Open Writing

BBC television took us inside the walls of Westminster Public School, where, for thousands of pounds per year, boys – and recently girls – can be educated.

Some severely self-assured lads expressed articulate opinions on school life. It was a refreshing change to hear them talking about their school with pride and without that worked-to-death phrase ‘Yer know.’

Parents’ evenings at the exclusive Westminster looked similar to our comprehensive affairs, except coffee was served in china cups with saucers.

When asked did she not think that public school atmosphere could give a child a rather narrow outlook; all that mixing with only middle and upper classes, one mother voiced an opinion with which I wholeheartedly agree.

‘There is a danger,’ she admitted, ‘but on the other hand, they are not subject to influence from under-achievers at this school - a threat at comprehensives.’

Being a comprehensive teacher she speaks from experience. Being a parent of four comprehensive-trained pupils, so do I.

I believe this percentage of under-achievers, the couldn’t care less element, is a festering affliction of the comprehensive system. Left to smoulder un-checked this bane is often carried forward into a non-career when they leave.

In my schooldays teachers were to be feared – you went to school to learn. Multiplication’s were forced repetitiously down our throats each morning. Only when one table could be recited without mistakes were you allowed to tackle the next. Spelling mistakes had to be corrected three times. Laziness was punished by more work repetition. I can recite much of Tennyson’s ‘Lady of Shalott,’ I’m ashamed to say, because I was consistently late for school. It took me a week of dinner time stay-ins to learn it and it cured my tardiness.

We did our homework because if we got bad reports, it meant Saturday morning detention. I hated my first year at Grammar school, I hated the stern, unfriendly teachers, and at the end of term I took home one of my best ever reports.

Since our recent Educational Renaissance teachers now have less power, the deterrents are dwindling. In some schools religious and moralistic instruc-tion are being phased out. We had to earn the respect of our teachers, now the role is reversed.

Given the ability, ambition and a grant, there is no limit to what students can achieve. Nowadays teachers give an almost round-the-clock service, being merely an appointment or a phone call away.

Problems should be non-existent. But without the necessary parental back-ing all the other advantages are wasted. On parent/teacher interview evenings, there is always an element of parents who are either ‘too busy’ or too unconcerned to take advantage of this opportunity to discuss their offspring.

Kids who have never known loyalty at home, naturally enough have no use for it at school. If parents don’t respect school why should they? Discouraged adolescents are quick to note the breach in liaison – and rebellion takes root.

The aim nowadays is simply – more money. No one seems prepared to make sacrifices any more. This selfish attitude is reflected in the present non-marital situation.

Couples are no longer prepared to make promises or accept responsibility. The trend is to live together until the excitement wears off – or someone new comes along. Loyalty is becoming an old-fashioned outmoded emotion.

A friend recently told me that when his full quota of work is completed for the day, he then sits and reads for the rest of the time. Why? His answer was ‘Because it is against union rules to do more work.’

It’s called progress!