Tag Archives: schools

Why do we love the NHS but not state education?

If you really want to understand the subtly shifting place of education in the nation’s psyche, you could start by watching Channel 4’s 24 Hours in A&E. Dedicated professionals deploying skill, tenacity and tenderness towards citizens of every age, faith, shape and class – it’s a story we seem never to tire of. It’s proof that the NHS, despite all its problems, is still the nearest thing this country has to a religion.

And yet, this passion for our often struggling health system poses a conundrum that has long fascinated me. Both the NHS and free secondary education arose from the collective optimism of the years after the second world war, pillars of the newly founded welfare state. Yet while the NHS, set up in 1948, generated instant and enduring affection, the 1944 Education Act, which established the right to free secondary education for all children up to 15 (now 18), is far less lauded, and our school system has more often spawned a nagging sense of dissatisfaction and division.

In one sense, the reason is glaringly obvious. Although there had been discussion before the war about setting up a “multilateral” (that is, comprehensive) system of secondary education, parliament opted for a three-tiered arrangement, which became two as technical schools never took off. So was the grammar-secondary modern divide born, channelling most poor children into poorly funded, less well-regarded schools.

Imagine if NHS hospitals and surgeries had been set up with two entrances: one for the affluent, one for the poor. Or if politicians had spent the succeeding half a century dismissing big general hospitals as blinkered examples of an outdated “one injury fits all” ideology.

Of course, we need and expect different things from our health and education systems. While our encounters with the NHS are largely episodic, times of emergency and vulnerability, the school we attend is often taken as the crucible of our identity. The wealthy still use A&E, but many wouldn’t dream of going anywhere near a local school, a reminder that perhaps the biggest mistake of that heroic postwar period was the failure to integrate the public schools into the new universal state system, so missing a unique opportunity to bridge what remains one of the most damaging divides in society.

For all that, there have been periods when one could glimpse a shift in public attitudes towards state education, an idealism to match the NHS.…

Latest writing

THE CRISIS OF THE MERITOCRACY

The crisis of the meritocracy: Britain’s transition to mass education since the Second World War

PETER MANDLER, 2020

Oxford: Oxford University Press

361pp, hardback, £25, ISBN 9780198840145

Cambridge historian Peter Mandler has a fundamentally optimistic story to tell about the growth of universal education in Britain over the last seventy years and one can sense his stubborn resistance to any more sceptical interpretation on almost every page of this dense and impressive history. Since the close of the ‘people’s war’ in 1945, Mandler argues, we have witnessed the rise of mass education, initially at secondary level, and more recently in higher education where participation rates currently nudge New Labour’s much vaunted promise of 50 per cent. Contrary to established narratives that have put this development down to economic growth or significant pieces of legislation, Mandler identifies the expansion of educational opportunity as the result of a constantly shifting interplay of demand and supply that has reinforced ‘the deepening compact between the individual citizen and the state which came with formal democracy and the idea of equal citizenship’. Education continues to be seen by the public as one of the ‘decencies’ of life’; hence the inexorable rise in demand for what Mandler often refers to as ‘more and better’.

In short, the people (sort of) did it themselves.

On the face of it, this is an attractive proposition, yet one that is oddly tricky to grapple with, given the mass of contradictory or partial information available to us concerning what the ‘people’ have wanted at any given historical moment or, indeed, who exactly the people are. Mandler deliberately employs ‘a promiscuous array of methods and sources’, sifting through realms of evidence from official publications, interviews, academic studies, pollsters’ findings and demographic surveys in an attempt to clarify the complex relationship between government policy, public demand and social change. This promiscuity encourages him to prosecute his subsidiary critique of the alleged tendency of academic disciplines to work in unhelpful silos. Economists and social scientists, he charges, have paid scant attention to educational expansion while educationists and political historians tend to ‘chop up long-term trends into short political segments’ with many on the left falling into a ‘declinist narrative’ in which the failures of a ‘divided’ Labour party feature heavily as a reason for a lack of genuine progress (an analysis Mandler anyway rejects). But we shall return to the problem of we whingeing progressives in a moment.…

Latest news & events

A Cold War Tragedy

Melissa will be in conversation with Anne Sebba about her new book, ‘Ethel Rosenberg – A Cold War Tragedy.’

Weds 15th September 2021, 5-6pm, in the Robert Graves Tent at the Wimbledon Book Festival.

More information here.

 …

Melissa Benn