SIR,—It would be hind for any of us who teach
in grammar schools not to sympathise with Dr. Eric James's plea for the preservation of their sixth forms. It may be true, as Dr. Pedley informs us, that the eleven-plus examination has become a menace to our educational system, but can it be taken for granted, as he and so many of those who profess to teach education imply, that the fault lies in our sys- tem of secondary education?
The Labour Party's specialists in education look at the public schools and realise that, in spite of all their efforts, they are still achieving better results than the comprehensive or even the State grammar schools. They do not seem to realise, when they suggest a common general education for all children up to the age of fifteen, that the public schools depend for their success on the preparatory schools. It is assymed when a child craters a public school at the age of thirteen or fourteen that he knows the tools of his trade. He has a thorough
grounding in Latin, French and elementary mathematics; he is expected to have an outline of at least British history and its main dates. This work has begun at seven, eight or nine when the average child enjoys learning by heart and if not provided with it at school will find it for himself at home. In the State prim- ary schools and also unfortunately in many independent junior schools, there is no at- tempt made to teach these essential facts and the junior teacher regards with horror the sug- gestion that the eleven-year-old should know his history dates or have a knowledge of English grammar. All their interest is in nature walks, aquariums or pressed flowers. `Do not force' is their watchword and the graduate staff in the secondary schools have to waste valuable time and energy teaching elementary facts to children who are now ready for more interesting material and who never succeed in gaining that knowledge of the basic tools of learning which their contemporaries in the public schools take for granted.
Would it not be possible, rather than to tamper with our grtmmar schools, to provide an alternative system of primary schools where children are taught according to the curriculum of our best preparatory schools? Parents should be given the opportunity of deciding whether Latin grammar or nature study is more im- portant. These schools would naturally lead on to the grammar school. Some parents will ob- viously choose a course unsuited to their off- spring, but they will know that their child has had the opportunity of an academic education if that is what they desire. The comprehensive schools would provide a suitable alternative for the many who say that they prefer their children to have that type of education and for those who move unsuited to the academic demands of the grammar schools.—Yours
faithfully, M. F. C. HARVEY 10 Craneswater Park, Southsea
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