Follow The Moon

A few weeks ago, Jabblog wrote a post about Lyle’s Golden Syrup, which, by the ways and wanders of the mind in the night, took me to a party game. 

I was about six or seven, and it was my birthday. Mum invited a few friends round. I fancy there was Dennis and Johnny from the next street, maybe Jack the neat writer, and Geoffrey Bullard, not yet the monster he became. Girls? I don’t know. Maybe my second-cousin, Linda, and her funny friend, Margaret. I liked them. We were all in the same class at school. I can’t really remember. The more you try, the more you make up. 

I imagine we ran around in the garden for a while, and had tea. It would have been treacle on bread or treacle sandwiches (our name for Lyle’s Golden Syrup), or possibly honey. We often had that for our tea. Some people used to have condensed milk sandwiches, but I never liked the way it soaked into the bread and seeped out at the edges. For pudding, it would have been Rowntree’s Jelly and tinned fruit, with Carnation cream (which is what we called evaporated milk).  And fizzy Tizer or Vimto to drink. Such was the nineteen-fifties diet. The school dentist was always busy.  

Even now, I have honey on toast for tea when lazy, and Carnation “Cream” on tinned pears or apricots is luxury. Everyone here complains it is too sweet, so I have to have the whole tin myself. I don’t have treacle now, but the empty metal tins are great for all those bits and pieces you don’t know where to put: bath plugs, light pulls, door stops, picture hooks. Shame they risk disappearing in a squeezy plastic rebranding after 150 years unchanged. “... consumers need to see brands moving with the times and meeting their current needs. Our fresh, contemporary design brings Lyle’s into the modern day, appealing to the everyday British household while still feeling nostalgic and authentically Lyle’s,” said the brand director. “Drivel, bollocks, and bullshit,” said I. 

As regards the party, I have only one clear memory. Dad said we would play a game called “Follow The Moon”, but would say no more about it. The time came, and we waited outside the front room, with Mum and Dad inside, the door closed, and the curtains drawn. We were called in one by one.

The first went in, and after a short time cried “Aarrgh!” Then the next went in to join them, and made the same sound while the first person laughed. The third went in and reacted in the same way, causing the first two to laugh, and so it continued. 

I was last because it was my birthday. There was a sheet hanging vertically in the darkened room, with a circle of torchlight shining through. That was the moon. I had to keep my nose as close to the moon for as long as I could, while it moved around. It went up and down, and side to side, then faster in a circle, and, as both the moon and my nose reached the top of the sheet, a soggy warm wet sponge full of water came over from the other side and dunked me on the head. The others all roared with laughter.

School Woodwork

New Month Old Post: first posted 1st April 2018.
  
The practically skilled will mock the mess I made. If I could do it again now, I think I would have the patience to make a decent job of it. At school, I didn’t care enough.

The room smelt of sandpaper, sawdust and lacquer. It housed eight workbenches: the solid wooden kind with shoulders at the sides, tool cupboards underneath and a vice at each corner. And in our tough new carpenters’ aprons: loops around necks, strings tied at the back, deep pockets at the front, we really looked the business.
 
With that pencil-behind-ear can-do competence that only real woodworkers possess, Tacky Illingworth showed us how to shape a piece of wood into a ship’s hull by pointing the bow and rounding the stern, how to chisel out a couple of recesses in the top to leave a bridge, fo’c’s’le and fore and aft decks, and how to attach dowel masts and a funnel, simpler than but not dissimilar to the model in the picture. Mine was awful: irregular, lob-sided, gouge marks and splinters where it should have been flush-flat smooth. At the end of the year I didn’t bother to take it home. I think we made them only because it involved a variety of tools and techniques, rather than for any functional purpose.

I did learn to love the beautiful, age-old tools though: the tenon saw with its stiffened back, the smoothing plane, the spokeshave, the carpentry square, the brace and bit, the mallet and woodworkers’ chisels, and best of all, the marking gauge.

How could you guess what a marking gauge is for unless you know? Why does it have a sliding block with a locking screw? What are the spikes for? Why two on one side and one on the other, and why are they moveable? A mystery! I’ve got my own now. I last used it to mark how much to plane off the bottom of a door when we got a new carpet.

After spending the following year in Metalwork, we were allowed to choose which to continue. I returned to the relative peace and safety of woodwork, the lesser of the two evils. We had to decide upon a project, so I went for the ubiquitous book rack in its simplest form: a flat base with two vertical ends and a couple of pieces of dowel for feet. I selected a beautiful plank of mahogany which my parents had to buy, and began to cut out what were supposed to be stopped (half-blind) dovetail joints – visible underneath but not at the ends. It was far too ambitious. At the end of the year the book rack laid unfinished on a shelf in Tacky Illingworth’s stock room, wrapped in a soft cloth. His school report flattered me: “Progress is slow but does work of good quality”. Perhaps I had not yet made the mess it eventually became.

