Andrew Adonis. Photograph: Getty Images
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Beyond our Berlin Wall

The way to pull down social barriers in England is through reforming education — encouraging private schools to become more involved in the state sector by backing academies. That could also spread excellence.

Two of the greatest challenges in English education today are, first, not just to reduce the number of underperforming comprehensives but to eradicate them, and second, to forge a new settlement between state and private education.

I put these two challenges together because they go together. It is my view, after 20 years of engagement with schools of all types, that England will never have a world-class education system or a “one-nation” society until state and private schools are part of a shared, national endeavour to develop the talents of all young people to the full.

The two also go together, in that academies are at the heart of the solution to both challenges. It is academies that are systematically eradicating failing comprehensives. And academies – as independent state schools – are the vehicle by which private schools can become systematically engaged in establishing and running state-funded schools.

So, just as the challenge is simple – how to unite state schools and private schools in a common endeavour – I believe the solution is also simple. Every successful private school, and private school foundation, should sponsor an academy or academies. They should do this alongside their existing fee-paying school or schools, turning themselves into federations of private and state-funded independent schools and following the lead of a growing number of private schools and their foundations that have done precisely this and would not think of going back, including Dulwich, Wellington, the Haberdashers’, the Mercers’, the Girls’ Day School Trust, the City of London Corporation and the King Edward VI Foundation in Birmingham.

Simple does not mean easy, nor does it mean little. By sponsoring academies I don’t just mean advice and assistance, the loan of playing fields and the odd teacher or joint activity, which is generally what passes for “private state partnership”, however glorified for the Charity Commission. I mean the private school or foundation taking complete responsibility for the governance and leadership of an academy or academies and staking their reputation on their success, as they do on the success of their fee-paying schools.

The roots of the state-private divide are so deep that they reach to the very foundation of state education in England in the 19th century. Historians talk a lot about Gladstone’s Elementary Education Act of 1870, which essentially started state education. But equally significant were Gladstone’s Endowed Schools Acts 1869 and 1873, which turned the great public schools and many of the newer grammar schools previously run in a rackety way by Crown, church or local appointees, into a Victorian equivalent of today’s academies, with independent governing foundations to control their assets, management and leadership. This Victorian academy status greatly strengthened the private schools as institutions. Yet their fees, and the conservative use of their charitable assets by their new governing bodies, kept most of them largely closed to all except the upper and upper middle classes. And so they remained as the state secondary system developed in parallel, and separately, in the decades after the Balfour Education Act 1902.

There was a moment at the end of the Second World War when history might have taken a different turn. An official report, published in 1944 on the day Dwight Eisenhower reviewed his bridgehead in Normandy, said that the social division between private and state schools “made far more difficult the task of those who looked towards a breaking down of those harddrawn class distinctions within society”. Even Winston Churchill, visiting his alma mater Harrow, talked to the boys of “broadening the intake” and of the public schools becoming more and more based on aspiring youth “in every class of the nation”.

But it didn’t happen. Two generations later, the only significant changes to the private school system are that it is larger and richer, and its average educational attainment has risen to among the highest in the world.

The reason for the failure of postwar policy to overcome the private-state divide can be explained simply. Both sides of politics, and both sides of education, positively wanted the divide to continue. So, for differing reasons, they adopted a one-word policy in respect of private schools: isolation.

On the Labour side, ideological antipathy to fee-paying, and later also to selective, education bred often intense hostility. But the social and legal position of the private schools –plus, paradoxically, the personal educational preferences of Labour leaders from Attlee to Wilson and Callaghan – kept at bay any attack beyond the rhetorical, except for the withdrawal of state funding schemes for small numbers of pupils to attend private schools.

I treasure Roy Jenkins’s exchange with Harold Wilson when turning down Wilson’s offer to become education secretary in 1965. “Looking for an excuse [to decline the job],” he records in his memoirs, “I said that all three of our children were at fee-paying schools and that this surely was an obstacle to being minister of education in a Labour government. Wilson brushed this aside as being of no importance. ‘So were mine,’ he said.” Tony Blair was the first prime minister in history to send his children to state secondary schools.

