Marie Tidball

I find it astonishing how some overcome illnesses, difficulties, and barriers that to me would seem overwhelming. 

I think of a student on the university course I took. He had brittle bone disease, and at one time or another had broken just about every bone in his body. Despite the small stature and deformities that often go with the condition, he lived independently in the university halls of residence. He travelled in each day in his three-wheeled Invacar, and moved from class to class in a wheelchair, with books and notes hanging in a plastic carrier bag from the rear handles. We took turns to push. He always had a cheery smile. 

Later, there was Mahir who had muscular dystrophy. He had arrived in England in his early teens as a Bosnian refugee, speaking no English. By then, he had lost the ability to walk, which in Bosnia had excluded him from school. Once here, he did well enough to go to university, and enrolled on the course I ran. He struggled to control his limbs, used an electric wheelchair, and was accompanied everywhere, even to the toilet, by Brian, a full-time paid assistant. What incredible dedication that must have required. 

When you had a bit of a cold or headache, and looked out at the weather in the morning and it seemed tempting to crawl back to bed, the thought that Julian or Mahir would be there shamed you into getting up and going in. 

I came across Brian a few years later, looking after another special needs student. He said he’d heard that Mahir had died, still in his twenties. Julian did not have a long life, either, but lived into his forties. 

Recently, we came across another inspirational figure, Marie Tidball. She was born with multiple physical difficulties, including no hands. It was unclear whether she would live. She did, but missed years of school through medical treatments, such as surgery to enable her to walk. She has just one finger. From school in Penistone, Yorkshire, she won a place at the University of Oxford where she got a degree in Law and a Doctorate in Criminology, and has since worked as a legal researcher, disability rights campaigner, and local councillor. She has now been selected as a Parliamentary candidate for her home constituency of Penistone and Stocksbridge at the next General Election. Our ceilidh band played at the launch of her fundraising campaign.  

Going by last week’s local election results, she is almost certain to be elected, and will quickly make an impression as a Member of Parliament, not because of her difficulties but because she is every bit the fiery, determined woman her story suggests. You heard of her here first. 

“I learned there was no such word as ‘can’t’ and that you have to go out in the world and develop your own skills to use them for others.”   

So, let’s have no more whingeing and procrastinating. Just get on with it.  

https://www.marietidball.com/

Computers, Education and the Conservatives

Conservative governments are non-interventionist. They do not like the state to run anything. They spent the 1980s and 1990s selling off the country’s assets and giving away the proceeds. It continues today in their unwillingness to pay for public services or regulate things properly. Some of them would privatise health and education if they could get away with it. That is why, if my health holds out, I will not be voting Conservative at the next election. I will see the bastards* go to hell before I do. 

And yet, in the 1980s, they did intervene. A 1978 television documentary, ‘Now the Chips are Down’, made clear how woefully unprepared Britain was for the silvery white heat of the computer revolution. It scared the Thatcher government so much that they funded a number of costly initiatives. Two in particular stood out for me.  

A few of the many programmes in the BBC Computer Literacy Archive
https://clp.bbcrewind.co.uk/programmes

In one, the BBC was recruited to raise awareness of the skills needed. It led to the ‘Computer Literacy Project’, which ran from 1982 to 1989. It was linked to the specially commissioned ‘BBC Micro’, which was taken up by many homes and most schools, with over a million sold.

In the other, the ‘Microelectronics Education Programme’, massive amounts of money were spent putting computers in schools, setting up and funding resource centres, and training teachers. Politicians boasted that Britain led the world in “equipping the children of today with the skills of tomorrow.”    

Did it actually achieve anything, or was it bluster and spin?

At least it got my new career off the ground. After escaping from accountancy into a dream job as a university researcher, I knew as much about these new concepts and technologies as anyone. It would be hard to overstate how immersed, obsessed even, I was in this bright new world of colour and light.

I recently discovered that the television programmes, and more, are freely online in the ‘BBC Computer Literacy Archive’. It has the 1978 documentary which set things off (still informative 45 years later), and Dominic Sandbrook’s wonderfully evocative reflection on the social changes of the nineteen-eighties (not only computers). Incredibly, one programme even shows my own small part in this.  

Watching again now, I am struck by how aware we were of the social questions posed by what was about to come. How would people spend their time in a world with less work? How should wealth be shared across society? It is not turning out as well as it might.

Most fascinating for me is the series ‘The Learning Machine’ (1985), about computers in education, the area in which I worked. Here, once again, are the names and faces I knew and discussed things with at workshops and conferences, such as the main writer and presenter, Tim O’Shea.

He was scathing of the Microelectronics Education Programme, which, he said, had foisted cheap, underpowered computers and poor software upon parents and schools. The attractive message about improving the quality of education, disguised what was really on politicians’ minds: the job market, supporting British industry, and making education cheaper. Eventually, we might even do away with schools and teachers completely.

The then ubiquitous programming language, Basic, comes in for particular criticism. It encouraged tangled, undecipherable code, leading self-taught home and school users to think they knew how to write software, when, really, their knowledge was badly lacking.

I think Tim was broadly correct, but we were all still trying to understand how to use computers in education, and few teachers had the skills to teach programming. I was taught structured methods and had no difficulty creating reliable, intelligible Basic programs several hundred lines long.

It can also be argued that the initiatives did have benefits, but they were two decades in the making. A generation of youngsters became fascinated by computers, seeding Britain’s successful computer games industry. So, perhaps it did work out well in the end. Tim did well too. He became Principal of the University of Edinburgh.

One other series caught my eye: ‘With a Little Help from the Chip’ (1985), about helping those with special needs. I was astonished, in programme 3, to see a one-minute clip of software I designed and coded, being used in a school for deaf children. I have written about the programs before, but never seen the TV programme. It brought back all the satisfactions of going into schools to observe and collect data. 

Do you ever wonder, were it possible, whether you would happily go back to an earlier point in your life? I would, to this time for certain. And I would jump at the chance of another forty years. Most of all, it was an innocent, optimistic time, focused on what we were doing rather than the unrest and disruption taking place. We were trying to make the world a better place. We could do with more of that now. 

* A name used by Margaret Thatcher for Eurosceptic right-wing Conservatives. 

The Nineteen-Eighties

I missed most of the nineteen-eighties. I was working as a university researcher, writing a thesis in my spare time, and volunteering with the Samaritans. As well as all that, my mother was in and out of hospital with breast cancer, and then died. It left little over for anything else, and I gave no great thought to events taking place around me. Even the re-runs of old Top Of The Pops programmes from that time have seemed refreshingly new to me in recent years. 

Yet, in Britain, it was a decade of great change: to commerce and industry, to individual and national identity, in lifestyle, and in politics. Almost every week there was some new controversy about the morals of the young and the state of the nation. Most of it went over my head. 

So, forty years late, I have been back in the nineteen-eighties. I started with a 2016 television documentary, “The 80s With Dominic Sandbrook”. If nothing else, it is wonderful nostalgia. 