That could have been the end of the story because there were no crafts in subsequent years when ‘O’ levels took priority, but an unexpected change of policy allowed games-averse weaklings to escape to art or crafts instead. Metalwork was no longer on offer. It had been replaced by pottery, which was tempting, but for some bizarre masochistic reason I went for woodwork again. Maybe I refused to be defeated. Tacky Illingworth proudly retrieved my unfinished book rack from his stock room, still in its protective cloth from eighteen months earlier. 

I even finished the thing. I wrote the date on the bottom: April 1966. It’s a real mess of course. At one end I broke through the wall of the ‘pin’ part of the dovetail and had to stick it back in, and the joints were so loose that even glue could not hold them together. Tacky reluctantly allowed me to fix it with screws. It has been on my desk for over fifty years.
 
I wondered could I find it hiding in old photographs, and yes, here it is in various Leeds and Hull corners of the nineteen-seventies. It still holds one of the same books.
 

As I said, if I were to make it again today, in the same way with hand tools not machines, it might not be perfect but I like to think it would be better. That would match my other subjects. At the very least I would hope not to break the ends. It probably comes down to patience, and perhaps a bit of care and confidence as well. As someone once said, education is wasted on the young.

Proof of the Pi

The proof of the pudding, they say, is in the eating, but what about the proof of the pi?

The ancient Egyptians, the Babylonians, Archimedes and blogger Bob Brague will tell you that we need pi (π) for circle geometry, and that it is roughly 3.14159. Blogger Yorkshire Pudding will also tell you that we need pie, lots of it, but he would be referring to the kind he makes from minced meat topped with mashed potato and baked. Yorkshire Pudding is right. There is no need for mathematical constants and strange symbols. We only need to know that the distance around the circle of a shepherds pie, as near as dammit, is three and one-seventh (22/7) times the distance across. You can use this to ensure you are baking enough for everyone. 

I took for granted what they said about pi at school, without any real understanding. If understanding is the ability to think of the same thing in different ways, and to be able to switch between them, this is my attempt to do that. 

So, this is another mathematical post, like the one in January about the Pythagoras theorem. I wondered whether the same technique could be used to illustrate similar concepts; such as pi.  

Here is a circle of 14 units across, zoomed in on the top right-hand quarter to make it easier to see and count. The quarter-circle is 7 units high, and it takes 11 units to go around its edge. So to go all the way round the full circle would take 44 units, which is three and one-seventh times the distance across the whole circle (14 x 22/7 = 44). 

Does it also work for area? Can it show that the area of a circle is three and one seventh times the area of a square fitted from the centre to the edge (American: Area = πr²)? 

Here is the circle again, with a square drawn from the centre to the edge, zoomed in on one quarter. 

If the square is divided into a 7 by 7 grid of 49 smaller squares, then most of the smaller squares are inside the circle, but some are outside. Of those outside, some are complete squares while others are part-squares. Counting them, I reckon that a total equivalent of around 10½ smaller squared are outside the circle, leaving 38½ inside. I have tried to show how I counted 10½ by putting numbers on the quarter-circle. Those with the same numbers make up one square. 

Multiplying this by 4, it would need 154 (38½ x 4) of the smaller squares to completely fill the full circle. This is equal to three and one-seventh times the 49 in the square on the radius (49 x 22/7 = 154). 

To prove this visually, I used three larger squares to cover three-quarters of the circle. Then I moved the parts that were outside the circle (shown in grey) into the fourth quarter. So far, in all, this has used 3 larger squares, a total of 147 smaller squares. 

But it does not quite cover all the fourth quarter of the circle. We need an extra 7 smaller squares (shown in yellow), in other words, one-seventh of a larger square.  

So, the area of a circle is equal to three and one-seventh times that of a square drawn from the centre to the edge. (Area = πr²)

Arithmetically, it takes 38½ smaller squares to fill the fourth quarter, but there are only 3 x 10½, or 31½, available to move. We are 7 short. 

I get it. At least I think I do. 

Pythagoras

It was well-known to the ancient Egyptians, that a triangle with sides of 3, 4 and 5 units makes a right-angle. The Babylonians also knew this four thousand years ago, as they did in India. They used it to measure out precise squares and verticals. I would not be surprised if the ancient Tom Stephenson used it too.

Rotate such a triangle four times by ninety degrees, and you are back to where you began. Put four of them together as shown below on the left and it makes a perfect square. The one on the right is the same with the middle bit filled in.

