I , . , , : :; v*>*:^*i*& 
mm 
low you become 
a naval officer: 
Read below which type of entry 
suits you. Complete the coupon and well 
send all the details. 
Permanent Commissions 
15-17J: Scholarship 
Qualification: 5 ‘O’ levels. 
(You should first enquire at 14) 
Scholarship is worth up to £260 p.a. for 2 years. 
Helps you stay at school to pass necessary 2 ‘A 
levels prior to Dartmouth entry between 17-19J. 
Even if you do not obtain a Scholarship you 
may be awarded a reserved place at Dartmouth. 
(N.B. entry may be deferred if you wish to 
go up to University.) 
17-19|: Direct Entry 
Qualification; 5 G.C.E.’s with 2 at 4 A’ level. 
There are two entries each year— 
May and September. 
Age on entry must be over 17 and under 19 J. * 
(N.B. over 17i and under 19i for 
Royal Marines ^Applications should be made 
well in advance. 
Under 23: University Cadetship 
Qualification: at, or accepted for, University. 
Award is worth up to £825 p.a. plus fees. 
Under 24/25: Graduate Entry 
Qualification: appropriate degree. 
Entry Age: under 24 (under 25 for engineers.) 
Officers enter one of the three main Specialisations: 
ENGINEERING, SEAMAN, SUPPLY AND 
SECRETARIAT; OR THE ROYAL MARINES. 
Short Service Commissions 
Engineer (Elec, or Mech.) 
(i) Age: 21 to under 40. 
Qualification: Graduate member I.Mech.E. or I.E.R.E., 
or Assoc. Member of the I.E.E. Or exemption. 
(ii) Age: 17 to under 25. 
Qualification: Suitable *A’ levels or acceptable O.N.C. 
Officers take a 3 year B.Sc. course. 
Seaman. Age 17 to under 23. 5 ‘O’ levels. 
Helicopter Pilot or Observer. Age 17 to under 26. 
5 ‘O’ levels. 
Royal Marines, Age 17& to under 23. 5 ‘O’ levels. 
Instructor. Age 21 to under 32. Degree or equivalent. 
Medical. Age under 39. Qualified and registered. 
Dental. Age under 32. Qualified and registered. 
Medical and Dental Cadetships. Age under 25. 
Second M.B/B.D.S. 
Chaplain. Age under 34. Recognised qualifications. 
Notes: 1. In all cases equivalent Scottish certificates 
are acceptable. 
2. Short Service Officers can apply for transfer to 
pensionable and permanent commissions. 
To: Captain W. J. Graham, R.N., 
Officer Entry Section (21/DK/l), 
Old Admiralty Building, London, S.W.l. 
Please send me full particulars about 
Permanent [H Short Service Q Commissions 
(tick which) in the Royal Navy. 
Name 
Address 
Date of birth 
My educational qualifications are/will be 
Opinion 
By Angus Maude 
i:\l> TO EDUCATION? 
ABk~TT.VER argue with progressives. 
However out-of-date they 
JL are, however besottedly they 
are wrecking something, you must 
not try to stay their hands. If you do, 
you will be smeared with the word 
“backlash” (coined to describe the 
Wallace reaction, in the American 
Deep South, against liberal legisla¬ 
tion designed to raise the status of 
Negroes). 
Progressive commentators say there 
is a “backlash” today against “cur¬ 
rently accepted” (i.e. Left Wing) 
educational theory and practice. 
What they mean is this: an increas¬ 
ingly vocal majority of people in this 
country believe that the academic 
✓ 
quality of education is more impor¬ 
tant than the enforcement of egalita¬ 
rian social theories; that children of 
different aptitudes and intelligence 
have different educational needs, and 
should be taught by different methods; 
often in different kinds of school; 
that “progressive” methods can result 
in some children being seriously retar¬ 
ded in reading and writing; above all, 
that the doctrinaire urge to destroy 
first-class schools is likely to prove 
disastrous. 
Modern methods of primary 
schooling, say progressives, are more 
sensible than those of 100 years ago, 
and achieve success w r ith some child¬ 
ren who do not respond to “conven¬ 
tional” methods. True. Average stan¬ 
dards of primary school attainment, 
they add, seem to have risen. Perhaps 
true. Therefore, they conclude, the 
system must be right for all children; 
all will be better off, and none worse 
off, than with formal teaching 
methods. 
This conclusion is w r rong, in fact 
ANGUS MAUDE , Conservative MPfor 
Stratford-on-Avon , was a contributor 
to the recent “Black Paper ” called 
“Fight for Education ”. 
