Notes

Text I
In a British Comprehensive School
The reforming of education is one of the greatest and noblest designs that
can be thought on, and for the want thereof this nation perishes."
This is the opening sentence of John Milton's tract "On Education", published
in 1644. I have just seen a television film that should have Milton, and Dr Ar
5 nold, leaping from their graves with horror and reforming zeal.
It is a film about what goes on inside the classrooms of an ordinary London
comprehensive school; and it is sensational
The film was made by Angela Pope, aged 31.
The opening shots are peaceful; a decent-looking rectangular biscuit-box of a
Then the film proper starts: Wham! A close-up of classroom doors,, shouting
10 building, with the children coming to school; a background of piano musio.
kids bursting through; then a teacher like a non-swimmer in a heavy surf.
None of that swearing! Not necessary! Right. Victor, get down! Right.
Now. Wel, get the page. Quick. I'll tell you what it's all about. Come on,
15 quiet. Now. Now Prussia. The map first of all. Prussians, not Persians! Victor,
shut up! Let's get something done. Now."
I could not help laughing. Miss Pope said, "It's not funny. It really isn't.'
Much of the film follows a day in the life of one form: thirteen-and-a-haf
year-olds of average ability
20 No one throws anything at the teachers; there are no fights no violencc
of any kind. But the noise of talking, laughing, shouting, wholly inattentive
children is constant in almost every classroom scene. The teachers try to
teach through the racket, sometimes as if they ceased to be aware of it. Miss
Pope says she used to leave the school at the end of the day thinking that
25 she could scarcely bear to return
"The only kids who really work," according to Miss Pope, "are the Asians.'
But is it the children's fault that they are wasting their time?
14

The film raises with overwhelming urgency the whole question of authority
Miss Pope thinks there has been a fundamental shift since she left school 13
30 years ago: The notion of authority has gone. The balance of power has
changed." Teachers now, she says, seem to think that authority must not be
imposed but must arise from the consent of the governed. Many teachers must
(they think) first seek to be respected for what they are; when they are re
spected, then they will be obeyed, and the teaching will sink in. Discipline, i
35 other words, is now in the hands of the pupils rather than the staff. The children
no longer expect that the adults will have their way. They no longer assume,
even, that it is the adults who are in charge
(about 450 words)
Notebook: Front-line in the class war
The Observer No. 9682