This works for any right-angled triangle, not just those of size 3-4-5. 

The sides of the square are equal in length to the long sides of the triangles.

I am now going to move the top two triangles, top right to bottom left, and top left to bottom right. Hopefully, the arrows and numbers help make this clear. It results in an L-shape.

The L-shape uses the same pieces as the large square we started with, so the overall area remains exactly the same.

The L-shape can be split into two squares, a large one and a small one, as below. The sides of the smaller square are of the same length as the shortest side of the original triangle (see right-hand side). The sides of the larger square are of the same length as the third side (see left-hand side). 

The two squares still use the same pieces as the large square we started with, so the total area remains exactly the same as it was before we moved things around. 

In other words, the area of the square formed around the longest side of the triangle is the same as the combined areas of the squares formed around the other two sides. 

Or as Pythagoras put it in 550 B.C.: “The square on the hypotenuse is equal to the sum of the squares on the other two sides.” 

Isn’t that just exquisite. They never showed me that at school.

Pythagoras may have discovered this by moving triangles around in the same way, one of the first to express the structure of nature as numbers, and advance understanding from the world of fact into the world of proof. He offered a hundred oxen to the muses in thanks for the inspiration (Jacob Bronowsti: The Ascent of Man).

And once you know this is true for any right-angled triangle, you can work out how much timber and how many tiles you need for your pitched roof, and are on the way to the kind of trigonometry that allows you to manipulate three-dimensional images on your computer screen. 

Dirty Old Town

Every year, around this time, the asphalt surface of the school playground would be buried under a huge pile of coke. It was like lumps of gray cindery coal, but without much weight. Gradually, it disappeared into the school boiler room.

The coke was a by-product of the corporation gasworks, which manufactured coal gas supplied to our houses through a network of pipes. We had gas cookers, and gas taps beside the fireplace to which you could connect a free-standing gas fire through a rubber tube. I ran the Bunsen burner for my home chemistry set in the same way. Outside, there were gas lamps along the street, and a man with a long pole came to turn them on and off each evening and morning. My dad could remember the pre-electric days when houses had gas mantles for internal lighting.

Gas was produced by heating coal in the absence of air, with coke, tar, and chemicals as by-products. Coke burned hotter and cleaner than coal and could be used as fuel in specialized boilers. It was also used in industrial processes, but was no good for the home fireplace.

Dad’s Arthur Mee Encyclopedia (1927) has a series of pictures and diagrams showing how coal gas was made and the amount of plant and machinery needed. Here are the first three. 

The corporation gasworks were near the docks where they were supplied by canal with coal from the Yorkshire coal fields. In other towns, coal trains ran through the streets to the gasworks. The infrastructure was extensive: heavy engineering, railway lines, underground pipes. You could live in Gas Works Street, work at the gasworks, drink and be entertained at the Gas Club, and go on gasworks outings. Some of the structures are still around. 

That, for me, describes 1950s Britain (and earlier): asphalt playgrounds, school boiler rooms, gas lights, gas works, coal trains pulled by steam engines, and coke before it had any other meanings. I have no idea why it came to me in the middle of the night. 

It became obsolete when we changed over to North Sea Gas in the early 1970s. Millions of household appliances had to be converted to burn natural rather than coal gas. The gas storage tanks at the gas works continued in use for many years, until condemned as unnecessary. Many have since been dismantled. We have hardly any gas storage in Britain now; just a few days’ supply, as compared with a few months’ supply in Germany.

I found my love by the gasworks croft
Dreamed a dream by the old canal
Kissed my girl by the factory wall
Dirty old town, dirty old town

I heard a siren from the docks
Saw a train set the night on fire
Smelled the spring on the smoky wind
Dirty old town, dirty old town

Clouds are floating across the sky
Cats are prowling upon their beat
Spring’s a girl in the streets at night
Dirty old town, dirty old town

I’m going to make a good sharp axe
Shining steel tempered in the fire
We'll chop you down like an old dead tree
Dirty old town, dirty old town

https://musescore.com/user/5060416/scores/4832062

Hello, Cheeky!

Do you ever wake up in the night giggling uncontrollably about something remembered from long ago?

What set me off last night was a story from someone I worked with soon after leaving school.

At his junior school they had a class budgerigar. Its name was written on a sign on the front of its cage. It was easily detached. 

It was in the days when nearly all children walked to and from school, as did their teachers because they all lived locally. Not all cars then. The teacher used to leave her outdoor coat over the back of her chair in the classroom.

One day, she walked home with a sign saying, “My name is Cheeky”, fixed to the back of her coat.

That middle of the night giggling got me a thump in the ribs.

