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My thanks to Shane Greer for alerting me to what, on the face of it, seems like very good news, from Northern Ireland:

The education minister has said she is very disappointed by grammar schools planning to set up a company to run independent entrance exams.

I was not disappointed at all, when I read that. If there is one thing that really, really needs to be got out of the clutches of the state, it is school examinations. Schools and parents and children need to be able to choose the best exams to take, and employers need to be able to choose which exam results they will take seriously. That way, exam results will change to suit the needs of the times, but will continue to be a meaningful test of educational excellence.

More than 30 schools have said the tests in English and maths, will be held over either two or three days.

The Association for Quality Education said the exams would be held in venues across Northern Ireland.

So far so good. But this is where the report becomes less pleasing:

However, Caitríona Ruane accused the schools of being elitist ...

Ah yes, elitist. What kind of a vicious school wants to teach only those pupils whom it wants to teach, and to teach them really well? Monstrous.

... and said they could face legal action from parents.

Parents, that is, demanding better exams results. At present, the government pays for all such litigation. An independent exam system will have to pay the costs of resisting all such legal challenges for itself.

Now comes the really scary bit, the bit that got me putting this here, rather than only, say, here:

"They have a choice, people always have a choice," the minister said.

"What I would say to them is think very carefully before you go down the route of bringing boards of governors into situations were they may find themselves spending their time in court."

This is the language of the Mafia.

What is happening here is that the state has made something, in this case exam results, so complicated and legally challengeable that only the state can easily afford all the litigation involved in supplying such a service. Then, they impose "progressive" and "radical" change, i.e. they wreck the state system. At which point, some people and some institutions try to make an independent go of replacing the formerly adequate (albeit ruinously expensive for the mere taxpayer) state service with one that they have devised themselves. And, legally, they can go it alone. They can do this. But the laws they have then to obey are so complicated that it will cost them an arm and a leg.

Back door abolition of whatever it is the politicians want abolished, in other words. Nationalise part of something. Throw money and laws at all of it, thereby herding everyone into the arms of the state system, on purely cost grounds. Then shut down whatever bits of the state system they always had in mind to destroy, and defy the "private" sector to respond, in an impossible legal environment that only the state can afford to function in.

Only very wealthy institutions can afford in their turn to defy such arrangements. Politicians duly denounce them as: very wealthy. If the private sector decides to charge quite a lot for the now very expensive service that they provide, they are accused of charging a lot. And the politicians use those excuses to pass yet more laws, if they prove to be necessary, turning difficulty into impossibility. There's a lot of it about.

The overall result in this case, Shane Greer fears, will be the destruction of the really quite good top end of the Northern Ireland education system.

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As a child, I was indifferent at team sports - especially rugby union - and my preference was and is for individualistic games like golf, tennis, squash, martial arts (Bujinkan and fencing), or the odd game of poker (I guess some card games like Bridge count as a team game of sorts). One exception to the Pearce Crapness at Team Games was cricket. I loved playing it, unless some sadist of a captain put me on the boundary at point on a chilly afternoon with no prospect of a bat or bowl. I do not play much any more. My fielding was one of the best parts of my game: I once took a flying catch off a batsman who was beginning to rack up a big score and the catch was the pivotal point in the game. Our lot won. There is also the sensual pleasure of hitting a cover drive on the 'sweet spot' of the bat. You get a similar tingle down the spine when you do that in other sports, such as baseball. But cricket was my great team sporting love if only for the entirely selfish reason that I was just about competent at it.

I was reminded of all this by this excellent piece in the Daily Telegraph today. Like the author of that piece, I played cricket at a state school; cricket is being taught and played less in the public sector education system, to the detriment of the national game. Personally, as an advocate of private schooling and of reducing, not raising, the school-leaving age, I would not want to moan if the sport is taught less if that is what the parents, and just as importantly, the pupils, want (some kids hate team sports so much it has scarred their memories of schooling for life). But I would like to think that in a genuine private sector school system, where parents can use their consumer power to drive up standards, that the Greatest Game Known to Man would flourish a bit more.

I would be interested to know what fellow cricket nuts and Samizdata conspirators, Brian Micklethwait and Michael Jennings, have to think about this. Brian recently linked to this book, which looks very much worth a read.

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Libby Purves writes in The Times about an astonishing piece of micromanagement in the British state education system (to which over 90% of children are subjected from 5 to 16). She rightly picks on the most horrific element.

... Michael Gove, the Shadow Education Secretary, instead of tossing his hat in the air and singing “Let my people go!”, proved that he is well in training to be a modern minister (aka an annoying, bossy pest) by criticising the decision to abandon the compulsory 30-song list. “This Government,” he thundered, “is so paralysed by political correctness and terminally afflicted by dithering that it cannot even decide on a simple thing like the songs children should learn.”

There's a lot of this. Shadow ministers continually criticise the government for "not doing enough" on this or that, or for insufficiently oppressive use of its draconian legislation, rather than offering an alternative policy involving some presumption in favour of liberty.

Unlike some of my colleagues, I do not mistake the public utterances of politicians as a direct expression of their personal beliefs. They are doing this in order to foster the impression that the Government is incompetent in the mind of the public, not as an adumbration of any particular policy of their own. The real horror is that the opposition has done expensive research and hard intellectual work to come up with this approach. They do not offer the public freedom, and not just because the public no longer finds liberty attractive. They know the message would not get through. In fact, for most people in Britain - and a very average most-person is the undecided voter a democratic politician must address - liberty is no longer intelligible.

Does the word "liberty" appear in the national curriculum, I wonder? ...

Not here. But ... a Google site: search at www.curriculumonline.gov.uk brings up just two items.

