In the Critics this week

Ed Smith on Shane Warne, Orhan Pamuk interviewed and Helen Lewis on video games.

In the Critics section of this week’s New Statesman, former Test cricketer and now NS columnist Ed Smith reviews Gideon Haigh’s biography of Shane Warne. “Facing Shane Warne was only incidentally about cricket,” Smith writes. “Sport was the medium but the substance was drama.” Warne’s cultivation of a distinctive and compelling on-field persona, Smith suggests, was not without its costs. “In seeking mastery of an authentic personality on the stage, authenticity in ‘civilian’ life becomes ever more elusive… All great actors sacrifice something of themselves in the pursuit of a truthful performance. So do sportsmen. Warne, the great method actor of modern sport, has perhaps paid a higher price than most.”

In the Books interview, Jonathan Derbyshire talks to the Turkish novelist Orhan Pamuk, winner of the 2006 Nobel Prize in Literature, about his latest novel to be translated into English, Silent House. The book was originally published in Turkey nearly 30 years ago. “There was some nostalgia in revisiting it,” Pamuk says. “I remembered the struggles of the 1970s, the political fights and killings in the streets of Istanbul.” The novel is written in the first person. “I always enjoy impersonating my characters in the first-person singular,” Pamuk tells Derbyshire. “The joy I take in doing that should be evident in this book.”

Also in Books: leading American critic Adam Kirsch writes about a new edition of Paul Goodman’s Sixties countercultural classic Growing Up Absurd (“This long essay or tract,” Kirsch writes, “was one of the early tremors of what would become the 1960s earthquake”); Stephen Smith, culture correspondent of the BBC's Newsnight, reviews Danny Baker’s biography, Going to Sea in a Sieve (“In one studio after another, Baker has been dauntlessly improvising a kind of epic poem in vernacular blank verse …”); Olivia Laing reviews Fire in the Belly, Cynthia Carr’s biography of the American artist and Aids activist David Wojnarowicz; Simon Heffer reviews Jonathan Dimbleby’s book about the North African campaign in the Second World War (“Was the North African campaign worth the terrible loss of life that resulted from it? It was.”); the NS’s lead fiction reviewer Leo Robson examines Dear Life, the latest collection from the Canadian short story writer Alice Munro; and Sunder Katwala, director of the think tank British Future, reviews Does Your Rabbi Know You’re Here?, Anthony Clavane’s history of Jewish involvement in English football.

This week’s Critic at large is NS deputy editor Helen Lewis, who surveys the state of video games journalism. “There’s so little criticism out there that writes about games belonging to the same genre,” Lewis writes. “Perhaps [the] revolution in games criticism will never happen.”

Elsewhere in the Critics: Thomas Calvocoressi visits three photography exhibitions in London – Seduced by Art at the National Gallery, and Tate Modern’s parallel retrospectives of William Klein and Daido Moriyama; Ryan Gilbey reviews Michael Haneke’s latest film, Amour; Yo Zushi writes about Psychedelic Pill, Neil Young’s new album with Crazy Horse; Rachel Cooke watches the BBC interrogate itself over the Newsnight imbroglio; and Antonia Quirke finds consolation in the ghost stories of E Nesbit on Radio 4 Extra.

PLUS: “Pavlopetri”, a poem by Olivia Byard and Will Self’s Madness of Crowds.

Turkish novelist Orhan Pamuk in September 2009 (Photograph: Getty Images)
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I worked as a teacher – so I can tell you how regressive grammar schools are

The grammars and "comprehensives" of Kent make for an unequal system. So why does Theresa May consider the county a model for the future?

In 1959 my parents moved me from a Roman Catholic primary school to the junior branch of King Henry VIII, Coventry’s most high-profile grammar. The head teacher berated my mother for betraying the one true faith, but although she was born in Galway, my mum was as relaxed about her religion as she was about her native roots. Any strong feelings about the English Reformation had disappeared around the same time as her Irish accent. Her voice gave no clue to where she was from and – as a result of a wartime commission – the same was true of my father. Together, Mrs and Mr Smith embodied postwar Britain’s first-generation upwardly mobile middle class.

Their aspiration and ambition were so strong that my mother saw no problem in paying for me to attend a Protestant school. Why, you may ask, did my dad, a middle manager and by no means well off, agree to pay the fees? Quite simply, my parents were keen that I pass the eleven-plus.

King Henry VIII School benefited from the direct grant scheme, introduced after the Education Act 1944. In Coventry, the two direct grant schools were centuries old and were paid a fee by the government to educate the fifth or so of boys who passed the eleven-plus. When secondary education in Coventry became comprehensive in the mid-1970s, King Henry VIII went fully independent; today, it charges fees of more than £10,000 per year.

A few years ago, I returned to my old school for a memorial service. As I left, I saw a small group of smartly dressed men in their late seventies. They had strong Coventry accents and intended to “go down the club” after the service. It occurred to me that they represented the small number of working-class lads who, in the years immediately after the Second World War, were lucky enough to pass the eleven-plus and (no doubt with their parents making huge sacrifices) attend “the grammar”. But by the time I moved up to King Henry VIII’s senior school in 1963 there appeared to be no one in my A-stream class from a working-class background.

From the early 1950s, many of the newly affluent middle classes used their financial power to give their children an advantage in terms of selection. My parents paid for a privileged education that placed top importance on preparation for the eleven-plus. In my class, only one boy failed the life-determining test. Today, no less than 13 per cent of entrants to the 163 grammar schools still in the state system are privately educated. No wonder preparatory schools have responded enthusiastically to Theresa May’s plans to reverse the educational orthodoxy of the past five decades.

Nowhere has the rebranding of secondary moderns as “comprehensives” been more shameless than in Kent, where the Conservative-controlled council has zealously protected educational selection. Each secondary modern in east Kent, where I taught in the 1970s, has since been named and renamed in a fruitless attempt to convince students that failing to secure a place at grammar school makes no difference to their educational experience and prospects. That is a hard message to sell to the two-thirds of ten-year-olds who fail the Kent test.

Investment and academy status have transformed the teaching environment, which a generation ago was disgraceful (I recall the lower school of a secondary modern in Canterbury as almost literally Edwardian). Ofsted inspections confirm that teachers in non-grammar schools do an amazing job, against all the odds. Nevertheless, selection reinforces social deprivation and limited aspiration in the poorest parts of the south-east of England, notably Thanet and the north Kent coastline.

A third of children in Thanet live in poverty. According to local sources (including a cross-party report of Kent councillors in 2014), disadvantaged children make up less than 9 per cent of pupils in grammar schools but 30 per cent at secondary moderns. University admissions tutors confirm the low number of applications from areas such as Thanet relative to the UK average. Though many of Kent’s secondary moderns exceed expectations, the county has the most underperforming schools in the UK.

When I began my teaching career, I was appallingly ignorant of the harsh realities of a secondary education for children who are told at the age of 11 that they are failures. Spending the years from seven to 17 at King Henry VIII School had cocooned me. More than 40 years later, I can see how little has changed in Kent – and yet, perversely, the Prime Minister perceives the county’s education system as a model for the future.

This article first appeared in the 22 September 2016 issue of the New Statesman, The New Times