It takes us through the years of Margaret Thatcher and the IRA Brighton bombing, her “special relationship” with Ronald Reagan, and her nation of young computer programmers. Our hearts and minds are invaded by Japanese video games and VCR video nasties such as Cannibal Holocaust, much to the outrage of Mrs. Mary Whitehouse, a puritanical Christian campaigner. We fall under the influence of the American consumerist dream, and the lifestyles of television shows such as Dallas. There is the civil unrest of racism, and we are terrified by the “gay plague” of AIDS, fought with surprisingly frank publicity and the example of Princess Diana. There is a gradual increase in sexual tolerance and acceptance of diversity. We go to war with Argentina over the Falkland Islands, and with the striking miners. 

Is it rhetoric to say “we went to war” with the miners? It was certainly planned like a military campaign. The miners and other trade unions had been causing trouble for years, and the Thatcher government was determined to see them off once and for all. A sweeping programme of pit closures was announced, bringing miners out on strike throughout Yorkshire and elsewhere. The government had prepared by stockpiling mountains of coal at power stations, and were fortunate that the Nottinghamshire miners stayed at work, thinking their jobs were secure. An information assault was mounted, branding the miners as “the enemy within”, portraying then as uncouth animals making outrageous demands, prepared to be violent if not met. The image and persona of their leader, Arthur Scargill, seemed to fit perfectly. The mainstream media reinforced it, with reporting doctored to portray the miners in an unfavourable light. It had elements of regional and class snobbery designed to appeal to voters sympathetic to a right-wing government. 

But another documentary, made to correspond with this year’s fortieth anniversary of the strike, gives a different perspective. “The Miners’ Strike: A Frontline Story”, recalls the personal experiences of fifteen men and women involved in different ways: striking and strike-breaking miners from working and striking areas, their families, and members of the police force. It is powerful stuff, with harrowing recollections of hardship and brutality. 

One of the worst incidents occurred at Orgreave near Rotherham on the 18th June, 1984, where the miners planned to carry out peaceful secondary picketing. The police allowed them to approach and assemble without hindrance, and then brutally attacked them. The police were armed with batons, shields and riot gear, and hacked down the miners from horseback. It was like a medieval rout. At the time, it was widely presented as an act of self-defence by the police, but, later, miners were compensated for assault, wrongful arrest, unlawful detention and malicious prosecution. 

The strike ended after a year when the defeated miners went back to work. Essentially, they had been trying to defend their communities. They accepted that mines had to close, but not that it had to be done so abruptly, leaving whole villages near-destitute. You cannot “get on your bike and look for work”, as one cabinet minister told them, when you have a mortgage on an unsaleable house, and there is no work to be had anyway. And you can’t go to university late like I did when you have a family. The changes could have been introduced gradually, with support, as with later pit closures. Many of the affected areas never recovered, and remain amongst the poorest in Europe. 

Even now, there are many who choose to believe the media propaganda of the day, rather than recognising Margaret Thatcher and her Conservatives as uncaring, self-serving leeches who sold off the country’s assets and gave away the money. 

At the end of his programme, Dominic Sandbrook wonders how Britain might have looked had the miners and IRA succeeded. Would it have remained a trade union fortress holding out against globalisation and the advance of technology? No, it would not. Change was unstoppable, and trying to hold it back would have been futile. But it did not need to be handled with such incompetence.    

LINKS

The second of three parts of the series “The 80s With Dominic Sandbrook” (59 minutes) is online and apparently accessible without restriction at: https://clp.bbcrewind.co.uk/6b0ca8405623eacd3c490e87398bb3b9  

Currently there appear to be no legitimate copies of parts 1 and 3 online. 

“The Miners’ Strike: A Frontline Story” (89 minutes) is on the BBC iPlayer (UK only): https://www.bbc.co.uk/iplayer/episode/m001wm1x/miners-strike-a-frontline-story 

However, much more is generally available on the BBC website (search for “The Miners’ Strike”), such as: https://www.bbc.co.uk/news/av/uk-scotland-68442261 

Snowing Like Buggery

Heavy snow was forecast today, with a weather warning for our part of the Pennines, but it was nothing compared to how things used to be.

The guinea pigs snowbound in their hutch at the end of the garden, 2013

Wednesday, 25th January, 1995. It started to snow at half past four in the afternoon, much earlier than forecast, and much more heavily. I was at work at the university, feet on desk, on the phone to someone in Newcastle. Big heavy flakes, like dinner plates some would say, reflected the office light back in through the window. I should have got out straight away. When I did, it was chaos in the car park. Any later and I would have had to spend the night in the sports hall. 

All over Yorkshire, people were trapped overnight at work, on trains, in churches and town halls, and in cars on the M62. Six people died trying to walk home. The audience at the West Yorkshire Playhouse in Leeds were forced to stay the night. They had been to see ‘The Winter Guest’, a play about a community cut-off during a blizzard. Realism at its utmost.

My wife, J, was six months pregnant, her last week at work before maternity leave. She worked seventeen miles away. How was she coping? No mobile phones in those days.

It took me two hours to do three miles. The traffic inched forward with longer and longer standstills. The road then steepened and the next few hundred yards took another hour. I turned round and went back to a pub car park, had a whisky and some crisps, and started to walk home.  

I crunched my way through the countryside under crystal-clear stars, along the middle of a now silent road. There were a few other walkers, all cheery and excitable, and a lot of abandoned cars. Where was J? Was she back already? There had been no answer when I phoned from the pub.

The house was in darkness. No messages. I waited up for a time. It seemed best to get some sleep, so I went to bed.

I was awoken by her scathing voice. Her car was outside in the middle of the street, deep tracks through pristine snow. It’s an interesting experience, shovelling two feet of snow off your drive at three in the morning.

It had taken her nine hours to get home. Apart from stopping for petrol and a bar of chocolate, she had simply kept going. She knew she couldn’t get out and walk. On getting stuck, she just went backwards and forwards wiggling the wheels until free. She was rather pleased with herself, the only car still on the road.

The snow melted quickly and we were able to rescue my car the following afternoon. 

Early the following week, it happened again. In no way was the university management going to be caught napping again.

This time I was helping to invigilate an exam for a hundred and fifty students. We were in a windowless, sports hall half a mile from the main campus. I had accompanied a student to the toilet (fortunately, they were still capable of removing and replacing their own pants in those days) when someone came to tell us we had an urgent phone call. Gary, one of the other invigilators, went to take it.

“Evidently it’s snowing like buggery* outside,” he whispered to us. “The examinations office say the university is about to be closed and we should all piss off home quick” (don’t ever think that university professors are urbane and well-spoken all the time).

I wasn’t too happy. It meant we would need to set another exam, and the students would have to prepare for it and retake at a later date. We whispered between ourselves and decided to tell the students how things stood. Gary made an eloquent announcement offering them the opportunity to leave early. None did.

Afterwards, we were supposed to be collected along with the examination scripts by university transport, but none came. We had to struggle back on foot. The university was locked up and abandoned. Even the security staff had gone home. We could not get into our offices. We walked to the car park and put the scripts in my car. I began the drive home.  

If anything, it was worse than the first time. The traffic was even slower and more halting, and I could see I was going to get stuck again. I had the bright idea of diverting by one of the back roads. Wrong decision!