The first is, a rather icky, PC, citizenship teacher's guide to the internet:

This unique and invaluable resource is a guide to the best of a huge collection of Citizenship resources available on the Internet. Fifty nine sites are included and each site is evaluated in terms of its content, usefulness, links and suitability. Sites included: ActionAid Schools and youth groups anti-slavery Central Bureau for International Education and Training Council for Education in World Citizenship Global Citizenship Global Dimension The Institute for Citizenship Montage Plus QCA Subjects Citizenship Hampshire Citizenship Project United Nations Home Page Knowledge and understanding about becoming informed citizens Campaign for Freedom of Information European Citizens' Rights The Citizenship Foundation Commonwealth Secretariat Council of Europe Education in Human Rights Network Europarl Explore Parliament The Hansard Society ippr Local Government Information Unit Local Government Association WEB SITE: Oxfam's Cool Planet Save the Children's Fund Scottish Human Rights Trust Department for International Development Understanding Global Issues Developing Skills of Enquire and Communication The Bar Human Rights Committee The Commission for Racial Equality : The Council of Europe Portal The British Institute of Human Rights The Runnymede Trust PICT Developing Skills of Participation and Responsible Action Amnesty International UK The Anne Frank Educational Trust UK The British Youth Council The Centre for Alleviating Social Problems Trough Values Education CEDC Community Education and Development Centre Community Learning Scotland Development Education Association Democracy 88 The Global Caf?? Age Concern Centre for Citizenship Studies in Education Human Rights Unit The Institute for Global Ethics NSPCC Kid's Zone : Liberty Peace Child Schools Council The Howard League The Human Rights Centre of The University of Essex Changemakers Windows on the World Worldaware This book comes with a disk that you can run through you web browser so that you just have to point and click to be connected to sites without having to type the address (you will need Internet access on your computer)

Not a huge variety of viewpoint there, though at least the "Liberty" referred to is the organisation of that name, which (in its soft-left way) definitely understands the meaning of the term.

The second is rather more sinister - a published standard lesson product, entitled "Why Obey the State":

Product Details
Description: Information about obedience to the state, with activities, for KS3 and KS4.
Publisher: Pearson Publishing (Publication date-15th Nov 2002)
Covers: Lesson
Teaching subject: Citizenship
Key Stage: Key stage 3 [11-14], Key stage 4 [14-16]
[...] Resource Information
Product type: Drill and practice
[...] Education Information
Covers: Lesson
Who is the resource for? Learner
General keywords: state, obey, democracy, intervention, liberty
National curriculum keywords: Citizenship and PSHE (Responsibilities - general information)

I wish I were making this up.

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Tony Blair's support for City Academies - schools with some private sector funding and management - was a move in the right direction, albeit a small one. Now it seems that the Brown government is trying to water that down. Mick Fealty has a perceptive blog posting talking about the war of ideas being fought between Ed Balls, Secretary of State for Children, Schools and Families, and Lord Adonis, the Parliamentary Under Secretary of State for Schools and Learners.

"So what?" I hear you say. Well it turns out that Mr Balls is not just unworried about Britain's tax burden, he is also blinded to the problem of centralised, top-down state control of education. Apparently, one of Mr Ball's colleagues says that the man is "entirely ideological. He has a strong belief in the role of local authorities in the delivery of services. He is a big state man."

Lord Adonis on the other hand is a believer in school freedom and wants sponsors to keep having their say on how City Academies run. I fear, however, that the government may well make another balls-up here. While Baroness Thatcher's reforms have largely stuck, the glue behind Mr Blair's few good ones is so weak.

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I am not sneering; I am genuinely asking.

For the last few months I have been education blogging. I've never been much good at working out site stats, and things are made harder by my education blog sharing its numbers, or all the ones that I see, with my personal blog. But, going only by how the comment rate has gone from zero to detectable, my education blog is now showing occasional but definite signs of life. I reckon that education blogging is rather like teaching. To begin with you often achieve very little, but if you stick at it, good things may eventually start happening.

In connection with my education blog, and in connection with the helping out that I am now doing once a week at one of the supplementary schools run by the think tank Civitas, I find myself asking: what is the point of learning maths? I entirely accept that there is a point, in fact many points. It's just that I don't know much about what these points are. Some of the boys at the supplementary school - two in particular spring to mind - strike me as showing real mathematical talent, at any rate compared to the others. What can I say to them that might encourage them - and encourage their parents to encourage them - to get every bit as far in maths as they can? What use is maths? For lots of people, especially for lots of teachers and lots of children, that is surely a question worth knowing answers to.

I don't need to be convinced about the usefulness of arithmetic. People cheating you out of change in a shop, or loading you with debt obligations that you did not understand when you made the deal - working out floor areas and carpet costs – getting enough nails and screws and planks when you are DIYing about the house - just generally keeping track of work. I get all that. And, I find, I'm pretty good at teaching arithmetic to young boys and girls, partly because I do indeed understand how important it is.

But what about the kind of maths that really is maths, as opposed to mere arithmetic, with lots of complicated sorts of squiggles? What about infinite series, irrational numbers, non-Euclidian geometry, that kind of thing? I, sort of, vaguely, know that such things have all manner of practical and technological applications. But what are they? What practical use is the kind of maths you do at university? I hit my maths ceiling with a loud bump at school, half way through doing A levels and just when all the truly mathematical stuff got seriously started, and I never learned much even about what the practical uses of it all were, let alone how to do it.

I also get that maths has huge aesthetic appeal, and that it is worth studying and experiencing for the pure fun and the pure beauty of it all, just like the symphonies of Beethoven or the plays of Euripides.

But what are its real world applications? Please note that I am not asking how to teach maths, although I cannot of course stop people who want to comment about that doing so, and although I am interested in that also. No, here, I am specifically asking: why learn maths?

Occasional Samizdatista Michael Jennings works as a Something in the City, analysing things like technological trends. Not at all coincidentally he has a PhD in maths. He is the ideal sort of person to answer such questions, and he and I have fixed to record a conversation about the usefulness of mathematics later this week. But I am sure that a Samizdata comment thread on this subject would help us both, if only by helping me to ask some slightly smarter questions.

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I was rather surprised to find my own alma mater, CMU, listed at number five on the ugly list referenced by the previous article. So surprised in fact that I wonder if any of the list is valid. If the rest of the photos were as carefully selected to back up the story as his closeup of a small section of Wean Hall in the rain...

Wean Hall is far from the best looking building on the CMU campus but as you can see it is no where near as bad as the photo in the article made it look. I might add that my office was on the back side of this building, facing the parking lot and the old Bureau of Mines.

Photo: copyright Dale Amon, All Rights Reserved

I will let the campus speak for itself. It may not be in the top ten most beautiful, but it most certainly is not among the ten ugliest.

Photo: copyright Dale Amon, All Rights Reserved

Photo: copyright Dale Amon, All Rights Reserved

Photo: copyright Dale Amon, All Rights Reserved

Photo: copyright Dale Amon, All Rights Reserved

Photo: copyright Dale Amon, All Rights Reserved

We definitely have the prettiest robots!
Photo: copyright Dale Amon, All Rights Reserved

Photo: copyright Dale Amon, All Rights Reserved

Photo: copyright Dale Amon, All Rights Reserved

Photo: copyright Dale Amon, All Rights Reserved

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Here is a list of the 20 most ugly university campuses in the USA. I do not disagree with the choices. I have to say that back home, one of the worst was the University of Brighton, where I studied; the only mitigating factor was the lovely Sussex countryside. Other graduates of Brit universities may disagree. Go on, put up your votes for the worst, or for that matter, the nicest (it has to be pretty much any of the old Cambridge colleges).

