Charles Dickens devoted some space in his novel ‘Hard Times’ to satirizing the more outlandish contemporary ideas on education.

We meet the eloquently named Mr Bounderby and the teacher Mr M’Choakumchild in front of a class in the local school. Dickens describes the class before them thus:

“the inclined plane of little vessels then and there arranged in order, ready to have imperial gallons of facts poured into them until they were full to the brim.” 

Later on, he says of the fact driven teacher, in reference to his submersion in the latest utilitarian concepts:

“If he had only learned a little less, how infinitely better he might have taught much more”

“Hard Times” was published in 1854, so it’s disappointing, nearly 160 years later, that noises are coming from south of the Border which seem still to hint at a similar approach to education.

The perennial suggestion that schools might be more effective if pupils were exposed to them for longer each year betrays little understanding of the process of  teaching and learning.

Sports physiologists  have long recognized that rest can be as important as activity in gaining and maintaining fitness. It’s about time that it was acknowledged that the same can be true in teaching and learning. If pupils really do ‘forget knowledge’ in the six weeks between the start of July and mid August, why is this, and why aren’t we teaching in a way which sets pupils up to make the most of their learning in an independent manner when they are  not in school?

Statistical comparisons can be of limited value, but there is little to suggest that those countries with the longest school year are outperforming others in educational outcomes. What does become clear in comparisons is that countries like Finland, a benchmark in effective education, have an approach more articulated with the needs of society, and which also prioritises spending on the highest quality education available. All Finnish children receive free meals, and child care, as part of a progressive approach to social policy, is on a far higher level than here. There is no Scandinavian confusion between teachers  and childminders.

However, education structures need to be open to change, and if we are concerned with meeting children’s needs – as well as that of the society which schools serve – then there are some changes which would be beneficial.

A school day which ran from 8.45 till 5pm – with the last two hours comprising sports and activities - would provide educational and social benefits. Healthier and fitter children learn more effectively, schools which cater for all areas of a child’s growth have more success.

There are, of course, staffing and resource implications involved in the move to such a model – but there are equal implications if we fail to address the physical and mental well-being of our pupils.

And – just a thought – the facilities and staff provided on a daily basis would also be available for activities and sports camps throughout the summer holidays.

Now that’s a positive way to mind the children….