Half way home there is a steep, down and up dip. I slid to the bottom and that was it. Car stuck in the middle of nowhere, boot full of students’ examination scripts. It was going to be hard enough to walk the rest of the way without having to carry the scripts as well. So, I abandoned them. I wasn’t going to spend all night in the car.

There it stayed for two days. What would have become of me had the car been broken into and scripts full of data flow diagrams and entity life histories scattered across the countryside? I suppose it would not have been the first time that examination papers have been lost. It must have happened at some time, somewhere. Or has it? 

Road near our house, 2013

 * a colourful expression I had not heard since childhood, meaning "a lot".

Information Systems

Let’s have another boring computing post.  

Writing in November about how careful we once had to be in saving and backing up our computer files, I remembered something else that was difficult: just getting information in or out of a computer. It happens now as if by magic: writing and reading stuff on smart phones, social media, Blogger, ... it is  all so easy. We don’t have to think about what goes on behind the scenes. Most of us have no interest. 

But, until the nineteen-nineties, computers were for nerds. As one of those nerds, I feel fortunate to have seen how things developed. I could still write programs to accept typed-in text, or to send a screen to a printer, but thankfully I no longer have to.

My desk at work in 1990

Back in 1970, computers were near-fantasies. Few had seen one except on television or in futuristic films: ‘Tomorrow’s World’ and ‘2001: A Space Odyssey’ come to mind. At work in accountancy, we had one client who used ledger cards with magnetic stripes, and there were golf-ball typewriters with primitive memory, but they were thought of as business machines rather than computers.

My friend, Neville, was the first I knew to latch on to the potential. He undertook a project as part of his business studies course, and that led to a job in the computer division of a Hull supermarket. This is the kind of thing he worked on: a system to help supermarket managers replenish stocks. They drew lines on forms that could be read by machine. It used forests of paper. The used forms (blank on the back) kept Neville and friends in rough notepaper for years; me throughout my university studies. They were great for lecture notes.

1970s Supermarket Stock System

Around this time, I took a job with a Leeds clothing manufacturer where account entries were made through yet more football-coupon forms. The forms went to a data centre to be coded on to punched cards and fed into “the computer”, which we were never allowed near. The data was printed on huge concertinaed sheets bound into weighty folders. Later, we all had to go on a course to be taught how to write numbers properly, in readiness for Optical Character Recognition which cut out the card punching part of the process. The weighty folders remained long after I’d left.  

1970s Nominal Ledger System

Later, on a computing course, I learnt programming on teletypewriter terminals connected to a mainframe computer. They printed all your input and output on wide rolls of paper, and reprinted it all repeatedly. 

These step-by-step exchanges continued after screens came in. Everything was typed in as text and printed on to a scrolling screen. It even happened with games. I remember playing a version of ‘Star Trek’ in which you moved the ship by typing a location you wanted to fly to, such as G27, and it dislayed and re-displayed your new position and those of all the objects around after every move. The ease of Windows, icons, mice, pointers, and colour graphics were still a long time away, and touch-sensitive screens even further. Voice and gesture input were not even dreamed of.

Not until around 1985 did we see the kind of systems we might recognise today, with on-screen forms and menus. The first I worked with was written in DIBOL and looked like this:

 

You could get quite excited about it. But, although it looked a bit like a modern windows system, it wasn’t. Every part of that screen is made up of text-like characters. It had to be planned out very carefully. Fortunately, not by me.

This system can be seen on the right-hand screen in the photograph of my desk at the top of this post. It was on a ‘dumb’ terminal connected to the DEC computer system. The screen on the left is an IBM business PC of that time, similarly unsophisticated. It was really something to be allowed two screens! 

Just a few more of the things I kept. Like the old disks and tapes on the earlier post, they were used as teaching examples. They won’t be needed again.

Giants

The Times Newspaper used to print the names of every student in the country awarded a First Class honours degree. They couldn’t do it now. There would be too many. A quick estimate tells me at least fifty times the number. As well as there being four or five times as many students, the number of Firsts has exploded. Around one in three now get them. In my day it was more like one in fifty. The percentage of Upper Seconds has increased too. Students are clearly becoming more intelligent, and universities are doing a much better job.

Or is it that universities now have to compete with each other? They have to run costly marketing operations to bring in students. “Come to Cleckheaton University. We give higher grades.”
 

The marketing departments concoct increasingly strange schemes. The most unlikely I came across was a tie-up between the university where I worked and the local Rugby League club. For those unfamiliar with Rugby League, it is a professional team sport played in Yorkshire and Lancashire, and other parts of the world. I suppose the idea was that the club received sponsorship from the university and extra support through discounted student tickets, while the university benefited from match-day advertising and publicity. 

One day I was told I would be taking two new students in my personal tutorial group. I was not pleased because I already had around fifteen. Having a personal tutor is a good idea. It provides a named person to whom students can turn for individual guidance and support. It works best through individual meetings several times a term. Students get to know and trust their tutors and air their concerns, both academic and personal. But it is labour-intensive, and when there are large numbers of students and fewer tutors then short cuts are taken. Our managers decided we would do it through weekly, hour-long, group meeting. They came up with a framework covering study skills and similar issues. The students saw it as just another lecture, and a pointless one at that, because they knew it all already. They sat there reluctant to discuss anything. Well, would you? “I have mental health issues because I’ve fallen out with my parents and I can’t start that essay.” The ones that say nothing at all are the ones you really need to reach. I struggled to make it work.

The two new students were from the rugby club; professional rugby players. They were giants. One was particularly striking in appearance. He had long blond hair, was 6 feet 5 inches tall (1.98m) and weighed over 18 stones (116kg). I felt intimidated just standing next to him (not knowing then that he is actually a gentle soul). He would later play for England and remains on television today as a commentator and pundit. One of his uncles had been a famous professional wrestler. Please don’t name them, or the club or the university in comments. Use initials if you have to.

They were to take the Sports Psychology degree part-time with a view to gaining qualifications useful after their playing days were over. Perhaps it was good in principle, but it was awful in practice. I think they were led to believe it would be easy.

For a start, the club retained first-call on their time. They had to go to training sessions and all the other activities with sponsors, schools and other community groups. Their attendance at university was low, and they came to only two tutoring group meeting. They were late both time, and the room fell into star struck silence as they walked in. Girls swooned, as did some of the boys.

Lecturers began to tell me about their absence from teaching, especially in the experimental design module based on the SPSS statistics software. As their personal tutor, I asked them to see me, but they never came. They abandoned their studies.

I met the tall guy again more recently. I was walking along a field path near home and he passed in the opposite direction. He lives around two miles away in what some call the millionaires’ village. I said his name as we passed.

“Hi! How you doing?” he said in a friendly voice, used to being recognised.

I mentioned where we had met before. He couldn’t remember me, but did remember the university episode, and that it had not turned out well.

I said that was because it was never given a proper chance. Presentation without substance. He agreed. Pawns in a bigger game. It was all about how it looked. We both seemed pleased with that. What a pity it could not have been said twenty years ago. The powers that be would not have liked it. University staff have lost their jobs for making accusations of grade inflation and declining standards. 

