By W A C Stewart
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Additional info for The Educational Innovators: Volume II: Progressive Schools 1881–1967
B. H. Montgomery, who was a master at King Alfred's 1932-40, returned as headmaster and later as joint-head from 1944-62, and wrote in a recent account of the school: During the past ten years we have found it necessary to modify considerably our attitude to examinations. Competition for university places has become increasingly keen, and many employers now require a good G. C. E. certificate as evidence of a good education.... We aim to produce people who are emotionally stable and who are independent and enterprising.
Although not wellequipped technically in psychology he wanted teaching at Clayesmore to be based on a proper understanding of the importance of interest as mental discipline rather than compulsion. Equally he wanted his pupils to be challenged by the genuine reasoning required in experimental inquiry and the initiative expected for research or project work. Like Reddie he was critical of the lack of preparation in the craft of teaching for public-school masters. Devine wanted schools to accept responsibility for the apprenticeship of beginners although he had no formal training himself.
Merging into Educational Radicalism 41 support to a boys' school which had been running for five years as a private venture in the city. This was Bootham School, which was to give, 'a liberal, guarded and religious education, on moderate terms, to the sons of Friends who are not considered the object of Ackworth School. 6 This was the Mount School which was and is the only girls' school under the auspices of an official Quaker committee. These two establishments were for the children of Friends who could afford to pay more and offered a more advanced education.