English Education

ENGLISH EDUCATION BY W J TURNER INTRODUCTION THERE can be little excuse for adding to the number of books on education Yet a series of books on Britain, which omitted an attempt to describe the peculiar features of English education would be ignoring much that has contributed to British character, much that is exciting in contemporary Britain and much that gives hope for the Britain of tomorrow. The story of English education is a strangely neglected subject. For nine hundred out of the last thousand years the State has had little concern with schools and given them no financial support. Few people realised that the year 1939, when war broke out, marked the centenary of a Central Education Department and the fortieth birthday of the Board of Education itself Compulsory education is less than seventy years old These few dates may give perspective and help to explain the nature of some modern social problems. The different types of school in England are not so much educational as social and historical in origin. What is the object of education ? If Aristotle is right in saying that it should enable a man to live well, why does all organised education cease at the age of fourteen for fourfifths of the people ? What should be the relation of State and Church to education ? What are the educational ideas and systems prevalent in different countries and under different governments, Fascist, Communist and socalled Democratic ? I add socalled because it is clear that no democracy has yet existed. How came the word 4i education to be surrounded by so much jargon and how can it be made to live a free life once again ? It would be a poor service to the cause of truth if these pages recorded nothing but complacent praise, I can see score of weaknesses in our schools and in the whole system, some of which are part of the social structure : I see also model features from the nursery school to the widening field of adult education, which fill me with pride. No easy description of a system of schooling can explain the British character. Let no one imagine that five hours a day for five days A week, either in an ancient Grammar School or a modern Senior School constitutes education Such a narrow interpretation of the growth of a child takes no account of the essentials, the home and family circle, food, rest, holidays ind social tiesall of them media through which a powerful tradition of living is expressed. Picture the life of a boy who returns from boarding school to a home rich in associations and sometimes in culture or to some small estate where Ke can roam at will pursue his hobbies and hear talk of State and local affairs Picture equally the home of a miner, a keen trade unionist or local piadier and the rich background from which the son or daughter proceeds each day to the local school. While, therefore, school can do much to sharpen the wits and discipline intelligence, if may have done more by failing to ruin the influence of a good home,