Full Circle?

The way we save our computer files seems to have come full-circle, as if we are back to forty or fifty years ago.

Clearing out more of my life’s debris reminded me of this. I had accumulated a collection of disks and tapes that are now little more than museum pieces. You once had to be so methodical in looking after your documents and images. But, before that, it was all done for you. An so it is now.

At first, with mainframe computers, systems managers made sure everything was safely backed-up. I learnt to program in a room full of teletypewriter terminals - the noise was deafening - that were connected to a computer centre somewhere else on the university campus. Once you had typed in your program and asked for it to be save, you could be reasonably sure it would be there ready the next time you logged in.

However, if you wanted to move programs or documents elsewhere, or if you had one of those new-fangled micro-computers (i.e. a PC), you had to transfer it on to magnetic takes or disks. The first PCs had no internal disks, nothing was saved automatically by an ‘app’, and there was no OneDrive or Google. The internet did not get going until around 1995.

I learnt the hard way using Tandy TRS80 computers. Everything had to be saved on C60 audio-cassettes, which were notoriously slow and unreliable. I lost hours of work more than once. It was a godsend when floppy disks came along.

Here are some of the storage media I used, now destined for the tip.  

8-inch floppy disks containing my Masters project, which was written in Pascal on an LSI-11 machine. UMIST insisted they had to be protected by special folders. 

The 8-inch disks look enormous next to the later 5¼ -inch and 3½-inch ‘hard’ floppy disks you may remember. 

This is a 6-inch cartridge take from a nineteen-eighties PDP11 Unix system, containing some of the work I did as a university research assistant.

Later, I used zip-disks which were a bit like thick floppy disks, but had greater capacity. Only a few home computers had them. 

 

Then, we all moved on to CD ROMS and DVD, and USB memory sticks and SD cards. I used a pair of memory sticks to transfer files from work-to-home and home-to-work. My first memory stick had a magnificent 256MB of space (that’s Megabytes not Gigabytes). 

How things have changed! Nowadays, some home computers have internet access only, and no disk drive or USB ports. Some have minimal internal storage. That is also the case if we work only on phones. It feels as if we are being pushed towards keeping everything on the ‘cloud’, like returning to the mainframe days.

Microsoft is removing the Windows video editor from our PCs (through Windows Updates) because they want us to use the online ‘ClipChamp’ editor. Google circulated an email saying they are deleting accounts inactive for more than two years. That could well include blogs. Andrew in Australia lost years of blog posts because of something unspecified he supposedly said. Next, they’ll be trying to charge us to store our stuff.

I don’t trust the b------s at all. I now have enormous amounts of material: family history research, my parents digitised photograph albums, our own photographs and colour slides, our own digital photographs, digitised videos from cine films, our own digital videos, ... and archived blog posts.

In all, it fills over 100 Gigabytes. I’ve backed it all up in duplicate on a pair of hard drives. I’m glad I learnt the discipline.

Working Class?

The Frost Report Class sketch. It is heavily copyrighted, but you might get it to play at: https://www.tiktok.com/@freeseedfilms/video/7235691483561544986

I found it interesting that, according to his son, Michael Parkinson, who died recently, suffered from imposter syndrome. He doubted his abilities as a writer and television interviewer, and feared he was not as good as others. It seems he could be very short-tempered when an appearance or deadline was near. It is difficult to believe this of someone so accomplished. His son thought it came from having grown up in a council house at Cudworth near Barnsley, the son of a coal miner.

I said I could understand this because I was from a northern working-class background myself, and had often felt above my station. Could I have done more with a bit more self-belief? I don’t know, but I have known and worked with those who reached senior university management, one a Vice Chancellor, and seen what self-regarding mediocrity some can be.

One thing certain to get my wife and family worked up, is when I claim to be working-class. “You are not working-class,” they say. “Your father owned a business, and a house and car. You had books at home. You went to a grammar school and became a university academic.”   

I argue back that my father did not own a business until I was in my mid-teens, when he took over from his own father. Until then, his father was his employer and he was treated no differently from other employees. He spent three days a week travelling the country villages, often until after seven at night, with paperwork still to do. One day a week, he cycled to work in a boiler suit to maintain and clean the firm’s cars and vans. He worked a five-and-a-half day week, with two weeks annual holiday. We lived in a working-class area and rented a terraced house until I was six. My mother’s father worked in mills. Most of my friends lived in council or terraced housing, and their fathers worked in factories, on the railways, or on the docks. One drove lorries for the council. Another emptied gas meters. I had no sense of being different, except that we rarely mixed with children from professional families. It was a very working-class grammar school I attended, and did not do very well there. I only went to university late. I looked and sounded working-class. How the headmaster sneered in disbelief when I entered my father’s occupation on my leavers’ form as Company Director. Surely, the circumstances and circles in which you grow up, and how they make you behave, determine your class origins.

We are not going to agree. It is a complex subject that has changed over time. To say someone is working-class now might be seen as an insult. It makes than sound like public lavatory attendants or slaughter men. We all like to think of ourselves as middle-class now.

There is also a North-South element. Social and lifestyle changes occured much earlier in the South of England where my wife grew up. There were more professional jobs, and many people travelled into London each day. My own town had few middle class people, and certainly no upper-class. But it depends how you draw the line. I would say my teachers were working-class, as were bank clerks, and shop and office workers.

The English class system: is it possible to cover all angles of such a vast topic? Sociologists would consider unskilled and semi-skilled employment, white-collar and blue-collar jobs, salaried or waged, sources of income, asset ownership, education, lifestyle, interests and so much more. In some recent categorisations, I come out more like the upper classes.

It doesn’t change my view. Me and Parky: two northern working-class grammar school lads made good. Or am I making excuses and playing the victim?

VAXen

New Month Old Post: First posted 15th April, 2018 

VAXen. It’s the plural of VAX. It used to say so in the DEC (Digital Equipment Corporation) computer manuals in the nineteen-eighties. VAX computers could be run as clusters of VAXen. Most universities had them.

A DEC 'dumb terminal'

So I was delighted to see some of these iconic machines again in Jim Austin’s Computer Collection at Fimber near Fridaythorpe in the East Riding. By “again” I really mean for the first time. Hardly anyone got near them in the nineteen-eighties. The privileged might be allowed to look through the glass of their air-conditioned rooms, but ‘users’ were never allowed in. Their only contact with the computers was through remote ‘dumb terminals’. At Fimber you can touch the machines and even open their cabinets and take the boards out. Of course, they are not switched on now.

He even has the first computer I used, the Elliott 903, not just any Elliott 903 but the very same one from the psychology department at Hull University. You really had to keep your fingers out of the way when the punched paper tape was flying through. What a sorry state it is in now. For a moment I imagined myself volunteering and getting it working again. 

The Elliott 903 from Hull University, a punched paper tape computer

I returned home fizzing with enthusiasm, thinking of the blog posts I could write. My wife was not impressed.

“Great! A barn full of old grey metal cabinets. Fascinating!”