(Hat tip: Stephen Hicks).

Random question: is there a correlation, or even a cause-effect relationship, between the aesthetic crapness of a place of learning and the amount of learning that actually goes on?

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Here is an interesting profile of Deborah Ross, the American entrepreneur who also manages to home-school her children. Naturally, the thought does occur to me, in the light of the recent controversy kicked up by the Archbishop of Canterbury's thick-headed remarks about sharia law, whether parents with strong religious views who want to indoctrinate their kids, against their children's will, might bring the idea of home-schooling into disrepute. Personally, I think the benefits of letting parents play a much more hands-on role in schooling outweigh some of the disadvantages, particularly if children have the ability at a certain age to choose how they want to be schooled (the issue of giving children more freedom is still a very controversial one, even among liberals). The key change that must come, in my view, is an end to compulsory schooling or at the very least, a sharp reduction in the existing school age, rather than raising it ever further. I am also in favour of hacking away regulations to make it easier for companies to take on youngsters as apprentices. Many young folk are bored senseless at school and would be far less disruptive if they could learn a trade and generate the pride that comes with a paying job, while keeping up with academic subjects at a later date if they want (this might also reduce youth crime a bit).

Children are naturally inquisitive and rebellious against authority - thank goodness - so my reservations about some of the people who want to school their kids at home are not very large, although I do not dismiss them lightly. I sometimes hear in discussions about home-schooling the old canard about how children educated this way are less well 'socialised' than their supposedly more fortunate, state or private-school peers. I doubt this: having myself suffered the joys of state schooling, with all the charms of bullying and indifferent teaching that went with it, the idea of encouraging a possibly more individualistic culture as a result of home schooling is to be welcomed (my education experience was not all bad: I got a good degree in the end, so must have done something right). Many people who have been subjected to more than 11 years of compulsory education in a boarding school or some state school never recover their self-confidence as adults. In any event, the whole point here is that education should not have to follow one 'ideal' system at all. As a libertarian, I say let education evolve where it will. Does that mean that Walmart or Barclays Bank should be able to run schools? Yes, why the heck not? I look forward to reading headlines like this: "Education Ltd, Britain's largest listed schooling company, launched a daring bid for Lycee France, the Paris-listed school chain which has boasted the highest examination result tests for the last five years. The deal, if it goes through, would produce a group to rival that of School Corp, America's largest education chain by market cap."

Anyway, I strongly recommend people read the whole article. This Wikipedia entry is also a pretty interesting overview with loads of links for different approaches around the world to homeschooling.

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A headline in the Australian newspaper struck my eye just now: 'Teachers warm to merit pay'. A deeper reading of the story reveals a few caveats, but the fact that Australian education unions are willing to concede anything at all to the principle still struck me as the most surprising thing to me. I thought we'd see peace in the Middle East, cold fusion and spending cuts long before seeing education unions in Australia concede the principle of merit pay.

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One of the briefing notes that I get from a stockbroking company has this to say:

I see from the headlines that this Government seems to be reverting to type over the treatment of fee paying schools. When times get tough, "lets put a bit of trendy legislation through attacking those nasty ‘rich’ people" in a desperate attempt to divert attention away from the state of the economy. The definition of ‘charity’ used to be ‘for the public good’; it would be difficult to find a better description of that than educating a seriously large section of the ‘public’ (even if you are Middle Class you are still part of the Public), to a much higher level then the average at absolutely no cost to the Exchequer, and with money that has already been taxed at 40%.

The definition of ‘charity’ (where Public Schools are concerned), now appears to exclusively mean ‘benefiting those in poverty’ which, were it applied universally, would put virtually every charity in existence in a bit of a quandary. The problem with this type of legislation, is that it is almost impossible to defend against because it will always be the majority ganging up on the few (remember fox hunting?), especially when the few are perceived as the privileged minority. The UK establishment seems to be doing its normal reaction to success, which is not to lambaste the failures but to drag down the achievers.

The circular refers to this story. Now, ideological purists for classical liberalism might well argue that charitable tax breaks are a problem, since they immediately beg the question of who gets to decide who is entitled to the tax break and why. Far better, of course, to get rid of the taxes in the first place and let people spend as they wish; part of the case for low, flat taxes of course is that it will remove the need for a vast stage-army of accountants, lawyers, "tax planners" and the like who earn a high living on what is essentially paper-shuffling rather than genuine wealth creation. But, but... we live in the world we have, not Galt's Gulch. Hence the current attack on tax breaks and government interference in private schools should be seen for what it is; an attempt to further undermine any semblance of independent education in the UK.

Of course, Samizdata regulars will know that for real radicalism about education, we need to embrace the notion of removing compulsory schooling across the board, but I'll discuss that again in the future, no doubt.

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In some of the recent understandable moans about the sheer awfulness of Britain's state-controlled rail network - please don't try and tell me it has much to do with laissez faire capitalism - several commentators have complained about the dearth of people entering the fields of engineering. Jeff Randall in today's Daily Telegraph does so. Various reasons are given for this lack of talent: the education system, an anti-science, anti-technology culture, etc. While some of these factors have a part to play in this, I do not think these explanations get to the core of the issue. If railway engineers do not earn large salaries and the job is not seen to be worth the hassle compared with say, becoming a hedge fund manager in London's West End, it is not a surprise to see what will happen. If or when the remuneration for being a new Brunel rivals or even exceeds that of being a Goldman Sachs derivatives dealer, we will get more engineers, and of higher quality. It is that simple.

Or maybe one problem is that railways, perhaps because of the problems now facing the UK industry, are seen as just plain dull. As Randall says, confessing to being a railway engineer may not always be a great move at a dinner party, or for that matter, on a hot date. I am not sure how one changes that.

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From our special correspondent:

"Party boss Ed "bulging eyes" Balls told a respectful yet cheerful gathering of tractor workers in Omsk that the 10-year plan to increase tractor production by 1000% between now and 2018 was achievable. "Men," he said, his voice quavering slightly as the chill Siberian wind blasted through, "we can and will produce more tractors, of higher quality, over the next 10 years. Britain needs tractors. Tractors need Britain. It is true that despite our heroic efforts, and the massive, Soviet resources spent by Comrade Gordon, that tractor production continues to lag. But let us not be downhearted. We know that tractor production in the past has been held up by the capitalist sympathisers, wreckers and revisionists working for the late traitor, A. Blair. We can and will do better over the next 10 years."

At least, that is what I thought he said. Maybe it was education instead.......

