Adam Smith Institute

According to a survey of 3,000 people commissioned by UKTV Gold, a satellite TV channel, Britons are increasingly confusing fact and fiction when it comes to their historical knowledge. While 58 percent believed Sherlock Holmes was a real historical figure, 23 percent believed Sir Winston Churchill was fictional.

On seeing the results of this survey I assumed that I had overslept and woken up on April 1st but, alas, no. It appears to have been a real survey of real people – something which, humour aside, is very worrying indeed.

Education reform, anyone?

9. "It is wrong to allow bright children to go to special schools. This deprives the ordinary schools of their beneficial influence." 

If you regard children as the property of the state, existing to serve it, then it is explicable why the bright ones should be regarded as a scarce commodity, and rationed accordingly. The idea of allocating their "beneficial influence" equally through society follows from the same twisted logic. It is a pity that this is only applied to intelligence. Why should not the good-looking children be shared out equally, so their peer group has equal access to the pleasant sight of them? Perhaps the kind ones should be spread so that all may benefit equally from their sweet disposition?

The vicious notion is that children, whether bright or not, should be regarded as the instruments of the ends of others, instead of ends in themselves. Children do not exist to serve the purposes of the state, it is the other way round. The concern should be with what is of benefit to the individuals concerned, rather than with how they can be made to serve some ideological view of society.

Behind the idea often lurks the doctrine of egalitarianism, and the feeling that children really ought not to be brighter than each other. With this comes the determination that nothing should be done to encourage it. And this involves the rejection of special schools where the bright children can feel the competitive challenge of their peers, and be pushed even further.

Not only is the view a malicious one to the children concerned, it is adverse to the betterment of society. It is very often the bright children who go on to become the achievers, and develop the new products and processes, and the new ideas that benefit the rest of society. By holding them back when they are young, we may prevent the development of that ability.

My true love sent to me: seven swans a-swimming. In the song, this could refer to the seven sacraments, or the seven gifts of the Holy Spirit, which include things like teaching, service, and leadership.

Teaching, of course, is another of those things where there is far too much government, and far too little service and leadership. As in health, it is not that the staff are bad - but they are just badly managed, and the sector is too centrally run. The top-down Stalinist way of running things didn't deliver in the Soviet Union, and it doesn't deliver in health, education, and other public services. So we end up with sink schools from which parents and kids - usually those in the most deprived areas - have no escape.

Now, though, the world is building up experience that decentralization actually works. Instead of the state running every school, give parents and teachers money to run their own. That has led to a flowering of new schools in poor, often black areas of America where the state schools had been overwhelmed with drugs and violence and underwhelmed with learning and achievement. Now Sweden has a similar system - the money follows the choices of parents, not bureaucrats, so it tends to be spent better: and all sorts of new education providers are springing up as a result. A model for the UK? Well, we certainly think so.