soos SPECTATOR SCHOOLS —________——_ FEATURING ae -— How to apply to Private education's dirty Will AI kill an American college little secret homework? Harry Wallop Rory Sutherland Sean Thoma:DYNAMIC School coach New route from from London via eV Mell Beaconsfield and Maidenhead laa ciale] launching soonCONTENTS 4 Independent thinking Ross Clark on why private schools need reinvention, not abolition Social security Rory Sutherland on what private schools really offer 10 Westward ho! Harry Wallop on the appeal of studying in America 4 The machine age ‘Sean Thomas on how Alcan enhance education School's out Hannah Moore on why US summer holidays are far too long 18 “An eccentric choice’ Frank Young on tempting parents away from private day schools 23 Do the maths Miranda Morrison on the damaging obsession with STEM. 26 How to raise a genius Henrik Karlsson on what we can learn from history's prodigies Saved by the bell Johnny Farrah-Bell on becoming a teacher School portraits Snapshots of four notable schools 4 School trip Freddy Gray on betraying his friend ‘over a bottle of rum vwmspectator.co.aksehoos Cover Aaa Trench Misrains Ans Tench, Naas Lavsca ‘Cartoons KJ. Lan, Robert Thonpsin, Ma Pec Ged Nick Nena, Wi Production trs Emma Bye ad Lara King Sa etre Walon Adverting Spey Solomon cups Si with Mah 3a o The SetarIndependent thinking Private schools need reinvention, not abolition why has no Labour government been able to abolish private schools? Har- ‘old Wilson didn’t spare grammar schools (and nor did Edward Heath's government, which followed). New Labour, too, for all its reforming zeal, never dared disembow- el the independent sector. When the party did promise to do so ~ in 1983 and 2019 ~ it lost heavily. But are private schools about to run out of luck? For once we have a Labour opposi- tion which is threatening to end their charita- ble status ~ and which also looks as if it will ‘euise to victory at the next general election. Labour's pre-manitesto has promised to end tax breaks in order to “fund our vision for the education system’. Ithas suggested that it |hopes to raise £7 billion in this Way ~ most- ly by charging VAT on school fees and by ending exemptions from business rates, The ‘money would be spent on a ‘national excel- lence programme’ for state schools. Not all Labour MPs are signed up: Darren Jones, MP for Bristol North West, I: is one of those ancient mysteries: ROSS CLARK disowned his party’s policy on a visit to an independent school in his constituency in December last year. But if Labour achieves anything like the sort of majority suggested by the polls, i is a pretty safe guess that the removal of charitable status will happen. So ‘what does it mean? ‘One factor that has prevented Labour subjecting private schools to higher taxes in the pastor even abolishing them altogether If Labour achieves a majority, it’ a safe guess the removal of schools’ charitable status will happen is the fear that this could impose a huge cextra burden on state schools. Ifthe 7 per cent ‘of children who currently attend independent schools were suddenly to seek state places, ‘where would the system find the space? In the most extreme case - where every child at private school is sent to a state school instead — taxpayers would face a hit of about £3.5 billion a year: that’s 544,000 pupils ‘multiplied by £6,500, the average annual cost of state education per child Realistically, though, nothing remotely close to this is going to happen. Indeed, itis ‘questionable whether private schoo! nurnbers would drop at all. Parents have already had to absorb a 60 per cent real-terms increase in school fees since the turn of the century yet this didn’t stop pupil numbers growing from 484,000 in 2000 to that $44,000 last year. These statistics might well embolden Labour. If parents have been prepared to shell out an extra 60 per cent in fees, it might well be argued that they won't be put off by aan extra 20 per cent for VAT. ‘This is an argument that the Independent Schools Council (ISC), not unnaturally, is keen to counter. ‘A gradual rise in fees over a decade is very different to a sharp shock ‘of 20 per cent 10 parents’ wallets overnight, especially ina cost-of-living crisis,” says ISC chief executive Julie Robinson. “Labour's tax on education would not raise the moneyitclaims and would place unnecessary strain om the state system.” The ISC claims that the independent schools’ sector is already paying £5.1 billion a year in tax — inspite ofthe tax advantages that come with charitable status ~ and that it saves the state £44 billion a year in the cost of educating pupils. This, however, appears to exaggerate the cost of educating children in the state sector ~ as above, multiplying ‘$44,000 pupils by the average cost of edu- cating a pupil in the state sector comes to a illion less than the stated numbers. The ISC ‘ays its figure takes into account the capital ‘ost of building new schools, so it doesn’t envisage private schools handing their prem- ises over to the state No doubt some parents would find them- selves stretched if forced to pay VAT, but then you might also expect private schools to adjust their charging structure to prevent themselves losing too many pupils. They could, for instance, trim the overall discount afforded by bursaries but offer some degree ‘of help to parents abit further up the income scale than they currently do, helping to can- cel out the VAT. They could, ultimately, ‘switch to something closer to what Sir Peter Lampl, chairman ofthe education charity the Sutton Trust, has proposed: a means-tested ‘charging structure on a sliding scale that ‘goes all the way down to zero. Moreover, private schools would not necessarily have to pass the full tax hit on to parents. If they were forced to charge Does educating the kids of Russian oligarchs really meet the popular conception of charitable activity? VAT they would also gain the right to claim it back on their expenses ~ meaning they ‘could afford to cut their fees a little, In any ‘case, not all private schools have charita- ble status. According to a House of Com- ‘mons library briefing from 2019, only 1,300 out of 2,300 independent schools are char- ities, The ISC says that 70 per cent of its members have charitable status. Because the rest already operate as businesses, there ‘would be no impact on them from Labour's proposed changes. ‘There would also be some benefits from formerly charitable schools becoming busi- nesses, They could find it easier to raise capi- tal and they would no longer be required to bear the cost of fulfilling the current char- ity requirements. Charitable status has been under the microscope since 2008 when the Charity Commission began to question what public benefits private schools were offering It produced guidance stating that the most obvious way they could prove their social ‘worth was to offer free or subsidised access to children from low-income families. But it didn’t say they had to do this. There were other possibilities, such as offering public access to sporting and educational facilities, ‘or lending teachers to state schools for a lim- ited number of lessons, perhaps in subjects that the state sector could not offer. ‘That all happened under Labour. ButFalling of ali? Clockwise from above, Roedean, Stamford and Westonbirt ‘Theresa May's government took up the man- tle in 2016, publishing a consultation paper titled "Schools That Work For Everyone’, which suggested ways in which independ- ent schools could do more to justify their charitable status. It proposed that the larger, better-financed institutions should sponsor academies or set up free schools. The 2017 Conservative manifesto, in fact, threatened to do what Keir Starmer wants to do now: to remove schools’ charitable status if they did not offer greater benefit to children whose parents could not afford the fees. ‘These developments ted to a memoran- ‘dum of understanding between the govern- ment and the ISC. The result was a sharp inerease in the amount of help available with school fees, rising from £596 million to £964 million in the decade to 2022 ~ a 26 per cent increase when adjusted for infla- tion, The number of pupils receiving assis- tance rose by more than 12 per cent over the same period, from 136,000 to 158,000. Would private schools maintain that level of bursary help if charitable status was abolished? And would a Labour govern- ‘ment care if those bursaries vanished? The answer in both cases is surely ‘no’. After all, Tony Blair’s government abolished the Assisted Places Scheme, which in 1995/6 helped to educate 34,000 pupils ata cost of £104 million a year. It had been established by the Thatcher government in 1980 with the expressed aim of broadening the social range of pupils able to take advantage of « private education — although critics com= plained that it was not reaching the work- ing class, catering more for single-parent, ‘middle-class families and the offspring of private-school teachers. Independent schools have not always helped themselves in this debate. Many ‘Which author would you like to cancel?” pitch themselves as premium products, Tatcheting up their fees to provide hotel- standard facilities, Olympic-sized swim- ‘ming pools and the like. They are quite entitled to do this as businesses, but that argument is more difficult if you're claim- ing to be a charity ‘And, as it stands, these schools are already acting in quite a business-like way. Independents have, for example, been very happy to increase the number of internatior al pupils at the expense of the British mid~ dle classes. There are now 56,000 overseas Pupils enrolled at ISC schools. Of these, 25,000 ~4.6 per cent of all pupils have par ents who live abroad. Again, no one should have any objection to a business seeking foreign