For some sanity on how to get the state out of education, check out this website.

Update: related thoughts on home schooling and education by David Friedman (son of the great Milton).

Another update: Fabian Tassano has been a tireless campaigner against the odious idea of keeping people in school until the age of 18. His new book is also very good.

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Recently I have been teaching a small boy the ancient art of handwriting. Make the small Ts bigger! Careful with those zeros, they're looking like sixes! Well done, it looks very neat! Yes I know it's hard, but keep going! And so on. Thank goodness for pencils. But there is a problem here. Is handwriting really that important any more? It was in a comment on that posting from fellow Samizdatista Michael Jennings that the handwriting question recently presented itself to me.

Oh, I am sure that educational experts can correlate handwriting with achievement later on, just as in former times Latin went with being clever. But the fact remains that even highly-educated adults, and perhaps especially highly-educated adults, now hardly make any use of handwriting. We sign our signatures. If we are very pre-computer (as I still am in lots of ways) we write hand-written shopping and to-do lists, but more and more, people surely use electronic organisers for such things, if they use anything at all. And I find that the only stuff I remember now is stuff that I have blogged, because blog postings remain legible and are properly and accessibly stored, unlike my hand-written lists. If we are adolescents or young adults, we still use handwriting to take exams, in great intellectually sterilised halls, into which no information may be taken other than in one's head. But is knowledge retention now the skill that really matters? Surely knowing how to use computers to acquire knowledge is at least as important.

Recently a friend told me of her worry about her young sons neglecting their homework, but instead becoming utterly engrossed in some immensely complicated and long-drawn-out computer game. My hunch is that they are learning at least as much while obsessing for hour after hour about this game as they would if snatched away from their computer and forced to trudge through yet more school work for a few more tedious minutes each day. But is that right?

I do not need persuading that reading remains an absolutely essential skill, with typing, in one form or another, having become almost as valuable. But: what use now is handwriting? I do not ask this in a sneering, it's-useless way, as a merely rhetorical question. Maybe handwriting really does still have crucially important uses. If the teaching of handwriting is every bit as valuable as it ever was, I would love to be told this, and told why, so that I can proceed with my own current teaching duties with renewed enthusiasm? But, is it?

(9)

Further to my recent post about new measures from our Secretary of State for Children, Schools and Families. Foreign readers may be surprised that we have a department for children schools and families (sic). I, on the other hand, am alarmed: even the name indicates the totalitarian intent of the New British state.

Prompted by a clip on TV news, I have now found the full text of Ed Balls's speech given to the Fabian Society yesterday. Didn't the resolution to announce new policy to parliament, not outside bodies - in this case a para-Party body - last a long time? It bears close reading:

Excerpt I:

Our ambition must be that all of our young people will continue in education or training.

That is what our Bill sets out to achieve - new rights for young people to take up opportunities for education and training, and the support they need to take up these opportunities; alongside new responsibilities for all young people - and a new partnership between young people and parents, schools and colleges, local government and employers. ....
But it is important to make clear that this is not a Bill to force young people to stay on at school or college full-time. They will be able to participate in a wide range of different ways through:

* full-time education, for example, at school or college
* work-based learning, such as an apprenticeship
* or one day a week part-time education or training, if they are employed, self-employed or volunteering more than 20 hours a week.

But the Education and Skills Bill is a bill of responsibilities as well as a bill of rights.

Because if young people fail to take up these opportunities, there will be a system of enforcement - very much a last resort - but necessary to strike the right balance between new rights and new responsibilities.

Phew - not necessarily locked up in schools then, but on probation otherwise (as will of course any employers be - they'll have to have enhanced CRB checks, of course). This is enlightening as to what Mr Brown means when he talks about a Bill of Rights and Duties, "building upon existing rights and freedoms but not diluting them - but also make more explicit the responsibilities that implicitly accompany rights...". It confirms what many listeners will have guessed: you have the right and freedom to do exactly what the big G tells you to. This is the traditional line of Calvinism and Islam, is it not?

Don't you love that "our young people"? Völkisch, nicht wahr?

Excerpt II:

The second building block [after mucking around with exams and the curriculum some more - GH] is advice and guidance - so that young people know and understand what is out there, and can be confident that they can make choices that will work for them.

First, this means local authorities taking clear responsibility for advice and guidance as part of the integrated support they offer to young people – making sure that youth services, Connexions and others who provide personal support to young people come together in a coherent way.

Second, clear new national standards for advice and guidance.

Last week my colleague Beverley Hughes set out clearly what we expect of local authorities as they take responsibility for the services provided by Connexions.

Third, a new local area prospectus available online, already available from this September in every area - setting out the full range of opportunities available, so that young people can see the choices available to them clearly in one place.

So not only will whether you do something state-approved be checked, but what you do will be subject to state advice and monitoring and made from a menu provided by the state. For the uninitiated Connexions is a formerly semi-independent, and notionally voluntary, database surveillance scheme for teenagers set up under the Learning and Skills Act 2000.

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Exciting news for British schoolchildren. Early leavers 'will not be jailed' (PA). Except of course they will be under control orders, in effect; incarcerated and enslaved part-time. "If you think education is expensive, try ignorance," ran the old slogan. This policy is pretty clear evidence that what's offerred to many in the state school system is not education. If you have to force people to take something, then it is not plausiible that it is of use to them. There is no problem selling education and training to those who want it. Even very poor parents in London often find money for extra lessons or private day-schooling on top of the taxes they pay to imprison other people's children. The prison function of the system reduces its value to others.

Put aside for the moment whether it should be paid for from taxes or not. How much more cost-effective would state education be if it were voluntary, and the classes were full of eager participants and even the grumpiest teenagers present were those whose parents or peers had persuaded them it was worthwhile? How much better would the curriculum be if it had to attract an audience by being interesting or useful, rather than prescribed by bureaucrats? How much better would teachers feel about their work if it didn't include the roles of commissar, bureaucrat and gaoler?

Teenagers who refuse to stay in education until they are 18 will not face jail, Schools Secretary Ed Balls insisted ahead of new legislation to raise the leaving age.

The reform - hailed as one of the biggest in education for half a century - will be included in the first Queen's Speech of Gordon Brown's premiership on Tuesday.

Mr Balls said the legislation, which will raise the age to 17 by 2013 and 18 by 2015, will be backed by a "robust regime" of support and sanctions including spot fines and court action.

Since if you are at school you are barred from employment without the permission of the authorities, I imagine they will pay the fines with the proceeds of robbery and prostitution. Well done, Balls!