Hobgoblin, Nor Foul Fiend

One day each week, my wife goes happily off to her dementia group. For clarity, and to avoid the kind of misconceptions our children adopt deliberately in the mistaken belief they are being witty, I should add that she runs it. They have a different theme each week, around which they talk, play games, and have a cooked meal and lots of laughs.

Members engage to varying degrees. Some are very lively and on first acquaintance you would not think anything was wrong. You might mistake them for volunteers, but all have memory problems. Others, you wonder whether they get any benefit from attending at all. One elderly lady, I will call her Dolly, sits head down all day long in her wheelchair, saying very little.

Most grew up in England during the decades before, during and after the Second World War. Like me, they have no difficulty in joining in the hymns at church services or at those weddings and funerals that retain some semblance of religiosity. It was part of our shared culture. We had the words and tunes drilled into us daily at school assemblies, Sunday School and church. How inspiring they can be, especially when the organ chords, descants and harmonies reverberate round. We can reel them off: For Those In Peril, Jerusalem, The Day Thou Gavest, To Be A Grim Pill as we used to sing in assembly, and so many more. Younger people don’t know them. When my cousin’s daughter’s husband was on University Challenge, he was the only one to know that ‘The Lord Is My Shepherd’ is the 23rd psalm, and only after we had been yelling it at the television for 15 seconds. The young deride these things as small-minded and exclusive, although I don’t perceive many other creeds as much better.

Last week at the group, the theme was harvest. They talked about what they remembered of it. Some worked on the land, and one member is old enough to have been in the women’s Land Army. They talked about the old traditions, harvest festival services at church, and harvest festival hymns. They began to sing “We Plough the Fields and Scatter”. Incredibly, Dolly burst into life. She raised her head high and sang out in her trill warbly voice, leading the singing. The transformation was astonishing. After the “All good things around us” middle eight, she started on the next verse, “You only are the maker”, then the one after that, “We thank you then Creator”. No one else knew them.

When my wife later told me the story at home, she said this was the only harverst hymn they could think of. After a while, I said “Isn’t there one about all is safely gathered in?” It stirred a memory. “Yes,” she said, but neither of us could quite remember it. It was not one we sang very often, and not in the school hymnal. Not enough about God in it. A bit too Baptist. We had to look it up. It is ‘Come Ye Thankful People’.

https://youtu.be/t3n7IUCdqAM?si=FHKbdeg-6EwplKzg

What a descant (verse 4)! Even if it is over the top. And is that who I think it is at the front of the congregation (see verse 3)? Well, that’s all right. We are a broad church on this blog. She is well turned out as ever. 

This week, I was interested to hear whether Dolly also knew ‘Come Ye Thankful People’. She did, and sang it. 

Hobgoblin, nor foul fiend, can daunt the spirit.

Then she sang “We Plough the Fields and Scatter”, again. She could not remember having sung it the previous week.

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?

‘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. 

'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.

Weekend in College

(New month old post: first posted 23rd September, 2015)

You been tellin’ me you're a genius since you were seventeen,
In all the time I've known you, I still don't know what you mean,
The weekend in the college didn't turn out like you planned,
The things that pass for knowledge, I can't understand.

It was as if Steely Dan’s phenomenal ‘Reelin’ in the Years’ was aimed directly at me, cutting through the pretentiousness to the stupidity beneath. It was actually four months but might just as well have been a weekend for all the good it seemed to do. With the anticipation of arrival smothered in a blanket of disillusion, I detested myself as much as the subject of Becker and Fagen’s song.

City of Leeds and Carnegie College

It was the first of two attempts to escape accountancy. After four mind-numbing years, I decided it was not the career for me, and applied to train as a science teacher. You needed five G.C.E. Ordinary level passes, and to have studied your specialist subjects to Advanced level. In other words, you did not actually need to have passed the Advanced level. That was me exactly. I didn’t tell them about the failed accountancy exams.

It beggars belief that you could become a Secondary years science teacher with nothing better than weak Ordinary level passes in your specialist subjects. They should have told me to go away and re-sit Advanced Levels and reapply, assuming I still wanted to. Anything less would be to inflict my limited knowledge and ineffectual learning techniques upon other poor innocents. But you can talk yourself into anything if it’s on offer.  

Around 1960

The City of Leeds and Carnegie College, now part of Leeds Beckett University, was one of the loveliest campuses in Britain. It was built in 1911 in a hundred acres of parkland that once belonged to Kirkstall Abbey. Hares ran free in the woods and each spring brought an inspiring succession of leaf and flower. The magnificent main building dominated a sweeping rectangular lawn called The Acre, lined by solid halls of residence named after ancient Yorkshire worthies: Fairfax, Cavendish, Caedmon, Leighton, Priestley, Macauley and Bronte.