On the Tory side, there was an equal and opposite isolationism. Most Tory ministers and MPs went to private schools and sent their children to them. They still do. So long as Labour kept the dogs off, they had no desire to court controversy by proposing any role in the state system for private schools and their foundations. Better to let sleeping dogs lie.

So much for the politicians. The leaders of state and private schools were – and many of them remain – similarly isolationist. It was an article of faith among the leaders of the comprehensive movement that private schools were not only socially divisive but also, in their educational practice, largely irrelevant. This is still a pronounced view, even among academy head teachers. They say, to paraphrase: “What can that lot who just spoon-feed the children of the rich ever know about education in Hackney and Knowsley?” As for the heads of the private schools, many of them have been only too eager to agree, especially when the suggestion is made that they might manage academies.

Pressed further, they often say it’s not about ordinary children v privileged children but about non-selective schools vselective schools, an argument made by Sir Eric Anderson when provost of Eton. I found this richly ironic, given that Eton until recently was basically an allability comprehensive for the rich and titled.
 

Writ large

Those on the left, and in the state sector, who see the private schools as an irrelevance need only look at their huge footprint in almost every national elite, from politics and business to the media, sport and the arts. The Cameron- Clegg coalition is an Eton-Westminster coalition. (Westminster School accounted for two of the five Lib Dem ministers in cabinet until Chris Huhne’s resignation, and the rest of the cabinet is practically a roll-call of the other leading private schools.)

To those in the private schools and their governing bodies who are reluctant to embrace academies, I appeal to their professionalism and their charitable missions. It was excusable to stand apart from state-funded education when the state did not want them engaged in the first place. But that is the isolationist politics of the past. With the academies programme, supported across the political divide, they have an opportunity to engage in state-funded education without compromising their independence, renewing for the 21st century their essential moral and charitable purposes.

Depressingly, the politics of private-state school reform is still too often seen in terms of cash transactions. On the left, the conventional wisdom is that charitable status gives an unfair subsidy to private schools which ought to be ended, while some private school leaders and governors, whenever it is suggested that they might sponsor academies or otherwise support state education in a non-tokenistic way, retort that their parents are already paying twice for education, through their taxes and their school fees, so why should they pay a third time over? Some say they would rather “give up” charitable status than be expected to do this.

Both these approaches are misconceived, for they fundamentally misunderstand the position of private schools as charities. “Charitable status” is not a badge that can be awarded or taken away from the assets of private schools by the Charity Commission for good or bad behaviour. Nor could the government do this, nor even parliament, unless charitable assets nationwide are to be held liable to random nationalisation. Rather, it is fundamental to their being, like blood in a mammal.

The assets of Eton, Westminster, Winchester and the rest are vested in their present trustees and managers on the understanding that they be deployed for charitable purposes. Private school charities can no more “give up” charitable status than they can have it stripped from them. If they do not wish to continue as charities, or if they are unwilling to perform genuine charitable endeavour, then their highly valuable charitable assets should be passed into hands willing to do so. If the governors of Westminster School, for instance, then want to set up a separate, non-charitable trust solely or very largely concerned with the education of those able to pay their fees of £31,000 a year, that is up to them.

The charitable purposes of these institutions could not be clearer. William of Wykeham established Winchester for the education mainly of poor scholars, and only a small number of “noble commoners”. Henry VI set up Eton for poor scholars. Charterhouse was established by Sir Thomas Sutton, the wealthiest commoner in England, for – yes, more poor scholars. Elizabeth I endowed Westminster School for the same purpose; to this day it is an integral part of Westminster Abbey. John Lyon set up Harrow in 1572 as a free grammar school for the education of boys of the parish of Harrow.
 

Conscience and duty

I could go on through the statutes, charters and founding deeds of hundreds of private schools. It shouldn’t take the Charity Commission to challenge private school foundations about their charitable mission. Their trustees and governors should look to them constantly as a matter of conscience and duty.

With each passing decade many of these schools have become more, not less exclusive, and for generations now few of them have done anything bold to reconnect with their charitable purpose. Most of them are seeking to provide a few more bursaries. Yet it is hard to argue that this is enough, when they could also be running academies whose central purpose is the mission for which their assets were intended in the first place.