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Where is the Israel boycott? The University and College Union (UCU) does not know how to deal with the calls for a boycott and have received legal advice that the action would be illegal. The legal advice noted that the boycott would contravene discrimination legislation and that it did not meet the aims and objects of the union. There is a fitting irony that the boycott demanded is defined as discriminatory under the politically correct legislation advanced by the New Left. Moreover, it does not appear to meet the union's legal reason for existence which is, of course, pursuing the interests of its members.

Sally Hunt, general secretary of the UCU, insisted the majority of the union's 120,000 members would neither support a boycott call nor regard it as a priority. She said last night: "I hope this decision will allow all to move forwards and focus on what is our primary objective, the representation of our members."

However, Sue Blackwell, a member of the union's executive and of the British Committee for the Universities of Palestine, said of the decision: "It is quite ridiculous. It is cowardice. It is outrageous and an attack on academic freedom."

This is the stupidity of the Left. Bound by laws that they passed, they now howl in frustration since they find their own freedoms circumscribed. These laws were designed to silence their enemies, not themselves. Even more galling is the long march of infiltration designed to provide an organised platform for their sectarian ways falling before the legal demands of British law. They fall back upon their own odious shibboleth of an academic freedom that they do not espouse for others. The shrill hysteria of the disappointed pervades Amjad Barham's article, who is rather vocal for a man who has been silenced:

By resorting to bullying, censorship and intimidation, however, the Israel lobby in the US and UK, supported by the Israeli government and academic establishment, is declaring its definitive loss of confidence in its own ability to rationally refute the case for an academic boycott against Israel.

By muzzling debate and free discussion on the boycott, the lobby and its supporters within the UCU are suppressing academic freedom in the most crude manner. They are proving once again that they were never concerned about the alleged "infringement" of the boycott on academic freedom; rather, their only concern has always been how to shield Israel's unique form of apartheid from scrutiny and censure. Their aim has been to protect the Israeli academy from damning accusations of complicity in maintaining Israel's oppression of all Palestinians, academics and students included...

Needless to say, the boycott campaign will not only continue, but is likely to gain public support among western academics in particular; the true face of the anti-boycott camp has been exposed as a McCarthyist front that unabashedly violates the most revered values of academic freedom and open debate.

They have every right to debate, boycott and protest in print, academia and in politics. They just will not be able to use the vehicle of UCU for their demands since this is probably illegal. We really need to educate the Palestinian sympathisers about the rule of law. It might make their campaigns more intelligent.

(16)

James Porter, the headmaster of a private school, has been convicted over the death of a three year old child who fell from some playground steps and died. The implications of this monstrous and truly idiotic ruling are that soon visits to the playground will become a thing of the past unless the students are wearing safety helmets and body armour and are supervised by a team of lawyers at all times.

It is a tragedy that a young child died after jumping down a few stairs but that is just the way life is... sometimes it ends in premature death for no good reason other that children are wont to act like children. That is sad but it is also not just no one's fault, it is entirely acceptable as life has its casualties and to blame this teacher is truly, truly monstrous.

Of course it cannot have helped that James Porter made the supremely sensible but very politically politically incorrect statement that "[Children] need to learn how to move in any given situation in a way that will protect them from injury. If they don’t have that facility, if we simply wrap them in cotton wool, they will never learn that lesson.”

But never mind that everyone seems to agree that there was nothing unusually unsafe or in any way exceptional about this particular flight of steps, this man has been found guilty under some preposterous health and safety regulations regardless. We seem to be heading down the enervating and idiotic path blazed by the United States in which every mishaps has to be someone else's fault regardless of common sense or natural justice. Appalling.

(41)

Now I am always quick to say nasty things about the British state and the state's educational system in particular, but this article is really strange (as in 'has little relation to reality' type strange).

So waiting for the Dolphin swim at Discovery Cove in Orlando, my daughter Nikki and I were seated with a Brit family - mom, daughter and son. After small talk about the great value of the pound vs the dollar etc, I mentioned that Churchill was one of my heroes. The son, no more than 16 countered that he really liked Hitler, and his sister Gandhi. I was stunned and sickened. [...] In speaking privately with his mother after my discussion, she stated that this is the new curriculum in the British schools to combat "prejudice" against Germans. They teach the children not to "judge" Hitler.

Sorry but much as I might slag off the state and all it's works, this is preposterous. In fact of all the screwed up things I have heard about the goings on in British schools, I have never heard of anything even close to this. I suppose it shows the dangers of deriving your views of the situation in some other country on a casual conversation with a single group of strangers.

(22)

The plans by the state to extend the period of educational conscription in Britain could well be the issue that helps radicalise future generations in a most useful way, at least if you see the world the way I do.

“Here is a Government that has toyed with the idea of lowering the voting age to 16 in order to promote a greater sense of citizenship amongst our young people. Yet it proposes to extend compulsory education or training to 18, to compel the already disaffected to, in their perception, prolong the agony.”

She said that making teenagers “conscripts” was likely to “reinforce failure, leading to even greater disaffection. Enforcement could lead to mass truancy, further disruption to other learners and staff, maybe even needless criminalisation if ‘enforcement measures’ are imposed,

I am also delighted to see someone in the mainstream media making the self-evident point that state education is indeed conscription. The absurdity of trying to teach children who are determined to not be taught is evident at sinkhole schools across the country so why the state thinks digging the same hole deeper is going to solve anything is not obvious to me. Still, never interrupt the enemy when he is making a mistake as there is a clear upside to all this. What the government intends to do will engender disaffection and hostility to the impositions of the state at an early age, and without doubt mischievous political activists will fan the flames by pointing out to the internet savvy blog reading schoolyard conscripts of the future that they are not wrong to feel angry and they are not wrong to refuse to cooperate. Excellent.

(13)

A told-you-so moment. Us Samizdatistas have been exercised by the new charities law in Britain for a little while. See me here, and Perry here, for example.

Tush, said critics, there is no clear intention:

No where does it suggest that the state wishes to 'harness' charities. Indeed, a central theme of the report is concern that charities accepting money from the state start to lose independence. This is, IMO, as much the fault of the charity as the state.

And some people who should know better welcomed it, and wanted more. For example in this spectacularly badly timed article in the Independent on Friday, Baroness Helena Kennedy QC - who has a good record of skepticism of the state in her own field of criminal law - writes:

More recently this has led the newly formed Office of the Third Sector to actively promote an enhanced role for the voluntary sector, not just in service provision, but as the "voice" of a disenfranchised citizenry that needs to be empowered to talk directly to Government. But to flourish in this role we need a legislative framework and guidance that recognises the unique role that the sector is playing in articulating people's views and promoting political debate.