customers, and overseas pupils are an export, in the financial sense. But does educating the kids of Russian oligarchs and Chinese industrialists really meet the popu- lar conception of charitable activity? It would be a very different matter had independent schools sought to control costs ‘over the past two decades by concentrai ing on quality teaching and leaving out the fills. Most parents who go private will quite openly tell you that it is not the facil- ities that attract them, but the incredibly high standard of education,Clabrdn To show you care, give them the world. abrdn’s Investment Plan for Children We all want to give a child the best stort in ite. Now you can give them the world, ‘brdn's Investment Plan for Children features arrange of abrdn investment trusts. Soit opens up investmentin the UK but also Europe, the US, Asia.and beyond, And parents, grandparents ‘and anyone else* can invest monthly or through lump sum amounts, To give a chiid a world of investment opportunity, visit our website to learn more, Please remember, the value of shares and the income from them can go down as well ‘as up and youmay get back less than the ‘amount invested. * Subject to certain criteria being met. Request a brochure: 0808 500 4000 invtrusts.co.uk/children Issued by abrcn investments Lirited. registered Scotland (SC108419) ot 10 Queen's Terrace, Aberdeen, {ABO 1X. authorised and regulated in the UK by the Financial Conduct Authority. Please quote 3019 &Social security What private schools really offer est moments you enjoy when owning & yacht are the day you buy it and the day you sell it. You could make a similar case for School fees: nothing feels quite as good as, the day you finally stop paying them. All the same, T feel a bit of an ingrate grumbling about private schools, since both, my daughters did very well from them. Both ended up with a superb network of seemingly lifelong friends, had a most- ly very happy time at school and attend- ed the universities they wanted to attend, studying the subjects they wanted to study. Perhaps most importantly ~ and this right be the dirty litle unspoken secret of education ~ they're good company, amus- ing and pleasant to be around, and can mix pretty happily with everyone in a range of social settings. Back in the 1950s, a doc- tor explained to my grandfather that he was happy to pay to send his son to private school for reasons of deportment alone: ‘It's worth it just for the way they walk into a room.” Seventy years later, we may not approve, yet we all know what he means Or you could look at this another way, as the Dutch anthropologist Joris Luyendijk hhas done, and argue that the whole of Brit- ish life is riddled with unwritten, unspoken, but often exclusionary social codes, even governing such trivial factors as entering a oom or closing the door. And whereas you. ‘can selectively break these codes, you will never get away with not knowing them in the first place. Moreover, these codes are becoming more discriminatory as they become less explicit, and hence more diffi- cult lear without exposure to people who already follow them, Back in the 1980s, a friend of mine applied to a large and venerable financial institution. He was tipped off in advance that to appear for the interview in anything other than black lace-up Oxford shoes would Sees once said that the two great- RORY SUTHERLAND. cffectively ruin his chances ofa job. This was absurd, But at least it was an explicit rule Which could be explained to others. The same argument is made for school uniforms: that, although restrictive and arbitrary, they are in fact far less divisive than the alternatives, ‘The requirements for a uniform are written down for all to see and are hence more navi- gable to outsiders than requiring everyone to navigate complex, arcane and ever-shifting Much as we are impressed by the hockey pitch, what we've really choosing for our kids is a peer group ‘nuances about currently acceptable brands of trainers. With the removal of many of these arbitrary yet explicit rules, we are left with only tacit rules, which are harder for out- siders to hack. (By the way, I suspect that a mastery of these codes is just as important to securing a job at the Guardian as itis for ‘ettng a job atthe Times.) Put bluntly, a private education is a fairly reliable way for your children to acquire the necessary codes and social skills which are a lifelong source of advancement (after the Take me to your catchment area!” age of 28, no one cares what class of uni- versity degree you attained). And, though no one admits this, when we are choosing a school for our kids, much as we claim to be impressed by the heated hockey pitch or the large music hall, what we are really choosing for our children isa peer group. We hope that our children can be taught to be successful, but even ifthis fils, we instinctively under- stand that a large par of success is conta ious, through the instinctive adoption ofthe codes of already successful people That is why schools and universities are such powerful luxury goods brands. Like Louis Vuitton bags, we don't buy them for ‘what we think of them, but for what we imag ine everyone else thinks of them. Since itis very hard to shift collective opinion, there really is very little meaningful competition, This is what | mean by adit litle secret is something that we never say, but all instinctively know. Quite simply the UK is ‘overwhelmingly a service economy. We pre- tend through the exam system that we are selecting children for technical oF adminis- trative jobs, because it seems more merito- cratic that way, and it maintains the pretence of faimess forall, but we know deep down that mastery ofthe unspoken codes of bebav- jour is what really matters in an economy where the technical questions can be left to 4 small cadre of underlings, while the real- |y important work is interpersonal. As the American economist Deirdre McCloskey Points out, “Sweet talk accounts for 25 per cent of national income in the US’; in the UK, itis probably higher stil Yet the state system mostly refuses to teach these codes. Much as they want social mobility, they insist that this must be obtained through exam results and confected intelle- tual meritocracy, not through other forms of life preparation. To teach pupils how to ‘walk into room would be considered almost 4s heinous as giving elocution lessons tonorthemers to encourage them to speak RP. So if you want your children to acquire the habits necessary for remunerative employ- ‘ment from the state education system, you have to fall back on selecting a peer group by means of moving to a particular catch- ‘ment area, This is even less efficient and less fair than paying school fees: at least when paying fees the money does end up fund- ing teaching, rather than giving a windfall to some estate agent in the CSCA (an acro- nym pervasive on Kent property advertise ments which stands for Cranbrook School Catchment Area). This was one of the rea: sons T ended up educating my children pri- ‘ately —I was damned if I was going to spend £100,000 moving house just to satisy some local authority postcode algorith But here's the problem. Before they got ‘greedy, and fatuously obsessed with vanity building projects and courting Chinese and oligarch money, the private schools did at least impart those codes to the children of the mildly prosperous, not only the ri Back in the 1980s, the then Headmasters’ Conierence listed occupations which could be expected to pay enough for private edu- cation: there were about 20 of them, includ- GPs, country solicitors, army officers etc The latest list is down to about five: bank- S | have made friends for life. We think you might be our son's teacher: ing, insurance, realestate, entrepreneurs and ore banking. My daughter's school once sent out a plaintive letter asking for parents in the civil service to give a talk to the chil- dren about career prospects: “We have plenty of offers from parents in banking but none from the public sector.” Wel, at £35,000 per annum for a day pupil, I’m not altogether surprised, And that’s before you factor inthe school trips: at my school, it was a day tip to Penseynor Wildlife Park; now it’s ten days of scuba diving in bloody Mexico, So what's to be done? I would a discussion of social mobility is meaningless until we bring in some anthropologists to ue that BOOK YOUR VISIT AT LANCINGCOLLEGE.CO.UK workpla of such codes would reveal that they easily sate the role these codes play in the alysis e. I suspect a multivariate trump race and gender in determining suc- ccess, We also have to discuss how this find- ing might apply to universities, Seen through this anthropological lens, 1 worry that the Oxbri ely ‘educated pupils may be a catastrophe for the two ancient universities. The rich poshos know how to g zystem and will sim- ply choose to congregate somewhere else. ‘What if it was the exposure to rich posh peo- ple that was a large part of the value of an Oxbridge education, and essential to social me the mobility? [have to admit this was partly true for me. Besides, the 20 per ci poshos provided about 80 per cent ofthe fun. Let me finish with a salutary tale from my own university days. Ordinary friend There's a lecture this evening on the Deli an Confederacy at the Sidgwick site,’ Posh friend: “There's a pub in Toft that does draught Theakston’s and a handmade steak and kidney pudding.” Twenty I was sitting in a Golf GTi heading Pm kind of shallow like that ofrich nutes later for Toft Rory Sutherland is The Spectator 5 Wiki Man, TPS tl Be brilliant baWestward ho! The increasing appeal of studying in America ngela McAuslan-Kelly is a normal Aston at Robert Gordon’s Col- lege in Aberdeen. Her dad is a bus driver and her mum works in a coffee shop, “They have no money.’ explains Holly Cram, a former captain of the Scottish national ‘women’s hockey team. Angela, though, is off to Princeton in September. The reason is American universities’ extraordinarily generous scholarships, espe- cially for sports, ‘She is very bright and she is very good at chucking a heavy thing on a wire,’ laughs Cram. Angela's love of hammer throwing means she will soon find herself rubbing shoulders with the scions of Ameri- can business “University sports is close toa $5-billion- a-year industry in the US,” says Cram, who set up Aspire, a company that specialises in getting sporty kids to an American universi- ty. ‘It’s not just the obvious sports like s cer, We've placed pupils on water polo and golf scholarships.” Depending on the sport, if your child plays at county level, you stand a seriously good chance of getting a full scholarship to an American university. There are even ten-pin bowling and cheerleading scholarships ~ though most Brits are going to strugele to land one of those. Cram admits that the majority of her clients are wealthy and most go 10 private schools, But she aso lays on exhibition hock- ey matches for US college coaches scout- ing for top players and occasionally waives her fees for exceptional pupils from modest backgrounds. ‘More and more families who aren't wealthy are considering it. If you do the sums and get an 80 per cent scholarsh it's cheaper to go to the US than the UK. ‘You don’t even need to be able to throw a hammer or bow! a strike to be considered for a full scholarship. ‘A handful of schools are HARRY WALLOP. what's called need-blind,” explains Alexan- dra Burston, who went to Yale and now runs ‘TRP Education, which helps children in the UK apply to American universities. “They do a very comprehensive financial check on ‘your family and then you pay the school fees that they deem that you can afford. If your child is good enough to get a place but you aren't wealthy, you may not have to pay a penny, even for travel On paper, the top American universities — from Amherst ($80,050 a year) to Yale ($82,170) ~ charge eye-watering sums to ‘Icompletely get why students want to do it. They are sold on the 1 of getting a scholarship! those from out of state. Scholarships change that equation. Take Harvard, for instance, where the upfront cost is $78,028 for out. of-state students, including those from other countries. But $7 per cent ofits internation- al students enjoy financial aid of some sort, taking the $78,000 down to an average of around $11,000, ‘A small but increasing number of Brit- ish students are taking advantage. This year 1,811 put in applications to study at US colleges via the Common App website, the American equivalent of Ucas. While this is still a small number compared with the 315,000 pupils who applied to a British university at the same time, it’s also bigger than it used tobe. ‘The funding that American colleges offer hhas emboldened the Sutton Trust, one of the ‘main charities dedicated to improving the educational chances of disadvantaged Brit- ish children. “America’s leading universities and colleges look to attract talented students, ‘whatever country or social background they ‘come from. That’s how it should be,” says Sir Peter Lampl, the charity’s chairman. “Offer- ing need-blind places with full financial aid is crucial to levelling the playing field.” ‘ach year the Sutton Trust offers 150 British school pupils a place at its sum- mer school. It doesn’t only help them with the application process but also takes them over to America for a week to show them some of the colleges. Of those 150 on the scheme last year, 86 went on to apply to 8 US university and 51 were offered a place, including four at Princeton, two at Yale and two at Harvard. They received $16.5 million in financial aid between them, all getting full scholarships brahim Butt, 24, now a management consultant in London, grew up in Black- ‘burn; his father is a mechanic and his moth- er a housewife, He went on the Sutton Trust course in 2015. “I had barely been outside of the north-west but I thought it was an incredible opportunity and an adventure," he says, Thanks partly to his 9 A*s at GCSI ‘Butt was offered a place at Duke Univers ty in North Carolina on a full scholarship,: __ ILLINOIS STATE UNIVERSITY Bron DUKE x *HARVARD PRING CAN UNIVERSITY, ‘WASHINGTON DC TAMER e B % a 4 i of MINNESOTA so MICHIGAN STATE SS “I graduated debt-free,’ he explains. “I also got all my room, board, food and travel to and from the UK paid for.” And that was along with money to allow him to travel around the world during the summer holi- days on various placements Buthis academic grades were not the only appeal to Duke, ranked a top ten US univer- sity.‘ What [Tike about American universities is their holistic approach,” says Butt. “They look at your academics, but also your com- munity involvement, your leadership.” The fact that he was his School's head boy and was involved in a Blackburn community charity won him lots of bonus points ~ some- thing British universities do not take into account so much at admission, This holistic approach is one of the fun- damental differences in the American appli- cation process, Parents hoping to send their children to the US should be thinking, quite early on, about how to demonstrate that their child is well-rounded, Charity work helps, of course, but so do extracurricular activities anything from debating clubs to archery to * CORNELL BRANDEIS ILLINOIS WESLEYAN UNIVERSITY. ‘UNIVERSITY OF CHICAGG NEW YORK UNIVERSITY = amateur rocket workshops. It's important to remember that exam results alone won't get ‘your child into a top American college. Even with the right credentials, the appli- cation process is not easy. Pupils need to submit three separate references from dif- ferent teachers. And unlike a single person- al statement for a Ucas form, the American system requires multiple personal essays which demonstrate attitude and personality. Arrecent question from one college was: “If ‘you had ten minutes and the attention of one ‘million people what would you talk about?” ‘Then there are the ACTs or SATs aptitude tests, which though frequently voluntary are heavily recommended. They are split into the evidence-based reading and writing sec- tion, which tests English and comprehension skills, and the maths section. ‘One particularly helpful resource is the Fiske Guide 10 Colleges, which lays out the strengths of each American university ~ from ‘campus life to particularly competitive sub- jects. This should help both you and your child work out what to focus on in their appli- ‘t UNIVERSITY EMORY, EON STANFORD | HENDRIX COLLEGE “YALE cations, as well as to choose which college is best for them. This complexity, along with the myriad of different scholarships available, means that only a few top state schools have started to offer help with applications. One is Har- ris Academy, Westminster. ‘It feels like @ big adventure. It feels exciting,” says James Handscombe, executive principal of the Har- ris Federation, ‘I completely get why stu- dents want to do it. They are sold on the dream of getting a scholarship.” Eight of the academy's leavers got offers from American colleges last year, including Berkeley and New York University Interest- ingly, just three accepted. Handseombe is not surprised so few took the leap. The col- Jeges may have ineredible stadiums, labo- ratories, concert halls and accommodation, and offer almost unlimited money to talented children — but they are also a long way away. *Abig point of the years 18 to 21 is learning to be an independent adult. It isa lot easier to do that if you can go home on weekends, Iyou go to America, you just can’t do thet.”Differem world: Top, University In the independent sector, however, help with the application process has become standard, even if only some students will be offered the same discount on fees. Many private schools now have a senior teach= er dedicated to American university appli- cations, alongside the staf? specialising in Oxbridge entrance, In its sixth form prospectus, Westmin- ster’s head of US University Admissions, Lydia Timpson, explains how every Octo: ber half-term, the school organises a trip to America for pupils to visit various colleg es, Its most recent trip saw them take in “a Broadway show, shopping, national muse- tums in Washington DC, and various cul nary delights. One of the most insightful and inspiratio Westminster alumni currently studyin parts ofthe trip was to visit these universities’ This effort is paying off: Westminster sent Southern California, where the college stadium i 35 pupils out of 200 to American universi ties last year including seven to Stanford and four to Columbia. At Winchester, the Prime Minister's alma mater, 10 per cent of leavers ‘went to an American university; at Millfield, it was 18 per cent One of this year’s privately educated applicants is Harry Pincus, who’s doing his A-levels at City of London School. He has applied to seven American universities along with UK ones and has set his heart on the University of Southern California, which he visited last year. “The campus and the whole atmosphere just blew me away,” he I've visited Loughborough, I've vis- ited Bristol and they were nice, but you go to USC and it’s a completely different world The facilities are just on another level. You only have to look at the stadiums to see — the college stadium is $0,000 capacity. That's bigger than any team in the Premier League. ager than ay inthe Premier League; botom, scenes from Harvard His view is echoed by those who have bbeen educated in America. ‘A lot of US uni= versities have substantial endowments and they invest a lot of that money into student life,” says Alexandra Burston, a former US student turned TRP mentor, “The campuses are amazing, the extra-curricular experienc is amazing, and you tend to get a lot more teaching contact with your professors than in a UK university Before British institutions were allowed to start charging fees ~ now as much as £9,250 a year ~ many 18-year-olds went to university with little expectation beyond having a good time away from home. These days, considering most will leave with sub- stantial student debts, they expect something ‘more. Those UK universities that offer little teaching, often online, and poor facilities no longer seem so appealing. No wonder those ‘who can are lookin the Atlantic. 