But instead of moving into halls, I remained off-campus in my seedy shared house. It meant not taking full part in the friendly community of cosy study bedrooms around the grassy Acre, and the activities I might have enjoyed. I felt old and awkward. The music drifting from open doorways flaunted the easy friendships within. While the Carpenters sang that they were on top of the world, Steely Dan mocked that “college didn't turn out like you planned”.

The course quickly became tedious. Chemistry classes were interminable, like being back at school. I began to sink into the old malaise and find fault in everything. A biology technician “humanely” despatched rats for dissection by cracking their necks on the edge of a bench. We sampled the vegetation growing on The Acre lawn, my accountant’s brain adding up the data almost before the other students had got out their calculators. In English classes, reading through a play, I realised that some of the others were not fluent readers. It was astonishing. They were training to be teachers for goodness’ sake.

We were sent out on teaching practice. I found myself in a Comprehensive School on a council estate. After two weeks, we were asked to plan and teach a small number of lessons ourselves. I had good ones and bad ones. In the best, observed by the teaching practice tutor, the children used Bunson burners, all happy and engaged in what they were doing. Do they still let them do such dangerous things? Fortunately, no one saw the worst from which I was saved only by the school bell.

The school had none of the liveliness of the grammar school I had attended myself, and staff made no secret of their dissatisfaction. “Here I am with a First in English,” said one, “and I’m supposed to teach kids who have no interest in reading anything at all.” And one of the most inspiring teachers left to open a pottery.

Despite good marks, the doubts grew as I returned to my old employer to earn money over Christmas. The uninspiring course, the mediocrity, the dismal school I’d seen, it was not what I wanted. It was not a substitute for university. More hopes and dreams dashed by another abandoned course. What now?

I was by no means the last to leave. A few went on to successful teaching careers, but many never taught at all. During the year that my course would have finished, the press was rife with accounts of unemployment among new teachers. Despite a chronic shortage just two years earlier, Governments had not planned for the falling birth rate. Around two thirds of newly qualified teachers were unable to find jobs.

One poor girl in London had previously been guaranteed a post, but after staying on at college an extra year to improve her qualifications with a Bachelor of Education degree, she now had to find work outside teaching. Perhaps it was fortunate I did leave.

It was thirty years before I visited Beckett Park again. The passage of time gave rise to quite an unsettling experience. I was haunted by half-remembered faces and snatches of conversation from a particularly intense episode in the past: here is where I usually managed to find a parking space for my Mini; across there is where I resented a tutor telling me I would have greater authority if I stood straighter and walked with shorter steps; that window, in Leighton Hall, is the study bedroom where a girl I seriously fancied took me one afternoon for nothing more than a cup of coffee and a long talk.

Ghosts aside, the place looked much the same. Most of the original Edwardian campus survives, although the internal use has changed, such as residences replaced by staff offices and teaching rooms, with students bused-in from off-campus and financed very differently.

Smoke gets in your eyes. You can convince yourself anything is right when you’re desperate enough.

[The original post was even longer and more over-written than this, but if you are interested, it is still here]

School Chemistry

New month old post. First posted 14th November 2014

There was once a time when things at school looked promising. I was doing well in most subjects, especially science. My diary remembers I was top in biology, had got 20/20 in a chemistry test, and had enjoyed a ‘fab’ physics experiment: the water equivalent of a copper calorimeter. Yet I only scraped through ‘O’ levels and messed up ‘A’ levels completely. What went wrong? 

I was spellbound by the science labs the moment I went to grammar school. They had a permanent smell of pungent chemicals, coal gas, rubber tubing and wood polish that hinted at mysterious secret knowledge. What went on at those dark ancient benches with sinks, gas taps and glass-stoppered bottles etched with intriguing names: tincture of iodine, nitric acid, sodium hydroxide, lime water? Could they make explosives and powerful poisons? Could they turn base metals into gold? Did they have the philosopher’s stone with the secret of eternal life? Perhaps if you paid attention, you might have these things too.

In a room tiered like the Royal Institution, you looked down from beautiful oak benches upon Dr. Page as he heated potassium chlorate and manganese dioxide to make oxygen. It bubbled up through water into an upturned jar. He became a wizard, an alchemist, showing how it reacts with other substances. “Magnesium burns with a bright white light” he said, conjuring a dazzling ball of light too bright and too white to look at.

In biology, my dysfunctional memory absorbed the names of anatomical structures and physiological processes: xylem, islets of Langerhans, osmosis, mitochondria, mitosis. In physics, I was captivated by the sheer ingenuity of the procedures. In mathematics, the interactions of shapes and numbers seemed as exquisite as any art form.

