The ethos of the DES was self-righteously socialist. For the most part, these were people who retained an almost reflex belief in the ability of central planners and social theorists to create a better world. There was nothing cynical about this. Years after many people in the Labour Party had begun to have their doubts, the educationalists retained a sense of mission. Equality in education was not only the overriding good, irrespective of the practical effects of egalitarian policies on particular schools; it was a stepping stone to achieving equality in society, which was itself an unquestioned good. It was soon clear to me that on the whole I was not among friends.
My difficulties with the civil service were compounded by the fact that we had been elected in 1970 with a set of education policies which were perhaps less clear than they appeared. During the campaign I had hammered away at seven points:
a shift of emphasis onto primary schools
the expansion of nursery education (which fitted in with Keith Joseph’s theme of arresting the ‘cycle of deprivation’)
in secondary education, the right of local education authorities to decide what was best for their areas, while warning against making ‘irrevocable changes to any good school unless … the alternative is better’
raising the school leaving age to sixteen
encouraging direct grant schools and retaining private schools*
expanding higher and further education
holding an inquiry into teacher training
But those pledges did not reflect a clear philosophy. Different people and different groups within the Conservative Party favoured very different approaches to education, in particular to secondary education and the grammar schools. On the one hand, there were some Tories who had a commitment to comprehensive education which barely distinguished them from moderate socialists. On the other, the authors of the so-called Black Papers on education had started to spell out a radically different approach, based on discipline, choice and standards (including the retention of existing grammar schools with high standards).
On that first day at the department I brought with me a list of about fifteen points for action which I had written down over the weekend in an old exercise book. After enlarging upon them, I tore out the pages and gave them to Bill Pile. The most immediate action point was the withdrawal of Tony Crosland’s Circular 10/65, under which local authorities were required to submit plans for reorganizing secondary education on completely comprehensive lines, and Circular 10/66, issued the following year, which withheld capital funding from local education authorities that refused to go comprehensive.
The department must have known that this was in our manifesto – but apparently they thought that the policy could be watered down, or its implementation postponed. I, for my part, knew that the pledge to stop pressuring local authorities to go comprehensive was of great importance to our supporters, and that it was important to act speedily in order to end uncertainty. Consequently, even before I had given Bill Pile my fifteen points, I had told the press that I would immediately withdraw Labour’s Circulars. I even indicated that this would have happened by the time of the Queen’s Speech. The alarm this provoked seems to have made its way to No. 10, for I was reminded that I should have Cabinet’s agreement to the policy, though of course this was only a formality.
More seriously, I had not understood that the withdrawal of one Circular requires the issue of another. My civil servants made no secret of the fact that they considered that a Circular should contain a good deal of material setting out the department’s views on its preferred shape for secondary education in the country as a whole. This might take for ever, and in any event I did not see things that way. The essence of our policy was to encourage variety and choice rather than ‘plan’ the system. Moreover, to the extent that it was necessary to lay down from the centre the criteria by which local authorities’ reorganization proposals would be judged, this could be done now in general terms, with any further elaboration taking place later. It was immensely difficult to persuade them that I was serious. I eventually succeeded by doing an initial draft myself: they quickly decided that co-operation was the better part of valour. And in the end a very short Circular – Circular 10/70 – was issued on Tuesday 30 June: in good time for the Education Debate on the Queen’s Speech on Wednesday 8 July.
I now came under fierce attack from the educational establishment because I had failed to engage in the ‘normal consultation’ which took place before a Circular was issued. I felt no need to apologize. As I put it in my speech in the House, we had after all ‘just completed the biggest consultation of all’, that is, a general election. But this carried little weight with those who had spent the last twenty-five years convinced that they knew best. Ted Short, Labour’s Education spokesman, a former schoolmaster, even went so far as to suggest that, in protest, teachers should refuse to mark 11-Plus exam papers. A delegation from the NUT came to see me to complain about what I had done. Significantly, the brunt of their criticism was that I had ‘resigned responsibility for giving shape to education’. If indeed that had been my responsibility, I do not think the NUT would have liked the shape I would have given it.
In fact, the policy which I now pursued was more nuanced than the caricatures it attracted – though a good deal could have been said for the positions caricatured. Circular 10/70 withdrew the relevant Labour Government Circulars and then went on: ‘The Secretary of State will expect educational considerations in general, local needs and wishes in particular and the wise use of resources to be the main principles determining the local pattern.’ It also made it clear that the presumption was basically against upheaval: ‘where a particular pattern of organization is working well and commands general support the Secretary of State does not wish to cause further change without good reason’.