2MERGRAN A TAY TORS? School CONFIDENCE ee bye Open Morning for 13+ & 16+ 3 é po resThe new machine age ‘measured by the speed of uptake, there is :no denying the epochal impact of Chat GPT. Within five days of its launch in late ‘November, the artificial intelligence chatbot, which can provide clear, detailed answers 0 human questions, was being used by a mil- lion people. Now it’s used by 100 million, with a growing waiting list of those looking fora chance to try it. Even the mighty Goog- le has allegedly issued a “Code Red, real- ising that a machine which can answer any question without having to send you off to some unreliable websites might pose a threat to its search-engine business model, Bill Gates has said that ChatGPT is equiv- lent tothe first PC. Others have claimed it's akin to the dawning of the internet, Perhaps the grandest comparison of all comes from Larry Summers, the former US treasury sec- retary, who believes that the arrival of Chat- GPT and consumer artificial intelligence is comparable to the harnessing of clectric- ity in the 19th century. Or maybe even to the human ‘discovery’ of fire in about 1,000,000 sc It's, in other words, a Promethean tech- nology that promises to bring down from the heavens to the humblest of humans an instant, unparalleled competence, especially in the comprehension and employment of language. Which is, no doubt, why this new lis causing such alarm in schools, colleges and universities: the places where, hitherto, humans have had to go to diligently learn hhow to use languages ~ native languages, foreign languages, formal languages, the lan- guages of maths and science. Now that we have bots which seem tomake much of traditional edueation point- less, why endure the slow process of learn- ing anything when a computer in your pocket will do it all for you? And faster. And better. ‘These bots are only going to improve. At present they are glitchy. ChatGPT is known to *hallucinate’ ~to make up fake facts and I success of @ new technology can be What AI means for education SEAN THOMAS false references — when stumped by a query: Google’s competitor, Bard, made an awk- ward factual error on the day it was launched, But these are teething probiems in a machine that will soon develop mighty fangs, In time the bots will become flawless. They will not fail, And why should any student then risk fhuman failure when the robot promises 100 per cent success? The temptation to nihilistic panic in educational circles is understandable, To my mind, though, the gloom is being over- done. Yes, the era of traditional homework is coming to an end ~ when any student can Why endure the slow process of learning anything when a computer in your pocket will do it all for you? ‘g0 home and casually tap a button and ask for, and receive, an A-grade essay on the ori= ‘gins of the Korean War or quantum chromo- dynamics or Thomas Aquinas, there is no point setting essays as we understand them. ‘Nor should educationalists rely on ‘water- ‘marking’ ~ ie. using Al to detect Al-gener- ated answers, That is an utterly futile arms ‘What ideologies did you learn at schoo! today?" race. The technology exists and there is no going back. ‘The same sense of pointlessness attach- sto many other proposed solutions to the Al-education conundrum. Are we really going to return tothe age of oral exams, like Plato lyrically querying his students in the orchards of ancient Athens? What worked in Attica, among a few hundred upper-class Greeks, is not so easily achieved when you have tens of millions of students hop- ing to graduate every year. We don’t have enough olive groves. Likewise, the idea that we should revert to handwritten exam- inations, carefully invigilated to make sure no one is cheating with a ChatGPT up their sleeve, seems equally impractical and even more meaningless; like demanding in the 1900s that students write with goose 4uills rather than ink pens. ‘What then is the answer? Is there any- where to turn for a more hopeful vision ‘of Al and education? Perhaps we should look to another tech industry titan for a brighter perspective: Elon Musk ~ one of the co- founders of OpenAl, the company that built ChatGPT ~ who has said about artificial intelligence: ‘I'd rather be optimistic and ‘wrong than pessimistic and right.’ Accord- ing to Musk, from now on we need to see humans as cyborgs: as combinations of man and machine. Indeed, he thinks we are already cyborgs; we just don't realise it. ‘As he points out, maybe 85 per cent of human beings have available at the ends of their arms — almost as an extension of their physical hands ~a smartphone, which gives ‘them immediate access to the world’s know|- edge, news and opinions. All that the latest Al bots are doing is making this universal knowledge even easier to access, and ena- bling the user to turn the information into natural language. Since there’s no way of stopping this (are we really going to ban smariphones?), the objective must be to adapt education toNLUSTRATION: NATASHA LAWSON Will ChatGPT kill homework? ‘match the new capabilities ofthe student and to the vastly enlarged potential of everyone. ‘Think about that potential. Teachers will bbe able to plan lessons and mark homework ‘almost instantly, Already you can ask Chat- GPT to put together reading lists and precis, chapters down to a single page. Tests and exams will be easily scanned and marked in minutes rather than hours ~ something that should free up teachers to explore more creative forms of teaching: finding exam- ples in literature to inform a history lesson, for example. This has always been the won- der of technological development ~ remov- ing the drudgery and repetition from human existence 1 allow us to do more. ‘But think, too, about what it might mean for the students themselves. Yes, they can Will ChatGPT make our children educational cyborgs? Pernt ual ql E Ta Pee non us GEAR SDE modit ask Al what caused the Norman invasion, but inevitably something will be left out. This is where good teaching will come in. ‘Students can explore what hasn't been said. ‘They can think about events and their causes ‘and question the veracity of a simple expla- nation. In this way, AI can help teach chil- dren complexity. When the basic facts are a given ~ and can be passed on so quickly ~ the possibility for more in-depth study ‘becomes easier. Think of Al and education like this. Hitherto, students have been tested on their ‘mental athleticism. Some can think fast and accurately, others are less agile, This is changing. From now on students will think like the scholarly equivalent of world-class sprinters. All of them will be able to run at Peet ress) Reames the same speed as an intellectual Usain Bolt: to think as quickly as ~and then much quick- er than —even the most intelligent unassisted student of today. Look at mathematics, which happily sur- vvived the invention ofthe calculator. Mental arithmetic, the ability to do your times tables cr long division in your head, is no longer the operative element of teaching. Instead, it’s complexity, assisted by machine think- ing, That assistance is what has allowed for even more fiendish mathematical prob- lem solving, which in turn has given birth to real-world progress like computer-program- ming and coding. We are on the cusp of a similar development in the written word. Get ready for a new generation of cyborg histori- ans, philosophers and writers.- 4 ‘ 4 ‘ ; Ani ins Minti plac Cer m0 fife "i Pale girls and boys aggs Ps 1 Ibstock Place eae re ae ead RR Al eles Ce tiatele RoeSchool’s out Why must American holidays be so relentless? s halfsterm approaches, the kids at the Ase ‘gate visibly slow down, They tart dragging their feet and purple ‘smudges appear under their eyes. I feel sorry for them, Then I think of my home country, ‘America, No half-terms, Children in the US ‘went back to school on 3 January and they won't have a week off until 3 June ~ five ‘months without a break. If that sounds blissful from a childcare point of view, here’s the drawback: the ‘American summer break is 11 weeks long, Eleven weeks! Now that I'm raising my own, children in the UK, the school calendar here seems positively civilised, with week-long breaks at intervals throughout the school year and a modest six weeks off in the summer. ‘Compared with the US system it seems sen- sible and measured. What do American par- cents do with their kids for 11 weeks? What did ‘my parents do with me? Turned me loose, tobe honest. My childhood was distinctly less super- vised than those of my own kids, but per- hhaps every generation thinks that. To fill the ong summers, my sisters and I built minia- ture societies outside in our front yard. We drew our roads in chalk on the long drive~ ‘ways and pavements surrounding our house, stop signs and passing lanes — the basie infrastructure to connect our shops, schools and banks which we set up in the garage ‘and ree room, One year my bestfriend and I forced our younger siblings to get married — ‘white dress, the kiss and all, I can’t imagine ‘our parents would have approved, but they didn’t know about it My parents also sent me to summer camp, but that was only fora week. Ten more to go. For the rest, Mom stayed