As for the idea that these great schools and foundations are not capable of making a success of academies with a more challenging pupil intake, it is a comic proposition. The governing body of Eton is chaired by the former Conservative minister William Waldegrave. Its members include three professors, three knights, five PhDs and a Prussian princess. Westminster School’s governing body is chaired by the Dean of Westminster – John Hall, the former chief education officer of the Church of England who was the driving force behind the Church’s decision to set up more than 30 academies. His fellow governors include the Dean of Christ Church, Oxford, the Master of Trinity College, Cambridge, three professors, two canons, two knights, one baron and one dame.

Almost every private school governing body in the country is a catalogue of the very great and the very good, locally or nationally, including business, religious and educational leaders.

The notion that these organisations, if they have the will to do so, cannot command the resources and the expertise needed to run a successful school or schools in less advantaged areas – if that were true, England would indeed be Greece, about to default on its whole society and not just its state borrowing.

However, there is no need to argue by assertion. The leaders are there. Dulwich is spon - soring an academy in Sheppey. Wellington is sponsoring an academy in Wiltshire. The King Edward VI Foundation is sponsoring an academy in Sheldon, east Birmingham. All these academies replace failing comprehensives. The Girls’ Day School Trust has converted two of its outstanding private schools, in Liverpool and Birkenhead, into state academies. And five substantial academy chains – built up by the Mercers’ Company, the Haberdashers’ Company, the Woodard Corporation, the United Church Schools Trust and the City of London Corporation – have grown out of the management of historic chains of private schools, leveraging this expertise and experience in education to service academies alongside. With vision and leadership, there could be hundreds more academies sponsored by private school foundations.

It would also be good to see successful independent day schools convert to become academies. It was one of my main objectives for the academies programme, as minister for schools, that it should be a vehicle for a modern version of the “direct grant” scheme, which until its abolition in the 1970s made it possible for leading independent grammar schools to be state funded without charging fees. I had in mind a simple model. The private school would become an academy, fully retaining its independent management and character but without fees for any pupils. It would exchange academically selective admission for all-ability admission, with a large catchment area and “banded” admissions so as to ensure a fully comprehensive ability range. There would also be a large sixth form, underpinning continued very strong academic performance.

A direct-grant sector on these lines is gathering scale. I encouraged and oversaw the transition of five historic fee-paying secondary schools to academy status (William Hulme’s Grammar School in Manchester, the Belvedere School in Liverpool, Birkenhead High School, and Colston’s Girls’ and Bristol Cathedral schools in Bristol). All five are still performing strongly as academies, while expanding their intake and greatly broadening their social range. The Cameron government has continued this policy. Liverpool College and the King’s School, Tynemouth – both highly successful independent day schools in localities that suffer from high levels of deprivation – have recently decided to become academies.

With government encouragement, there could soon be 50 or 60 more “direct grant” academies. Over time, these direct grant academies could sponsor new academies, replicating their ethos and success within the system.

I recently visited the Petchey Academy, one of the five such schools in Hackney, east London, sponsored by Jack Petchey, a great East End philanthropist. His academy isn’t just about examination results; it is about education for character, for community and for citizenship. This is done brilliantly, in one of London’s most deprived communities.

The staff were particularly keen that I should see debating teams from Years 10 and 11 debate before the whole of both year groups. The debaters were articulate and well prepared, just like the pupils in all those private school debating societies.

The motion they were debating was: “This House would abolish the private schools.” It was carried by two to one. All the old arguments were aired. Unfairness. Privilege. Elitism. Afterwards, I asked the girl who had led the charge whether she had ever visited a private school. “Of course not,” she said. “Why would they want to have anything to do with anyone from around here?”

Why indeed. It is time to bury the past and build a better future.

Andrew Adonis is a Labour peer and served as schools minister from 2005-2008. For a unique New Statesman reader offer on his new book, “Education, Education, Education” – just £8 (rrp £12.99), signed and with a personalised inscription – visit bitebackpublishing.com and enter the promotional code: NSEducation.

This article first appeared in the 17 September 2012 issue of the New Statesman, Who comes next?

