Selective schools make the right builders

In an age where Britain is slipping down the league tables and comprehensives are dragging down children, selective schools make the right builders.


Theresa May has chosen a sensible direction in reintroducing selective schools. They will help the nation roll back to a time of optimism and create a country of reliable, active workers who excel in their field.

For many years, fellow countrymen have moaned about immigrants stealing jobs and putting a strain on our public services. My own family and friends have often complained about the high influx of foreign workers who fear for their livelihoods.

The left and social campaigners claim that it is racist to criticise them for it as if they are protecting their own projects with cheap labour. Foreign workers’ presence is not a problem for society in general. They are a symptom of declining standards in education and work ethics.

Employers sustain that immigrants are easier to employ than Brits. There is considerable validity behind these claims. One of the main problems is that schools in this country are churning out unemployable teenagers. The source of this unworthiness is the content and quality of what they are teaching them and the lack of expectations from their parents.

Take my experience as an example. I discovered the inclusive community comp that I was placed in had no inspiration or imagination. It was as if it was established to prepare me to fail with no regard for my ambitions or what I could achieve. I was taught pointless lessons in useless skills.

In the international league tables, Britain is amongst one of the lowest in the developed world. We are beaten in maths by countries like Poland and Slovenia. In science, we are beaten by China and Japan. We are also just below Switzerland as well.

Most of these countries still use the selective system without any stigma of class prejudice. They take great pride in providing their children the opportunities to achieve in what their chosen fields require of them. This demonstrates that selection isn’t about segregation. It’s about providing children with the pre-requisites of their field.

All bodies involved need to understand that businesses rely on schools to provide the pupils with the skills and abilities needed so that they can function in a work environment.

A child who aspires to be a technical engineer would have to choose to attend a technical college, which would equip him with the skills to work in a trade or a manufacturing plant. Another child who has excellent knowledge and aspires to start an academic career would make it into a grammar school so that they can go on to university.

The current system is very strenuous and stagnating. For some people, they feel trapped in a system learning information that it is irrelevant to their aspirations. It has no value for employers or academics.

In some countries like Denmark, secondary school is in two parts. The lower half is part of primary education and the upper half is optional. Children can choose one of five different schools. Like Denmark, Germany and Finland force compulsory education up to age of 13. Both these nations have a variety of secondary schools to enable students to master different subjects.

In the 1960s, there was a common belief that the tiered system of education created an unfair advantage for academically inferior kids and that they should all have the same opportunities in life. Nonetheless, this led to a systematic liquidation of teaching standards, learning methods, techniques and practical skills.

Later, the O-levels and GCEs were replaced with the GCSE, which led to a reduction of what students were expected to learn. The health and safety zealots also became a problem as schools stopped using practical means of learning vocational subjects like computer engineering, PE equipment and plumbing. Handling bunsen burners in chemistry lessons has been outlawed for pupils. This provides them no idea of what practical science based skills involve. Most science lessons in schools nowadays involve using textbooks and films streamed on blackboards. It’s little wonder we are lacking in inspiration in the classroom.

With the reintroduction of the grammar schools, we should hope to discover an opportunity for future generations to be able to advance themselves to certain standards. This obsession with testing and demanding that they secure a school’s good position in the league tables at the expense of their ambitions is crumbling. Enjoying school itself is insufficient. You’re there for your future, not join a social club!

Labour activists and social justice warriors are in an uproar about reintroducing grammar schools. They claim that they will create a new culture of segregation and disassociate ordinary people trying to advance themselves. Yet they should listen to the bosses for once, because they grew up in a school system that made them adequate.

Bill Gates once gave a speech at a school saying that before they were born, their parents were not as boring as they are now. They reached this stage because they had to succeed so that you could be clothed, fed and sheltered. So for the sake of succeeding, stop this constant chastising. Instead, try to learn to build the foundations necessary to succeed by delousing yourself of your own selfish interests.

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Charlie Keeble is an activist, writer and science geek. Self styled Autistic Conservative with an interest in minority sports, reading, travelling, science and technology. His work for United Politics as a feature writer covers localism, British affairs, sports and community, autism and social and civil issues. Campaigner and aspiring archer for the Commonwealth Games. Conservative Party member focusing on geeking up the government. Leading to a positive reinforcement of creative, intellectual and advancing ideas for Britain.


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