at home with us, but that's no longer the norm: most American families are now dual income. One frighten- ing statistic reveals that 17 per cent of US. parents with children aged between four and 14 said the kids were home alone during the summer. In the same survey, 20 per cent of parents spent $3,000 or more on summer HANNAH MOORE childcare. Spread over ten weeks, that’s $60 perday. Someone working fulltime on mini ‘mum wage will bring home $54 a day. ‘No wonder kids are left home alone. The ‘great American summer epics make sense in retrospect ~ think of Stephen King's It and its offspring, Siranger Things, in which kids zoom around on bicycles, scuff their knees, run from bullies and come home bloody after dark. The reality of an Amer- ican summer isn’t far off, It’s so long that the children basically form their own soci- Children form their own societies, Lord of the Fliesstyle, where the only rules are the ones the bullies enforce ties, Lord of the Flies-style, where there are no grown-ups and the only rules are the ‘ones the bullies enforce What about the summer camps? In reality, most are far too expensive for the majority of working families. A 2020 sur- vey found that only 15 per cent of Ameri- can parents regularly send their kids to one. My sisters and I were among the lucky few who went, and we loved our time in the wil- derness. That camp no longer exists but a similar one near Bozeman, Montana, costs '$3,695 per child per week. At that rate, you ‘might as well hire full-time childcare for the whole summer. The best part of four grand L HAVE THE stretched over, say, nine weeks, would come to 28 hours a week of full-time childcare for all your kids. You could then use the remain- ing two weeks for a family vacation OF course, not all camps cost that much but the good ones entertain, exercise, socialise, house, nurture, feed and keep your children’safe, so you don’t want to scrimp fon that. But they are forthe rich. I's always. ‘been that way. Make your money in the city, ‘work nonstop — and earn enough to send. your kids away for other people to handle. In the UK, schools must bein session for 190 days a year. In the US, it's between 160, and 180 days, depending on the state At the bottom end, that’s a whole month short of a British school year. On top of that, American parents are not entitled to any paid leave, ‘whereas almost all British people in employ. ‘ment are legally entitled to at least 28 days, ‘not to mention paid sick days. ‘The fundamental belief that working people deserve time off has been around in British law since the Bank Holidays ‘Act of 1871 — which in turn was rooted in the festivals and holy days of the Church of England. We think of the US as a God- fearing nation, but the American dream and the consequent work ethic is a free-for-all, unsupported by tradition, precedent or & ‘compassionate pastoral system, ‘America’s working culture grew from the nation’s frontier and agricultural past, and the hard fact that the year was divided in two by the weather. The winters were too hard and cold to do anything outside except make sure the livestock were still alive, and in the ‘summers all hands were put to Work on the farm. Today, most Americans” working lives are no longer dictated by the weather, yet their school year stil reflects that gruelling agricultural pat. So iff you find yourself despairing about what to do with the kids over half-term, just imagine how you'd feel facing an Amer- ican summer. Think Stephen King. It’s not pretty‘An eccentric choice’ How to tempt parents away from private day schools FRANK YOUNG estoying private shal jut Dirt aT forme cdnston sey tc Gove sain 019th be wan edn scot tobe so god paying imal beeen arn sce aoe Labour tas cpio ha i wis pow, tp wil soap cable sats ep Yat col an charg VA on es Even among Tory vo a many pope are int ply so epos Tot sign a suport free schoo ncludg among te Cass, ion dctn! The ut of ef ons nr tna bln 0 yn cr accountng fornia The vege to teoing wenger aps dy sea ‘Snow floss yeaa ming £20000 inno andthe Sout a nian Ms Overacicver, «couple inte fresh aly thal pis them ine tap 10 pa cet wl ow eed ot abet atid of ter ketone pap tsead two chlten oa vate day toe Ty die that we paying morgage on femiyhone Th stn chops oud fave on Over achicvenovm pet Jusovert7350a youn ote and Ratchet auth ef bc ne ‘Gwynne ois seo tobe i sng soma Mote cite han eve aren eed oles rvs I tue ey pp have adap sou Tercera cage chles ome ts decade, with he umber ts boring pvc dy ebunton serpin p Hom ha a 200th 000 tea fends hve been sw tosis th pardon secs pup 3ou mt csp Reese bt seo tas Et than woul be mpting pt em Sovnte agen ogc vig appara or op day shes at ia Sbeeappeao en eer Morel the growth in oss pris ba ode a, elf yr er gmp tase money Po sa Fhe Counts popes help wi te payments Some pret to, eee Ing ey from ews hoe tae shove ine, Look ss ap of be the be priate shol ead una ing hey ond cover paces where ae pices aes cc Bras ama te pede geenly cane wins pve soa coy Revere econ st about ying to dacverwhn son of prea snd het Sastopr schol. Tey ound tar nse win vaca ele esa Spar ant pet rato ee far more likely to go private, These peoplei i \ant tradition and are willing to pay for it In fact, a traditional outlook and a commit- ‘ment 10 education were stronger predictors ‘of going private than income. It’s a myth that private school parents are seduced by shiny new facilities. Aca- ‘demic rigour is the most mentioned reason for choosing private education, Such parents want a relentless focus on the basics: read- ing, writing, maths and science; arts and humanities too. They want their children to learn things and leave school with string of top grades — a not unreasonable aspiration, Discipline and a strict uniform code were ‘wo of the other factors frequently mentioned by parents who picked private schools. If you can’t get a child to tuck their shirt in, there is little hope they will pay attention in class. This might horrify a certain type of trendy educationalist, but these parents are paying precisely in order not to have to listen to trendy views (or have them foisted on their children). Instead of taxing great schools out of existence, or listening to a hardcore minor- ity of voters who want to ban private edu- cation, we should listen to these parents. There would be plenty of them who would be attracted by their local state school if they ‘were run a bit more like a strict private. Parents like this crave high aspiration, ‘Take South Farham Primary School in Surrey. A high-performing state primary, Ah ABeuT Yon oanewne) BEHAV Fiserv Pracars| Sezmece"? Reeuunne Peni @ ae A and early adopter of academy freedoms, it proudly declares that its mission is ‘the con- tinual pursuit of excellence’. Ths i exactly the right mindset to tempt parents away from paying for their children’s education and ‘many do move from fancy homes in London to live close to it Other state schools ar also showing how it.can be done. The Fulham Boys School, a free school in central London, aspires to be one of the best in the country ~ state or private — and is unashamedly no-nonsense bout seting high standards for its boys. The headmaster boasts that the institution is eom- mitted to ‘firm discipline, academic excel- lence, @ love of sport and an appreciation of the arts’. Thats just the message our tradi- tionally minded private school parents want to hear ~ and, not surprisingly the approach ‘works, Fulham Boys is hugely popular with parents, who like what they see. One of the few meaningful reforms implemented over the past 13 years of Conservative government is a move away{rom the state controlling every school, Even Labour ministers should jealously protect the freedom of the academies. The term “independent” could now just as accurately apply to a high school down the street as to Eton or Westminster because academies are precisely that ~ independent. Parents squeezed by fee increases could easily be enticed to shift their post-tax income from fees to mortgages with the right sort of school at the end of the road. Researchers at the Institute for Fiscal Stud- ies found that proximity to an ‘outstand- ing’ state school, or a grammar, made it much less likely that parents would opt for «private school, Any estate agent will tell you that it isn’t a nearby Waitrose which sends house prices shooting up; it’s being inside the catchment area of a brilliant state school. Proper competition with private schools on the things that matter to parents ~ edu- cational excellence and a commitment (o discipline ~ will only push up stand- ards across the board. Households that find themselves near to one of these independ- ent academies will have the added benefit of a nicely appreciating asset that can be sold on to the next batch of sharp- elbowed parents, As fees continue to rise, parents seem determined to stick with private schools even if it’s ruinously expensive. That doesn’t ‘mean they can’t be tempted away by a very traditional state education, especially when that would save nearly £20,000 per child, If 2 future government really wanted to get rid of private schooling, there isa better way to do itthan by taxing them out of existence. Frank Young is editorial director ‘at the Civitas thinktank, Britain’s best state schools for A-level results under Seo! te ter) |r Clleg ondon Mat Schoo London Free School (16-19] Mina 2 Queen zabeti Schoo Bare Grammer 3 The Hone Bort Schoo London Grammer 44 Bramplon Manor Acadamy, london fenton 5 Wins Gonmar School Wellngon Gromer 16 StOlows ond St Sovou’s Gromar Schaal Orpington Gromer 7 Thee Gls Schl Kingson yon Thames Gromer Gis 8 Colchester Royl Grammer Schl Clcheter Cramer Md 9 Peles Grommo School Chaheshom Gromer Med 10. eon School Raodag Crome: Mid 11 Abincham Groner Schl or Git, Abincham Granner ie 12 Newham Colegio