"Guidance" forsooth!

Guidance is the poisoned fang of the state. And just today some teeth are bared in a political cause. Alan Johnson, the Education Secretary, and a Labour deputy-leadership candidate, has given the Daily Telegraph an interview.

Mr Johnson said he wants private schools to take pupils on secondment from local state schools, open their science labs to comprehensives and offer many more bursaries to poor families.
“Private schools need to do more to earn their charitable status,” he says. “It’s not enough just to lend their playing fields, it’s about the science lab, it’s about teachers - there are excellent Maths teachers in private schools. Let them give a bit of their expertise to the state sector.”

An interesting operational definition of "give". Was not the Government celebrating the abolition of the slave trade only a little earlier this year? Apparently the Department for Education and Skills is going to make suggestions, to the supposedly independent Charity Commission* that they impose such things on schools that are charities. If the commission, so decides, then it is not as if the schools have the option of foregoing the tax breaks. Their assets were effectively nationalised under the ultimate control of the commission in 2006.* And the board of the commission? Well it is appointed by ministers and members are deemed civil servants. Of the nine commissioners and non-executive directors - The Nine? - two have had careers in organisations beyond the shadow of the state. I wonder whether how amenable they will be to departmental suggestion?

Meanwhile anyone holding a position in any of Mr Johnson's rivals, for the deputy leadership of a party that hates private education more than it loves tax-and-spend, may wish to sell.

-

* It is little noticed that the 2006 Charities Act as well as changing the functions of the Charity Commissioners, actually abolished them, transferring the role to an entirely new para-statal body, the Charity Commission, which just happens to have a very similar name, and whose officers are referred to by the same name as the former commissioners.

(42)

Australian students have been force-fed a diet of a certain version of Australian history, the 'black-armband' school of Australian history, which paints the entire colonial period of Australian history as a moral disaster. Now in evidence before the Australian Senate, history teachers have admitted that this is provoking resistance from students, who feel pride in their country.

HIGH school students resent being made to feel guilty during their study of Australia's indigenous past and dislike studying national history in general.

The History Teachers Association called yesterday for a rethink of the type of Australian history being taught in schools and the way in which it is taught.

History Teachers Association of NSW executive officer Louise Zarmati said her experience teaching in western Sydney was that students were resistant to learning about Australian politics and, in particular, indigenous history.

"This is a somewhat delicate subject but they don't like the indigenous part of Australian history," she told a hearing of the Senate inquiry into the academic standards of school education in Sydney yesterday.

"The feedback I get is they're not prepared to wear the guilt. They find it's something that's too personal, too much of a personal confrontation for them.

Since the students are not responsible for decisions made in the late 18th and early 19th century they are quite right to reject the 'guilt' being pushed on them by teachers. And it is nice to see that attempts by education authorities to politicise the classroom are rebounding on them.

(27)

I would like to suggest that Jonathan's "Missing the point over grammar schools" below, itself misses the point. I am as in favour of grammar schools as anyone. But I do not think Cameron's decision is any more than another piece of political pragmatism (read my comment on Jonathan's piece for the rationale.)

I agree the new Tory policy does nothing significant for education. But I suspect Jonathan's policy prescription - compromise vis-a-vis properly voluntary schooling it may be, is doomed. Introducing vouchers now would be worthless and the Tories are sensible, therefore, not to tie themselves to that. Not least they would risk discrediting vouchers: vouchers could be a move in the right direction, but not yet.

This is why. Here is a sensible lefty, Jenni Russell, reporting in the Guardian's bloggish Comment is Free:

[A] father with an 18 year-old daughter at one of London's famous public schools is shocked by her fear of anything beyond her narrow syllabus. She pleads with him not to tell her anything he knows about history or classics or literature, because she understands by now that knowing anything beyond the points on the examiners' mark schemes will jeopardise her chances of getting top grades. She has learned that education is not about discovery, but the dutiful repetition of precisely what you have been told.

However good the school, however motivated the pupil, there is no choice to be had. There is a chemin-de-fer, directions predetermined, signals to be passed at the prescribed speed. No entry to university at 16, Mr Brown. No ignoring unutterably tedious and repetitious schoolwork and passing the exams at the end on the basis of your own reading. Step off the lockstep elevator once, and you are out for ever. (Mr Fry, the University regrets that we require a clean Criminal Records Bureau certificate.)

All Britain's education is under the supervision of a suffocating bureaucracy, that serves itself and its conception of proper development. There is small choice in rotten apples; the sadly pocked sharecrop goes to uniform damp barrells.

Who is to blame? The conservative defenders of both grammar schools and 'family values', that is who; and the utilitarian industrialists who now complain workers can't read or count. It was they who sought to save the population from indoctrination by radical Local Education Authorities, so delivered the entire population into the hands of pseudo-progressive educationalists by creating the National Curriculum; they who worried that universities could not be trusted to set sufficiently 'practical' exams, and did the same with syllabuses.

My modest proposal for English education:

Scrap the National Curriculum. Do not replace it. Scrap league tables and DoE "Key stage" testing. Do not replace them. Scrap rules on school admissions and allow schools to exclude or expel pupils as they choose. Scrap the QCA. Do not replace it. Scrap the Teacher Registration Regulations. Do not replace them. Scrap the office of the Access Regulator. Do not replace him. Wait five years, continuing to run and fund schools otherwise the same, which means a mix of Local Authority, central government, voluntary aided, and private schools. Only then, when people have got used to making their own decisions again, consider vouchers.

(17)

A lot of people are getting hot under the collar, and with some reason, about the decision by David Cameron to pour scorn on grammar schools. Grammars, since the 1944 Education Act, have selected pupils by a rigorous examination at the age of 11 - hence it is known as the Eleven-Plus exam, and an often make-or-break test in a person's life. In the late 60s, the-then Labour government began a move to scrap grammars and replace them with so-called comprehensive schools, adopting a fiercely egalitarian policy. The collapse of grammars accelerated, ironically, when Margaret Thatcher was an education minister in the government led by Edward Heath. There are now only a few grammars left.

Cameron dislikes grammars, he claims, because they do nothing to advance the interests of bright, working class kids. He may have half a point in that for many people, the 11-plus can be an arbitrary point to decide a pupil's future. Unfortunately for Cameron, however, his stated hostility to grammars only reinforces the image of him being an upper class toff who is determined to kick the ladder of upward mobility away from the unwashed proles underneath (his recent daft idea of hammering cheap flights with tax conveyed much the same patronising, bugger-the-plebs message).