A new look at Earth 
Earlier this year our Space 
Correspondent Kenneth Gatiand wrote 
of the important benefits for 
mankind from space exploration. He 
recently obtained some striking 
photographic evidence to support his 
case. The photographs of Earth on 
pages 24 to 34 were taken by 
astronauts like Walter Schirra and 
Donn Eisele from their spacecraft, 
and they reveal features on the 
Earth indistinguishable from a lower 
altitude. There are. of course, 
important political implications in 
this new means of surveillance: "It 
as well as in logic. I know of many 
parents having to move their children 
from primary schools where they 
were simply not being taught, and see¬ 
ing their reading and writing ability 
leap ahead with formal teaching in 
ordered surroundings. (Incidentally, 
many children prefer order to chaos, 
and being taught to being “left to 
discover”.) 
The results are only beginning to 
appear. It is true that there is, as yet, 
little evidence of widespread deterior¬ 
ation in standards. Standards are still 
being kept up by a decreasing pro¬ 
portion of older teachers trained in 
conventional methods and dedicated 
to academic standards. One day there 
will be none left. 
The shape of things to come can 
be deduced from a recent revelation 
by Dr Joyce Morris at a Cambridge 
conference. Only 3 5 per cent, of 
students training as infants’ teachers, 
she said, received satisfactory train¬ 
ing in the teaching of reading, while 
more than 22 per cent, were given 
no specific guidance at all. The 
figures for junior school students, she 
added, “would be even more alarm- 
• * * 
ing . 
The prospects for the next genera¬ 
tion of bright children in secondary 
schools are also disquieting. Mr 
Short is determined to force every 
local authority to destroy its selective 
grammar schools. He does not much 
care what they do with them. They 
can merge each one with a couple of 
secondary modern schools to form 
a so-called comprehensive, or use 
them for dubious experiments with 
“sixth-form colleges” 
The arguments are familiar. Selec¬ 
tion at 11-plus is unpopular, as well 
as too rigid. Therefore all selection 
must go. (Don’t be misled by the 
fact that some selection has been 
retained in some reorganisation 
schemes; The progressive aim is to- 
may mean," says Gatiand, "that the 
world is on the brink of an effective 
East-West collaboration. " To explore 
the ways in which observations from 
space can benefit mankind, the 
British Interplanetary Society, of 
which Kenneth Gatiand is 
vice-president, has invited leading 
international specialists to 
participate in a NATO Summer School 
at Gonville and Caius College. 
Cambridge, from July 14 to 25. 
Gatiand is also co-author, with 
Philip Bono, of Frontiers of Space, to 
be published soon by Blandford Press. 
abolish not only all selection for 
schools, hut streaming inside schools.) 
“Mixed ability” classes are “more 
democratic”. Selection breeds an 
“academic elite'. 
But selection is essential, if the 
special needs of individual children 
are to be identified and properly 
catered for. Soon, the needs of bright 
children will not be met. Again, the 
rot is only just starting. There are 
still a great many selective grammar 
schools left; but Mr Short has announ¬ 
ced his intention to bring in a Bill to 
force local authorities to destroy them 
all. So far, he has only been black¬ 
mailing them by threatening to with¬ 
hold funds for new school places. 1 
know of one which has decided to 
“give him a sixth-form college to 
keep him quiet” - destroying two 
grammar schools, one more than 400 
years old and with a fine academic 
record. 
We cannot afford to destroy any 
good school until we know' we can 
put something better in its place. 
T he sixth-form college is a 
virtually untried experiment. 
Comprehensive schools are 
right for some areas, and some are 
working well. Others are not, and 
there is no evidence that they can 
adequately replace all grammar 
schools - particularly as there is no 
money to build new premises for 
them. A good school, once lightly 
destroyed, can perhaps never be 
replaced. 
Education needs diversity and 
j 
experiment, not a straitjacket unifor¬ 
mity rigidly imposed. Our economy, 
as well as our culture, needs a propor¬ 
tion of young men and women highly 
educated in academic disciplines. It 
is this that is at risk. It is time for 
parents and scholars - indeed, tor 
everyone who puts quality above 
equality - to fight the wreckers. ® 
Contents 
Page 
Cover: Billie Whitelaw photographed 
by Dmitri Kasterine 
8 Even the rats have gone 
16 Village of the not so damned 
24 First fruits of space 
33 The elk that "talks" to space 
38 Champagne time for Billie 
Whitelaw 
47 Bad travel guide 
53 Taking eggs literally 
cj The Daily Teleyaph 1969. Published by The Daily Telegraph Limited. 135 Fleet Street. London. EC4 (Fleet Street 4242) and printed by Eric Bemrose Ltd^ Long 
Lane. Liverpool 9. One penny a week, if delivered. Not to be sold separately from The Daily Telegraph. While every reasonable care wil be ta en nei tr t c i y 
Telegraph nor its agents accepts liability for loss or damage to colour transparencies or any other material submitted to the magazine. 
ROYAL NAVY 