Sich Form Cente Cit Londen Academy, london Fee School (16-19) Mid 13 ing Edward V Grmmar School Chelnderd Gronner Mined 14 King Edword VI School Stor por Avon Groner Med 15 Challe’ Gronmar Scho Anesham Gronmer Mid 16 Done Ales Owens School Pots Bor Aeadeny Mid 17 Abincham Grammar Schl fr Boy, Atnchom Grammer fon 18 Cebpon Grommor School Clon Commer Mod 19 London Acedemy of Excelence, Satfor ondon Free School (16-19) Mined 20 Tih Schoo Kington upon Thanet Cromer Mind 21 Kendeck School, Reading ‘Goomna ie 22 The Bue Coo School, Lverpoal Grammer Mied 23 Michela Communty Shoo London Free chot Med 24 Suton Cold Grommor Schoo or Gi, Seton Cadel Gronner is 25 StAndiew's Catal Schoo Lahtheod Volto sded Mied 28 King Edword VI Comp Hl School Boys, Bingham Cranmer Boys 27 Suton Grommor School Stor renner Med 28 Chen County High Schal fr Git, Chemsord Gronner ie 29 Ease Metals Schoo, Enter Free School (16-19) Mined 30 Sidon Deon’ Sih Farm Calpe, Norwich ‘Academy (16-19) Mad Avge Proportion pom soreper ofgrades ‘Admins pokey eden erry Math tet ses 100% Selecive ss7 99% Selecive 540 om Non Slacive sa oo Selecve 543 oat Selecive $42 968 Selective $42 om Selecve s4 96% Selecive 521 95% Selactve S19 oe Selecive siz ose Non Slave si om Selecive sia 9% Sele 509 oN Selecive soa een ForolySaacin 508 9% Selecive sos om Selecive 500 ox Sekine 08 90% Selecive 196 ox Selecive ws 90% Selecive wa on Nem Slecive 49a on Seleive ay 90% Non Slecive 40 7% Selecve 190 oot Selecive 490 a Selacive 489 ox tet 429 es Non Soletine 488 aefind out more at kcs.org.ukmt ie cee cag ial rorrers Ca Fi SCRUTOPIA 2023 Philosophy and the Arts Budapest City Symposium Tuesday 11th ~ Sunday 16th April 2023 ‘Theme: Continental Philosophy including teets to Pasa Scrutopia in the Cotswolds Insped by Roger Scr ourlecturers oer a fentasic introduction o philosophy with seminar éscusson and development of ideas over dinner. Alumni Meeting Saturday 1st - Wednesday 5th July 2023, Scrutopia Summer School fay 21st — Friday 28th July 2023 Please appl to: Sophie Scruton | Director of Admissions Emalt sophiescrton@@mac com | Te +44 0)1665 510 327 Horsel's Farm Enterprises | Sundey Hil Farm | Witshice | SN1S SAS www ogersrton.comiscrutopia-sunmer-schoo! Tonbridge, founded in 1553, is one of the country's ancient schools. And yet, despite its age, its at the {forefront of the new. We were the first school in the UK ‘to embed Mindfulness into the curriculum, and our Life Skils course ranges from global perspectives and interview techniques to first aid and yoga. We believe this is innovation with purpose. ‘Ranked 8th best independent senior school the country: ‘Sunday Times Parent Power League TableDo the maths Making the subject compulsory to the age of 18 is a bad idea enever [tell people I used to be ‘a maths teacher the most common response is: “I absolutely hated maths at school.” It is an age-old tale, to loathe maths lessons (or indeed your maths teacher). So, what better way to make chi dren loathe maths even more than to make it compulsory until the age of 18? Rishi Sunak’s plan, announced at the start ofthe year, aims to address innumeracy and better prepare pupils for the workplace. ‘There are many reasons why, on the sur- face, it seems a sensible approach — not least because the UK is one of the few countries in the world that does not require children to study maths in some form up tothe age of 18 ‘Some critics have argued that the plan shows @ government which is out of touch, unaware of the recruitment erisis plaguing state schools. After all, how can we expect the further provision of two years of maths ‘when maths teacher recruitment targets have been missed every year for more than a decade? Currently around 45 per cent of UK secondary schools depend on non-specialists to teach the subject. ‘During my time as a teacher in an inner London school, class sizes from Year 7 to ‘A-level all ballooned ~ placing great strain ‘on an already stretched workforce. The recruitment crisis is having a big impact on the quality of maths teaching across the UK ‘What struck me most when I interviewed for teaching positions was the number of appli- MIRANDA MORRISON ceants who just couldn't teach, Many could not hold @ room or engage a class, let alone break down a concept into its simple com ponents or introduce a topic in an interest- ing context with energy and confidence. Bad ‘maths teaching is rile, and this is not only ‘due tothe increase in non-specialist teachers. It is @ common misconception that bright Oxbridge graduates with engineering degrees ‘make good maths teachers. Some of the best ‘maths lessons I saw were delivered by peo- ple with degrees in art history or English It is unreasonable to prevent children from learning what they love What is truly lacking in the profession isthe understanding that being an effective maths teacher requires not just high-level subject knowledge, but creativity ‘Those in favour of Sunak’s reforms quite rightly say that numeracy skills are a neces- sity in the working world. But this policy is reactive rather than proactive: education pol- jey focuses too much on patching over prob- lems at a later stage ~ at GCSE or A-level = rather than considering improvements to the early stages of a child’s educational life would see an enormous range of numer acy skills from children starting secondary ‘school, indicating varying levels of effec- tive teaching at primary level, Schools for children in their early years need to be bet- {er equipped and staffed to provide this. But parents also have a big role to play, wheth- cer by asking their child to tell them which js the cheaper bag of pasta in a supermarket or reading aloud a worded maths problem in their homework. ‘The maths-to-18 policy is also symbol- ic of a wider cultural issue that has intensi- fied in the past decade. The government's preference for STEM (science, technology, ‘engineering and mathematics) over the arts ‘nd humanities is leading tothe loss of inter- est in ~ and access to ~ creative subjects in state schools, ‘There has been a marked decline in the choice that pupils have, due to timetable blocking and the disappearance of entire departments. Nearly 20 years ago, state- school friends of mine took art alongside textiles and music, Now, that same school no longer has a Design and Technology depart- ‘ment. In its place is @ tiny art “faculty” with fewer than half the members of staff it once had. Pre-GCSE pupils are taught art for around one to two hours per fortnight, and their chances of learning how to design gar- ‘ments or work with wood and metal are non- existent, This form of education cannot be ‘an effective provision for any community of individuals with aspirations to be creative. ‘At A-level, entries for business studiesand computing have seen the largest propor- tional inerease in recent years, while those for subjects such as drama, music and design fell by 28 per cent between 2014 and 2019. Of course, an uptake in computing needn't bbe a bad sign in a technology-driven world, ‘but this cannot be the only reason for the sad decline of the arts. We still need artists and designers, playwrights and musicians, actors and journalists. These professions enrich our lives and are vital for economic prosperity In 2021, the then education secreta Gavin Williamson, praised the influx of engineering and science undergraduates in universities as a positive sign that students ‘were starting to ‘pivot away from dead-end courses that leave young people with nothing ‘but debt’. His comment shows it has become ‘commonplace to judge the success of a quali- fication by the salaries it leads to, rather than the joy it gives us I is sad to think of creative subjects as financially defunct and therefore not worth studying. ‘Those in favour ofthe maths-t0-18 policy believe it will bridge the gap between privi- leged and underprivileged children, But state schools ate under such pressure to attain good Progress 8 performance scores ~ a measure of the results of mostly academic subjects that non-academic children are taken out of Can you answer these O-level maths questions? From June 1974 Ollevel Question Paper 450 Question 1 Ina certain village 3/16 of the inhabitants are over 60 years old, 1/8 are between 15 their much-loved music lessons, or even told they cannot take a creative GCSE, in order to be taught extra maths, often with negligi- ble outcomes. Surely it is nota sign of privilege to have limited choice. Of course, there should be a ‘minimum set of disciplines that are compul- sory for pupils to eam, but itis unreasonable to prevent children from learning what they love, Denying a child three hours of drama We still need artists and designers, playwrights and musicians, actors and journalists ‘a week with extra maths in its place could raise a school’s Progress 8 score but inevita- bly undermines the joy of learning. ‘Over the years i have met children who would be utterly vile in their maths lessons by disrupting the class and refusing to work, resulting in them being removed. Often, I would see the same child sitting calm- ly in an art lesson, focused on the beauti- ful design they'd printed from a linocut, or beaming from the applause they'd received after playing bass in the summer concert and 30 years old and 1/4 are under 1S. The remaining 35 people are between 30 and 60 years old. If there are 7 men in the village who are over 60, find the number of ‘women over 60, Question 2 Given th the remainder is 12 when the expression a+ 3x"— I Lx 6 is divided by +2, calculate the value of a. Using this value of a, find out whether 2x + 1 is, ‘or isnot, factor of the expression. In the figure below, PB is the tangent to the circle at B, ‘The centre of the circle is 0. Given that PBA = 64° and O4 calculate O4B and OBC. We can all relate to being put off by