“Well, some of them are black. And you can open the doors and look inside.”

I babbled on excitedly about all the machines I had known so well: the Elliott 903, IBMs, ICLs, PDP-8s and PDP-11s, SWTPC minis, LSI-11s, Sun microsystems, Silicon Graphics, VAXen …

"Vaxen!" My wife ran out of patience.

“Did they come in boxen? Ordered by Faxen? Is our fridge Electroluxen? Cooling the milk for your Weetabixen? Vaxen makes them sound like little animals, or the name of one of Santa’s reindeers.”

“Reindeer(s?)”

Now, there’s another plural to conjure with.

Molly’s Family

One of the perks of working in a university is that you get to play with the latest bits of kit.

I was asked to get involved in one of the new multimedia courses springing up around the U.K. in the mid nineteen-nineties. Surprisingly, many were in engineering departments. I believe the first was started by engineers at Bradford University around 1993.

One element of our new course was digital video. We were all encouraged to understand how it worked. As a result I was allowed to borrow one of our new hand-held video cameras and take it home. It was great fun filming our children when little, playing in an inflatable dinghy in the natural pool on the beach at Sandsend.

I know that sounds like a frivolous waste of taxpayers’ money, but we needed to know how to use these new technologies ourselves, and understand how they might relate to other parts of the course and what their possibilities might be. Silicon Valley technology companies often allow staff time to ‘play’ with new software and equipment because it generates innovative ideas. In our case, it led to course developments and research funding. 

Handling a video on a computer was not straightforward then. You had to run it through programs to digitise and ‘render’ it into a viewable form. You needed to be aware of the type of video coding (‘codec’) you were using. Only then could you begin to edit it or write programs to do state-of-the-art clever things such as spotting objects and faces. There would be a lot of ‘re-rendering’. Computers were so slow that every stage took ages. Nothing was automatic and effortless like now.

Back home, I realised that the camera made it easy to create stop-motion animation. With my then eight year-old daughter’s lovely wooden dolls’ house, the figures that went with it, and her enthusiasm and child’s take on family life around her, this, below, was one of our first attempts. Yet another example of something that would be much easier with today’s software. You wouldn’t even need a real dolls house. I know which I think the most fun.

She made up most of the story and moved the figures, while I mainly operated the camera. Surely, the story is not based on her own family, is it?

The Canning Factory

My post in January, with the story of Donny and Josie at the canning factory (see Night Cleaner), set me thinking more about how the factory worked, and what the job involved.  

The place was terrifying: the heat, the humidity, the confusion, a Bosch hellscape where lads in vests, high on towering gantries, watched over enormous tanks of peas, and girls in dust coats and elasticated head coverings hunched over conveyors of moving strawberries. Women with huge arm muscles used belts to pick up twenty or more full cans at a time, to load and unload heavy tubs, which other lads strained to wheel across the factory floor. Empty cans clattered noisily along overhead rails, and everywhere there was noise, heat and steam. You could not escape the overpowering smell of hot brine and crushed strawberries.

But I knew from friends you could earn very good money there, especially cleaning the machinery on the night shift.

Around forty students sat in the factory canteen while the manager allocated jobs. He dealt first with those who had worked there previously and then turned to the rest of us. “I still need three for the sugar room,” he said, “two for the canning loft, six packers, four in the stores, six outside in the yard ...” People raised their hands eager to volunteer but I kept mine down. Numbers dwindled as groups were sent on their way until there were just five of us left. “… and three night cleaners,” the manager finally said and we all raised our hands. He drew lots. I was second out. The last two weren’t needed straight away, and had to wait for others to drop out, which did not take long.

I searched for images to remind me how the factory worked. As cleaners we had to know how to operate it all. The following describes pea processing.

Lorry loads of peagrain (shelled peas) arrived in the yard to be weighed and tested by tenderometer (I only know I like the word and that a reading of 98 was good and over 100 was bad). The peas then passed through a series of noisy cleaning machines that used air, vibration and water to remove any remaining chaff, pods, sticks and stones. Bucket conveyors then took the peas inside the factory to water-filled hopper tanks which fed the blanchers.

Blanchers were huge rotating horizontal drums which heated the peas to 95 degrees and then abruptly cooled them to halt the cooking process. The peas then travelled along flat conveyors where broken bits and any remaining impurities such as poppy heads were removed by hand, and then up into another hopper to be mixed with brine ready for canning.

The canning machines were known as 'seamers'. They were fed by empty cans which clattered across the factory ceiling from the canning loft, to be filled at a rate of two or three per second, and sealed with lids. The full cans were then loaded into tubs and hoisted into the autoclaves (pressure cookers). After cooking, they were lifted out and left to cool before being moved to the labelling and packing area. 

Images do not capture what seemed, until you made sense of it, the movement and energy, smell, noise, chaos and confusion. Or the mess, which our job was to clean up.

To clean it, we had to operate all the machines; every one. We went in at six in the evening and helped out with production until everyone else went home. At around nine or ten, we were left on our own.

We were up and down ladders with hosepipes flushing the hoppers, and running the bucket elevators, belt conveyors and seamers to blast off dregs and detritus. It was impossible to avoid getting soaked every night, but within a week you were super fit. The worst thing was chapped red rings around your legs under the tops of your wellington boots. You needed lots of Sudocrem.

You would not believe the number of corners, pockets and ledges where peas and strawberries could hide. They all had to be washed away. If any remained next day they could get into the cans and begin to ferment. After a few weeks, the sides would bulge and split. They loved that in the stores. It was a great trick to throw a bulging can just behind some unsuspecting victim, where it would explode like a hand grenade, spraying a rancid mess of decomposing contents.

The most dangerous machines were the seamers: powerful rotating cylinders which filled and sealed the cans. They quickly became covered with a sticky film of squashed peas or strawberries. You had to run them without safety guards to blast them clean. I once caught a hosepipe inside and it was instantly twisted round and shredded. It would have done the same to your arm. No one ever said much about health and safety.

We even played with them. By running a single can through at a time, you could seal a pound note inside a small can, then seal that inside a larger can, and so on, until you had three or four like Chinese dolls with a pound note in the middle. The finishing touch was to paste a vegetable label on the outside: the perfect gift!

Lastly we cleared the floor, rounding up flocks of peas with our hosepipes and shovelling them up for waste. We finished by flushing the floor and drains with sodium hypochlorite: not too much, we didn’t want to be told off for killing the bugs at the sewage works again.

Waste strawberries, however, did not go to waste, even if they had been on the floor. We shovelled them into barrels for the jam factory. It was enough to put you off strawberry jam for life.

After that there was just the outside yard to do. That needed daylight. We waited by sleeping in the ladies' toilets, which were clean and comfortable with carpeted benches. In no way would you want to sleep in the men's toilets.

Sometimes there would be boxes of strawberries waiting in the yard. Sweet, fragrant, firm and juicy, they were just too tempting to resist: an early breakfast so long as you evened out the contents to look untouched, and did not eat more than your constitution could handle.

The last week I was there, students were the only labour. The 'regulars' had been made redundant and the factory was to close. On my last night, I cleaned the whole place on my own, alone in the factory.

