Children in Scotland are to be taught in classes of 18 in infants and juniors, the Scottish Government has announced.
Children in England will continue to be taught in classes of 30 and more in infants and juniors but education is a priority, the Interregnum confirmed.
The Scottish people expressed their satisfaction that they are no longer ruled by the Westminster Interregnum.
The Bogey Man from Kirkaldy and Cowdenbeath orderd English teachers to teach social skills and better manners to pupils in English schools.
Scottish pupils are to be taught reading, writing and arithmetic, with art, music, games and sport, and drama in the afternoons.
Showing posts with label discipline and learning. Show all posts
Showing posts with label discipline and learning. Show all posts
Thursday, 21 June 2007
Tuesday, 5 June 2007
Selective Destructiveness
Schools used to provide twice-yearly reports - Christmas and Summer.
The Report would be handed in a sealed envelope (despite clear teaching that letters to be carried by hand of friend should never be sealed) in the last days of term. A worried journey on the 341 would end with a ceremonial opening, family in full, gloating fig at the table, after eating.
I have some of these yellowed pages, with their beautiful script expressing such cruelties. They are essays, works of compressed art; if ever there were arguments for mastery of juxtaposition and punctuation, these marks and comments are it.
The first is from the last term at primary school:Number in class 41, position in class 1st. 'HG is capable of much. If she continues as she has done here she will achieve it....every good wish.' Here is a confidence booster that needs dealing with. And it was.
Latin 72, Term work better than this result (?); General Science, 93, Good. Conduct, very good (i.e. not excellent, the de rigeur mark). The next round they really get down to it: Latin, 76, impetuous. Needlework, fair ( fair? my work was literally soaked in blood and tears). Conduct, good (i.e. really bad), and by Form IV they're well away: English 84, HG begins to have an exaggerated opinion of her ability. A pity! History 82, a satisfactory examination result. So just as a very young woman begins to find her voice, her enthusiasms, her interests and passions, there it is: Geometry, 76, careless work. Drawing (I'd been drummed out of Needlework), 78, good, (oh, the disappointment, not even an amplification). Number in form 36, place in form 3rd, HG does not do her best, Conduct, Good.
Mmmm, said Mr HG glancing over my shoulder, sette in condotta, in a convent! What were you doing, exactly?
Actually, I was giving up.
The Report would be handed in a sealed envelope (despite clear teaching that letters to be carried by hand of friend should never be sealed) in the last days of term. A worried journey on the 341 would end with a ceremonial opening, family in full, gloating fig at the table, after eating.
I have some of these yellowed pages, with their beautiful script expressing such cruelties. They are essays, works of compressed art; if ever there were arguments for mastery of juxtaposition and punctuation, these marks and comments are it.
The first is from the last term at primary school:Number in class 41, position in class 1st. 'HG is capable of much. If she continues as she has done here she will achieve it....every good wish.' Here is a confidence booster that needs dealing with. And it was.
Latin 72, Term work better than this result (?); General Science, 93, Good. Conduct, very good (i.e. not excellent, the de rigeur mark). The next round they really get down to it: Latin, 76, impetuous. Needlework, fair ( fair? my work was literally soaked in blood and tears). Conduct, good (i.e. really bad), and by Form IV they're well away: English 84, HG begins to have an exaggerated opinion of her ability. A pity! History 82, a satisfactory examination result. So just as a very young woman begins to find her voice, her enthusiasms, her interests and passions, there it is: Geometry, 76, careless work. Drawing (I'd been drummed out of Needlework), 78, good, (oh, the disappointment, not even an amplification). Number in form 36, place in form 3rd, HG does not do her best, Conduct, Good.
Mmmm, said Mr HG glancing over my shoulder, sette in condotta, in a convent! What were you doing, exactly?
Actually, I was giving up.
Tuesday, 8 May 2007
‘Every school - whatever its intake and wherever it is located - is responsible for educating children and young people who will live and work in a country which is diverse in terms of culture, faith, ethnic and socio-economic backgrounds.
.. ministers are concerned some schools are still being monopolised by single racial or religious groups, acting as a breeding ground for extremism..
Draft guidance, which is out to consultation before becoming law later this year, recommends field trips with a racial or faith angle, and inviting religious leaders to schools.’
