I have been a teacher for 28 years, a Headteacher for 13 years and, at the age of 52, this much I know about an eloquent, authentic argument against the reintroduction of Grammar Schools.
Wisdom is priceless. The author of this letter is a retired judge and a retired governor of Huntington School. I am hugely grateful to him for allowing me to publish his email.
I read of your reaction to the proposed new policies on education and wonder if my experiences might help.
I went to my Grammar School from 1948 to 1955 and was fortunate to do so. The teaching was generally to a good standard (sometimes outstanding) with the result the School was high achieving. It took me and many of my friends to University and into the professions and on this basis I ought to be a supporter of the eleven plus selection. However, as the years have gone by I have realised none of this happened without enormous cost to the community.
From the outset there was an unbridgeable gap between us and the majority who had not passed the exam. Those of us who passed were immediately regarded (and self-regarded) as superior to those who failed and there was a corresponding dejection and feeling of inferiority in those who had not made it. In later life I have spoken to some who failed and they tell me these scars lasted well into adulthood. As our schooling progressed this division between those who passed and those who did not increased. Those superior/inferior feelings were always there and at every level the Grammar Schools ignored the Secondary Schools and accentuated the division. We played sport against other Grammars in (e.g.) Manchester, Bolton and Bradford, but there was never any contact with another school in the City. As individuals socially we stayed with our school friends and our paths never crossed those of the other schools.
Inevitably those in the Secondary Moderns never had the benefit of the stimulus the more able pupils might have provided. But equally the Grammar School boys were deprived of any meaningful insight into the social and developmental problems of the less fortunate, so reducing the maturity and devaluing the intellectual benefits the Grammar School education had brought to those who enjoyed it.
Any comparison with fee-paying schools is not really appropriate: we live in a free society and we all use our means to finance the lifestyle we choose. If some choose to bear the cost and spare the community the expense of educating their children that is a matter for them. But grammars and comprehensives are each financed from the public purse and it does seem basically wrong that that purse should be used to establish the huge inequalities and unfairness selection at so early an age brings.
I am sure you will receive a mountain of comment from others in the City. My view is you know about these things better than most!
My kindest wishes to you and to everyone at Huntington…