Outside was a hopper full of peas ready for the last day’s production. I knew they would be starting at six, and that there were no longer any early morning staff to start things up in readiness. So I used initiative. I started the cleaning machines in the yard, and peas began to flow into the hopper tanks inside the factory. I started the blancher to heat up to its operating temperature. When the factory managers arrived they seemed to assume someone must have been instructed to do all this. I didn’t mention that, but for me, the whole factory would have been idle for an hour. I simply clocked off and went home feeling very satisfied.

Unprincipled Spivs

Moving from the public to the private sector was something of an eye-opener. It was a very different culture. I had not expected to be working with such an unprincipled set of spivs.

Previously, I had only worked in the accountancy profession and universities where the main considerations were thoroughness and accuracy. In accountancy, we checked everything to the penny. There was no short-cut sampling and rounding as now. It was similar in universities. We aimed to review and understand all previous work in a field before attempting to extend it. Where I did have dealings with the private sector, it was either with audit clients wanting to demonstrate compliance, or with the research arms of large companies governed by quality procedures. You could say that things were done properly.

Then, along came nineteen-eighties ‘Thatcher’s Britain’, when competition and cost-cutting were king. You could say that standards began to drop.

Universities were driven to seek commercial partners. By then, I could bullshit pretty convincingly about ways to make computers easier to use, so when a systems company with problems came along, I was sent to talk to them. It was not supposed to be part of the plan for them to offer me a job on a lot more money. Feeling near to burnout with university work, I took it.

It was a medium-sized systems company driven by sales and profit, with an eye on what things cost and how long they took. The computer system they sold had been developed for an equipment maintenance business, but as the system expanded to handle more and more business functions, other companies wanted to use it too, and it became valuable in its own right. By the time I joined, there were around seventy computing staff, and the system was used by some of the biggest firms in Europe, from cash machine operators to telecoms companies. It had become immensely complicated and few fully understood it any more.

I identified problems, improved the information provided to customers, and began to take on consultancy roles, as they said I would. I can’t complain about that. But I disliked the prevailing ethos which was aggressive, competitive and sales-led rather than professional.

It oozed down from the owner. He had left school early and chanced upon the opportunity to lease and maintain office equipment, such as internal telephones and fax machines. He was a first-rate wheeler dealer and could spin a good yarn, and the business grew rapidly. He was also arrogant and ruthless. I cannot repeat all the sexist, racist, homophobic and explicit things I heard him say. In one meeting, he complimented a non-white staff member on his wonderful sun tan, and asked where he went on holiday to get it. In another, he likened a map of Scandinavia, “where our biggest customers are, Ladies”, to a “penis and testicles”. I suppose he thought it humorous; the sort of humour I had not heard in years. His attitude was that if customers were not complaining, we were giving them too much too cheaply.

This brand of arrogance pervaded company culture. Many of the staff, especially in sales, went along with it. They were paid ‘loadsamoney’ to drive around in company sports cars. There was pressure to go out drinking and socializing with customers. I did not feel ‘part of the team’. I don’t know if others felt uncomfortable too, but if so, they hid it well. The promise of more money and a company car tends to keep people in line, even when they never materialise.

The owner did not tolerate dissent. If you wanted to keep your job, you kept quiet. Those who crossed him were sacked, sued or both. One employee broke his leg playing football and was dismissed because “the injury was his own fault”. Another left to set up his own company and foolishly solicited business from his ex-employer’s customers. He was brought to the brink of bankruptcy.

The firm took on large numbers of new computing staff to redevelop and modernise the system. When they had served their purpose, 50% of the systems division were made redundant. I was tipped off by my manager that it was coming. He said that even if I survived I should get out as soon as I could. The phrase “unprinciples set of spivs” was his. I survive but he didn’t.

In all, I stuck it out for nearly four years. As I said, it was well-paid. The crunch came one Friday morning when I had to drop everything to go to Stockholm to sort out an urgent problem. I popped home to pack a bag and leave a note that I might not be back until Tuesday. It began to look as if more work like this would come my way. It might sound exciting, but it was all work. There was no free time to see the places you visited.

Newly married, with a family in mind, this was not the kind of life we wanted. It was a relief a few months later to find another university job. Although on a lower salary, I reasoned that the public service pension benefits compensated for that.

Mature Student

Little remembered in these memoirs is my three years as a mature student at Hull University, and so it will remain. I enjoyed it immensely, but it was clouded by relationship issues, best forgotten.

Otherwise, the course was everything I could have hoped for, full of exciting ideas and ways of thinking about the world. It was both literate and numerate, examining competing theories and their supporting evidence, along with experimental design, statistics and data analysis.

Psychology was a diverse, well-rounded subject in those days. The popular belief that it dwells on people’s oddities is mistaken. It is a rigourous, scientific discipline. To give some idea of this, among my favourite topics were: how we acquire and learn to use language, how intellectual development changes with circumstances, the transmission of learning within groups of primates, Richard Dawkins’ ideas about The Selfish Gene, and the concept of life as an agent of negative entropy.

What I did not anticipate was that, of the 68 on the course, around 15 of us would be over the age of twenty-five, with more over twenty-one. The department took a favourable attitude towards mature students, and accepted a larger than average number each year. Some, like me, were looking for a complete change of career. Others were psychiatric nurses hoping to move into clinical psychology. There were mothers with children at school, taking the opportunity to get a degree. The upshot was, unlike the term I spent in teacher training, I had no sense of being older or out of place.  

We had a good time socially. As mature students, we could join the research students’ association, which had its own bar in a quiet part of the campus. Although these were still the days of strict licensing hours, one of us got elected on to the committee, with keys to the bar, and it was not unknown for drinks to be served after it should have closed for the afternoon. A couple of alcoholic lecturers became regulars, and their insights into how to play the academic game were invaluable. One was so bright, he had more than once got through to the finals of The Times national crossword competition. “Never again in your lives,” he said one day, “will you belong to such a group of intelligent well-informed people”. He may have been right.

I was well-aware how privileged and different it was from my previous existence. People in Leeds would still be slaving away at desks from nine in the morning until half past five at night in dingy offices, wearing uncomfortable suits, shirts and ties, peering at columns of numbers, contributing to the economy. Meanwhile, I was answerable only to myself, responsible for my own workload. There was no one to tell me to get up in the morning. I began to question what I was doing. Was it to be just an interlude from reality, a self-indulgent privilege? I stopped spending so much time in the research students’ bar, reworked the parts of the syllabus I found difficult (such as statistics) and applied myself properly. 

I applied the techniques and strategies that had worked so successfully at ‘A’ level: taking care to know what was expected, and being well-prepared by reworking lecture notes and reading around the topics.

One favourite place to work was beside the windows at the top of the university library, a wonderfully bright and quiet place with panoramic views to distant Lincolnshire. I watched the Humber Bridge suspension cables being spun.

        From the seventh floor, you can see England.
        Hull and East Riding,
        Holderness hiding,
        Humberside siding,
        Seems oh so small then.
        But we can see it.
        We live there.