It may come as a surprise to some to learn that I made every effort to control the socio-economic , cultural, and learning environment in which my children grew up. The same can be safely said of my parents regard for me and my siblings, and for my grandparents conscientious undertaking. What other expression can love for children take, in any family ? Children are loved through action not emotion, however strongly felt.
All cultures are the object of my curiosity, some I admire, some I fear, some I dislike with strenuous objection to their values and norms; most, like my own, are curate’s eggs. To know another culture as I know my own is not possible - ask any ethnographer - and the curate ‘s egg aspect of a culture demands intimate understanding so that the bad bits can be shown, warned against, and if possible counteracted when bringing up the children. Though as there are limits to bossing them about, they will reach their own conclusions for their own world, that stretches far ahead of mine.
It is arrant undiluted nonsense to think enforced proximity and standardised school experiences will create anything valuable in social and cultural understanding where there is not a widespread familial similarity of culture, together with neighbourhood and community ties, already. This is not to deny the value, long recognised, of staying in another country to learn its language, its practices, its take on our world; but that is for a poised observer with a secure cultural base.
It is not for school where, it seems, children's familial cultural acquisition is deliberately to be challenged and undermined by state-enforced multiculturalist falsity placed at the same level of truth as teaching in mathematics, langages, or the sciences.
Cultures are not of equal status and to be inducted into some is to be damaged.
Religious beliefs can be as much the carrier of this damage as the carrier of virtues. Religion’s true place is in the wider family where it can be tempered in its admonitions and applications by understanding. Children have to learn to grasp the fluidity of belief , that rules and instructions are developed by circumstance and change, in their own very local cultural worlds; not be confronted with the shocking in the name of integration and expected to cope better than adults.
Parents know this, and we extend our children’s worlds slowly. If this runs against state policy then at least we are united, whatever our particular culture, in knowing and opposing the primitive savagery of multiculturalism.
.. ministers are concerned some schools are still being monopolised by single racial or religious groups, acting as a breeding ground for extremism..
Draft guidance, which is out to consultation before becoming law later this year, recommends field trips with a racial or faith angle, and inviting religious leaders to schools.’
It may come as a surprise to some to learn that I made every effort to control the socio-economic , cultural, and learning environment in which my children grew up. The same can be safely said of my parents regard for me and my siblings, and for my grandparents conscientious undertaking. What other expression can love for children take, in any family ? Children are loved through action not emotion, however strongly felt.
All cultures are the object of my curiosity, some I admire, some I fear, some I dislike with strenuous objection to their values and norms; most, like my own, are curate’s eggs. To know another culture as I know my own is not possible - ask any ethnographer - and the curate ‘s egg aspect of a culture demands intimate understanding so that the bad bits can be shown, warned against, and if possible counteracted when bringing up the children. Though as there are limits to bossing them about, they will reach their own conclusions for their own world, that stretches far ahead of mine.
It is arrant undiluted nonsense to think enforced proximity and standardised school experiences will create anything valuable in social and cultural understanding where there is not a widespread familial similarity of culture, together with neighbourhood and community ties, already. This is not to deny the value, long recognised, of staying in another country to learn its language, its practices, its take on our world; but that is for a poised observer with a secure cultural base.
It is not for school where, it seems, children's familial cultural acquisition is deliberately to be challenged and undermined by state-enforced multiculturalist falsity placed at the same level of truth as teaching in mathematics, langages, or the sciences.
Cultures are not of equal status and to be inducted into some is to be damaged.
Religious beliefs can be as much the carrier of this damage as the carrier of virtues. Religion’s true place is in the wider family where it can be tempered in its admonitions and applications by understanding. Children have to learn to grasp the fluidity of belief , that rules and instructions are developed by circumstance and change, in their own very local cultural worlds; not be confronted with the shocking in the name of integration and expected to cope better than adults.
Parents know this, and we extend our children’s worlds slowly. If this runs against state policy then at least we are united, whatever our particular culture, in knowing and opposing the primitive savagery of multiculturalism.
Friday, 27 April 2007
A community school demanded by a community
The Holborn and St. Pancras Secondary School Campaign is organised by parents and families living south of the Euston Road in the three Camden wards of King's Cross, Bloomsbury and Holborn & Covent Garden, who need a secondary school for their children.
King's Cross, Bloomsbury, and Holborn & Covent Garden have a total population of 31,000 : the number of secondary schools is 0. There are approximately 262 children of secondary school application age (Year 6) living there. That's just this year’s secondary intake.
