Ripostes, retorts and responses
Read Peter Hitchens only in The Mail on Sunday
I shall be away from the office for a short while and may not be able to do a full-length post for some time, but will where possible. In the meanwhile, here are some responses to contributions from readers last week.
On schools
J.F. Keane accuses me of missing the point about 'special needs'. I don't accept this. The problem of our state schools is a general one, resulting from egalitarian or anti-authoritarian dogmas being placed above education. 'Special needs' sounds really alarming, as if the child involved is in some way physically or mentally damaged. In a small minority of cases, this may be so. But for the most part children with 'special needs' didn't have those needs until they were subjected to the disastrous teaching methods of so many of our primary schools. All they specially need is to be made to sit in rows and learn things by heart, after having been swiftly taught to read. Fat chance in much of the state system, however, as the woeful figures on literacy and numeracy show. These schools are very glad to pretend that their serial failure to teach children to read can be blamed on the invented 'disease' of dyslexia or the invented 'disorder' of ADHD and its many allies. Actually it results from their ideological hatred of synthetic phonics, a wholly reliable and successful reading teaching method, whose virtues have been repeatedly proven by research over more than half a century, which many modern teachers apparently regard as being beneath them. In much the same way, they seem to despise chanting times tables or correcting spelling. A few years ago there was a great wave of 'special needs' statements, as parents and heads realised this meant the deployment of extra resources, often in the form of 'teaching assistants' whose value seems to me to be doubtful. But those resources then became so expensive that it's now getting far harder to obtain such a statement, and if one is issued it's so vague that it doesn't commit the local authority to doing anything, let alone spending any money. As it happens, the collapse of good primary education, encouraged but not begun by the Plowden report, marched in step with the collapse of good state secondary education, unleashed by Anthony Crosland's circular 10/65 , which blackmailed and bludgeoned most local education authorities into going comprehensive. Once the grammar schools had gone, the primary schools had no objective to work for. The destruction of rigour at secondary level, where core education takes place, quickly affected both primary schools and universities. ***** 'Wayland' compares the 11-plus, absurdly, to slavery and racial segregation. He also seems to have a pretty vague idea of how it operated. This sort of exaggeration deprives language of any meaning, so you have no words left when something really bad does happen. Failure at any stage in life is hard to take, but 11-year-olds can and do recover (John Prescott hasn't done too badly for himself). Surely it's better that people fail at school tests than that their inadequacy is not spotted and they go on to fail at work? And what if a whole nation fails the test of being able to pay its bills and feed itself, a test we seem likely to fail before too long, largely because we no longer know anything, or how to do anything, and - worst of all - don't even know how badly-educated we are. Were it not for our private schools, which have also been dragged down by the general attack on knowledge, we would be even worse off. In any case, as I have made clear, I don't propose a crude return to the pre-1965 world. I favour the German system, of selection in consultation between parents, teachers and pupils, with those who feel they have been wrongly assessed being allowed two years to prove themselves in grammar schools, and the possibility of late transfers. I'd add that being compelled, by inexorable fate, to attend a bog-standard comprehensive because you live in its catchment area is much crueller than being compelled to go to a secondary modern because you failed a reasonably fair exam. The secondary moderns were not that good (more on this later) but they were in many cases better than modern comprehensives. ***** As for Patrick Hadley's figures on poor children in today's remaining 165 grammar schools in England, these don't really tell you anything important. Why not? Because these grammar schools are exceptional survivors, surrounded on all sides by a national comprehensive system. Most of them are concentrated in Kent and Buckinghamshire, London commuter counties chosen by canny middle-class people who are prepared to pay, in train fares and house prices, for the education of their young. What's more, the prospect of getting a fee-free secondary education (which would cost around £50,000 per child in post-tax income) persuades many middle-class parents to spend heavily on private tuition or on preparatory schools so that they can get their brood into grammar schools. Of course this distorts the situation, and keeps poor children out. If you were to do a parallel survey in Northern Ireland, which still has a fully selective system in all counties, I think you would find the proportion of children from poor homes much higher. It's certainly the case that Northern Ireland's state school system does much better than mainland state schools at getting children from poor homes into university. I know of no research from the past on this, but if you can get hold of Dod's Parliamentary Companion for 2004 (before a lot of grammar school products retired or died) it is amazing to see how many Labour MPs from working-class backgrounds went to grammar schools in England and Wales, or to their equivalents, Academies, in Scotland. There's no doubt that selective schools help the middle class. Since the middle class is based on merit rather than heredity that is as it should be. But they also benefit the bright children of working class homes. Should the fact that they benefit the middle class, and that this excites the rage of spiteful levellers, be used as a reason to shut them down, so denying them to the working class too? How daft can you get? As for middle class children escaping Secondary Moderns through private education, no doubt they did. They also escape bad comprehensives through private education, and through their parents paying large house prices to move into good catchment areas. This is bound to happen in a free country. The interesting thing is that the bog-standard private secondary schools were in trouble in the early 