AS CHILDREN RETURN this week for the new academic year, it is a fair moment to ask what role our schools are fulfilling, and if they are doing a good enough job. Do they exist to maximise a child[base ']s academic results, as measured by the imperfect device of examinations and tests? Or is there a wider vision, embracing the development of a child[base ']s intellect in the broadest sense, as well as their cultural, moral, sporting, social and spiritual faculties?
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