        From the seventh floor, you can see Hull.
        River suspended,
        Towers up-ended,
        No part of the city
        The University.
        But we can see it.
        We work there.

        From the seventh floor, the campus.
        And there, by the way,
        Beside the pathway,
        In earth-science attic,
        All looks so static.
        But we can see it.
        We are there.

        From the Psychology tea room you can see sod all.
        Try as we’re able
        From coffee-cupped table
        To reach a perspective,
        The viewpoint’s defective.
        But can we see it?
        What do we there?

I graduated with a good degree. Three years reading textbooks and journal papers provides an ‘enriched environment’ that improves your ability to handle abstract ideas. Books I found demanding before university now seemed straightforward. I gained the confidence to set my own aims and ambitions rather than those I imagined others wanted for me. 

What to do next? I explored becoming a probation officer. I could have gone back to accountancy and made a success of it. But influenced by reading, particularly Christopher Evans’ ‘The Mighty Micro’, I went on to a one-year Masters degree in computing at UMIST, Manchester. Many thought computing and psychology unlikely bedfellows, but it led to a career along what is actually quite a fine line between the two subjects. 

‘A’ Levels Again

Failing ‘A’ Levels at school was not much of a setback. Such were things in the nineteen-sixties, I soon received offers to train as a Chartered Accountant. That lasted for four years, but I failed the professional exams and left to train as a science teacher. I stuck that for just four months before returning to unqualified accountancy work, an unmitigated disaster.

There was a repeating pattern, scraping through early exams without much effort, and thinking I could do the same again as things got harder. You can’t. Basically, I never did the work.

It was a long way short of where I thought I should be, and damaging to self-respect and mental health.  I felt I should have done much better at school and gone on to university like many of my friends. I wanted to try again to prove I could do it, but getting in would not be easy because, unlike today, places were limited. People told me it was foolish, that the same would happen again and I would fail the exams and become unemployable. I should try again to qualify as an accountant. I was not going to listen to any of that. The best advice came from my friend Brendan, “For goodness’ sake don’t cock it up again”, mock anguish on his face as he imagined the consequences. Somehow, I knew that if I did, this time it would not be through lack of effort. It gave me a new sense of direction.

Older students sometimes got in to university without formal qualifications, but I would have been deluding myself to try. If my exam record told me anything at all, it was to learn to work and study effectively, and gain confidence. I needed to take ‘A’ levels again.

Inspired by reading interests, I switched from the sciences to the humanities, and started working towards ‘A’ Levels in English Literature and Geography. It was deadly serious, a last chance. I could not mess things up again. I took them part-time in less than a year. It was exciting and reckless.

I handed in my notice at work to free up the time needed. The idea was to swap permanent employment for short term contracts. But I found only four months’ paid work. After Christmas I stopped trying and signed on the dole (unemployment benefit) for four months. It paid my rent and kept the mini-van running. Financially, I hardly noticed a difference. It would be impossible now the rules are stricter and the benefits more miserly.

If that seems reprehensible, it was almost a lifestyle choice in those days. Some spent decades on the dole, students signed on during university vacations, and writers have told how the dole enabled them to develop their craft. Some justify it by suggesting that the cost has been recovered many times over through higher taxation, which may be true, but only for a minority. 

I began to study by correspondence course, but then along came two strokes of luck. One was finding a one-year English Literature course at Park Lane College in Leeds. It was intended for re-sit students, and they tried to dissuade me, especially as I had never studies English Literature at any level, but they had space and accepted my course fee. Another student had similar aims and background, and we were a great source of inspiration to each other. That is why attending a class beats a correspondence course nearly every time. You need to be with others of similar purpose.  

The other, in Geography, was that my cousin borrowed a set of notes from one of her friends who had got an A Grade. They were exquisite, and showed me what I needed to know. Is it possible to fall in love with someone through the beauty of their geography notes? With a little extra help from a friend who was a geography teacher, I decided to do that one on my own. 

The English Literature class cut the course down to the essentials. It is not necessary to study every text on the syllabus when you have to choose which ones you answer questions on. I applied the same principle to Geography. One section covered weather, vegetation and soils, but as you could answer questions on only one of these in the exam, I just did soils. Similarly, where the syllabus offers choice of geographical region, I studied only those on which I planned to answer questions.

I managed to maintain focus and not mess about. I got up at a sensible hour and planned my time. I went for brisk walks after breakfast and sat down to work: three hours every morning, three hours every afternoon, plus three hours twice a week at college. I planned what I needed to cover and by when, and largely managed to stick to it. 

Other ideas came from Dennis Jackson’s ‘The Exam Secret’ and Harry Maddox’s ‘How To Study’: get a copy of the syllabus to ensure you know what you are doing; narrow down your notes to things you can use in the exams; get copies of previous papers and practised answering questions under exam conditions; use memory aids such as mnemonics and mind maps; pretend to give talks on topics; attempt to emulate role models, i.e. people who are good at what you want to do. Above all, make sure you know exactly what is required of you in the exam. I never had before. 

Meanwhile, I had been applying for university places. It had not gone well. Of the six universities you were allowed to choose, three had rejected me outright, and the others had set a high bar. I put Hull as first choice, which wanted two grade Bs, and Lancaster second, which had asked for grades B and C.

I got two grade As. 

 

In the nineteen-sixties and -seventies, ‘A’ (Advanced) Level grades were awarded competitively. The top 10% got grade A, the next 15% grade B, and so on down to grade E which was the lowest pass grade. Overall, 70% passed. The next 20% received an ‘O’ (Ordinary) Level equivalent and the lowest 10% a straight Fail. 

Academics

Working in a university is a privilege. You get to meet and mix with some of the cleverest people, especially if you do research and give talks at conferences. You can find yourself sitting along the dinner table from an academic celebrity. The most impressive person I encountered under such circumstances was Jerome Bruner. To adapt a saying of my mother's, he had more wisdom in his little finger than I have in my whole body.

But those you actually work with can be just as impressive. Professor Alan (A.D.B.) Clarke of Hull University was one of those people who seemed to look deep inside you and know everything about you in just a few seconds. He had helped uncover the academic fraud of Sir Cyril Burt, upon which the British system of selective secondary educacion was based, with children selected for grammar school by intelligence testing at the age of eleven. I sat in Alan Clarke's 'Life-Span Human Development' tutorials for a year, absorbing every word. "Koluchova," he would say (she conducted one of the first scientific studies of children brought up in extreme isolation), "she stayed with us when she visited the U.K.". He seemed personally to know everyone who was anyone in psychology. We were awestruck. It showed me the power of personal anecdote.

Others I worked with more closely. Frank, with whom I shared an office for two years, was one of the cleverest people I have known. He had a degree and Ph.D. from Oxford University, and had seemed destined for a high-flying academic career until he had some kind of breakdown. He switched to university computer centre management, but another breakdown put him in a mental hospital. There, he met his wife, another patient. He was Jewish and she Catholic, and they had eight or nine children by the time I knew him. Long-term medication had left him with a permanent tremor and a staccato node of delivery that gave an air of affable authority. One day, instead of turning up for work in his usual casual attire, he appeared in a suit with his hair slicked down. I heard the students laughing in his lecture next door. "I must apologise for my appearance today," he had told them, "but I had to take my children to the nit doctors." (laughter). "And the reason why my hair is so neatly flattened is that I had to have the treatment as well." (Louder laughter, prolonged).  

