Sport? What a load of fascist rubbish it is

Reading Heydrich's speech, I have three comments:

1. In the Czech state, as elsewhere, the feeblest defender of the values of the national education is the responsible minister . Having been a virulent anti-Nazi, Emmanuel Moravec became, after Munich, the most active collaborator in Hedrich's Czech government an the Germans' preferred Czech representative - much more so than senile old President Hácha. Local history books tend to call him 'the Czech Quisling'.
2. The staunchest defenders of the values of national education are teachers because, whatever we might otherwise think of them, they have the authority and the will be subversive. And they deserve praise for that.
3. Sport? What a load of fascist rubbish it is.

L. Binet, HhhH (2009), tr. S. Taylor (2012), 168

This is a terrible analysis. Sport and Education are potent, that's why they come under pressure. It's particularly weird though to look at sport in a Nazi context that way when the most famous sporting incident in Nazi Germany is the failure of ideological outcomes in the 1936 Olympics. One presumes that Binet, like me, was very bad at sport at school.

England is the only country where the oldest age group has higher proficiency in both literacy and numeracy than the youngest

A PISA survey report in 2013 found that in almost every country in the developed world younger adults performed better than older people, with the biggest gaps seen in South Korea, Finland and Spain. These nations have dramatically improved basic skills in the last few decades.

However, the report said, ‘In England and Northern Ireland, the differences in proficiency between younger and older generations are negligible. Although young people in these countries are entering a much more demanding labour market, they are not much better equipped with literacy and numeracy skills than those who are retiring,’

‘in fact, England is the only country where the oldest age group has higher proficiency in both literacy and numeracy than the youngest.’ 

B. Lenon, Much promise: successful schools in England (2017), 93

Observed that a state primary is as good as anything provided by the private sector and free into the bargain

Martin Bryan and the Coggans went to the primary school because that was where children went to school. The Palings went there because Clare and Peter, who had opinions about education, and knew a thing or two, had observed that a state primary is as good as anything provided by the private sector and free into the bargain.

P. Lively, Judgement day, (1980), 24

He didn’t need to be bold any more because he had made himself plenty of power

Babamukuru, I knew, was different. He hadn’t cringed under the weight of his poverty. Boldly, Babamukuru had defied it. Through hard work and determination he had broken the evil wizards’ spell. Babamukuru was now a person to be reckoned with in his own right. He didn’t need to bully anybody any more. Especially not Maiguru, who was so fragile and small she looked as though a breath of wind would carry her away. Nor could I see him bullying Nyasha. My cousin was pretty and bold and sharp. You never thought about Babamukuru as being handsome or ugly, but he was completely dignified. He didn’t need to be bold any more because he had made himself plenty of power. Plenty of power. Plenty of money. A lot of education. Plenty of everything. When you have a lot of anything it makes you feel good to give a bit of it away.

T. Dangarembga, Nervous conditions (1988), loc 934

The London effect could be explained away when the diverse composition of pupils was taken into account

But as with so many quests, the rush to find answers had lost sight of the real story. Economist Simon Burgess delivered a humbling message: the London effect could be explained away when the diverse composition of pupils was taken into account. Burgess argued the headlong rush to find the magic bullets behind the London effect was overlooking the real achievement: the dynamism of London's increasingly diverse population, composed if children whose parents had come from all over the world. ... [and] London is now the stand-out capital of graduate coupling. By 2016, a thrd of London families had two parents with degrees. 

L.E. Major and S. Machin, Social mobility and its enemies (2018), 165-6

Independently educated pupils gaining an extra 0.64 of a grade for each of their GCSE examinations

Private school pupils are on average two years ahead academically of their counterparts in state schools by the age f 176, even taking into account the social background and prior attainment of children. This equates to independently educated pupils gaining an extra 0.64 of a grade for each of their GCSE examinations at age 16.

L.E. Major and S. Machin, Social mobility and its enemies (2018), 141

An independent education is particularly effective in social reproduction

However, an independent education is particularly effective in social reproduction, because those with senior managerial or traditional professional parents, but with no degree, are as likely to enter the elite, at least among our respondents, as working class, comprehensive-educated, Oxford graduates.

M. Savage, Social Class in the 21st Century (2015), 247

There was nothing quite like the condescension of the public schoolboy for his grammar school equivalent.

Wilson himself had sent his children to private schools, as did most of his ministers. C.P. Snow explained that 'if you are living in a prosperous home it is a mistake to educate your child differently from most of the people he knows socially'.

...

The destruction of the grammar schools was a project close to Crosland's heart. He had been educated at Highgate, a minor public school. If he had attended a grammar school, like Wilson or Heath, or his friends and rivals Jenkins or Healey, then he might have been less keen to abolish an institution that had manifestly succeeded in propelling bright pupils from modest backgrounds to the highest places in the land. Unfortunately, as Wilson and Health were well aware, there was nothing quite like the condescension of the public schoolboy for his grammar school equivalent.

D. Sandbrook, White Heat (2006), 334

Before compulsory education, there seems to have been very little difference in the speech of the Scottish and English borderers.

The answers, of course, might turn out to be trivial and obvious. The accent divide [across the Anglo-Scottish border], for instance, is probably quite recent. Local children have the accent of their primary school: pupils at Bewcastle School sound English while pupils at Newcastleton School, six miles away in Scotland, sound Scottish. Before compulsory education to the age of fourteen, there seems to have been very little difference in the speech of the Scottish and English borderers.

G. Robb, The debatable land (2018), 21