Sta,—I have a long-standing admiration for Dr. Terry Thomas and
for the schools, for which he pleads with such moving wit. But he suppresses two points of real importance. (1) Many boys, who for the full develop- ment of their ability and wits needed something in the nature of a " technical " or "modern " education, have left the grammar schools woe- fully undeveloped. Such pupils will always be thus frustrated so long as grammar schools enjoy a prestige which attracts those naturally adapted for a different diet. The problem is to provide schools that differ in curriculum and method but are all equal in prestige. I believe that can be done without " degrading" the grammar schools. It must be done somehow. (2) In Scotland we incline to the view that mass external examinations " gravely distort and narrow the vision " of school education. I cannot accept Dr. Thomas's argument that they should be preserved in order to demonstrate the superior ability of grammar-school pupils to answer anticipated questions. That the individual character and " soul " of each grammar school and of all schools of every kind is an asset of the
highest value, I wholly agree.—Yours sincerely, W. H. FYFE. University of Aberdeen.
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