The name is absent

297

and again it seems to

knowledge bit - some of

me to relate to the
these sort of teachers

who some

children

may

have the knowledge in

it out are the ones,
very firm about that

respect because they
packets and they give
are the ones who are

and that’s very much

a tentative hypothesis

- the two things seem

to go together -

Res The curriculum and the behaviour - traditional
Tutor curriculum, supporting traditional patterns
of behaviour - that's something else I think
Grace goes into in terms of what is a good
teacher. Then the whole thing as SS3 has

brought up is to show how those things were
very very intertwined.

SS3

Because in the 19th century the curriculum

was much more

Teaching the 3ι*^,s

was really a secondary

consideration - regi-

entation

the sheer

weight of feeling in

the school. I'm not

sure if it isn't now

- it is so much a part of the school - I don’t
know. What do you think?

SSl

..... so we're presenting alternatives which
question parents’ values and the tensions
that we’re building up there .....

Hence the school uniform bit,

issues I mean

where

going in Leicestershire is banned

- Comprehensives don’t have school uniform
but I can imagine parents saying ’We won’t
let our child go to school like that’ - It’s
the same kind of tension isn’t it.

SS з

..... It’s the relation between school and

society which I

was looking - whether the

school can play an important part of, whether
society is so much stronger than the school
- I think that was the point I was making
- I really think human potential is so stifled,
shaped by capitalist forces, the needs of

industry, the division of labour - it affects

people
school

much