1960s, because they were being outclassed by the grammars. Nowadays they're all thriving. And the desperately low standard of the GCSE and A level exams designed for comprehensive schools means that even a poor or average private school can soar to the top of the leagues. Interestingly, several of the really good private schools, which use the tougher IGCSE exams and the International Baccalaureate, come out rather badly in the tables. The other interesting thing is that grammar schools allowed children who weren't from well-off homes to escape from secondary moderns, because of academic ability. Yet it is now an article of faith in the Labour Party that the only thing that CANNOT qualify you for a good secondary education is academic ability. ***** Somebody called 'Notimpressed' says I seem to have a "very rosy" view of Secondary Moderns. Perhaps 'Notimpressed' could re-read my posting and produce quotations to back up this claim. I have actually done some research on Secondary Moderns, and found that, towards the mid-1960s, several of them were getting pupils through A levels at reputable grades. I would also maintain that most of them were no worse than (and I suspect many would have been actively better than) modern comprehensives, since discipline hadn't collapsed so completely in those days, and 11-year-olds could usually read well enough to benefit from their lessons. But I have never pretended that the Secondary Moderns were a success. Nor are comprehensives, from which the only escape is through money. And I fail to see how Secondary Modern pupils were helped by smashing up the grammar schools. ***** 'Sue M' describes the rescue of a 'dyslexic' child by a specially-trained teacher. Well, I just wonder what that teacher was 'specially-trained' to do. Synthetic phonics, as not used in most British primaries, I should think. ***** 'Rightwingprof' protests that this is all a bit baffling for North American readers. Well, our comprehensive system is modelled directly on your High School system. It was devised by a civil servant called Graham Savage in 1928, after a visit to New York State and Indiana. Interestingly, Savage acknowledged that the US system would result in lower standards and the holding back of brighter children (which later defenders of his idea would always deny). But he thought it was more 'democratic' i.e. egalitarian. Savage invented the expression 'Comprehensive School' and was put in charge of introducing the first such schools in England by the then London County Council after World War Two. He later came to regret the destructive effect his idea had on many fine grammar schools. The US system was always designed for social engineering purposes, to make Americans out of immigrants and (in some states) to stop the spread of the Roman Catholic parochial schools, which WASP politicians saw as a major political and cultural threat. As a result, its education level was lower than the old selective British system (hence the large 'brain drain' of scientists from Britain to the US in the 1950s). And the sort of broad, liberal education which used to be conferred by the British 'A' level exams (now hopelessly devalued) was generally achieved in the US at college level. The US middle class don't save for school fees, but for college fees. If the federal government did to US colleges what our national government has done to our secondary schools (and then US politicians bought or fiddled their own children into Ivy League universities closed to most), then it would be a similarly pungent issue on your side of the ocean. Private secondary education in the US is the preserve of the very rich indeed, and so not a major political issue. Labour would like the same thing to happen here, so that it was simply out of the reach of the middle class. Things are rapidly going that way, as it happens. And University, which was once virtually free to those who got there, is becoming increasingly costly. ***** Peter North says I neglect the crimes of the Tories in this field. I don't think that's true. Any of my regular readers knows of the boundless contempt I have for the Tories, especially over education and their failure to defend the grammar schools. I am not sure it was based on the sophisticated thinking that Mr North sets out, and suspect it was just electoral cowardice and a mistaken belief that comprehensives were popular, plus a total failure to grasp Labour's ideological motive. Whatever the truth, the comprehensives have been factories of Labour and Lib Dem voters, and have done much to destroy the Conservative party and the striving, patriotic middle class from which it sprang. Their punishment for their failure has been pretty brutal. It's one of the main reasons they can never win another election. I didn't dwell on it much in this posting because Ruth Kelly was the issue. Still hanging A very simple point - on executing the wrong person - still seems not to have got across. I'm not saying innocent deaths are all right, or even trying to justify them. I'm just saying that human organisation is imperfect and that shouldn't be a reason against having any organisation at all. Such deaths happen in this and many other areas of public policy, and are not generally judged to be a reason for abandoning any other policies widely thought to be beneficial. In fact, if we took this view, much government would be paralysed. Nobody wants innocents to die. Every possible effort should be made to avoid it, though in the knowledge that perfection is unattainable. It is terrible to kill an innocent. However, those who advance this risk as an absolute reason for not using the death penalty are dishonest with themselves, and inconsistent in their own minds. For in many other fields of life, they support - for utilitarian reasons - other policies, which are certain to result in the killing of innocent people. Now, if you believe that the danger of an unintended innocent death, however small, is itself a reason for rejecting the death penalty, then you must -in logic - take the same view about the other policies that carry a similar (or larger) risk. And if you don't take that view on any other policy, you cannot take it on the death penalty. A lot of people who pretend to oppose the death penalty for fear of killing innocents do not reject other policies on the same grounds. Take the two conventional parties. They supported the Iraq, Kosovo and Afghan wars, in which innocent deaths were a certainty. They accept the arming of the police, whose results we know. They accept the 'care in the community' policy under which seriously mentally