Comments & Editorials 09
Editorial (1960-61)

WE who were among the first members of the school when it opened have been able to watch the gradual evolution of an important educational foundation from its earliest stages to the final phase of its growth. Its development has necessarily gone hand in hand with our own from junior level to sixth form, where increased responsibilities and privileges encourage a more mature approach to work and discipline.

In considering the standing of a grammar school one looks inevitably towards its sixth form for an indication of general attitudes and outlook. Our own sixth form has only recently attained full strength and yet, despite its disadvantage in lacking precedent and tradition, it has already begun to influence the school through a variety of channels.

This influence, however, can only be beneficial after the initial challenge of self-responsibility has been met. The first-year sixth former is confronted with an entirely different system of teaching, since, apart from the fact that he is studying a limited number of subjects of his own choice and for which he is considered to be best suited, much of the work will be a matter for his own organisation. To achieve the requisite self-discipline and at the same time to make good use of the increased opportunities for self-expression through the various school societies and extra-mural activities is to become a good sixth form student and, as such, a valuable member of the school.

But if the status of sixth former lays obligations and responsibilities on the student, equally it brings privileges and opportunities which provide a congenial atmosphere to encourage the maximum efforts in pursuit of academic distinction and in serving the wider interests of the school.

A number of the school's first pupils have already passed through the sixth form and gone on to the universities and other places of further education, having set an example of academic achievement and service to the school, and having laid the foundations of a vigorous and active tradition. It is for succeeding sixth forms to maintain that tradition and pass on their example to those who come after.

D. R. LLOYD, Upper VI