Strange though it may seem, although local education authorities had been used to sending in general plans for reorganization of all the schools under their control, neither these nor the Secretary of State’s comments on them had any legal standing. The law only entered the picture when the notices were issued under Section 13 of the 1944 Education Act. This required local education authorities to give public notice – and notice to the department – of their intention to close or open a school, significantly alter its character, or change the age range of its pupils. Locally, this gave concerned parents, school governors and residents two months in which to object. Nationally, it gave me, as Secretary of State, the opportunity to intervene. It read: ‘Any proposals submitted to the Secretary of State under this section may be approved by him after making such modifications therein, if any, as appear to him desirable.’
The use of these powers to protect particular good schools against sweeping reorganization was not only a departure from Labour policy; it was also a conscious departure from the line taken by Edward Boyle, who had described Section 13 as ‘reserve powers’. But as a lawyer myself and as someone who believed that decisions about changing and closing schools should be sensitive to local opinion, I thought it best to base my policy on the Section 13 powers rather than on exhortation through Circulars. I was very conscious that my actions were subject to the scrutiny of the courts and that the grounds on which I could intervene were limited. And by the time I made my speech in the debate I was in a position to spell out more clearly how this general approach would be implemented.
My policy had a further advantage. At a time when even Conservative education authorities were bitten with the bug of comprehensivization, it offered the best chance of saving good local grammar schools. The administrative disadvantage was that close scrutiny of large numbers of individual proposals meant delays in giving the department’s response. Inevitably, I was attacked on the grounds that I was holding back in order to defer the closure of more grammar schools. But in this the critics were unjust. I took a close interest in speeding up the responses. It was just that we were deluged.
For all the political noise which arose from this c
hange of policy, its practical effects were limited. During the whole of my time as Education Secretary we considered some 3,600 proposals for reorganization – the great majority of them proposals for comprehensivization – of which I rejected only 325, or about 9 per cent. In the summer of 1970 it had seemed possible that many more authorities might decide to reverse or halt their plans. For example, Conservative-controlled Birmingham was one of the first education authorities to welcome Circular 10/70. A bitter fight had been carried on to save the city’s thirty-six grammar schools. But in 1972 Labour took control and put forward its own plans for comprehensivization. I rejected sixty of the council’s 112 proposals in June 1973, saving eighteen of the city’s grammar schools.
Similarly, Richmond Council in Surrey had refused to come forward with a scheme under the Labour Government’s Circular 10/65, but in September 1970 voted by a large majority to end selection. I had no choice but to give my approval to the change the following year.
Perhaps the most awkward decisions I had to make related to Barnet. The Conservative-controlled Barnet Council decided to go comprehensive in October 1970, having conducted a survey of parents in which 79 per cent apparently favoured ending selection. There was fierce opposition to Barnet’s scheme, and in January 1971 I received 5,400 letters of protest. The following month I approved a scheme which ended two grammar schools, but I saved a third on the grounds that the proposed merger would lead to an inconvenient divided-site school. In April I saved another grammar school and in June blocked two more schemes, thus saving a good secondary modern and another grammar school. The Conservative Party locally was split and I was censured by the local council. Most of the borough’s secondary schools in fact went comprehensive that September. The local authority kept reformulating its plans. Christ’s College and Woodhouse Grammar Schools were the main bones of contention. They were still grammar schools when I became Leader of the Opposition in 1975; they only became part of a comprehensive system (in Woodhouse’s case, a sixth-form college) in 1978 after Labour’s 1976 Education Act scrapped Section 13 and attempted to impose a comprehensive system from the centre on England and Wales.
In retrospect, it is clear that a near obsessive concern with educational structures characterized the 1960s and ′70s. It is not that structures are unimportant. But educational theorists manifest a self-confidence which events have done nothing to justify when they claim that there is one system which in all circumstances and for all individuals is better than another.
In one respect at least, the Department of Education was an excellent preparation for the premiership. I came under savage and unremitting attack that was only distantly related to my crimes.
I have described the arguments about grammar schools and comprehensives. Yet these caused me only limited trouble, partly because many people – and not just Conservatives – agreed with me and partly because I was the bringer of good tidings in other matters. For example, I was hailed in a modest way as the saviour of the Open University. In Opposition both Iain Macleod and Edward Boyle had committed themselves in public against it. And although its abolition was not in the manifesto, many people expected it to perish. But I was genuinely attracted to the concept of a ‘University of the Airwaves’, because I thought that it was an inexpensive way of giving wider access to higher education, because I thought that trainee teachers in particular would benefit from it, because I was alert to the opportunities offered by technology to bring the best teaching to schoolchildren and students, and above all because it gave people a second chance in life. On condition that I agreed to reduce the immediate intake of students and find other savings, my Cabinet colleagues allowed the Open University to go ahead.
There were more discussions of public expenditure that autumn of 1970. The Treasury had its little list of savings for the education budget – including charges for libraries, museums, school meals and school milk. I persuaded the Cabinet to drop the proposed library charges, while reluctantly accepting entry charges for museums and galleries. (We kept one free day.) But pressure for more cuts was maintained, and I had to come up with a list of priority targets.
