Examination Results

come and probably this means still a wider range of subjects, a wider range of activities of all kinds, and goodness knows, we have heard it is wide enough already, and a much greater flexibility of mind from all of us in being prepared to undertake and give our lives to subjects and to studies which not so long ago would hardly have existed.

Well, this is the first thing then that an ancient foundation must have the power to evolve, and the second thing is the power to attract the loyalty and devotion of its members, and to do this you do not just have to be able to do as this School and many other schools of course do, to provide a happy and interesting full life for your members, and there have been many institutions that did this and have died. You have to do something more than this. You have to convince people, both the people who work for you on the staff and the boys, that there is something more than doing just a routine job in an efficient way—that there is behind what you're doing a profound purpose, which they can recognise. Now I suppose that a generation ago, or even more recently, perhaps some of us now would say that what the profound purpose of a School like this really is, is to produce for our society the leaders that it requires, the leaders that are always more of them needed than can be found. In some ways, when one says this I think one may be giving a false impression, because people think still of a leader as somebody who goes around giving orders about something or other, and this is not the kind of leadership which our society really needs or can accept at the present time. The kind of leadership that we need and will need more and more in the future is that based on a real study and understanding of the way society works. What it wants and what it needs, and then when one has understood what is wanted and what is needed, the ability to explain it in such a convincing way that no orders are required because people understand what the necessities are, so that the kind of education which the boys who are going to take the responsibility, •the heavy responsibilities of a future, require is more and more, if I use the word academic, there will be many people who misunderstand me, and think that this means in some way remote from life. I do not mean it in that sense; I mean in the sense of an understanding of the principles on which all of our social society depends, the legal, the scientific, the religious, all the principles and understanding at a profound level. This is what has got to be found if a society like ours is going to be provided with the leaders that it needs, and to attract a devotion and a loyalty of all the members of a School generation after generation. This is what you have got to be seen to be doing and it is not just the School of course that does it, as the Head Master said himself. A very great part of •this has got to be done at home by parents. The demands which the School makes on parents, as there will be many here who know, are greater than they have ever been before. Again, a hundred years ago, you could send your children to a good school and leave them to get on with it. You cannot do that now. The job which has to be done must be done in collaboration between the parents and the School Now perhaps to talk in this way is really rather too serious for an occasion of this kind. What I ought to be doing is to be congratulating the School on a wonderful record in the past year; a really very remarkable record, I think, which the Head Master made little of; of examination success and success in a very great range of activities of all kinds.

One thing that I think on these occasions that it is very important to do and it is a little difficult for the Head Master to do it, is to say on behalf of the boys and the parents here, how very much we do recognise 10

that a year of success like this one, really depends entirely and is a measure of skill and devotion of the staff of all the masters. I know you wish me to say that, and even if I did not know that, I would say it on my own behalf anyway. The teaching profession in the Universities and schools, and particularly in the schools at the moment, is facing a great crisis. There are many schools which are having great difficulty in finding the right masters of the right standard, and so it is one that should recognise what a very great blessing it is and a very great opportunity it is for which we buy for our boys when we send them to a school like this, which is in a position to attract the devotion and loyalty of people of the right understanding and the right ability.

Well, I have not anything more really to say to you except to congratulate the prize-winners. It is rather the done thing these days to try not to make too much of prizes on the grounds that everybody ought to be rather equal, even if some are more equal than others. I realise what a lot of great hard work and effort goes into the kind of academic success which has been achieved. I hope that those who are present who have not won prizes will not simply think that they just do not happen to have the right kind of gifts: very often this is not true. What they ought to be thinking is that their turn will come and it will not be long before it comes. Well, I do thank you most sincerely for your invitation and for this opportunity to speak to you this morning.

G.C.E. EXAMINATION RESULTS, JULY, 1964

"A" LEVEL

Bailey, A. D.—French (C), German (C). Bennitt.—Latin (E), French (C), English (B'). Biddle—English (B'). Bradbury—German (B'), Economics (C'). Clayton—Geography (D). Clegg, R. W. C.—Fnglish (C') Collomosse—English (C), History (D). Cooper—Divinity (B). Cossms—History (B'), Geography (B). Dalkin—Geography (B), Art (C). Eatough—French (E), English (C), History (B'). Flintoft—English (D). Gibson, P. A. J.—English (D), Geography (C). Godfrey, D. R.—German (D). Goodlock—French (A'), German (B), English (D). Grayson—English (A), History (B'). Haggie—Latin of Modern Studies (C), French (D), History (A 2). Head—English (C'). Hey—French (B'), German (B'). Higgins—History (B), Economics (B). Hudson, W. M.—Latin of Modern Studies (E), English (B), History (B). Ibberson—French (D), English (B). Mallinson, D. B.—Geography (E). Metcalfe—History (B), Economics (A'). Moffat—German (E). Newhouse, T. J.—English (B). Shannon, M.—English (B), Geography (B). Stott—English (D), History (D), Art (E). 11