It is chilling that education, regarded as available, if inadequate at many levels is, in truth, not even available to children living in central London. What might be going on in the rest of the country ? Does anyone have collated details on the denial of schools to such large and motivated communities; and worse, to smaller and more deferent areas?
What follows is taken from their admirable campaign.
Camden council's own figures show that there is a real need for a school here. The Secondary School Places questionnaire gives the following results although, as it was inadequately worded and circulated, the response was very poor across the borough as a whole (only 510 of the returned questionnaires were filled in , or returned, correctly).
There are also grave concerns about the way Camden’s parental survey on secondary school places was distributed. For example:
the Thomas Coram Children’s Centre in King’s Cross was not sent its copies until the Council was contacted and demands made that they be couriered over – 3 days before the closing date.
Many residents report that Your Camden, in which the survey was distributed, never reached their homes.
Furthermore, despite reassurance that the Council would look into ways of contacting local residents whose children don’t attend Camden primary schools, nothing has been done. Camden then argued 'the very small number of responses when broken down to ward level means that this data should only be interpreted with caution'.
Nevertheless, some key points from the survey show:
parents specifically mentioning the need for a new school in Camden, and of these 81% favouring a school in the south of the borough.
In Holborn and Covent Garden, only 13% of parents said they were very or fairly confident that their child would be able to attend a Camden secondary school.
Again in Holborn and Covent Garden, the biggest factor prioritised by parents when choosing a secondary school was distance fom home. This was far higher than in other wards and reflects the fact that distance is what prevents Holborn and St Pancras children from getting into Camden schools.
If a child doesn't have a sibling already at secondary school, and isn't a Catholic girl, s/he has a 1 in 4 chance of getting into a Camden secondary school. Almost all the children who do get a place in a Camden secondary live in the King's Cross ward, part of which (at the moment ) falls into the SCCS catchment area.
These findings, based on Camden's own data, demonstrate the ‘massive need and desire for a secondary school to be built south of the Euston Road. The tipping point is here and now: if a site can be bought with capital receipts from part of the Swiss Cottage site, a school can be built. We just need to make sure that this is the conclusion reached by our elected representatives on the Council's Executive.’
One of the governors of Swiss Cottage School has said that the Governing Body (and the nearby residents) are so unhappy about having a secondary school built on their site they have had a meeting with councillors and officers. At this meeting they offered that, rather than build on their site, 2 of its 5 acres could be sold, releasing (they estimate) £40m. Then the council could purchase a site for a school elsewhere in the borough, the special schools could keep their site, (and wealthy neighbours wouldn't have noisy teenagers anywhere near their homes, this last was actually stated) .
Ian Patterson (head of BSF) has confirmed that this offer has been made, and that the council will be commissioning a valuation of the site (and the Eastman site in the Gray’s Inn Road). However, he emphasised that although, 'in theory', money raised could buy the Eastman, this was by no means the only option, and that 'there is still a need in the north west of the borough'.
An interesting meeting with Professor Malcolm Grant, Provost of University College London and the Vice- Provost Michael Worton revealed that they approached Camden council over a year ago with their plan for a UCL sponsored secondary school within walking distance of UCL, whose main site is in Gower Street but whose campus is also in the area of the Eastman site in the Gray’s Inn Road.
There have also been meetings with Tom Peryer, Director of the London Diocesan Board for Schools to discuss his ‘stated desire to build a secondary school in Camden. In both meetings we presented our document: The case for a new secondary school south of the Euston Road.’ This booklet was originally produced for meetings with the DfES in December 2006 but has since been distributed to all chairs of governors of Camden schools. It will soon be available on the campaign website. It contains all current research on pupil numbers, the make up of the community, the position on access to surrounding schools, and evidence of the huge amount of new housing planned in the area.
Further meetings with the DfES have been arranged.
Camden Council has promised to carry out a feasibility study on the Eastman Dental Hospital site. In the meantime 6A Architects of Orde Hall Street have generously donated their time and expertise to the campaign and have begun a detailed study of the Eastman.
The need and demand for a school in the area, has been proven clearly, often, and for decades. Crucial for the community and the secondary school is the provision of a site by Camden council.
Once this is achieved, the issue for local families will be what kind of school it will be, particularly in relation to its admissions policy. All that is needed and wanted, as has been said always, is ‘a school down the road, open to all families living in its radius. This is equivalent to the admissions structure of the traditional LEA run community school.’