Noel, another I worked with, knew everything. Which came first, the chicken or the egg? "The egg he would say," without hesitation, and explain it scientifically. How long is a piece of string? "Forty-two and a half inches" was his answer, "because that is the amount needed to hold up a navvy's trousers". I once saw one of his lectures: "Today's topic is Ethics," he began. "No, that's not a county in the South-East of England, it's a system of behaviour." The students sat blank-faced. I swear some of them wrote the whole thing down word for word, and will reproduce it in an exam answer.

Trevor was another who amused me. We were discussing the art of marking. "I can mark anything at all," he said, and looked around the room. "I could mark that filing cabinet if I had to," he pointed, "it's a B-minus." I knew exactly what he meant and had to agree. B-minus it was.

Just a few of the characters that come to mind. They are all dead now.

'A' Level English 1977

New Month Old Post: first posted 19th May 2016

Park Lane College tried to put me off. They maintained the one-year course was only for re-sit students and that the two-year course was more suitable, especially as I had not studied English Literature at any level. Somehow I talked my way in. 

It was one of the most difficult courses I have ever done. Selecting and organising all the quotations, literary criticism and conflicting viewpoints into examination-usable form was gruelling, but it was interesting and enjoyable as well, and developed useful skills for later. It was certainly an intense experience because I can still picture the classroom and where we all sat: me at the back.

Most on the course were indeed re-sit students, mainly girls in their late teens, and as late as 1977, in Leeds, there was only one non-white student. The token teenage lad worked at the tax office and told gleeful tales about the persecution of wayward taxpayers. But there were other older first timers. There was an aloof social worker who gazed contemptuously out under her Joanna Lumley ‘Purdey’ fringe and exchanged hardly more than a dozen words with the rest of us all year. There was a bearded chap in his early thirties who said little more, yet managed to give the impression he knew everything already. And luckily, there was a kindred spirit also aiming for university. His grasp of the coursework, huge vocabulary and sweeping command of the English language put mine to shame. It was enormously helpful to be able to discuss things with someone of similar aims and interests.

The syllabus in those days offered enormous, some would say excessive choice. You could get away with covering just two out of three Shakespeare plays, one out of three longer poetic works and four out of sixteen set books. So that’s all we did. It would have been silly to try to cover everything. The course leader, Jonathan Brown, pared things down to what could be achieved in a year. Even within these bounds the exam paper offered a choice of questions.

Do they still let you take the question papers home? They did then, so here they are (click to enlarge images, or get them in PDF form here).

ENGLISH LITERATURE PAPER I (3 hours)

Section A: Shakespeare – Julius Caesar, Othello and The Winter’s Tale.  

The rubric was complicated but essentially you had to answer three questions covering at least two of the three plays. In other words you could get away with studying only two. We did Julius Caesar and Othello.

First, you had to answer either Question 1 or Question 2, above, which quoted passages from the plays and asked you to address specific issues relating to them. It looks like I did the Julius Caesar part of Question 2.

Then, questions 3, 4 and 5 were discussion questions on the three Shakespeare plays. You had to do two, but each offered an either/or choice. I did 3(a) on Julius Caesar and 4(b) on Othello.

From the notes made after the exam on the first page, it seems I estimated I had got no more than a C in this paper.

Section B: Longer Poetic Works.

There were three set texts: Pope’s Epistle to Dr. Arbuthnot, Wordsworth’s The Prelude and T. S. Elliot’s East Coker and Little Gidding, with one question on each. As you had to answer just one of the three questions, we only studied Pope’s Epistle.

Again, there was an either/or choice within each of question. It looks like I did 6(a).

ENGLISH LITERATURE PAPER II (3 hours)

Novels, Plays and Poetry: four from sixteen set texts.

The syllabus offered sixteen different works, but the examination only required you to answer questions on four, so we covered only four: Jane Austen’s Persuasion, the selected poems of Gerard Manley Hopkins, the poems of Wilfred Owen, and Arthur Miller’s plays A View from the Bridge and All My Sons. Again, the paper had an either/or choice within each question. I think I answered questions 7(b), 10(a), 12(a) and 14(b).

The other twelve items on the Paper 2 syllabus were parts of Chaucer’s The Canterbury Tales, Marlowe’s Dr. Faustus, Webster’s The Duchess of Malfi, Metaphysical Poetry, Defoe’s Moll Flanders, Sheridan’s The Rivals and The School for Scandal, Keats Lamia and other poems, George Eliot’s Middlemarch, James Joyce’s A Portrait of the Artist as a Young Man, Poetry of the Thirties, Patrick White’s The Tree of Man, and Beckett’s Waiting for Godot.

ENGLISH LITERATURE PAPER III (2 hours)

Literary Criticism. Two compulsory questions quoting passages from unnamed works followed by lists of points to be addressed.

Paper III was the joker in the pack, impossible to prepare for fully in advance. I really thought I had messed this up.

Question 1: two poems. With the help of the internet I can now identify them as John Stallworthy’s A Poem about Poems About Vietnam, and Seamus Heaney’s The Folk Singers.

Question 2: a passage I recognised in the exam as being from George Orwell’s The Road to Wigan Pier. I remember timidly deciding not to say I knew what it was. I don’t know whether you got extra marks if you did. 


Looking back over forty years, Gerard Manley Hopkins’ poetry left the strongest impression. I can still quote Pied Beauty by heart. A lot of people find his poetry dense and unintelligible, so it was a real privilege to be able to take time to dissect and understand his ‘conglomerate epithets’ and obsession with the different roots of the English language. His lines still come back both in moments of elation and despair.
 
Wilfred Owen too, remains familiar from his regular outings in television programmes and newspaper articles about the First World War. Years later, attending a conference at the Craiglockart campus of Edinburgh Napier University, I could not help but be aware that this was where Owen and Siegfried Sassoon had been treated for shell shock almost a century earlier. Sitting on the lawn in front of the main building, eating lunch in the sun, I imagined they might once have done exactly the same, discussing poetry during Owen’s brief respite from his doomed youth. Sadly, the topic of our own lunchtime conversation was computing.

Arthur Miller revealed a great deal about how plays are put together. I later felt there were more than just situational similarities between the film Saturday Night Fever and A View from the Bridge, although to be strictly accurate they were different bridges.

I was astonished by Alexander Pope’s verbal dexterity and can still remember chunks of the Epistle.

On the other hand, despite my enthusiasm at the time, I am ashamed to say I read no more Shakespeare. I know he was myriad-minded, but it takes effort, and I became too tied up with other things to try.

The same is true of Persuasion, despite the once-or-twice stand-in teacher at Leeds Park Lane College, Mr. Trowbridge, declaring that whenever he felt disheartened there was no better remedy than to go to bed with Jane Austen. He even got a laugh from us with that one.