Read the passage given below and answer the question :
It would be easy to compile a book full of disturbing stories about schools and classrooms where neatness, mechanical accuracy, and orthodoxy of opinion - i.e., agreeing with the teacher's spoken or even unspoken notions of what is right and proper for children to believe and say - count for far more than honest, independent, original expression. It is still common in a great many schools to fail answer sheets that have more than a very few errors in grammar, punctuation, or spelling, regardless of any other merit they inight have. Not long an answer, entirely free of any mechanical errors and otherwise well written, was failed because student wrote it in three colours of ink. And this was in a 'good' school system. But the real reason that our schools do not turn out people, who can use language simply and strongly, let alone beautifully, lies deeper. It is that with very few exceptions the schools, from kindergarten through graduate school, do not give a damn what the students think. Think, care about, or want to know. What counts is what the system has decided they shall be made to learn.
If we are to make real progress in improving student writing, the first lesson we have to learn is this: a student will be concerned with his own use of language, and therefore try to judge its effectiveness, only when he is talking to an audience, and not just one that allows him to say what he wants as he wants, but one that takes him and his ideas seriously.