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45
sibility of every teacher, but "everybody's business becomes nobody's
business and little or nothing is achieved."
Great changes have taken place in schools of all kinds since
1948. The curriculum has widened and, in secondary schools,
pre-occupation with external examinations has grown. Although
there is less time for the inclusion of yet another subject,
especially one that is rarely examined, such as health education,
there has been a widening within many subjects so that
matters which nowadays may be regarded as part of health
education may be discussed by many teachers—not only biologists,
home economists and physical education specialists, but by many
teachers of the humanities, chemists, mathematicians, physicists
(in relation to various aspects of safety and to the effects of
radiation) and in growing numbers, experts in personal relationships.
It is realised that dogmatic teaching about health is as
impractical as dogmatic teaching about history or art.
With the above quoted information in mind, a Working
Party, consisting of representatives from Schools, Education &
Health Departments, put forward a suggested scheme for Health
and Social Education in Secondary Schools, which was subsequently
approved by the Chief Education Officer and the Education
Committee.
In the Preamble of this scheme, it is emphasised that all
teachers are concerned with the total work of educating and
training, that is, with the development of the whole human being.
Health Education is often taken to be concerned with the more
physical aspects of growth and development, but it should extend
far beyond anatomy and physiology and include a consideration
of the relationships of the individual with family, peers, members
of the opposite sex, the community and society as a whole.
It is to be appreciated by all concerned that many elements
in the subject-matter of health education necessarily involve
value judgments and are therefore the focus of conflicting views
and ideas. For many, the fundamentals of the Christian faith—
which have hitherto in such large measure shaped the general
outlook and ethical standards of our community in Britain—
remain the determinants of their social attitudes and conduct and
of their training of their children. Others have come to feel that
greater reliance should in the future be placed on the development
of an enlarged individual sense of responsibility and moral
sensitivity to match the greater social freedom.
It will in any case be important to ensure that what is offered
by way of formal health education in our schools:
(a) Discharges faithfully the responsibility of the adult world
to assist the rising generation individually to come to the
acceptance of a set of values which will lead them to
personal health and happiness in society.