And what a cheat! We listened to a weekly series of science programmes on the wireless. I might have been the only person in the class with a tape recorder. I showed my mother how to record the programmes at home and, after listening a second time, handed in outstanding essays.

But things began to go downhill. I have excuses, such as forgetting to revise for the summer science exam. “Position in class 2nd, position in exam 25th, a disappointing exam result” said my report. It put me in the second stream for science, where people messed about and I made the mistake of wanting to be liked. Things got harder too. Chemistry progressed from observation to experiments, quantitative measurement and atomic models. And we moved to new labs with benches in rows rather than islands, where teachers couldn’t see what was going on at the back.

The once admired Dr. Page, little and thin with an odd toothy mouth, small bony face and permanent worried frown, was not well equipped to deal with continuous low level disruption. An orchestra of clicks and pings from cupboard door catches and drawer label holders would start up every time he turned to write on the blackboard, only to be met by silent, innocent faces when he angrily spun back.

Occasionally he would catch someone still smirking, attributing blame by shouting their name: “Bullard!”, “Gelder!”, “Dunham!”. Geoffrey Bullard perfected the ability to click a cupboard door with his foot while the rest of him remained motionless, his face expressionless. He could continue this covert clicking after Dr. Page had spun, causing someone else to laugh and get the blame.  

Harvey Gelder started a league table of called out names. Geoffrey Bullard went straight to the top when he caused uproar by catching a wasp and dropping it into a bottle of sodium hydroxide. It didn’t half fly around fast inside the bottle.

It wasn’t long before everyone at the back had points except for Maurice Jupp. He remained bottom of the league until almost the end of term. The day arrived when, under conditions of intolerable harassment, Jupp was spotted not sitting quietly and had his name called out. We all stood up cheering and applauding. We had to stay late that day.

Jupp’s downfall was brought about by water. The bench water taps could not have been better designed for mischief. They were of the typical laboratory downspout design, and could be turned on just enough to drip so that a well-timed finger could flick drops of water at the head of the person sitting in front. Or, the top of a fountain pen, the kind with a small hole in the side for equalising air pressure, could be pushed on to a tap to squirt a powerful jet of water at someone sitting yards away. The rubber teat from a teat-pipette could do the same job if you made a tiny hole in it, except the spray was so fine that the recipient might not notice until the back of his jacket was soaked through. And a teat without a pin hole pushed on to a dripping tap would slowly expand like a balloon until it became a water bomb primed to explode. There was not a lot you could do about it. Pulling off the teat was suicidal. The best thing was simply to turn off the tap, hoping you had correctly remembered which way was off, and trust that the thing remained stable.

Hardly anyone from the back of that class passed their ‘O’ level chemistry.

Panora

This is my dad’s school Panora photograph from the nineteen-thirties. Its length makes it difficult to show. The firm, Panora Limited, specialized in school and college groups and was founded in Clerkenwell in 1916. Groups sat in a semi-circle, the camera panned round, and the picture was printed to make it look as if the whole school has been sitting in a long straight line.

Dad always imagined that when we eventually came to clear out his house, all his things would be dumped in a large skip on the drive with the Panora picture smashed on top. But it’s not. It’s on the wall in our office.

I recognise a few of the teachers: the new headmaster on the second row from the front behind the gap between the seated boys and girls, and the young English mistress five places to his right. Both remained at the school until they retired during my time there. I can name some of the other teachers too from staff and class photographs taken shortly before I went, such as the man with facial injury from the First World War, and my dad’s form teacher. How privileged to be a grammar school teacher prior to around 1960, esteemed, unhassled and reasonably well-paid.

And here is Dad. He’s the serious-looking one on the left of the middle row in this small group (from near the top-right of the main picture).  

You may notice he is standing with one shoulder higher than the other. That’s because he had a short leg caused by poliomyelitis contracted as a toddler just after he had learned to walk. He had to learn to walk a second time. The boy who lived two doors along the street caught it first, and the infection is thought to have spread along the drains of the outdoor toilets. My dad had to wear a leg-iron for several years and had an awfully thin leg for the rest of his life. It didn’t stop him walking a lot, but it did eventually do for him because he broke it in a fall at home, ended up in hospital, and died of respiratory failure in his eighties.

On the other hand, it may considerably have prolonged his life, and nor might I be here. It made him unfit for war service, so he spent the Second World War on his Velocette motorcycle as an air raid patrol messenger. In contrast, his friend, Arthur Mann, who is next-but-one at the other end of the middle row wearing glasses, became a pilot officer on bombers in the Royal Air Force.

My dad went for a drink with Arthur whilst he was on leave, just before he was due to return to his squadron at the end of November, 1943. “I could see in his eyes he didn’t want to go back, and how frightened he was,” Dad told me many years later. A few days later, Arthur and his aeroplane were lost over Germany.