However, all the current signs from central and local government suggest that a community school will not be on offer in their ‘Building Schools for the Future’ plans. So, what new model of school could be created to ensure that the community has a real say in its admissions policy and governance ? It is of the essence of this community that any new school should be inclusive and accessible to all their children.
There are Parent Promoted Trust Schools (Elmgreen in Norwood is a recent example). If, as the recent Education Bill states, the Council has to open up the building of new schools to competition, this would mean that local parents representing the community would have to form a trust which would potentially compete against other organisations wanting to start a school in the area. The forming of such a trust and the setting up of a school would be an enormous responsibility for the parents involved.
The core campaigners think there are enough committed parents ‘out there willing to go one step further in this fight for the educational rights of local children.’ They ask the community ‘what do you think about parent promoted schools?’ and request emailed comments and suggestions to the campaign website. admin@whereismyschool.org.uk
They ask ‘If you are a Camden parent or governor, please make sure that your governing body discusses the campaign. All Chairs of Governors have been sent information. If the governors support the campaign they ask them to ‘let Camden know that any new school in the borough should be south of the Euston Road.’
They have called a CASE, (the Campaign for State Education) consultation meeting on Camden’s plans for its secondary schools with Frank Dobson MP, Glenda Jackson MP, Professor Malcolm Grant (of UCL) and Camden’s executive councillor for schools among the speakers. They have organised press coverage for the campaign.
They can be contacted here:
Contact us:
admin@whereismyschool.org.uk
The Campaign for a Secondary School in Holborn and St. Pancras
It is heart-warming and salutary to see this kind of motivated, competent, clear-sighted, organised insistence. But if the provision of state education has come to this then heaven help the hindmost.
King's Cross, Bloomsbury, and Holborn & Covent Garden have a total population of 31,000 : the number of secondary schools is 0. There are approximately 262 children of secondary school application age (Year 6) living there. That's just this year’s secondary intake.
It is chilling that education, regarded as available, if inadequate at many levels is, in truth, not even available to children living in central London. What might be going on in the rest of the country ? Does anyone have collated details on the denial of schools to such large and motivated communities; and worse, to smaller and more deferent areas?
What follows is taken from their admirable campaign.
Camden council's own figures show that there is a real need for a school here. The Secondary School Places questionnaire gives the following results although, as it was inadequately worded and circulated, the response was very poor across the borough as a whole (only 510 of the returned questionnaires were filled in , or returned, correctly).
There are also grave concerns about the way Camden’s parental survey on secondary school places was distributed. For example:
the Thomas Coram Children’s Centre in King’s Cross was not sent its copies until the Council was contacted and demands made that they be couriered over – 3 days before the closing date.
Many residents report that Your Camden, in which the survey was distributed, never reached their homes.
Furthermore, despite reassurance that the Council would look into ways of contacting local residents whose children don’t attend Camden primary schools, nothing has been done. Camden then argued 'the very small number of responses when broken down to ward level means that this data should only be interpreted with caution'.
Nevertheless, some key points from the survey show:
parents specifically mentioning the need for a new school in Camden, and of these 81% favouring a school in the south of the borough.
In Holborn and Covent Garden, only 13% of parents said they were very or fairly confident that their child would be able to attend a Camden secondary school.
Again in Holborn and Covent Garden, the biggest factor prioritised by parents when choosing a secondary school was distance fom home. This was far higher than in other wards and reflects the fact that distance is what prevents Holborn and St Pancras children from getting into Camden schools.
If a child doesn't have a sibling already at secondary school, and isn't a Catholic girl, s/he has a 1 in 4 chance of getting into a Camden secondary school. Almost all the children who do get a place in a Camden secondary live in the King's Cross ward, part of which (at the moment ) falls into the SCCS catchment area.
These findings, based on Camden's own data, demonstrate the ‘massive need and desire for a secondary school to be built south of the Euston Road. The tipping point is here and now: if a site can be bought with capital receipts from part of the Swiss Cottage site, a school can be built. We just need to make sure that this is the conclusion reached by our elected representatives on the Council's Executive.’
