Comments & Editorials 05
Sixth Form (1957)

THE tone of any institution is largely determined by the influence of its senior members: in public and grammar schools the sixth form plays a vital part in setting those standards of conduct and attainment which distinguish good from indifferent schools. It was Samuel Butler, Headmaster of Shrewsbury at the beginning of the last century, who first created something like the modern sixth form. In the English tradition, he put the development of character before learning if the first were right, the second would follow: he sought to stimulate initiative and self-reliance in his senior boys by making them partly responsible for the running of the school and by laying special emphasis upon the value of private work.

Today the sixth-former is still distinguished from more junior boys by these two features, he plays some part in the running of the school, often as a prefect, and he is expected to undertake much of his work privately and without direct supervision. In this way the school hopes to produce men of an independent character who will help to fashion rather than to follow public opinion, who will not be frightened of making decisions or of undertaking responsibility.

The academical course pursued is determined largely by the requirements of the university scholarship and entrance examinations. At the present time it is unusual to study more than three, or in exceptional cases four, principal subjects for the Advanced Level examination. A smaller number of selected boys make a special effort in one or two of these subjects in their second and third years in the sixth form with a view to sitting the scholarship papers in these subjects set by the universities, especially the colleges of Oxford and Cambridge, or in the General Certificate of Education. The wide reading and deep thought which such scholarship papers require give the best boys a considerable sense of freedom and liberation they see their familiar world in a new light and with greater understanding. Such specialisation as this involves is in no sense narrowing if the subjects themselves are studied in their wider context of philosophy, even although the standard required in the specialist subject is similar to that of the final examination for a general degree at most universities.

Of the boys in a sixth form, many will never proceed to a university, yet they gain immensely from the moral and intellectual training offered and from working for two years with those of their contemporaries who will be doing so. If those who teach a boy feel that he will benefit from the sixth form course, no effort should be spared to enable him to stay at school for another two years. On the other hand the standards required of a sixth-former are high and a boy who is not suited for further studies must inevitably suffer frustration and disappointment if as a result of parental ambition or other outside influences he persists in attempting that which is beyond his ability.

The foundation for these higher studies must be laid at an earlier stage, for it is not enough that a boy should achieve a certain competence in those subjects he wishes to study - he must prepare himself in a wider sense. By far the most important element in this preparation is intelligent reading, deeply indulged. Before he goes to the sixth form, a boy should have developed a lively curiosity and the habit of seeking to satisfy it by turning to books and to the more worthwhile newspapers and periodicals. A critical and discriminating attitude towards life often owes its origin to the realisation that the printed word is not infallible, that an article in one newspaper is more likely to be reliable than that in another. The home can help this development by providing the right background, a background of books if possible, or, where these may not be available, at least a quiet place in which to read, along with encouragement to be selective in the choice of entertainments, discouraging indiscriminate indulgence in the Light programme, ITV, or other manifestations of "popular" culture.

The sixth form is the most characteristic and valuable feature in a grammar school, both in the training of character and a sense of responsibility, and in the maintenance of academical standards, on its existence depends all that is best in the grammar school tradition.