Hadow (1926)

Notes on the text
Preliminary pages Membership, Analysis, Preface, Introduction
Chapter 1 Development of post-primary education in England and Wales 1800-1918
Chapter 2 The facts of the present situation
Chapter 3 The lines of advance
Chapter 4 Curricula for Modern Schools and Senior Classes
Chapter 5 The place of 'bias' in the curriculum of Modern Schools and Senior Classes
Chapter 6 The staffing and equipment of Modern Schools and Senior Classes
Chapter 7 The admission of children to Modern Schools and Senior Schools
Chapter 8 The lengthening of school life
Chapter 9 The question of a leaving examination
Chapter 10 Administrative problems
Chapter 11 Conclusions and recommendations; Notes of reservation
Chapter 12 Suggestions on the curriculum in Modern Schools and Senior Classes
Appendix I List of witnesses
Appendix II Notes on nomenclature
Appendix III Statistics relating to Chapter 2(ii)
Appendix IV Post-primary education abroad
Appendix V List of publications
Index

London: HM Stationery Office

Chapter 9 The question of a leaving examination
[pages 150 - 154]

170. The majority of our witnesses were opposed to the establishment of any special leaving examination for pupils in post-primary schools, chiefly on the ground that the institution of any public test would adversely affect the present free development of such schools by stereotyping the curriculum and teaching. They considered that such an examination would probably cramp the individuality of particular schools, narrow the educational outlook, and bring about a general loss of the freshness and elasticity which at present characterised many of them. It would probably also have the further result that pupils, teachers and the general public would tend to estimate the value of the work done in any particular school by the number of its successes in the examination. In general, pupils under the age of 16 were so immature that examinations of this character could not be a fair test of the work of a school.

171. At the same time, a large number of witnesses, while deprecating the institution of a special examination designed for pupils in these schools, were nevertheless of opinion that no demur should be made to the presentation of individual scholars from Central Schools and classes for examinations such as those conducted by the various university examining bodies, the London Chamber of Commerce, the Royal Society of Arts, the College of Preceptors, and the Union of Lancashire and Cheshire Institutes. Several witnesses were of opinion that individual pupils who after entry to the Central School developed on literary lines, and who could not conveniently be transferred to a 'Secondary' School, should be allowed to enter for the First School Examination, provided it were clearly understood that this was only an exceptional arrangement and that the general work of the post-primary school should in no case be adapted to meet the requirements of that examination.

172. A large number of witnesses, while disliking any special leaving examination, suggested that a school leaving certificate might be given to pupils in post-primary schools, which could be signed by the head teacher and countersigned by the local Secretary or Director of Education. It was admitted, however, that at the present time most employers attached comparatively little significance to any form of school record, whereas, on the other hand, the Certificate of having passed the First School Examination carried considerable weight with them. In fact, that Certificate had at the present time more economic value than the diplomas of other bodies for whose examinations children in Central Schools were presented. The great objection to any form of school record alone would seem to be that the standard of different head teachers varies considerably, and that therefore the value of such a record would be best appreciated where the school is known to the employer.

173. Some witnesses, however, definitely favoured the institution of a special leaving examination for pupils in post-primary schools, to be taken at the age of 15+, chiefly on the ground that it would provide a clear objective for the work of the school and would also in time be of value to ex-pupils of such schools as a hallmark of attainment.

174. On the whole we are of opinion that it would be desirable to make available a special examination of a type suitable for pupils leaving post-primary schools, for the following reasons:

(i) If no special examination were instituted for these post-primary schools, they would probably endeavour to aim, as some of them do now, at presenting considerable numbers of pupils for academic examinations such as the First School Examination and the Matriculation Examination, inasmuch as the certificates of such tests not only have at present an economic value for persons seeking employment, but also help to qualify for admission to institutions providing specialised instruction in commerce, technology and art.

(ii) It seems to be the general experience of teachers that a well devised leaving examination exercises a beneficial effect on the work of a school, as it sets up standards at which to aim and provides an incentive for the pupils to remain at school to the end of the course.

(iii) It has generally been found that children enjoy working for a well arranged examination test, which acts as a useful stimulus, provided of course that the examination syllabus is not allowed unduly to dominate the curriculum.

(iv) Boys and girls are handicapped, both from the economic and the educational standpoint, unless they can produce some tangible evidence of their attainments. It seems highly desirable that pupils from post-primary schools should be enabled when seeking employment to enjoy advantages comparable to those possessed by pupils leaving 'Secondary' Schools at the age of 16+, who have passed the First School Examination.