things we are forced to do, but also to the delight that comes from being absorbed in things we love. For some children this is maths and science. But a significant proportion of ere- ative children in the state sector are being denied the option to study a variety of ere- ative subjects or are being convinced to go down the STEM route simply because itis ‘more lucrative. Many excellent schools across the coun- try understand that a rich curriculum isa col- lection of interconnecting disciplines, where STEM is not separated from the arts, and ‘where mathematical language can be applied to multiple contexts, Children can learn to read graphs in geography as much as in com- puting, or to interpret statistics in history as ‘much as in biology. Young people starting cout in the world of work will find that skills they leamed in school begin to fall into place because they have a practical application Raising literacy and numeracy stand- ards across the UK is not going to happen by reducing the curriculum in state schools to core subjects only. What is needed is a rever- sal of the attitude that arts and humanities limit a person’s job opportunities and their ‘earning potential - and a belief in a child's choice to learn about things that they love, Question 3 6 2)048-26",08¢=20" AFACIOR OF THE BPRESSION ARs 3X2 44s, : i‘The renowned pre-universty gap year course in London, Venice, Flotence and Rome for students ofthe Arts and Sciences Afecharging and unforgetable experience eee ee Berea rernt yet arenes nL weed aos ‘| Lterature | Music Werld cinema | Global sues po hlapacelaterrertnare pebes=ney Cookery | Life drawing Photography Br erenmeretyorerer er tcrte Bi spots IT meueaey uaa Pe co CR Trl Nut Eire Tie Tee Christ Church Cathedral School, Oxford Independent Day School for Boys 3 — 13 & Girls 3-5 ee ere armen) Pee eee Ue Reece ROCCO Nh een Let me Nee Meet ae na teh eamesHow to a raise a genius What we can learn from the great figures of history should study the highest achievemenis in the field, To lear how to paint beautiful- ly, visit the National Gallery. If you want to be a great scientist, spend some time in cut- ting-edge laboratories. If you want to write, read great literature, But this is not what par- ents usually think about when considering how to educate their children, Most simply ‘outsource the work to existing bureaucracies. Is there, however, something that they could lear from the great figures of the past? 1 sampled the biographies of 42 out- standing people: from writers (Woolf, Tol- stoy) and mathematicians (Pascal, Turing) to philosophers (Russell, Descartes) and ‘composers (Mozart, Wagner), trying to get a diverse sample. There is, it seems, a pattem in the childhoods of geniuses. Each involved 8 submersion in serious, intellectual discus- sion; limited contact with other children; ls want to master something, you HENRIK KARLSSON and what's called “cognitive apprentic ships’, the deliberate imparting and testing of knowledge. ‘The first principle of cultivating brilliance is based on the recognition that human beings are inherently social. They compulsively internalise values, ideas, skills and desires Those who grow up to be exceptional tend to spend their formative years ceptional adults surrounded by from the people around them. It's therefore not surprising that those who grow up to be exceptional tend to have spent their forma- tive years surrounded by exceptional adults. Virginia Woolf never attended school, Her father, Leslie Stephen — who, along with tutors, educated Virginia and her sis- ter Vanessa ~ was an editor, critic and biog- rapher of such standing that he could invite Henry James, Thomas Hardy and Alfred, Lord Tennyson to dine and converse with his children. It was something he did deliberate- ly for their benefit, This parental obsession with curating a rich intellectual milieu comes through in nearly all of the biographies I read. Michel de Montaigne’s father employed only serv- ants who were fluent in Latin, so that Michel would learn it as his mother tongue. John Stuart Mill spent his childhood a his father's desk, helping to write @ treatise on econom ics, running over to Jeremy Bentham’s house to borrow books and discuss ideas. Blaise Pascal, too, was home-schooled by his father, who chose not to teach him math- ematics. Pascal Sr had a passion for maths that he felt was slightly unhealthy and fearedthe subject would distract the young Blaise from other rewarding pursuits such as lter- ature ~ so Pascal had to teach himself. But when asa young teenager he rederived sever- al of Euclid’s proofs, the family relocated to Paris to allow father and son to participate in the maths salons together. The instinet was to create a specific kind of culture for the child not primarily to teach him. At least two-thirds of my sample were home-educated (usually until about 12) by parents, governesses and tutors. The rest were educated in schools, most commonly Jesuit schools ‘AS children, they were integrated with exceptional adults ~ and taken seriously by them, When the five-year-old Bertrand Rus- sell refused to believe the Earth was round, his grandparents didn’t laugh; they called in the vicar of the parish to reason him out of his misconception, The guardians of It may even be that too much socialising with other children is not good for intellectual development these brilliant people had high expecta- tions of their charges, assuming they had the capacity to understand complex topics and to grow competent rapidly. They there- fore invited them into serious conversations and meaningful work, John von Neumann ~ the Hungarian physicist who helped to develop the hydro- zen bomb and digital computer, and asa pas- time invented game theory ~ was included in ‘management discussions of his father’s bank before reaching school age. While writing his ten-volume History of British India, 3S. Mill's father allowed his three-year-old son to interrupt him every time he encountered a Greek word he had not seen before. Nieteresone tte grew to be excetion: al was this lucky. There are a few cases ‘of people who rose to greatness despite non- ideal circumstances ~ like Michael Faraday and the mathematician Srinivasa Ramanujan They had to summon mentors themselves. How did they do that? First, they read books. Then, when they ‘grew more skilled, they started contacting ‘other exceptional people, trying to join their milieu, Ramanujan famously sent letters to a large number of English mathematicians, until one of them, G-H. Hardy, realised that this strange kid from India was nota crank but raw genius, and brought him to Cambridge in 1914, Faraday grew up in poverty in early Te Why are you in detention? 19th-century London, He spent less than 4 year in school and then ended up as a bookbinder’s apprentice. The bookbind- er seems to have been an intellectual role model, but more importantly, he gave Fara- day access to books. Faraday also started attending scientific lectures where he took copious notes. He tured Humphry Davy’s lecture series into a book, bound it and gave it to Davy. That, Davy thought, was a nice gesture and, hav- ing ruined his eyes in an experiment with nitrogen trichloride, accepted Faraday as an apprentice. Books can, in other words, be a {200d stand-in for @ social milieu, but even- tually you need direct access to exceptional people. And having access to them from a ‘young age greatly increases the likelihood ‘that you willbe shaped by them Freedom from peer pressure isthe sec- ond principle of extraordinary intellect. Rus- sell for example, was kept largely separate from other children living secludedly in his grandparents’ aristocratic mansion, some- thing many biographers lament. Just imag- ine they seem to think, how brilliant he'd have been if he'd had access to schools. In fact, the opposite is true. According to Russell, his ‘most important hours’ were spent alone, walking around the gardens ofthe neglected family estate: “I think peri- ods of browsing during which no occupa tion is imposed from without are important in youth because they give time for the for- mation of these apparently fugitive but really vital impressions." Russell's childhood seems @ little depressing, as does Virginia Wools. In a letter to her brother Thoby, who was away at Cambridge, Woolf lamented: 'T have to delve from books, painfully and alone, what you get every evening sitting over your fire and smoking your pipe with {Lyton Strachey ee.” “This immersion in boredom is univer- sal inthe biographies of exceptional people. 