked impulse (noun phrase): Unrestrained natural desire or action
- Contextual Explanation: Seen as a hindrance to developing discipline and moral judgment in children
- Merits (noun): Good qualities or strengths
- Contextual Explanation: Refers to the admirable traits of freedom-advocating educators, which may not transfer through their methods
- Perpetuated (verb): Continued or sustained over time
- Contextual Explanation: Suggests that the virtues of educators will not last in students if teaching methods are unbalanced
- Undiluted (adjective): Pure, without mixture or moderation
- Contextual Explanation: Describes an extreme educational approach that allows total freedom without structure or purpose
Important Ideas of the Passage
The passage discusses the concept of freedom in education, exploring different schools of thought and concluding that absolute freedom is unrealistic; instead, education must balance freedom with moral and intellectual training to meet social needs. Moreover, the purpose of the passage is that the author aims to clarify the meaning of freedom in education, criticize extreme notions of freedom, and emphasize that true education requires both growth and structured moral and intellectual discipline.
Main Idea of the Passage
- Education cannot depend on unrestrained freedom but must provide moral and intellectual training to prepare individuals for cooperative life in society.
Supporting Ideas Helping the Main Idea
- Three schools of thought exist: absolute freedom, complete authority, and freedom balanced with goodness.
- The belief that natural goodness flourishes under complete freedom is unrealistic.
- Education must transmit essential knowledge required for survival in complex societies.
- Freedom without discipline ignores the need for moral training and trained intelligence.
- Education must harmonize individual growth with social needs through balanced guidance.
Confused About Main and Supporting Ideas?
Kindly make sure to revise all five lectures on Precis Writing that I have already delivered. In these sessions, we discussed in detail:
- What a precis is and its purpose.
- What the main idea means and how to extract it effectively.
- What supporting ideas are and how to identify them.
- How to coordinate the main and supporting ideas while writing a concise, coherent precis.
Additionally, go through the 20 examples I shared in the WhatsApp groups. These examples highlight the Dos and Don’ts of Precis Writing, and revising them will help you avoid common mistakes and refine your technique.
Precis
Precis 1
Education, while essential for growth, is debated for its relation to freedom. Some advocate for total liberty or strict authority in education while others wrongly believe that freedom alone ensures goodness. However, the belief that children naturally develop goodness under full freedom is unrealistic, since they require guidance for acquiring essential knowledge and survival skills in complex societies. Moreover, freedom, when unchecked, undermines children's discipline and ignores their moral as well as intellectual development. Therefore, true education does not discard freedom but channels it with responsibility and order. In this way, integrating freedom with structured guidance, education fulfills both personal growth and broader social needs, making it purposeful.
- Original Words in the Passage: 311
- Precis Word Count: 108
- Title: Balancing Freedom and Discipline in True Education
Precis 2
Education requires freedom, yet opinions differ about its extent. On one hand, some support absolute freedom; on the other hand, others support authority. Meanwhile, some prefer freedom that ensures goodness. However, the belief that liberty alone creates virtue is unrealistic. Indeed, education is not only an environment for free growth but also prepares children with knowledge and habits for social life. Moreover, science and cooperation are vital for survival, but unchecked impulses cannot provide them. Therefore, absolute freedom weakens human qualities. So, real education must combine freedom with guidance to secure both personal growth and social cooperation.
- Original Words in the Passage: 311
- Precis Word Count: 97
- Title: Education Needs Both Freedom and Guidance
Precis 3
Some view freedom in education as either total liberty or absolute authority while others expect goodness from freedom. Such a belief is impractical, for liberty does not ensure morality. In fact, education must prepare individuals not only for personal growth but also for social life by imparting knowledge, discipline, and cooperative habits. Without such structure, freedom undermines education’s purpose. Hence, true education balances freedom with authority to serve both the individual and society.
- Original Words in the Passage: 311
- Precis Word Count: 73
- Title: The True Purpose of Education
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