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It began by emphasising the 'common features of secondary schools' - good libraries and instructional equipment, a focus on citizenship, the value of a school community, opportunities for creativity and physical activity, the importance of spiritual values, clear thinking, and 'education through interest' Ministry of Education Only after nine pages of material to which no one could object do we find the section on 'Different types of secondary education'.
Here, all the old arguments are again rehearsed: Schools must be different, too, or the Education Act of will not achieve success' Ministry of Education Once again there is a nod in the direction of comprehensive provision - but still in separate schools: There is much to be said for what is sometimes called the 'campus plan'.
In this, a number of schools varying in character and tradition are built on a single large site, and make common use of many facilities and amenities, such as playing-fields, swimming-baths and dining-halls. They constitute a kind of federation of schools, each one developing its own individual character, yet each making its contribution to the life of the larger unit Ministry of Education The booklet then deals with the three types of secondary school.
Significantly, however, the order is changed this time: This was obviously an attempt to deny that there was a hierarchy of schools - even though it quickly became clear that there was: Despite the rhetoric of 'separate but equal', the hierarchy of schools was never in doubt.
Funding was seriously unequal, since the grammar schools benefited from extremely generous allocations attached to sixth formers. While the grammar school curriculum continued much as before The pupils who attend grammar schools, declared The New Secondary Education, are 'very like the boys and girls in other schools' - except, of course, that, in order to 'wrestle successfully with intellectual questions', they had to have 'a high measure of general intelligence' Ministry of Education In the secondary modern school there would be a 'very wide range of ability': The booklet failed to mention at this point that those who could 'learn easily' would be banned from taking exams and obtaining qualifications, though it later justified the ban on the basis that: In schools that have to cope with the wide ranges of ability and aptitude that are found in all modern schools, it is impracticable to combine a system of external examinations, which presupposes a measure of uniformity, with the fundamental conception of modern school education, which insists on variety Ministry of Education Meanwhile, the distinguishing feature of secondary technical schools was their 'relationship to a particular industry or occupation or group of industries and occupations', while not being in any sense 'narrowly vocational' Ministry of Education These schools would cater for 'a minority of able children who are likely to make their best response when the curriculum is strongly coloured by these interests' Ministry of Education Perhaps the most outrageous example of political spin is in the section on the selection of pupils at age 11, where the booklet argues that: To assume that the 'top layer' in intelligence will always go to the grammar school would be contrary to the purpose of the Act.
It should be possible for the brightest and ablest pupils to go to whichever type of secondary school will best accord with their interests, their special aptitudes and the kinds of career they have in view Ministry of Education Did Ministry officials seriously believe that parents of able children would choose to send them to one of the new secondary modern schools, which were already suffering from a poor public image?
These were the schools where the reluctant child stayed on an extra year. They were the recipients of the emergency trained teachers. Too often as part of Hadow-style reorganisation they were housed in buildings which had been known as elementary and board schools, with teachers still present from the older period.
Many of the facilities were obviously makeshift with too small playgrounds further limited by the erection of huts Middleton and Weitzman With regard to the process of selection, the booklet noted that some local education authorities and schools had already experimented with methods of 'recognising and assessing various kinds of aptitude'.
There was room for 'a great deal of serious investigation along these lines' Ministry of Education The New Secondary Education 'clearly reflected Ministry thinking over a considerable period, and was reprinted unaltered as late as ' Chitty Elitist ideology Some in the grammar schools, anxious about the growing demand for comprehensive education, began to fight back by formulating and propagating 'an unashamedly elitist ideology' Simon In one of a series of articles in The Sunday Times 13 Aprilhe claimed that the grammar schools were suffering as a result of the reforms, and were enduring a 'campaign of vilification' quoted in Simon Garrett's theme was taken much further by Dr Eric James, head of Manchester Grammar School, another direct grant school, who argued that the grammar school should be defended because it provided an education appropriate to a meritocratic elite.
In an article in The Times Educational Supplement 1 February he declared that the purpose of the grammar school was to provide 'an education of the fullest kind for the academically most gifted section of the population'.
It was a dangerous delusion 'to believe that our problems can be solved by any except those capable of dealing with principles, abstractions, and general relationships - that is to say, by any but the academically most gifted'.
He condemned the notion of a common comprehensive school, which, he argued, would inevitably lead to 'grave social, educational and cultural evils' and would result in 'a retardation in the progress of the most gifted children' which would be 'a national disaster' quoted in Simon In a presidential address to the Conference of Educational Associations in Januaryhe claimed that the function of education was to foster aristocracy:Globalisation Essays - Negative Effects of Globalization.
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