THE PETERITE Vol. LVII
OCTOBER, 1965
No. 370
EDITORIAL The Minister of State for Education and Science, Mr. Prentice, spoke recently of the Government's intention "to put an end to the public school system as one of the dividing forces of our country", the disruptive element being apparently "the social mystique that surrounds them". The Headmaster of Rugby, Dr. Hamilton, described this the next day as "an almost pathetically ingenuous view". And so it is; but then there are naive people who genuinely believe that they do exist for the perpetuation of privilege, or hope that an assured future can be bought—a sort of insurance against the complete fall of any potential declining Capt. Grimes. The only thing that is in fact being bought is a particular type of education based on particular beliefs, values and methods which an independent status allows to be exploited. Another common criticism of residential schools is that they tend to focus attention on themselves instead of fostering awareness in surrounding society. If true, then this parochialism is certainly bad; however, what seems generally to be forgotten is that the roots of responsible participation are excellently learnt in the microcosm of a boarding-school. (Not that there is a monopoly here : more illustrations can be given than the Bench of Bishops or a Conservative Cabinet.) Furthermore, most boarding schools provide practical opportunities during term-time, with activities like social service. People from public schools have been traditionally looked to for vocational and professional leaders, and if our present general standard of education makes this less true, there are still plenty of jobs which now, more than ever, need as able volunteers as possible. It is unfortunate but true that we in our prosperity on the whole consider volunteers fools, blame any threat to our peace of mind or affluence on "them", and are frankly incredulous of the idea of self-sacrifice or even restraint. There is a kind of privet-hedge mentality about the suburbanism which typifies much of our modern society : nothing much can disturb us behind it, but then nothing much can grow in the shadow of it either. Meanwhile it is a fact that V.S.O. has been very short of trained volunteers this summer; and numbers of clubs, committees, councils, charities, even political parties, need not just the well-intentioned, but the well-educated, to make some offering of their time and energy and skill. It has to be giving without counting the cost and putting it on an expense account. After all, we are in a privileged position; and if we don't—who does? So far as this concerns those still at school, it amounts to a need for willingness to share in and lead activities—from those who don't do so much already. 1
