HC Deb 20 February 1964 vol 689 cc1368-9
2. Mr. Dudley Smith

asked the Minister of Education if he is satisfied that the teaching of English grammar and English literature are receiving sufficient priority in primary and secondary modern schools; and if he will make a statement.

Sir E. Boyle

Yes, Sir, though I am sure that all teachers of English regard constant improvement of the content and methods of their work as one of their most important professional responsibilities. I greatly welcome their recent initiative in establishing a National Association for the Teaching of English.

Mr. Smith

While thanking my right hon. Friend for that reply, may I ask him if he is aware that there is a growing feeling in many directions that the teaching of science and mathematics has been promoted in recent years rather at the expense of teaching English and also that employers are finding some young people at the present time, while well equipped in many directions, rather woefully inadequate in grammar, spelling and general syntax? Could my right hon. Friend say if the study group is going into the question, and, if not, would he encourage it to do so?

Sir E. Boyle

I will send my hon. Friend a copy of the valuable advice given in the Secondary School Examinations Council's Bulletin No. 1 on the new C.S.E. examination in English. I think that reading and spelling ability has measurably risen but examinations have tended to emphasise those elements in the teaching of English which could be more easily tested and examined.

Dr. King

Is the Minister aware that the criticism of his hon. Friend has been made about the teaching of English over the last one hundred years, that the most significant feature of the Newsom Report calls attention to the tremendous improvement in the reading of our children, and that the teaching profession will welcome his Answer?

Sir E. Boyle

It is true, as I say, that reading and spelling ability has demonstrably risen and that the emphasis on grammar may have been overdone. It is important to secure a better balance between the three main elements of teaching English, speaking, reading and writing.