Memories 1. Early Schooldays

They say you always remember your first day art school. Well I must be strange as I don’t specifically remember that day.

My first school was nearly a mile from my home. I don’t remember being taken by an adult at all, although I must have been for the first few days at least. What I do remember is walking with a girl a few years older than me. I can’t see this happening now: a slightly older child being allowed to take a 5-year-old to school for nearly a mile!

I remember my first teacher. Her name was Mrs Rose, and she was lovely. She had white hair and was rather plump. At least, that’s the picture I have of her all these decades ago. We all thought she was as old as the hills. She loved her ‘babies’ as she called us.

Then I went up to Mrs Buckley’s class. She was as different as you could imagine from Mrs Rose. She was very strict and ruled her class with a rod of iron (almost literally.) If you got your sums wrong, you got rapped across the knuckles with a ruler.

The desks were double desks with an inkwell in the right hand corner of each half. We weren’t allowed to use ink, though, as we were only just learning to write and would have made a mess. Pencil was the rule. By the way, we were taught how to hold a pencil. I wonder if children are taught to do so today as many of the young people I see hold their pens in a most peculiar way. Not a way where you can have fine control. I’ve tried it.

I don’t think that there was a fixed timetable. It seemed that the teachers taught what they wanted whenever the fancy took them. I say this, because we never knew when we were going to have what was called ‘painting’. It was always in the afternoon. Sometimes we’d go in after lunch and find the desks pushed together so four could sit facing each other. When this happened, we went into the classroom and said ‘Oh good! It’s painting.’ We never knew when this treat was going to happen.

Another thing that we enjoyed, but only happened from time to time, as I remember it was ‘drill’. This would now be called P.E. Drill consisted of going out into the school yard and lining up in rows. It was a bit like you see on films of the 2^nd world war when soldiers are training. Marching on the spot, star jumps, arms up, out, forward and back. Things like that. We never played any team games. But we enjoyed our drill. It was outdoors, at least.

Strangely, I don’t remember having any friends at this school, but I did have an enemy. One girl bullied me. She used to hit me if I didn’t do what she said. Some of the other children were sympathetic, but no one would even consider going to a teacher about it.

I will continue with my early school memories in another post.

Do you have any early school memories? Let us know in the comments box.

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SAT drops scoring system, will award all students participation trophies

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In Defense of Grammar Schools

 

There is a debate going on in the UK at the moment about education. As an ex-teacher I am interested in the arguments.

The Conservative Government wants to allow Grammar Schools to be re-established. Before the 1960s there was a system of Grammar Schools and Secondary Modern Schools.

In order to get into a grammar school, all children took an examination at age 11, in the final year of their primary school. It was called the 11+ examination. Those pupils who were in the top percentage got a place in the grammar school. I don’t know what that percentage was, but I have heard it said that the top 25% went to grammar schools.

The grammar schools were academic schools, and they taught academic subjects. secondary moderns tended not to teach much in the way of languages, for example.

It is said that the future of children was settled at 11, and that was not good, because some children developed later. But the 11+ was not the end. There was a 12+ and a 13+ that pupils could take if they seemed to be developing in a more academic way.

At that time, the school leaving age was 15. The pupils who went to grammar school had to stay on until 16 so they could do the GCE ‘O’ level examination. A few pupils stayed on at secondary modern and did ‘O’ levels as well. If they did well in the examinations, they could then go on to the 6th form in the grammar school or at a college. I have several friends who did this.

During the 1960s, came the advent of the comprehensive school. These schools were deemed to be fairer than the old system. Each neighbourhood took in all the pupils from its catchment area. All went to the same school, regardless of their academic ability. This, it was said, was much fairer. It did not create an elite and a lot of ‘failures’ at the age of 11.

On the face of it, this seems to be fine, only I think there are a number of flaws in this argument.

The main one, I think is this. Pupils from a given area all go to the local comprehensive school. There is no examination for entry, so no feelings of failure by those who did not pass the 11+.
That sounds fine, but if the neighbourhood school is not very good, all pupils from that particular neighbourhood are being failed.

Children do not get the chance to meet children from a different background, either. They are living with these people, have been brought up in the area, either rich or poor, and so they do not get a rounded picture of society.

The idea was the opposite of this. Pupils attending comprehensive schools were supposed to see all the different types of people. Yes, they saw all the different academic types, but not people from different social backgrounds.

Comprehensive schools were supposed to prevent the feelings of failure by some pupils failing the 11+. I don’t think you can stop pupils from feeling inferior intellectually by lumping them all together. They can see the brighter pupils doing better than them in their academic work. That will make them feel inferior just as much as ‘failing’ the 11+.

One other thing brought about by the introduction of comprehensive schools, is that the education given is a watered-down academic curriculum, which is not suited to all pupils, and has lowered the academic standards for the very brightest pupils.

Grammar schools, they say, create an elite. This is supposed to be bad. In a perfect world, I suppose everyone would have the same academic capabilities, but everyone does not. There are some people who are much cleverer than others. Some say that it is solely due to their background how some people develop, and a middle class background is advantageous. This I would not dispute, but only to a point. There are middle class children who do not excel, and working class ones who do, in spite of their background.

They say that comprehensive schools help social mobility. How? Pupils live and learn in the same area with the same people and values.

In a grammar school, pupils come from all backgrounds and all areas of a town. They mix with each other and get to know something of the lives of each other. Pupils from working class backgrounds can get an academic education, and get away from the schools in their area where ambition is perhaps not so great.

Bright pupils who live in an area with a poor school can get away from that as well.

It is said that grammar schools have more middle class pupils than working class ones. That is something that can be worked out. ‘They’ say that the exam can be coached and middle class parents are more likely to put up the money for coaching. Well, I went to a grammar school and was coached for the exam, but not by private tutor, which is the perception, but by my primary school. Encourage primary schools in working class areas to coach. Or develop an exam where coaching is no advantage.

There’s always an answer, and in my opinion, the advent of comprehensive schools has lowered standards. When I look at the exams I took at ‘O’ level and the exams pupils take at GCSE, there’s no comparison. We had to write essays. They just have ‘structured questions’, or fill in the blanks.

I see grammar schools as promoting social mobility far more than comprehensive schools in contrast to what the detractors say, that they are elitist and prevent it.

I would love to hear what you think of the grammar school debate.