But the Tories, in wrestling with education policy, are missing the point, as they often do. The fundamental problem is that education between the age of 5 to 18 is compulsory, a fact that ignores the fact that many youngsters are bored by school much earlier and should be allowed to work and if need be, pick up their education at a later date (it amazes me that some people find this idea so incredible). The Tories are also ignoring the need to focus on choice. Rather than schools selecting pupils, by exam or some other criteria, we need a genuine and broad market for education, in which parents and their children choose the school instead. I have my reservations about vouchers - they can give the state a potential lever over private schools - but a radical boost to parental/pupil choice of school is a reform that urgently needs to be put in place.

David Cameron: what is the point of this man?

(40)

There is demand. There is supply. There is planned 'diversity'. If anyone told the teachers that multi-culturalism was dead, they forgot to listen. For they have come up with latest revision in government plans to revive language teaching: teach them gypsy. Since English Romanies talk in English or an Anglicised version of Romany (Romanglish?), will they teach the pure version which has very few speakers in this country.

In a move designed to promote tolerance towards gipsy communities, schools will be encouraged to teach the language, culture and traditions practised by about 45,000 people in Britain.

The Government-backed initiative comes just days after ministers told schools they had a legal duty to promote greater race relations by celebrating cultural diversity across the curriculum.

Since race and culture are not synonymous, and multiculturalism has promoted actions described as racist to increase, we can look on at another "legal duty" achieving the opposite outcome to that intended.

Ginny Harrison White, the president of the National Association of Teachers of Travellers, said the project would "go some way to increasing knowledge of gipsy communities and help break down barriers of prejudice".

Gypsies will have the teaching of their language taken over by the state. Parents, interested in their children's education, will choose more economically useful options. So Somali, the language of a failed state, will not be taken up with fervour either. And those who do partially learn, the blighted, will understand that they can insult gypsies better.

If you wanted to escape the crap system by educating your children yourself, the baleful eye of the state has turned your way.

The guidance says that education must be suitable for a child's age, ability and any special needs. Resources and materials should be provided. In a further development, adults must play an active role in children's education, rather than leaving them to complete work-sheets all day.

The guidance says that councils should intervene if they have concerns over standards of education. They can then ask parents to submit projects, assessment, books and field trip diaries to satisfy local authority inspectors.

Parents failing to meet official requirements may be taken to court and issued with a school attendance order - forcing children to attend a state school.

The draft proposals, which are out to consultation until the end of July, have been broadly welcomed by home education groups, who hailed the decision not to make registration compulsory.

With the thin end, home education will become a postcode lottery, and the level of intrusion will be dependent upon the attitude of the local authority inspectors. One can imagine that Departments of Education, which are ignorant or unsympathetic of home-schooling, will use their powers to 'discover' failures, force parents to send their children back to state sinkholes and stamp out a practice that they deem an ideological competitor. This is the road that could lead to registration and prohibition.

(29)

It is no secret that I am opposed to conscription of any sort, be it military, judicial or educational. I am all for having armies, juries and schools, but not ones which depend on forcing the unwilling to become chattels of the state. Not only do I think it is morally indefensible, it produces strange results when people are compelled to do things they never agreed to do.

Most people can be convinced that getting an education is a good thing, but to force who cannot see that to attend a school just means that they will disrupt the education of those who are willing to be there. You can lead a horse to water but you cannot make him drink. Moreover, state schools seem to bring out the most control obsessed aspects of people who run such places.

Pupils at a new £46 million flagship school will not be allowed break times and will have no playground to run around on, leading to fears for their behaviour and health. [...] But parents, educational experts and health campaigners believe banning teenagers from letting off steam during the school day will increase their risk of becoming obese, and could damage their attention spans during lessons. [...] Dr Alan McMurdo, the principal of the academy, said: "Research has shown that if children concentrate on lessons throughout the day, then their work improves. "We are not intending to have any play time. Pupils won't need to let off steam because they will not be bored."

So children are going to be dragooned into coming to this place under threat of law but "Pupils won't need to let off steam because they will not be bored". Might I suggest arrogance and stupidity in equal measure. Might I suggest that they will indeed be bored and the way they will let of steam will be to trash this nice new school and run wild in classes... I sure as hell would.

(33)

Nikki Giovanni found one of her Creative Writing students a trial.

"And every class I'm saying, 'Mr. Cho, take off your (sun)-glasses please, take your hat off please. Mr. Cho, that's not a poem. Can you work on it please,'" Giovanni recalled. "And then I finally realized that something is not wrong with me, something is wrong with him, and I said to him, 'I'm not a good teacher for you.'"

One day, she arrived and found her class of about 70 students had dwindled to fewer than 10. When she asked a student after class about it, he confessed that "everybody's scared of (Cho)." Giovanni later had him removed from her class after she threatened to resign.

In reality his memories of school were of humiliation, but imagine if, from the age of twelve onwards, or from even earlier if your imagination can stretch that far, school had been an option he could choose if he wanted it.

What if Cho's concepts of "school" and "college" had been formed by classes like the Karate class described by Brian Micklethwait?

What struck me, so to speak, about these "martial arts" classes was that although the children present may have supposed that all there were learning was how to be more violent, what they were really learning was no less than civilisation itself.

The children were all told to get changed into their Karate kit in an orderly fashion, and to put their regular clothes in sensible little heaps. They all lined up the way he said. They all turned up on time. They left the place impeccably clean when they'd finished, all helping to make sure that all was ship-shape and properly closed-up when they left.

Were these children being "coerced"? Certainly not. They didn't have to be there, any more than The Man had to teach them Karate if he didn't want to. If they wanted out, then out they could go, with no blots on their copybooks or markings-down on their CVs.

Having reached the age of twenty-three, Cho was no longer forced to be taught - but his teachers were still forced to teach him and his fellow students to associate with him. True, there were a few last ways out from his menacing presence; the students could jeopardise their education by skipping class and the teacher could jeopardise her career by threatening to resign. Unfortunately by the time these sanctions were employed Cho had already got away with too much.

I sometimes think that practically every problem, inefficiency and cruelty of our education system has at its root compulsion. People who are forced into each other's society tend not to behave well to each other. Wherever the doors are locked, be the locks visible or invisible, those inside seem to revert to the hierarchy of the baboon troop. There is still room for free will: most do no worse than learn a few habits of obsequiousness or sullenness that can be shaken off. Cho was not forced to become a mass-murderer. (In fact I see his own claim to the contrary in his video as a sort of twisted acknowledgement of this fact; the thought that "I don't have to do this" had to be actively denied.) No, he was not forced to pull the trigger - but force did play too large a part in his life. Imagine if the doors had been open for the bullied Cho Seung-hui to walk away, or if the adult Cho Seung-hui had been shown the door at the first sign of discourtesy. Imagine this was the case not just for Cho Seung-hui on certain pivotal occasions but for everyone on all occasions. Then, I think, he would have learned differently.