One of the governors of Swiss Cottage School has said that the Governing Body (and the nearby residents) are so unhappy about having a secondary school built on their site they have had a meeting with councillors and officers. At this meeting they offered that, rather than build on their site, 2 of its 5 acres could be sold, releasing (they estimate) £40m. Then the council could purchase a site for a school elsewhere in the borough, the special schools could keep their site, (and wealthy neighbours wouldn't have noisy teenagers anywhere near their homes, this last was actually stated) .
Ian Patterson (head of BSF) has confirmed that this offer has been made, and that the council will be commissioning a valuation of the site (and the Eastman site in the Gray’s Inn Road). However, he emphasised that although, 'in theory', money raised could buy the Eastman, this was by no means the only option, and that 'there is still a need in the north west of the borough'.
An interesting meeting with Professor Malcolm Grant, Provost of University College London and the Vice- Provost Michael Worton revealed that they approached Camden council over a year ago with their plan for a UCL sponsored secondary school within walking distance of UCL, whose main site is in Gower Street but whose campus is also in the area of the Eastman site in the Gray’s Inn Road.
There have also been meetings with Tom Peryer, Director of the London Diocesan Board for Schools to discuss his ‘stated desire to build a secondary school in Camden. In both meetings we presented our document: The case for a new secondary school south of the Euston Road.’ This booklet was originally produced for meetings with the DfES in December 2006 but has since been distributed to all chairs of governors of Camden schools. It will soon be available on the campaign website. It contains all current research on pupil numbers, the make up of the community, the position on access to surrounding schools, and evidence of the huge amount of new housing planned in the area.
Further meetings with the DfES have been arranged.
Camden Council has promised to carry out a feasibility study on the Eastman Dental Hospital site. In the meantime 6A Architects of Orde Hall Street have generously donated their time and expertise to the campaign and have begun a detailed study of the Eastman.
The need and demand for a school in the area, has been proven clearly, often, and for decades. Crucial for the community and the secondary school is the provision of a site by Camden council.
Once this is achieved, the issue for local families will be what kind of school it will be, particularly in relation to its admissions policy. All that is needed and wanted, as has been said always, is ‘a school down the road, open to all families living in its radius. This is equivalent to the admissions structure of the traditional LEA run community school.’
However, all the current signs from central and local government suggest that a community school will not be on offer in their ‘Building Schools for the Future’ plans. So, what new model of school could be created to ensure that the community has a real say in its admissions policy and governance ? It is of the essence of this community that any new school should be inclusive and accessible to all their children.
There are Parent Promoted Trust Schools (Elmgreen in Norwood is a recent example). If, as the recent Education Bill states, the Council has to open up the building of new schools to competition, this would mean that local parents representing the community would have to form a trust which would potentially compete against other organisations wanting to start a school in the area. The forming of such a trust and the setting up of a school would be an enormous responsibility for the parents involved.
The core campaigners think there are enough committed parents ‘out there willing to go one step further in this fight for the educational rights of local children.’ They ask the community ‘what do you think about parent promoted schools?’ and request emailed comments and suggestions to the campaign website. admin@whereismyschool.org.uk
They ask ‘If you are a Camden parent or governor, please make sure that your governing body discusses the campaign. All Chairs of Governors have been sent information. If the governors support the campaign they ask them to ‘let Camden know that any new school in the borough should be south of the Euston Road.’
They have called a CASE, (the Campaign for State Education) consultation meeting on Camden’s plans for its secondary schools with Frank Dobson MP, Glenda Jackson MP, Professor Malcolm Grant (of UCL) and Camden’s executive councillor for schools among the speakers. They have organised press coverage for the campaign.
They can be contacted here:
Contact us:
admin@whereismyschool.org.uk
The Campaign for a Secondary School in Holborn and St. Pancras
It is heart-warming and salutary to see this kind of motivated, competent, clear-sighted, organised insistence. But if the provision of state education has come to this then heaven help the hindmost.
Thursday, 26 April 2007
Schools and our world
Transmitting knowledge and culture from one generation to the next is a constant and universal activity. Schools do not stand as islands in the sea of everyday life. The undertaking is simplified when there is homgeneity in the matter to be transmitted and agreement on the means which, at the moment, there is not. It is known now that learning is more effectively undertaken between the ages of 4 and 11 (more or less). After that we still learn but the way in which we learn is set not so much in stone as in the organisation of our brains. There are no arbitrary cut-off points for learning but earlier is different and often easier than later, at least for groundwork skills in central subjects.
