system — and these no doubt are numerous— it is indeed providing something vital, positive and constructive to meet the demands of our modem society. In order to keep pace with this surge forward in the new tide in education the long established institutions such as the Public Schools and the Grammar Schools are faced with the prospect of having to modify their curricula and the scope oftheir syllabus to meet the demandsfora'balanced'education. Whereas these schools originally followed a purely academic course, they are realising more and more that in order to compete with their younger brother,theCompre hensive School,considerable modification is necessary in the courses they offer. Particularly noticeable is the emphasis being laid on the more practical subjects at all levels. It may be felt that these trends in England are of little concern to us,com fortably situated as we are in the stronghold of the Private School system in this country but I feel that it is dangerous to be too complacent. The Public Schools and Grammar Schools overseas are already having to meet this growing pressure. It is well for us at least to look to the future,even though the situation may not affect us for some time yet. We have been warned of a blueprint for a national system of education which will be presented during the course of this year. It may well be tbat this system will follow more the comprehensive curriculum as offered overseas. I have heard it rumoured that technical education up to high school level will be handed over to the Provinces. Ifso I pose the question: what is our position and where do we fit into the overall pattern of curriculum and examinations? I do not suggest that we should consider turning ourselves into pseudo-technical high schools, but a widening of our curriculum and examination system could be of ultimate benefit to us all and particularly to the boys we teach.The answer will only be found when the overall pattern of high school education in this country is known. Not all our boys are destined to go on to University or to enter the professions. The query then arises: do we offer the other large section ofourschool population the course best suited for their future?Is their education designed to fit them adequately for the community in which they will live? It is generally accepted in England that a practical outlet is beneficial to all boys irrespective of their intellectual ability. As the Headmaster of a very famous Grammar School remarked, the sense of touch is the most neglected medium in education today. At his school, where a magnificent new Crafts block is in the process of construction, one-sixth of each boy's time is spent in creative activity and if a boy is taking a 'craft' subject at either 'O'level or'A' level he will obviously spend considerably more time still. Also at this school, which enjoys a reputation for scholarship among the highest in the U.K., it is not unusual for the most able boys to include at least one practical subject in his so-called academic course, sometimes up to 'A'level. It is interesting to observe that it is not merely the less bright boys who are attracted to the practical course,but scholarship candidates are among those who are the mostenthusiastic and producesome ofthe best work.I was grateful for the opportunity of meeting the Headmaster and of spending two days at his magnificent school. In the course ofconversation the question ofdisciplinecropped up and it wasinteresting to hear him say that with a practical outlet for the boys'energies and interests, his disciplinary problems were reduced to a minimum — this too at adayschool in a large industrial town. EXAMINATIONS Ishould like to include a briefreference to examinations — a topic so diverse tbat it could well be the topic of most ofa report such as this. It is interesting to observe that, whereas in this country thetendencyin some quarters is to move away from formal public examinations,the pendulum is swinging the other way in England and Wales.Thenew C.S.E.examination is beingintroduced this yearto cater for the higher school-leaving age of 16 years. Under this examination it 60
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