Rawcliffe War Memorial. Arthur Mann is on the 1939-1945 panel.
I know about many of the other names too. The stupidity of war.

From the Commonwealth War Graves Commission and other records, I can see that Pilot Office Arthur Mann, son of Arthur and Annie Mann of 30 High Street, Rawcliffe, Yorkshire, 207th Squadron of the Royal Air Force Volunteer Reserve, died aged 23 on the 2nd December, 1943. He had been in the R.A.F. for three years, having trained in Canada. He had been a qualified pilot for about fifteen months, and taken part in ten raids over Germany as Captain of an Avro Lancaster Bomber. The squadron had recently moved to R.A.F. Spilsby in Lincolnshire.

Earlier, from his village school, Arthur had won a County Minor Scholarship to the Grammar School and then joined the clerical staff of the Electricity Board. He had played for Rawcliffe Cricket Club, and as outside right for Rawcliffe United Football Club. He is commemorated in Berlin 1939-1945 War Cemetery and on Rawcliffe War Memorial.

Lancaster 1 ED601 took off 16.37 on 2nd December, 1943, from RAF Spilsby. Crashed near Saalow 6km NW of Zossen. Crew of 7: Flying Officer Harry Frederick Charles Bonner, Sergeant Frederick Lloyd Brisco (Canadian), Flying Officer Edward Vincent Harley, Pilot Officer Arthur Mann, Sergeant Sydney Martin, Sergeant Norman Farrar Petty and Sergeant Alfred Sugden Rushby.

Belgian Youth Abroad

(New month old post: first posted 13th January 2015)

Hugo, my foreign language exchange partner, thought himself the Belgian equivalent of Dick Rivers “the French Elvis Presley”. He dressed like Dick Rivers, sang like Dick Rivers and combed his hair like Dick Rivers. And like his role model, he was fascinated by popular American culture.

I think that was the main reason he wanted to visit England – he thought it was like America. English fashion and music were taking over the world. ‘Swinging’ London was also the fictional home of Hugo’s other hero, ‘The Saint’, alias “the famous Simon Templar”, played by the young and debonair Roger Moore, recently syndicated with subtitles on Belgian television. He looked so good I could almost have fancied him myself.

The foreign language exchange scheme, ‘La Jeunesse Belge à l'Étranger’ (Belgian Youth Abroad), made England easily accessible. It paired Belgian and English teenagers to stay with each other and their families.

And so, one sunny July afternoon in the mid nineteen-sixties, Hugo, and around thirty other excited Belgian teenagers, travelled north on a train to Yorkshire. As they rattled over the river and canal bridges, those that had been in previous years knew they had reached their destination.

Meanwhile, waiting expectantly on the station platform, their exchange partners squinted into the glare to catch a first glimpse of the approaching train. The clatter and thump of railway gates locking against their stops, and the clunk of railway signals bouncing into the clear position, announced its imminent arrival. I was oddly distracted by the image of Wendy Godley standing quietly at the end of the platform with the sun shining straight through her thin summer dress.

How on earth would we match Hugo’s expectations? It wasn’t Elvis Presley or Roger Moore that had recently performed in our town, it was Wilfred Pickles and his quiz and interview show ‘Have A Go!’, broadcast on the Light Programme, the most old-fashioned and parochially working-class show on the wireless. Its mainly elderly audience always joined in to sing the opening theme song: 

Have a go, Joe, come on and have a go, You can’t lose owt, it costs you nowt, To make yourself some dough. So hurry up and join us, don’t be shy and don't be slow. Come on Joe, have a go!

Hugo would surely be bored out of his mind.

The train drew up in a hiss of hot steam, a whiff of coal smoke and the turmoil of slamming doors, waving, cheek-kissing and excited foreign accents. I found Hugo and helped carry his luggage to our house.

I need not have worried. A big difference between our own trip abroad and Hugo’s to England was that whereas we had stayed mainly with families dispersed across French-speaking Belgium, the Belgians stayed close together in our small Yorkshire town. At the same time we were hosts to a similar number of German exchange students. So we had thirty Belgian teenagers and thirty German teenagers, many for the first time away from their parents, all in effect on holiday together with their sixty English hosts. There would be no difficulty in finding things for them to do; they would create their own entertainment. Indeed, Hugo had already been hard at work creating distractions of his own.

“Zehre was zees gehrl on zee trhrain,” he said, “Marie-Christine. Vehry byutifurl. She stay ‘ere en England too. She stay weedz an Engleesh gehrl called Wendee. You know whehre she leev?”

