BRITISH PUBLIC SCHOOLS

Timaru Herald, Volume CLIII, Issue 22475, 9 January 1943, Page 3

BRITISH PUBLIC SCHOOLS

“Class” Challenge

Arises

Post-War Educational Reform

The British Conservative Party’s first attempt at a precise definition of its concept of post-war education reform is leading to some of the most important political discussions England has heard for a long while. Actually, the first practical move is now under way to find a means of changing the traditional British two-class system of schooling which in effect would mean the eventual removal of old class privileges and prejudices from British life as a whole for all time. Other vital educational issues involved include place of religious teaching, self-discip-line versus state discipline, and the interests of individual versus the interests of the state, says the “Christian Science Monitor.”

This move has been made possible by a modification in the policy of Prime Minister Winston Churchill and the Conservative Party, which hitherto have refused publication and debate on their plans for reconstruction on the grounds they would detract from the war effort. Recently Mr Churchill gave the “go-ahead” signal to the Conservatives.—He has been giving increasing evidence that the tide of progressive thought in Britain can no longer be held back—ln fact, that the war effort is liable to suffer if national leaders do not produce something more concrete than more talk of a better world.

Conservatives Confer

So the Conservatives went into conference to set their plans alongside those of Labour and Liberal parties already published. They had before them the report of the Conservative sub-committee on Post-war Education, which includes highly controversial proposals such as compulsory enrollment of youths between 14 and 18 to fulfil their obligation to the state, strengthening of religious teaching in schools, and retention of the famous "public schools” as privately run institutions while at same time adhering to the ideal of equal education opportunity for all. One Left Wing writer stresses the importance of the Conservative subcommittee's report by declaring, "Here at last, for first time in half a century. educational principles of an unequal society are set plainly forth.” There is widely voiced criticism of the proposal involving compulsory youth service to the state. But even critics welcome the fact that all sections of political opinion in Britain are now publishing their own Ideas for open debate on the future of education. Tire rank and file of Conservatives reacted unfavourably toward the committee's compulsory enrolment plan. The stanch Conservative Daily Telegraph has sought In hard-hitting editorials to end the idea of compulsory service for youth. While the sub-com-mittee’s sincere intention seems to have been to perpetuate the publicspirited readiness for service and sacrifice which has sustained wartime Britain, it does not seem to have judged aright British antagonism to anything suggestive of totalitarian regimentation of youth. It is generally agreed in Britain that the question of the relationship of civic duties to civic rights is a fundamental issue for the future. Religion in Schools On religious teaching in the schools, the Conservatives generally agree that steps should be taken to restore religion as a basic and vital element in national life. What particular dogmatic teaching is given is considered secondary to the aim that the child’s religious consciousness be quickened. But it was urged that any attempt by the Christian churches to have a common formulation of Christian belief authoritatively adopted by the state would turn many people from religious Indifference to enmity. Education Minister Richard A. Butler said he hoped that out of the wartime national unity an approach would be found to the lasting solution of religious differences over schools. But Conservative proposals for strengthening religious teaching are as usual proving highly controversial They involve such issues as the future of denominational schools, and the capabilities and inclination of teachers to give religious instruction. The Liberal "Manchester Guardian” calls the Conservative proposals for religious teaching “state-induced religion as an anti-dote to Bolshevism.” Too Useful to Jeopardise On the question of the future of Britain’s public schools, the Conservative sub-committee has still to make a full report. But in the meantime, it bolds that these ancient seats of privileged learning are “too valuable to jeopardise, as they would be if they lost their Independence and became a mere part of the state system.” Pending the Committee’s final report, the Conservative Party as a whole has not pronounced judgment on the public school question, which to many of them is a critical issue for the future of Britain. An American observer now in England probing social problems ranks the British state school education 50 years behind the United States, though in other social matters he contends Britain is ahead. He grants that the British public school system produces a high standard of schooling coupled with probably unrivaled education in leadership, team spirt and ideal of service. Unaware of Low Level He says the trouble is that the ruling class thus produced and perpetuated Is too often unaware of the low level of state education. But it is asked, If Britain is ready to sacrifice what actually is its most complete education structure—a system on which Britain's greatness has been built, though it may also have fostered class consciousness—will this entail scaling down instead of scaling up the standard? The Conservative view apparently is that the old-established public schools would lose their value if state controlled. Opponents of the public school argue that there can be no building of a new national school system on the old setup; that the public school cannot be allowed to remain. either still privately run or more like state subsidised, skimming off the best of Britain’s youth and merely extending privileged education. One of the most forceful arguments against the retention of the public school system is the statement by 13 famous savants, all of whom attended public schools themselves. Their names included Julian Huxley and Lancelot Hogben—well-known natural scientists —and their statement was published in the British magazine called “Nature.” They denounce Education Minister Butler’s appointment of a committee to consider how public schools and a state system can be developed together. The savants claim the public school system Is "undemocratic," "socially injurious” and “divorced from life.” The contend any patching up of this system will only perpetuate inequalities. They call, therefore, for “full incorporation of public schools into a unified state-aided system of secondary education.” Sharp and even bitter though the controversy over education may be, it Is nevertheless recognised by all sides that only thus, by candid statement and examination of all sections of opinion, can a plan for education worthy of the future be evolved.