Organisation, Curriculum, and Standard of Work (continued)

History and geography are subjects that may be taken by boys on both the arts and the economics sides; but the science side is largely separate from the last as regards study for examination subjects. All boys in the sixth form, however, have three periods each week of general studies and one of religious instruction (two boys adding a further period) as well as three of physical education; and all those on the arts and economics sides devote two periods to art or handicraft or music (except for one boy in MVI Arts, who has only one period of music), which they may pursue as recreational subjects or for presentation at the ordinary or advanced levels of the G.C.E. On the whole, boys on the arts and economics sides have a reasonable number of periods each week for private study in school. By contrast, the number of such periods for boys on the science side is often very small or even non-existent, chiefly because most of the boys on this side prepare four subjects for the advanced-level examination (generally, both pure and applied mathematics as well as physics and chemistry). This arrangement calls for reconsideration, since, as it operates at present, it not only restricts or excludes opportunities for private study in school but also allows insufficient teaching time for the boys who take the double mathematical subject. Other points of importance are that no boys in the lower and middle science sixths have any English (except in so far as their general studies are concerned) and none has a modern language, a deficiency that may prove a serious handicap to them in their later careers.

The work in the various subjects of the curriculum is described in detail in the subject-sections following. The general standard reached, as will be seen, is satisfactory and sometimes very good; but the scope of what is attempted in some subjects is confined by considerations of examinations, and the shortage of time devoted to any particular foreign language militates against performance. In modem languages it is the oral side of the boys' work that suffers most; but neither in modern languages nor in Latin can much reading be attempted below the sixth form. The position as regards Greek is indicated in the section devoted to classics.

Work in the Subjects of the Curriculum

RELIGIOUS INSTRUCTION

The master in charge of religious instruction came to the school in 1956 and took over the responsibility for the subject in 1960. He is assisted by five other masters. One period a week is allotted to the subject, homework is set in the junior forms, and some written work is done. The teaching is based on the Middlesex agreed syllabus, and the school has drawn up its own scheme of work. This scheme could, with advantage, be considerably amplified and elaborated; further discussion of it in departmental meetings would be helpful to those who teach the subject, some of them still at an early stage in their career and fairly new to the school.

The boys show considerable interest in their lessons, respond well to the teaching, and are eager, especially in the sixth form, to take the opportunities afforded them of discussing the questions that arise. Commendable attention is paid to the text of the Bible as well as to the application of Christian teaching to the problems of the modem world and of everyday life.

Some use is made of modern translations, but it would be helpful. if more were available. More text-books, maps, and illustrative material would also be an advantage. There are some useful books in the school library, but more are needed, especially of the kind that would interest the younger boys.

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