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The secret anti-capitalist history of McDonald’s

As a new film focuses on the real founder of McDonald’s, his grandson reveals the unlikely story behind his family’s long-lost restaurant.

One afternoon in about the year 1988, an 11-year-old boy was eating at McDonald’s with his family in the city of Manchester, New Hampshire. During the meal, he noticed a plaque on the wall bearing a man’s face and declaring him the founder of McDonald’s. These plaques were prevalent in McDonald’s restaurants across the US at the time. The face – gleaming with pride – belonged to Ray Kroc, a businessman and former travelling salesman long hailed as the creator of the fast food franchise.

Flickr/Phillip Pessar

But this wasn’t the man the young boy munching on fries expected to see. That man was in the restaurant alongside him. “I looked at my grandfather and said, ‘But I thought you were the founder?’” he recalls. “And that’s when, in the late Eighties, early Nineties, my grandfather went back on the [McDonald’s] Corporation to set the history straight.”

Jason McDonald French, now a 40-year-old registered nurse with four children, is the grandson of Dick McDonald – the real founder of McDonald’s. When he turned to his grandfather as a confused child all those years ago, he spurred him on to correct decades of misinformation about the mysterious McDonald’s history. A story now being brought to mainstream attention by a new film, The Founder.


Jason McDonald French

“They [McDonald’s Corporation] seemed to forget where the name actually did come from,” says McDonald French, speaking on the phone from his home just outside Springfield, Massachusetts.

His grandfather Dick was one half of the McDonald brothers, an entrepreneurial duo of restaurateurs who started out with a standard drive-in hotdog stand in California, 1937.

Dick's father, an Irish immigrant, worked in a shoe factory in New Hampshire. He and his brother made their success from scratch. They founded a unique burger restaurant in San Bernardino, around 50 miles east of where they had been flogging hotdogs. It would become the first McDonald’s restaurant.

Most takeout restaurants back then were drive-ins, where you would park, order food from your car, and wait for a “carhop” server to bring you your meal on a plate, with cutlery. The McDonald brothers noticed that this was a slow, disorganised process with pointless costly overheads.

So they invented fast food.

***

In 1948, they built what came to be known as the “speedy system” for a fast food kitchen from scratch. Dick was the inventor out of the two brothers - as well as the bespoke kitchen design, he came up with both the iconic giant yellow “M” and its nickname, the “Golden Arches”.

“My grandfather was an innovator, a man ahead of his time,” McDonald French tells me. “For someone who was [only] high school-educated to come up with the ideas and have the foresight to see where the food service business was going, is pretty remarkable.”


The McDonald brothers with a milkshake machine.

McDonald French is still amazed at his grandfather’s contraptions. “He was inventing machines to do this automated system, just off-the-cuff,” he recalls. “They were using heat lamps to keep food warm beforehand, before anyone had ever thought of such a thing. They customised their grills to whip the grease away to cook the burgers more efficiently. It was six-feet-long, which was just unheard of.”

Dick even custom-made ketchup and mustard dispensers – like metal fireplace bellows – to speed up the process of garnishing each burger. The brothers’ system, which also cut out waiting staff and the cost of buying and washing crockery and cutlery, brought customers hamburgers from grill to counter in 30 seconds.


The McDonald brothers as depicted in The Founder. Photo: The Founder

McDonald French recounts a story of the McDonald brothers working late into the night, drafting and redrafting a blueprint for the perfect speedy kitchen in chalk on their tennis court for hours. By 3am, when they finally had it all mapped out, they went to bed – deciding to put it all to paper the next day. The dry, desert climate of San Bernardino meant it hadn’t rained in months.

 “And, of course, it rained that night in San Bernardino – washed it all away. And they had to redo it all over again,” chuckles McDonald French.

In another hiccup when starting out, a swarm of flies attracted by the light descended on an evening event they put on to drum up interest in their restaurant, driving customers away.