175. Believing in principle that some type of leaving examination should be established for pupils in post primary schools, we proceed to discuss the question whether any existing examinations, even if in their present form they do not wholly fulfil the requirements of Modern Schools, might be extended or modified to suit the special needs of these schools. Among the principal organisations providing examinations for pupils of the age of 15+ are the various university examining bodies, the Royal Society of Arts, the London Chamber of Commerce, the College of Preceptors, the Union of Lancashire and Cheshire Institutes, and the East Midlands Educational Union.

The First School Examination, which was expressly designed for pupils who had spent four or five years in a 'Secondary' School, is manifestly unsuited to pupils who remain in post-primary schools up to the age of 15+, as it presupposes a course of teaching extending over four to five years, whereas in Modern Schools and Senior Classes the course will, as a rule, be limited to three or four years.

The examinations conducted by the other bodies mentioned above hardly seem suitable in their present form for the purpose in hand, as they would appear to be either too literary or too restricted in scope. Nor would it seem that they could readily be adapted to suit the requirements of Modern Schools and Senior Classes, as such modification would probably deprive them of their distinctive character to an extent that would prevent them from fulfilling their own proper functions namely, testing a more academic or theoretical type of education than in our view should be provided in post-primary schools.

176. In view of the multiplicity of existing examinations which are available for pupils of the age of 15+, we are naturally reluctant to recommend any further addition to the number. We have been, however, forced to conclude that selective or non-selective Modern Schools and some of the Senior Classes which retain some pupils to the age of 15 require a new examination framed in correspondence with their needs. But in order to allow some further time for the free development of such post-primary schools, we recommend that such a special examination should not be established for at least three years, and that the syllabus for it should be carefully adjusted to the needs of broad and varied curricula. Furthermore, we are of opinion that whatever the local leaving age may be, this examination should be designed to be taken by pupils at the age of 15+ with the definite object of encouraging them to remain at school up to that age.

177. Moreover, we are of opinion that the presentation of pupils for any such special leaving examination should be wholly optional, both in respect of the individual pupil and of the school as a whole. Any individual student should be free to take a more academic examination, such as the First School Examination, if he or she so desires, though in general the presentation of pupils in post-primary schools for examinations of this kind should always be regarded as exceptional. We attach special importance to the view that entry to any such examination should be voluntary, and we think that any attempt on the part of Local Education Authorities or head teachers of individual post-primary schools to make entry for such an examination obligatory, in fact if not in name, should be rigidly held in check.

178. We are of opinion that the organisation of an examination of this type could best be undertaken by a number of joint boards in different districts throughout England and Wales, consisting of representatives appointed by the Local Education Authorities, both for higher and for elementary education, by the universities of those districts, and by the teaching profession in its various grades. It might also be desirable to include on these Examining Boards representatives of organisations intimately concerned with education in its broader aspects. We would suggest that these Examining Boards might also appoint as members persons having special educational experience, irrespective of the consideration of residence in a particular area. For example, representatives of some of the Technological and Agricultural Colleges might be appointed or co-opted on some of the Boards. We suggest that the Board of Education should take the initiative in setting up these Examining Boards, in the first instance, and should assume a leading part in working out the details of their organisation; the Board could for example help to delimit appropriate areas for the several Joint Examining Boards, and convoke conferences in those areas to facilitate the proper organisation of the local board.

We are strongly of opinion that pupils in post-primary schools should enter for any such examination as individuals and not as members of forms or standards. We also think that individual pupils in 'Grammar' Schools should be allowed to sit for this examination if they so desire, just as individual pupils in Modern Schools should be permitted in certain cases to take the First School Examination.

We think that arrangements might well be made by which the certificate of having passed such an examination might be endorsed by the head teacher of the individual school, who could state thereon the degree of efficiency attained by the individual pupil in those subjects which were not offered in the examination either because they were optional or because they were practical subjects, such as handwork (1) or gardening, or craft work. The Certificate which we contemplate would thus be a composite document, and one of two courses might be adopted in regard to it, either that the diploma of the Examining Board should be endorsed by the head teacher, or that the head teacher should sign the certificate, which should then be endorsed by the Examining Board. On the whole, we have decided to suggest that the former arrangement should be adopted, and we also recommend that pupils who for any reason did not take the leaving examination, or failed to pass it, should if they so desired, be supplied with an internal School Certificate, signed by the head teacher and countersigned by the Local Director of Education.

Footnote

(1) It is possible, and we hope probable, that some scheme for giving credit or proficiency in these subjects, which will place them more on a parity with others, may be developed in the future.