Different people expect different things from schools. Margaret Thatcher is on record as saying that education should prepare children for the world of work, while the radical educationist A. S. Neill (head of Summerhill) thought that education should be a preparation for life. These views may seem poles apart, but both coincide in seeing education as a preparation for something else. Neill’s position is especially odd. as it implies that education is not part of life. Surely education—the process of learning—is an integral part of our daily lives. It takes place outside school as much as in it, and doesn’t stop when we leave school for a job or the dole queue.
Discipline
Education now consumes about one-sixth of central and local government spending, but government's role in education only came about for reasons clearly related to the historical development of capitalism. The first state intervention in education in England was the quaintly-named Health and Morals of Apprentices Act of 1802; this was an ineffective attempt to get factory-owners to provide some basic instruction for their younger apprentices, who had been forced into factory work by the Industrial Revolution. The reasons given for educating workers in the early nineteenth century were to teach thrift and good housekeeping (and so reduce the expense of poor relief), and to combat the rise in crime by teaching order and discipline. Most factory jobs needed few or no skills, so education was not seen as necessary for production.
In the course of the century, however, technical progress led to a greater demand for skilled and educated labour. Both state and church schools provided basic instruction (mainly in religion and the three other R’s), but formal schooling was still a small part of most people's lives. In 1851, an inquiry found that the average school attendance was just two years. In 1865 an investigation of children between the ages of 3 and 12 in Manchester showed that over half were neither attending school nor in employment. It was partly to control the potential for crime and disorder resulting from this idle mass that elementary education for all was introduced by the 1870 Elementary Education Act. which set the school leaving age at 12.
Pigeon-holing
But there were powerful economic arguments too. as Britain encountered competition from other capitalist countries, such as Germany, where a fairly sophisticated education system already existed. William Forster, the architect of the 1870 Act, claimed that “upon the speedy provision of elementary education depends our industrial prosperity". Similar arguments were used in the present century to motivate the expansion of secondary schools and the provision of teaching in technical subjects. A 1931 government report coined the word “numeracy” to indicate mathematical capabilities alongside the traditional literacy.
It was the Education Act of 1944 which instituted the system of primary and secondary education for all. Its proposal to raise the leaving age from 15 to 16 was not achieved till 1972, however. The Act enshrined a division of children into three types, each destined for a different kind of secondary school. Those who could follow a proper argument were earmarked for grammar school, those whose aptitude was more for applied science were suitable for technical school, while those who were supposedly happier with concrete things rather than ideas could hope for no more than a secondary modern school.
Such ludicrous pigeon-holing prompted the switch-over to comprehensive schools. It was often claimed that these were intended to give children equal opportunity to succeed, but of course there was another side to it. In 1964 Harold Wilson, soon to become Prime Minister, stated; "We simply cannot as a nation afford to neglect the educational development of a single boy or girl". Nowadays, too, the Labour Party seems to see education as the guarantor of efficiency and competitiveness, and hence as the saviour of British capitalism.
Education has clearly been viewed by politicians, and the capitalists whose interests they represent, as an instrument to serve their own ends. As production became ever more complex, the need for an educated workforce came to be the main motivation; so schools really do exist to prepare children for the world of work—for wage slavery. Ever-present, too, is the need for a disciplined workforce; whatever else schoolchildren may or may not learn, they are taught to do as they're told, to know their place and to knuckle under to authority. And who shall say that schools are not still means to keep potential troublemakers off the street, and to teach young workers how to manage on a pittance? Even the division of children into different ability groups is perpetuated by the continued use of streaming.
Book learning
William Morris in News from Nowhere depicted a society where the word "school" is unknown. People learn throughout their lives, picking up skills as they want to. We shouldn’t treat them as gospel, but Morris’s speculations are an interesting approach to what education might be like in socialism. With the ending of class society and production for profit, education will no longer serve the ends of providing an obedient and half-trained workforce. It will not be a preparation for anything, but will be an essential part of everyone’s existence.
The unnatural division into education of children on the one hand and of adults on the other will cease. Learning of practical skills can be done face-to-face—the idea of teaching such skills impersonally through books is, Morris thought, a rather odd one. Whether there will be separate institutions recognisable as schools is not for us to say now. But certainly there will be no examination tyranny, no blind faith in paper qualifications, no condemning of so many as “failures”.
We cannot know precisely what education will be like in socialism, but it will undoubtedly be a far cry from the production line-like schools of capitalism.
Paul Bennett
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