An original McDonald's restaurant, as depicted in The Founder. Photo: The Founder

***

These turned out to be the least of their setbacks. As depicted in painful detail in John Lee Hancock’s film, Ray Kroc – then a milkshake machine salesman – took interest in their restaurant after they purchased six of his “multi-mixers”. It was then that the three men drew up a fateful contract. This signed Kroc as the franchising agent for McDonald’s, who was tasked with rolling out other McDonald’s restaurants (the McDonalds already had a handful of restaurants in their franchise). 

Kroc soon became frustrated at having little influence. He was bound by the McDonalds’ inflexibility and stubborn standards (they wouldn’t allow him to cut costs by purchasing powdered milkshake, for example). The film also suggests he was fed up with the lack of money he was making from the deal. In the end, he wriggled his way around the contract by setting up the property company “McDonald’s Corporation” and buying up the land on which the franchises were built.


Ray Kroc, as depicted in The Founder. Photo: The Founder

Kroc ended up buying McDonald’s in 1961, for $2.7m. He gave the brothers $1m each and agreeing to an annual royalty of half a per cent, which the McDonald family says they never received.

“My father told us about the handshake deal [for a stake in the company] and how Kroc had gone back on his word. That was very upsetting to my grandfather, and he never publicly spoke about it,” McDonald French says. “It’s probably billions of dollars. But if my grandfather was never upset about it enough to go after the Corporation, why would we?”

They lost the rights to their own name, and had to rebrand their original restaurant “The Big M”. It was soon put out of business by a McDonald’s that sprang up close by.


An original McDonald restaurant in Arizona. Photo: Flickr/George

Soon after that meal when the 11-year-old Jason saw Kroc smiling down from the plaque for the first time, he learned the true story of what had happened to his grandfather. “It’s upsetting to hear that your family member was kind of duped,” he says. “But my grandfather always had a great respect for the McDonald’s Corporation as a whole. He never badmouthed the Corporation publicly, because he just wasn’t that type of man.”

Today, McDonalds' corporate website acknowledges the McDonalds brothers as the founders of the original restaurant, and credits Kroc with expanding the franchise. The McDonald’s Corporation was not involved with the making of The Founder, which outlines this story. I have contacted it for a response to this story, but it does not wish to comment.

***

Dick McDonald’s principles jar with the modern connotations of McDonald’s – now a garish symbol of global capitalism. The film shows Dick’s attention to the quality of the food, and commitment to ethics. In one scene, he refuses a lucrative deal to advertise Coca Cola in stores. “It’s a concept that goes beyond our core beliefs,” he rants. “It’s distasteful . . . crass commercialism.”

Kroc, enraged, curses going into business with “a beatnik”.


Photo: The Founder

Dick’s grandson agrees that McDonald’s has strayed from his family’s values. He talks of his grandfather’s generosity and desire to share his wealth – the McDonald brothers gave their restaurant to its employees, and when Dick returned to New Hampshire after the sale, he used some of the money to buy new Cadillacs with air conditioning for his old friends back home.

“[McDonald’s] is definitely a symbol of capitalism, and it definitely sometimes has a negative connotation in society,” McDonald French says. “If it was still under what my grandfather had started, I imagine it would be more like In'N'Out Burger [a fast food chain in the US known for its ethical standards] is now, where they pay their employees very well, where they stick to the simple menu and the quality.”

He adds: “I don’t think it would’ve ever blossomed into this, doing salads and everything else. It would’ve stayed simple, had quality products that were great all the time.

“I believe that he [my grandfather] wasn’t too unhappy that he wasn’t involved with it anymore.”


The McDonald’s Museum, Ray Kroc’s first franchised restaurant in the chain. Photo: Wikimedia Commons

Despite his history, Dick still took his children and grandchildren to eat at McDonald’s together – “all the time” – as does Jason McDonald French with his own children now. He’s a cheeseburger enthusiast, while his seven-year-old youngest child loves the chicken nuggets. But there was always a supersize elephant in the room.

“My grandfather never really spoke of Ray Kroc,” he says. “That was always kind of a touchy subject. It wasn’t until years later that my father told us about how Kroc was not a very nice man. And it was the only one time I ever remember my grandfather talking about Kroc, when he said: ‘Boy, that guy really got me.’”

The Founder is in UK cinemas from today.

Anoosh Chakelian is senior writer at the New Statesman.