Savings on school meals and school milk were, I had to admit, an obvious candidate. There seemed no reason why families who could afford to do so should not make a larger contribution to the cost of school meals. I thought that I could defend such cuts if I could demonstrate that some of the money saved would go towards meeting the priority which we had set, namely the primary school building programme. And within the Department of Education budget it seemed logical that spending on education should come before ‘welfare’ spending, which should in principle fall to Keith Joseph’s department, Social Services.
As for milk, there were already mixed views on health grounds about the advantage of providing it. By 1970 very few children were so deprived that school milk was essential for their nourishment. Tony Barber, who became Chancellor in July 1970, after the death of Iain Macleod, wanted me to abolish free school milk altogether. But I managed to hold the line at an increased price for school meals and the withdrawal of free milk from primary school children over the age of seven. These modest changes came with safeguards: children in need of milk for medical reasons continued to receive it until they went to secondary school. All in all, I had defended the education budget effectively.
Nor was this lost on the press. The Daily Mail said that I had emerged as a ‘new heroine’. The Daily Telegraph drew attention to my plans to improve 460 of the oldest primary schools. The Guardian noted: ‘School meals and milk were the main casualties in a remarkably light raid on the education budget. Mrs Thatcher has won her battle to preserve a high school-building programme and turn it to the replacement of old primary schools.’
It was pleasant while it lasted.
The trouble was, it didn’t last long. Six months later we had to introduce a Bill to remove the legal duty for local education authorities to provide free milk and allow them discretion to make it available for a small charge. This gave Labour the parliamentary opportunity to cause havoc.
Even before that, however, the newspapers had unearthed the potential in stories about school meals. One report claimed that some local education authorities were going to charge children who brought sandwiches to school for their lunch. ‘Sandwich Kids In “Fines” Storm’ was how the Sun put it. I introduced a circular to prevent the practice. But that story in turn restored attention to the increase in school meal charges. Overnight the number of children eating such meals became a politically sensitive indicator. The old arguments about the ‘stigma’ of means-tested benefits, which I had come to know so well as a Parliamentary Secretary in the 1960s, surfaced again. It was said that children from families poor enough to be entitled to free school meals would be humiliated when better-off classmates paid for their own. Probably unwisely, I came up with a suggestion in a television programme that this could be avoided if mothers sent dinner money to schools in envelopes. The teachers could put the change back in the envelope. A poor child entitled to free meals would bring an envelope with coins that would just be put back again by the teacher. This just added a new twist to the story.
In any case, it was not long before the great ‘milk row’ dwarfed debate about meals. Newspapers which had congratulated me on my success in protecting the education budget at the expense of cuts in milk and meals suddenly changed their tune. The Guardian described the Education (Milk) Bill as ‘a vindictive measure which should never have been laid before Parliament’. The Daily Mail told me to ‘think again’. The Sun demanded to know: ‘Is Mrs Thatcher Human?’ But it was a speaker at the Labour Party Conference who seems to have suggested to the press the catchy title ‘Mrs Thatcher, milk snatcher’.
When the press discover a rich vein they naturally exhaust it. So it seemed as if every day some variant of the theme would emerge. For example, a Labour council was discovered to be considering buying its own herd of cows to provide milk for its children. Local education authoriti
es sought to evade the legislation by serving up milky drinks but not milk. Councils which were not education authorities took steps to provide free milk for children aged seven to eleven under powers contained in the Local Government Act 1963. Only in Scotland and Wales did the action of councils involve a breach of the law, and it was for my Cabinet colleagues in the Scottish and Welsh departments to deal with the consequences of that rather than for me. But there was no doubt where the blame for it all was felt to lie. The campaign against me reached something of a climax in November 1971 when the Sun voted me ‘The Most Unpopular Woman in Britain’.
I learned a valuable lesson. I had incurred the maximum of political odium for the minimum of political benefit. I and my colleagues were caught up in battles with local authorities for months, during which we suffered constant sniping in the media, all for a saving of £9 million which could have been cut from the capital budget with scarcely a ripple. In future if I were to be hanged, it would be for a sheep, not a lamb, still less a cow.
The image which my opponents and the press had painted of me as callously attacking the welfare of young children was one which, as someone who was never happier than in children’s company, I found deeply wounding. But any politician who wants to hold high office must be prepared to go through something like this. Some are broken by it, others strengthened. Denis, always the essence of common sense, came through magnificently. If I survived, it was due to his love and support. I later developed the habit of not poring over articles and profiles in the newspapers about myself. I came to rely instead on briefings and summaries. If what the press wrote was false, I could ignore it; and if it was true, I already knew it.
Margaret Thatcher: The Autobiography Page 15