'A substantial fraction were kept apart from other children, ether because their guardians decided so or because (like René Descartes) they were bedridden with various illnesses Itmay even be possible to say that too much socialising wit other childrens not good for intellectual development. A common theme in the biographies is that interest in complex topics appeared almost like a wild hallucina- tion, induced by an overdose of boredom, ‘Mozart was drilled on the piano and violin by his father, but he undertook his composi- tions on his own, Like Paseal, Alan Turing, ‘who was raised in boarding schools, seems to have taught himself mathematics (at 15, he derived the inverse tangent function before having encountered calculus) while ‘being an outcast and facing resistance from the teachers, who thought his interests were not ‘well-rounded’ ‘Another case is James Clerk Maxwell, the Scottish mathematician who unified eleciric- ity and magnetism ina series of equations of such power thatthe Austrian physicist Lud- wig Boltzmann proclaimed: ‘Was ita God that wrote these signs?” Maxwell grew up in relative isolation in Gienlair, a country house on the Middlebie estate in South-west Scotland in the 1830s, At an early age, Maxwell became fascinated by ‘geometry and discovered the regular polyhe- dra before receiving any forme instruction Instead of being tutored, his fist ten years were spent reading novels with his moth- According to Bertrand Russell, his ‘most important hours’ were spent alone er, discussing farm improvements with his father, climbing trees, committing mischief and exploring fields and woods. Most of the biographies show children ‘who spent only between one and four hours ‘a day in formal studies and the rest on self- directed projects. And when it comes to formal learning, one-on-one tutoring is a ‘consistent theme, Some did all of their for- mal learning this way, such as Mill; others hhad itas a complement to schooling, such as Albert Einstein, who had a number of exter- ‘nal maths tutors. ‘The American neuroscientist Erik Hoel ‘has written about ‘aristocratic tutoring’ which involves strict teaching as well as more cas- ual interactions, Aristocratic tutoring is not focused on measurables. Historically, it usu- ally involved a paid adult tutor, who was fan expert in a particular field, spending significant time with a young child or teenager, instructing them but also engaging ‘them in discussions, often in a live-in eapac- ity. The child would therefore be exposed to genuine expertise, even in a field they ‘may not be interested in pursuing, and could lear the behaviours involved in cultivating such expertise ‘The importance of tutoring was demon- strated by the educational psychologist Ben- Jamin Bloom in the 1980s. Bloom found that if you tailor your instruction to an individual, the average student will rise to the top two in a class of a hundred. Tutoring is one of the ‘most reliable ways of imparting knowledge. Granted, many of the tutors in the biog- raphies are not particularly inspiring. Tol- stoy’s, for instance, would threaten the boy ‘with a beating if e cried. Russell was abused by several of his tutors and governesses. The best tutors, however ~ including parents seem able to create a sense of a shared intel- lectual pursuit ‘Von Neumann’s father once got so excited by their discussions about machine weaving that he set out to find a Jacquard loom that he and his son could study. Marie Curie’s father built a laboratory in their apartment so they could study chemistry. One of Virginia ‘Woolf's tutors, the classics scholar and wom cn’s-rights advocate Janet Case, was so dear and important to Woolf that she wrote Case's Times obituary nearly 40 years later. Helping another person grow rapidly requires a deep and delicate bond. A tutor can be demanding, expecting sincere effort. But if the firmness does not come from respect ~ if they do not signal that they truly believe you are capable of more than you think ~ the hharshness is degrading. I doubt the tyrannical tutors were important in shaping long-term trajectories in the cases of Tolstoy or Russell Fils we some to teh principe eos nitive apprenticeships. Such apprentice- ships take the form of teachers that explore ever more complex ideas and require their students to repeat and repurpose them. Every morning after breakfast, John Stuart Mill would take a walk with is father. In his auto- ography, Mill writes: In these frequent talks about the books I read, he used, as opportunity offered, to give me explanations and ideas respecting civ tion, government, morality, mental culty which he required me afterwards to restate to him in my own words. He also made me read, and give him a verbal account of, many books ‘which would aot have interested me suff, ciently to induce me to read them of myself Mill’s father would model patterns of reasoning by thinking aloud and asking John torecreate his thoughts, imitating the thought pattems. He would give him increasingly complex tasks, then ask John questions that helped him solve the task. He would coach and give feedback on how to improve This type of intellectual apprenticeship is a recurring pattern inthe biographies. At some point in ther teenage years —and some- times earlier ~ the future geniuses would bbe mentored by someone with exceptional capacity in tei field Russell was discovered by Alfred North Whitehead, one of the world’s foremost philosophers and mathematicians, and col- Taborated with him in his twenties. The 17th-century Swiss mathematician Leon- hard Euler was taken on by various members of the Bernoulli family, all of them extraor- inary mathematicians. At this point, they The best tutors ~ including parents ~ seem able to create a sense ofa shared intellectual pursuit were not only leaming, but doing real intel- lectual work. ‘An important factor to acknowledge is that these children did not only receive an exceptional education; they were also excep- tionally gifted. Like most of the people sam- pled in this essay, John von Neumann was fiendishly gifted. He could divide eight-digit ‘numbers in his head at the age of six, When von Neumann entered university, George Polya, another mathematician, recounts: ‘There was a seminar for advanced students in Zarich that I was teaching and von Neumann ‘vas in the clas. 1 came to a certain theorem, and I said itis not proved and it may be diff- cal anything but ater Five minutes he raised his hand, When I called ‘on him he went to the Blackboard and proceeded to write down the prof. After that I was afraid a LL Lit ‘The dog senstivin-read my homework," If we were to distribute clones of von ‘Neumann in a random selection of western homes today, few — if any — would have the quality of education the original von Neu- ‘mann had, Some might be broken by toxic family conditions. But most of the others would probably sill be quite a sight. Maybe not the kind of ‘I'll invent the computer, game theory and the hydrogen bomb at the ‘same time’ level of genius ~ but not the aver- age in their class, ‘nate talent is clearly a part of excellence, Richard Wagner was taught piano by his Latin teacher but dropped the instrument because he was unable to understand scales, Instead, Wagner leamed by transcribing thea- tre music by ear. Once he had reached the end of his natural abilities, he sought out a com- poser, Christian Gottlieb Miller, and con- Vinced his mother to allow Maller to teach him composition. Wagner was 13 atthe time. ‘Two years later, he was able to transcribe Beethoven's Ninth symphony for piano. 1 have known quite a few talented musicians, and that simply never happens, But this is not to say that the peculiari- ties of the education of history's exception- als were unimportant or not worth emulating. Access to exceptional role models, and ded- icated, personalised education, is transfor- ‘ational. In some cases, as with Mill, itis possible that most of his skill can be attrib- ‘uted to education, rather than innate talent. Doing all of this ~ that is, curating an exceptional milieu, providing dedicated tutoring and opportunities for apprentice- ship ~is hard work, Like everything pursued to the point of excellence, it demands seri- ‘ous sacrifices, Yet simply being aware of these prinei- ples does not require sacrifice. Itis a way of viewing children: as capable of competence, as craving meaningful work and as worthy of being included in serious discussions. ‘We can learn to see them like that, but it is a profound shift in perception, a shift away from the ways in which we are taught to regard children, There isa scene in Mill’s autobiography, ‘when John is about to set out into the world and his father forthe first time lets him know that his education had been... bit particular. He would discover that others his age did not know as much as he did. But, his father said, hhe mustn't feel proud about that. He'd just been lucky, LLet’s make more people lucky. This isan edited version ofan essay published on Henrik Karlsson blog, escapingflattand substack comKatnouiscue Hocuscuue ITI GODOLPHIN Study in Austria... ..in English gs o SHOP Order a Spectator cartoon or cover and we'll frame it for free www.spectator.co.uk/shop 020 7961 0015Saved by the bell Becoming a teacher is the best thing I could have done jere was an article in this maga- [ zine’s last Schools supplement in September that, just for a moment, made me panic. ‘Why I’ve quit teaching* ‘was the headline. Not great timing. I'd just resigned from my secure civil service job in the Department for Transport to start a Post- ‘graduate Certificate in Education in second- ary level history. My thoughts raced, Had | made a serious blunder? What if [wasn't cut out for this teaching gig after all? Would | end up an emotional wreck and go crawling back to Whitehall? ‘At my work leaving party I had well- meaning but ominous conversations along the lines of: “We admire your decision but think you're absolutely mad,’ Even at Christ- ‘mas some relatives hinted that they thought I ‘was off my rocker. Why, I imagine they were wondering, had I opted fora life of stress, hhard work and inevitable frustration? Didn’t realise how overworked and underpaid teachers are? Well, perhaps I am losing my ‘marbles, but here's my manifesto to prove those doubters wrong. know it sounds terribly old-fashioned {and pre-2020) but going into a school every day forces me to see and engage with people and build those things called ‘relationships’. Sure, some of the kids can drive me up the wall, but that’s real life. I'd far rather experi cence that than a row of inanimate faces on a alitchy Microsoft Teams video-call discuss- ing the fact there may or may not be newts along a stretch of farmland where a railway ‘may of may not be built—which was the sort of soul-crushing interaction I had to deal with every day when I was a civil servant, ‘Teaching also involves meeting and hav- ing an influence on people I would never have come across otherwise. How many ‘ther jobs would have exposed me to chil-

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