(19)

The other day I pulled a couple of quotations from this book, which I mostly liked although it has some annoying parts too. What got me wondering is why so-called US "liberal" academics are capable of writing penetrating and thoughtful pieces on certain areas of life but also clearly dumb as stumps on economics. Take this passage from Professor Hanley on page 72 and 73 of the book, where he defends racial quotas in universities:

"Suppose that a white male applicant loses out on a college place to a black male applicant, even though his SAT score was higher... I think the sense of unfairness here springs instead from the intuition that since the white student didn't do anything wrong, and since his score was higher, he deserves the place ahead of the black student."

"To which I say, bullcrap."

This professor has a nice line in reasoned argument. Let's go on.

"This is once again simply ignoring structural discrimination, if it's not just plainly racist."

Define "structural discrimination", Professor. What is it? How can a person be discriminated against where no actual conscious human being has decided that Fred is going to get a fairer deal in a college admission than John? Structurual discrimination is a sort of catch-all expression that in fact simply says that over a long period of time, certain racial groups have underperformed in certain ways and that there might be factors that should be corrected. But for how long does the impact of this "structural discrimination" last? 10 years? 20? 100? What sort of empirical evidence does Prof. Hanley think will be needed to show that this is over and we can revert to the idea of treating people equally before the law, like those fuddy-duddies such as James Madison said should be the case? The Professor does not say, although he swears a lot and thinks that people who disagree with him are idiots. I guess he is so struck by his own moral grandeur that he cannot imagine anyone decent disagreeing. What a jerk.

He goes on:

"If we're granting that the white student is a beneficiary of structural discrimination, then we can't say that he is more deserving (of a college place). Desert is a matter of what you've done with what you've got. We have no prior reason to think that the white applicant has done more - so we have no reason to think that he has been unfairly done by."

So presumably the honest thing for such a professor would be to give up the pretence of holding SAT or other education tests at all. Why not say this: "White folk are beneficiaries of former discrimination in their favour, even if the folk today are not to be blamed for what their ancestors did. As a result, no matter whether the white college applicant is a clever, conscientious person, he or she should be wiling to let people from racial groups we think are the victims of ancestral discrimination take first place in the queue. And if you disagree with that judgement, then you are an evil person and quite possibly a Republican."

I take back what I said about this book and its author a day or so ago. He is not as smart or as funny as he first appeared (well, we all make mistakes). He is, in fact, a thug with a fancy academic title. Sadly, there are a lot of them.

(43)

A gentleman by the name of Fabian Tassano is justifiably angry about the raising of the compulsory school-leaving age to 18 years. Quite so. Arguably - and I do argue - the school-leaving age should be cut. Many teenagers, including the brightest, are bored stiff at school and their boredom leads to many of the disciplinary problems we see around us. Better, perhaps, to let teenagers work, discover the value of money, and then pick up their education when some of that youthful energy has already been channelled into a payslip. This has been the argument from a number of liberal educationalists, such as Prof. James Tooley, for years. Such a view horrifies the power-freaks in the political establishment who would probably like us all to stay in education until the age of 30, but the trend towards an ever-higher school/college-leaving age cannot go on.

Reading some history, it does seem as though we live in an age when in some ways, youngsters seem to stay young for much longer than used to be the case. By the time my old man was 18, he had already become an officer cadet in the RAF and by the age of 21, was navigating fast jet aircraft. One of my great uncles joined the naval academy at Dartmouth by the age of 15. The average age of many pilots in WW2 was 21. Now, if you believe the educationalists of today, a person aged 18 is not fit to put in charge of an electric toothbrush, and yet at the same time, things like the age of sexual consent have been reduced. So in some ways people are thought to be more mature, in other ways, less so.

I am a bit miffed that Tassano moans that Samizdata has had nothing to say on this issue. Had he been reading this blog in January, he would have seen that we were on the case, thanks to Alice Bachini. Pay attention, Fabian.

(25)

If you think that lower class yobbery is a problem in this country, as most seem to think it is, then is electing an upper class yob to be the Prime Minister the best next step in the right direction?

Perhaps it is. Perhaps a man who can look louts in the eye and say: "I know exactly what you are because I used to be exactly like you, the only difference being that I at least paid some of the bills for the havoc and misery I caused, and, being rich and lucky, I had the chance to learn a few manners, turn over a new leaf, get a job and make something of myself. You are not so lucky. Shape up now or face a future of utter misery, which I and my rich and well-connected friends will now do our considerable best to make worse for you." It takes one to catch one, in other words. And perhaps something similar applies to dealing with foreign despots and thugs.

As with everything involving what sort of Prime Minister Mr Cameron may choose to be, we shall just have to wait and see. Meanwhile, the fact that he is now thought by millions to be the best we can now do as our nation's senior politician is hideous proof of the failure of mass state education. Could not the great middle/working class come up with anybody? Well, John Major I suppose, and now Gordon Brown. As a long lost friend from my better-spent youth used to say: Dear oh lor!

My thanks to Clive Davis, who writes about Cameron's Bullingdon Club past, and who links to this description of Bullingdon Club yobbery by Libby Purves, and to this diary item (scroll down a bit) by Christina Odone, who says:

They were excessive (dinners routinely ended with the trashing of the restaurant in which they were held) and exclusive - no grammar school or state school boys, no Jews were allowed (though a rather dashing Iranian did squeak through the election process in my time).

My first impression of this preposterous club was when, as an Oxford undergraduate, I was accosted in the middle of Tom Quad, in Christ Church, by a third year in his cups. He tried to grope me and then, when I shoved him away, he doubled up and was sick in the ancient fountain.

This poor impression was little improved when I grew more familiar with the all-male club: initiation rites climaxed with drunken carousing that spilt over in the street and college quad; humiliation of "outsiders" was encouraged; acts of vandalism routine.

It was more Bacchanalian feast than Brideshead Revisited, and I wondered what kind of a future lay in store for 20-year-olds who thought nothing of wrecking a Michelin-starred restaurant after having spent £1,000 a head there.

Well, a pretty good one, of course. (And I wonder just who that "dashing" Iranian was?) "We've all done things we regret," Mr Cameron now says. But actually, not all of us, in fact hardly any of us, were this appalling. The fear now is that if and when Mr Cameron enters Number Ten, this open thuggery will be replaced not by anything resembling true decency or genuine political wisdom, but by th