THE PETERITE Vol. LX
OCTOBER, 1968
No. 379
EDITORIAL On the lists for a welcome first experiment in preparatory schools conferences held at St. Peter's on 29th and 30th June were some twenty-five assistant masters with an attendant covey of seven headmasters. This was a chance to sort out some of the perplexities deriving from the change in syllabi both in Common Entrance and the standard courses in the public schools. It is often felt in independent preparatory schools that the advantages enjoyed by membership of a junior school clinging to the skirts
of a senior sister (as St. Olave's to St. Peter's) provide too exclusive a competition. New curricula in a school like ours, once accepted, are sown early in the soil of the junior school; S.M.P.Maths, for instance, are already well established in St. Olave's. To dispel this illusion and to tailor our entrance requirements to the needs of these schools were foremost in mind. Mathematics, the Sciences and the Classics were principal topics. In the former concentration centred on 'modern' S.M.P. syllabi, textbooks, and C.E. and Scholarship examinations. In November this year, the C.E. examination is based on a 'modern' syllabus for the first time. The difficulties in the introduction of this at the prep-school were discussed. For the next two years the School has undertaken to consider a boy's performance in these papers alongside a special report from his headmaster. From a discussion on the Scholarship papers came a clear directive of the syllabus from which papers at this School would be set. On the Sciences' side a number of points emerged. Some prep-schools were ready to welcome the proposed Science paper as an alternative to Latin. But, whereas Nuffield syllabi had generally been adopted, expense was a serious factor in implementing courses along the lines which the senior school would consider most advantageous. Biology, Physics, Chemistry won most approval in that order, and in answer to a general appeal the proposal of a Biology paper for the scholarship examination was accepted. Even so, the number of periods devoted to science in prepschools was considered inadequate and qualified teachers were hard to come by. To some the swing in emphasis from prose to translation in the Classics (heart-throb of the columnists in classical quarterlies) was anathema. Its acceptance is, of course, paramount in the Nuffield scheme. Nor is the discipline of written translation regarded as the only worthwhile test. Considerable store is now set by 'comprehension' test, featuring passages in which intelligent appraisal is asked for as well as grammatical knowledge. Greek was not under serious discussion on this occasion. On both sides the exchange of views was stimulating. No one was left in any doubt but that St. Peter's welcomes boys from as wide as possible.
