Read the following two passages and answers the items that follow the passage. 
Those responsible for teaching young people have resorted in different periods of history, to a variety of means for making their pupils learn. The earliest of those was the threat of punishment, which meant that the pupil who was slow, careless or inattentive risked either physical chastisement or the loss of some expected privilege or treat. Learning was thus, to some extent, associated with fear, particularly in the minds of those who found certain subjects hard to master. At a later period, pupils were encouraged to learn in the hope of some kind of reward. This often took the form of marks awarded daily or weekly for work done, and sometimes of prizes given at the end of each year to the best scholars. Such a system appealed to the competitive spirit, but it often had just as depressing an effect as the older system of punishment on the slow but willing pupil.
In the nineteenth century, however, there sprang up a different type of teacher, passionately convinced that learning was worthwhile for its own sake, and that the young learner’s principal stimulus should be neither anxiety to avoid a penalty nor ambition to win a reward, but sheer desire to learn. If you walk into a modern classroom that contains all the most up-to-date equipment, you may observe a highly trained teacher inspiring boys and girls with his own enthusiasm for his subject. Yet you will probably find that he awards marks for the work done by his pupils, and you will certainly find that the careless or inattentive pupil is liable to be punished