School and life : a first enquiry into the transition from school to independent life report of the Central Advisory Council for Education (England).

Date:
1947
Catalogue details

Licence: Public Domain Mark

Credit: School and life : a first enquiry into the transition from school to independent life report of the Central Advisory Council for Education (England). Source: Wellcome Collection.

    11/128 (page 9)
    CHAPTER I JHE SCHOOLS A> THEY. ARE: DHE CONTRAST BETWEEN THEORY AND PRACTICE This chapter is a preamble to our main theme As soon as we began to consider the subject of our reference— the transition from school to life—we realised that our sugges- tions would have to be related to the conditions in the schools as they are now. Therefore, as a first step, we tried to get a general view of how far the practice of education was in harmony with the theory as officially expressed. We tried to find out whether the conditions under which children are taught make it possible for teachers to educate them according to the suggestions issued to them, and the methods advocated during their training. The disparity which the facts reveal is so remark- able that we thought it well to draw attention to it before discussing our main theme. The need for public support to ensure that obsolete school conditions are remedied In this chapter, therefore, we have noted some of the out- standing shortcomings in school provision, knowing that all concerned with education, either as teachers or administrators, have long been aware of them. We are not concerned here with how they have come about—the explanation would involve a long excursion into history—but with the practical issue as to whether it is feasible to establish a new educational order in a. material environment often obsolete. On this point it is clear that a drastic overhaul of school premises and the introduction of overdue educational reforms must proceed together. While the fulfilment of the 1944 Act is the chief long-term remedy for the shortcomings noted in this chapter, it is important that there should also be a strong sense of urgency—a_ short-term attitude—to remedy as soon as possible the unsatisfactory condi- tions in which so many children spend their school days. Popular support should be aroused’ not only to give strong backing to the Act but also to make an end of obsolete school buildings. The tendency for educational reforms hitherto to benefit only a minonity Experience seems to show that it is important not to allow the short-term reform of bad conditions to be slowed down while long-term projects are being considered. The Education Act of 1902 led to the erection of many new secondary schools; the