Schools are essentially for formal learning; they are not substitutes for the social absorption of life skills and pragmatic understanding which are acquired, necessarily, in everyday life. Certainly schools build upon these things by instruction, that is why homgeneity in earlier acqisitions is so helpful - but not essential.
Formal learning and the instruction that enables it is not an egalitarian undertaking or experience (as a music teacher of impeccable socially egalitarian principles advised an overly creative pupil). ‘Do as you are told’ from master to pupil is not a request but a requirement for learning at all. The evidence for this is reinforced when considering the subjects that are taught in schools. Mathematics, music, foreign languages, grammar, art, all of the sciences are best taught early and by imposition of fundamental principles to be absorbed before any experimentation in application takes place. This is true as well of any decent teaching in literature , history, or any other interpretive study. There, too, the rules of rhetoric need tobe known before they are flouted. An education requires submission and acceptance of discipline, in itself a very good reason why such a practice should be confined within schools.
A school exists within a building, but it is not necessary for all activity within that building to be a school . Many of the undertakings currently regarded as ‘school’ should be offered, but not compulsory, and outside of the work that a school undertakes. There is ample evidence of the way this works. In Italy, for instance, the school building opens at 8 am and lessons start at 8.10. They continue until 12.30 for under elevens and until 1.40 for older pupils. There is one 20 minute break mid-morning. After school, where lunch can be taken, there is supervised homework by tutors, and activities from sport to the furthering of interests and hobbies, that can be enjoyed there; or pupils can leave for home and use their afternoons as they choose (school homework remains an obligation not lightly ignored.) Working parents know where they stand, and children from all backgrounds can access all kinds of activities. Schools are essentially of their community, for the journey to school should be autonomous from a reasonable age, building, inter alia, all kinds of other links.
A school physically set within a surround of social and community services can impose its need for discipline and respect for teachers, while the hardness of learning is ameliorated by meeting locally determined needs - be they instruction in the language of instruction itself, childcare for older children, group activities, advanced teaching in some disciplines, and even a place of tranquility and safety for those from troubled homes.
The very nature of acquiring an education requires a central core of disciplined acceptance of teaching, and it is this that is sinking beneath the confusion of objectives that our schools are bearing.
Schools are essentially for formal learning; they are not substitutes for the social absorption of life skills and pragmatic understanding which are acquired, necessarily, in everyday life. Certainly schools build upon these things by instruction, that is why homgeneity in earlier acqisitions is so helpful - but not essential.
Formal learning and the instruction that enables it is not an egalitarian undertaking or experience (as a music teacher of impeccable socially egalitarian principles advised an overly creative pupil). ‘Do as you are told’ from master to pupil is not a request but a requirement for learning at all. The evidence for this is reinforced when considering the subjects that are taught in schools. Mathematics, music, foreign languages, grammar, art, all of the sciences are best taught early and by imposition of fundamental principles to be absorbed before any experimentation in application takes place. This is true as well of any decent teaching in literature , history, or any other interpretive study. There, too, the rules of rhetoric need tobe known before they are flouted. An education requires submission and acceptance of discipline, in itself a very good reason why such a practice should be confined within schools.
A school exists within a building, but it is not necessary for all activity within that building to be a school . Many of the undertakings currently regarded as ‘school’ should be offered, but not compulsory, and outside of the work that a school undertakes. There is ample evidence of the way this works. In Italy, for instance, the school building opens at 8 am and lessons start at 8.10. They continue until 12.30 for under elevens and until 1.40 for older pupils. There is one 20 minute break mid-morning. After school, where lunch can be taken, there is supervised homework by tutors, and activities from sport to the furthering of interests and hobbies, that can be enjoyed there; or pupils can leave for home and use their afternoons as they choose (school homework remains an obligation not lightly ignored.) Working parents know where they stand, and children from all backgrounds can access all kinds of activities. Schools are essentially of their community, for the journey to school should be autonomous from a reasonable age, building, inter alia, all kinds of other links.
A school physically set within a surround of social and community services can impose its need for discipline and respect for teachers, while the hardness of learning is ameliorated by meeting locally determined needs - be they instruction in the language of instruction itself, childcare for older children, group activities, advanced teaching in some disciplines, and even a place of tranquility and safety for those from troubled homes.
The very nature of acquiring an education requires a central core of disciplined acceptance of teaching, and it is this that is sinking beneath the confusion of objectives that our schools are bearing.
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