When did we start counting everything, and discounting things that can’t be counted? It may be, dearest reader, that you live in a country where education rolls merrily along on the principles that fired up the Enlightenment: exploration, discovery and wonder. Here in Britain – and I know we are not alone – playgroups, nurseries, primary and secondary schools, universities and colleges, have all fallen victim to the glittery-eyed phalanxes of lackeys of the State armed with clipboards. What I have learned this week is that OFSTED (Office for Standards in Education, Children’s Services and Skills – and I defy you to come up with a more meaningless job title than that) costs about £168 million a year. If I had that sort of money to spend on education, my first thought would not be to stagger about making other people’s lives a burden to them and ensuring that school is a stressful and miserable environment for teachers and children alike. In the dreary midst of an interminable election campaign, I’m not sure whether to be glad or sorry that education is not attracting too much fatuous attention from the power-hungry. If only they’d read some good books and dare to think differently.
Most of the education industry at present – oh, yes, it is an industry these days, did no-one tell you? They marched it into the parade ground about twenty years ago, snipped all its professional buttons off and reduced it to the ranks of having to obey orders from people who despise it – most of it seems to be proudly modelling itself on Mr Gradgrind in Dickens’ Hard Times. The thing is, OFSTED, that Dickens conjured him up as a savage satire on the repellent regimentation of education. When he made Gradgrind say, ‘Now, what I want is, Facts,’ we were supposed to fall about in appalled laughter, not sit up and take admiring notes. If you haven’t yet, do read Hard Times. It is Dickens at his fiercest and finest (and you can read it for pleasure and not because it is a set text).
How could education be better? Well, I’d be very happy if the way Gerald Durrell was taught could be more of a blueprint. In the sublime My Family and Other Animals, Durrell gives a magical sense of how a gifted tutor guided him into seeing the world as endlessly fascinating and worthy of lifelong enquiry. The ‘Theodore’ of the book was in real life Dr Theodore Stephanides, a Greek poet, scientist, biologist and doctor. He taught young Gerry not by getting out the books and turning relentlessly to Page 6, but by finding out what his pupil was interested in – beetles, mostly, in Durrell’s case – and using that enthusiasm to introduce all the stuff that we need to know in life. For Stephanides and his lucky, lucky, student, there was no such thing as Pure Maths or Pure anything: everything was applied. If I sound envious, it’s because I was taught algebra by someone who, frankly, was terrifying enough to make me let ‘x’ be whatever it wanted to be – but I never knew why. For Durrell, on the other hand, algebra cropped up naturally as a way of working out how long it might take those ants to move all those eggs from a dangerous site to a safe one. Those same ants could be the focus of every subject in the curriculum. Oh yes they could. If you happen to be at a loose end for a few minutes, draw up a curriculum for yourself. The only rules are: pick something, anything, that really interests you; and think of ways you could use that as a focus for every subject you ever did, or are doing, at school. See?
Osbert Sitwell declared that his education happened in the holidays from Eton. He seems to have had much in common with the protagonists of children’s literature. In Arthur Ransome’s Swallows and Amazons sagas, school, as we have noticed in other weeks, is an unfortunate interruption to the real business of learning useful stuff, as it is for Enid Blyton’s Famous Five. Even in school stories, from Angela Brazil to the Schoolfriend Annual (cherishable for the adventures of the Silent Three, who all have sensible names like Peggy and Betty and are awfully good sorts), lessons are little more than a plot device, a hiatus in our hero or heroine’s independent activity. Lessons only get interesting to us, the readers, when the school is for witches (Jill Murphy’s lovely Worst Witch stories) or wizards (HP). We hear little of the lessons at Lowood, the school to which Jane Eyre is packed off, although Charlotte Brontë does give us the satisfactory scene in which the School Inspector, the vile Mr Brocklehurst, is brought to heel by – oh, the irony – another layer of management. Ah, now I see where successive governments have found their whizzo ideas.
Do things get better if you manage to survive school and go to university? We thought about this many months ago (as long ago as Week 2). Alas, I have to break it to you that student life has changed a bit since Brideshead Revisited, even if today’s students do show equally little interest in their academic endeavours. On the bright side, things, especially for women, have improved a bit since Malcolm Bradbury’s The History Man. But universities, like schools, are now plagued with endless league tables, ratings and petty competitiveness. Oh for a return to the quietly scholarly world Dorothy L Sayers portrays in Gaudy Night. Well, yes, the college is riven with unholy goings-on, but, if we acknowledge that the jealousies and rivalries between academics that she reveals are pretty true to life, can we cling on to the picture of the joys of tranquil research that she also shows?
All is not lost. If you share any of my feelings – sorrow, disappointment, rage – about the education factories we seem to have created, have a look at Slow Education. You never know, you might learn something.