ill people are allowed to roam the country without proper supervision and all too often to kill or maim. They support the early release of convicted murders, which makes innocent deaths a certainty. They support a transport policy based upon motor cars and readily available driving licences, which causes thousands of innocent deaths a year. And so on. Ultimately, all those of us who accept that just wars are possible, and view World War Two as one such - must accept that our present liberties were bought by warfare which undoubtedly led to unintended innocent deaths and was bound to do so. And we would do it again if the same circumstances arose. All these deaths, like those of wrongly-convicted murderers, are unintended by the framers of these policies, and regretted by them. Efforts are made to reduce them. But the certainty of such deaths, far harder in fact to avoid in these circumstances than a wrongful conviction, exists. The argument is therefore merely an excuse, a barrier behind which the person who has no real argument can shelter his refusal to reason, which is emotional and irrational. Which brings me once again to Mr Valentine Hayes, formerly of Toronto and now of Dublin. In response to what I regard as a complete demolition of his arguments about premeditation, he offers no serious response. He even tells me I have been using the word 'premeditated' literally, as if this were a bad thing. Well, how else can one use such a word? Does it have a figurative or metaphorical meaning? Actually, I was using it clearly and precisely, and correctly, which is what he didn't like. Of course the maintenance of a power to execute heinous murderers is not 'exactly akin' to maintaining armed forces with the capacity to kill anyone who attacks you. I didn't say it was. Exact kinship is not necessary to establish essential similarity. However, it is similar enough to show that 'premeditation' cannot be used as a way to differentiate between the maintenance and occasional use of a death penalty and the killing of enemies in war by trained armed forces. It could be said that had our preparations for war been better premeditated in 1939 or earlier - and we had possessed a proper, well-equipped army trained in co-operation with air power by 1936 - then there might have been no war at all. But, as with the death penalty used against individual murderers, deterrence by the maintenance of serious armed force, whose existence is known to potential enemies, is more effective the more convincing it is and the more you can show that you mean what you say. In the case of air power, the ability (rehearsed and premeditated) to retaliate in kind is and always has been the most effective defence against attacks on cities from the air. Would we have bombed Baghdad or Belgrade if they could have bombed us back? He may fool some by misrepresenting the shooting down of a bomber by a fighter (whose pilot has been trained for this act over many years, and whose aircraft has been designed and manufactured over a similar period at vast expense, the fruit of parliamentary debates and votes, Cabinet committees and dozens of meetings and memos flying across Whitehall) or AA battery as an act similar to an act of self defence by a man attacked in the street, to someone who isn't thinking very hard. But he cannot make this confusion over a retaliatory air-raid on Berlin. The deaths of every German soldier and airman in World War two were the result of premeditated lethal preparation by Germany's enemies. If only there had been more of it. If Mr Hayes wishes to distinguish between defensive or retaliatory war, he will have to find another way to do it. In fact, the two are morally identical. The comparison with on-the-spot self defence against an unprovoked attack does not stand. War did not come out of the blue in 1939 or 1914, but had in both cases been prepared for, for years, and resulted in both cases from a failure by the defender powers to make adequate and convincing defensive, deterrent precautions. Men do not train for years and equip themselves with elaborate weapons to defend themselves against street attacks. On the contrary, in civilised countries they rely on the weapons and penalties of the law and the police to do that for them (just as they rely on the government to defend their borders, airspace and territorial seas against the danger of aggression). In some countries the law comes armed with a gun. In others it comes armed with capital justice. Having failed here, he then (like most abolitionists) switches to the easy emotionalism of the abolitionist camp, with which he feels comfortable, for he assumes (I hope wrongly) that many in this audience will lose the thread of the argument as a result, and fail to notice that he's losing on facts and logic. He says, " I trust it is clear to all readers that you, like most of the rest of the hanging lobby, have simply dodged the difficult issue as to whether you would be personally willing to execute another man." It's not a difficult issue at all, nor have I dodged it. I have no intention of applying for the post of hangman. If I said the opposite, do you know what? Mr Hayes wouldn't then draw back in admiration to concede that I was consistent. He would not nobly admit defeat because of the rigour of my logic. Not a bit of it. He would immediately accuse me of being some sort of ghoul. This is a demagogue's trick, for the diversion of simpletons, not an honest argument. I am, however, happy to pay someone else to push that lever. How the Morgenthau Plan got into this argument, I have no idea. It'll be flying saucers next. As for imprisoning someone without hope of release for the rest of his life, I regard it as an intolerable insupportable cruelty and think that only someone who has no idea what prisons are like, or is immensely callous, could favour it. I'm not in general in favour of long prison sentences, just punitive ones. Mr Hayes should try spending two nights locked in a cell, and see what he thinks of lifelong incarceration after that. Swift and competent execution is, by comparison, humane. I do not favour the torture, public humiliation or long-drawn-out terrorising of convicted murderers. I just wish to see justice done on them, and retribution served with deterrent force. Again, I do urge Mr Hayes to read the relevant chapter in my book 'A Brief History of Crime', available from any good library since it is no longer in print, having proved too controversial. All comments are moderated by the community team. Please contact community@dailymailonline.co.uk with any queries about moderation.