SHMIS chair: 'Pupils need more historical heroes'

10 March 2003

Pupils should be given a more solid grounding in the basics of British history and a familiarity with the great works of English literature, a leading independent school headmaster said today (10 March).

Edward Mitchell, chairman of the Society of Headmasters and Headmistresses of Independent Schools (SHMIS) told members at the opening of the society's annual conference in Chester: "Too many young people don't have a solid basic knowledge of British history or a clear view of the significant figures from our past. Ask them who their heroes are and they will all be ephemeral figures - stars of sport and pop music."

Mr Mitchell, headmaster of Abbey Gate College, Chester, said that, while independent schools did place emphasis on a broad base for the teaching of both history and English literature, he did not believe there was sufficient national focus on these essentials.

"I am no jingoistic tub-thumper but it seems to me that unless our young people have a secure knowledge of the history which produced the society into which they are emerging, beyond the obvious landmarks of the last half century or so, then we will have failed them and the future," he said.

Mr Mitchell, whose subject is English, added: "Much the same applies to the teaching of English literature. It is a relief to discover that Shakespeare survives in the national curriculum but that alone is not enough. It is all very well introducing new elements to the curriculum - American literature and world literature - but it should not be at the expense of the important and seminal authors in the English canon. There is, in my view, an awful lot of lightweight stuff being taught in the name of literature."

 

"We, in the independent sector, strive continuously to develop the natural curiosity of our pupils in all areas of knowledge - I avoid the word curriculum here because that has become too much of a restrictive or demanding tool of successive government departments. We hope to take empty minds and make them open minds.

 

"There has been too much talk of assessment and not enough of learning; schools are encouraged to show off their success rates in the league tables. These at best offer a guide to successful schools but at worst they mislead and confuse. We all know of the weaknesses in the whole system of statistics, but sadly there seems to be no hope of reducing the impact of this over-emphasis on figures, percentages, points, grades, and so on."

 

Mr Mitchell concluded: "Education, education, education is not working; regulation, regulation, regulation is not on. Let's see some new proposals which take us forward to realistic targets and a devaluation of testing. We should after all measure what we value, not value what we measure."