That disclosed Hugo’s main preoccupation for the next two and a half weeks. Whereas my activities in Belgium had depended almost entirely on Hugo and his family, Hugo quickly started to organize things for himself. As a handsome, energetic combination of Dick Rivers and the famous Simon Templar, he was irresistible to Belgian, German and English girls alike, and all their friends and sisters too. He worked through them one by one, sometimes in twos and threes, greatly assisted by my dad’s ancient bicycle which he had commandeered to give himself a level of independence that often left me to my own devices. Hugo was entirely different to how he had been at home in Belgium: “un garçon sérieux,” his parents had said.

Most afternoons, groups of Belgian, German and English teenagers congregated in the park, played tennis or football, and wandered around visiting each others’ houses or drinking Coca Cola in coffee bars. Most evenings there were lively parties, some still remembered for entirely the wrong reasons. I got to participate too. Such an intensity of social activity was completely new to me. I had to learn quickly.

One afternoon, Hugo having gone off somewhere with Wendy Godley and Marie-Christine, I found myself on my own at the park with Wendy’s sister, Sandra, who was also ‘vehry byutifurl’. Whereas Wendy had always completely ignore me, Sandra was the opposite. She kept asking me things that seemed to mean more than just the words she used. With reference to the pictures (cinema): did I think it cosy at the Carlton? Would I like a ‘Wonderful Life’? Had I thought about ‘A Hard Day’s Night’? Would I enjoy ‘Sex and the Single Girl’? She was forever touching me, walking near enough to brush hands, and sitting so our knees came into contact.

That day in the park, I was sitting on my bicycle with hands on the brakes, and Sandra stood so closely that, oh so casually and accidentally, her tummy pressed firmly against my fingers. She felt warm through the softness of her strikingly red top. Then, with mischievous blue eyes looking straight into mine in a way that was impossible to refuse, she asked whether she could have a ride, pausing excessively before adding “on your bike, I mean.” I got off, she got on, wobbled a bit because it was too big for her, and then rode off towards the park exit, her ample bottom astride my saddle. I followed on foot, but she had disappeared. To be truthful, I was rather annoyed. If I wanted my bike back, I had to go get it.

I walked the half-mile to the Godleys’ house wondering what to say. The front door opened and Sandra waved me inside. She was alone in the house and had changed out of her red top into what looked like a flimsy nightdress. I wasn’t sure where I should look. Then, in one of those instants when different choices could have taken my life along a very different course, “I made my excuses and left” as newspaper reporters used to say. “Fled” would be a better word.

I often wondered how things might have turned out otherwise. It would have been good for me at that stage of my life to have had a very special friend, especially someone so funny, lovely and ‘byutifurl’. My coldness must have been hurtful. But we weren’t in ‘swinging’ London. The ‘swinging sixties’ did not reach our part of Yorkshire until the nineteen seventies or eighties. We would have become the subjects of the kind of nudges, winks and whispers that circulated round town for weeks.

There was one other thing too. It sounds terrible now, but Sandra went to the Secondary Modern School. Grammar school boys did not go out with modern school girls. We were turned into arrogant snobs.

I didn’t tell Hugo. Goodness knows what he would have made of it.  

Selective Education

My true tale about being attacked by Modern School boys touched upon some of the issues related to the post-war selective education system we had in England, Wales and Northern Ireland (but not Scotland). Mostly, from age eleven, the academically most able 25% (assessed by intelligence tests) went to grammar schools while the rest went to secondary modern schools. I want to say more about my own experience of this, and what I’ve learned since. Apologies if it makes for something of an essay.   

The Grammar School

It was rarely said out loud, but the grammar schools enjoyed three times the resources of the secondary moderns. They had their pick of the most highly qualified teachers to guide their pupils, both intellectually and culturally, towards membership of an expanding middle class. It was social engineering on a grand scale.

We might not have been fully aware of this, but it must have rubbed off in attitudes. At my grammar school, we received for free the kind of education some parents now pay tens of thousands of pounds for. Modern school pupils and their parents had every reason to resent the grammar schools.

Let me list some of what this gave us at my school:

• Studies for G.C.E. ‘O’ and ‘A’ level qualifications offered across the full range of sciences, humanities, arts and classics.
• A purpose-built science block containing well stocked laboratories with work benches for individual experiments.
• Foreign language exchange trips to Belgium and Germany; geography and biology field trips and excursions.
• Drama productions which took advantage of the magnificent, fully equipped stage with a proscenium arch and modern lighting rig.
  
• After-school science, arts, crafts, hobby and debating societies.
• Rugby, cricket and hockey teams, summer athletics sports days, and outdoor pursuits such as climbing, rambling and pot holing from the school hut in the Yorkshire Dales.
• A gymnasium with retractable beams, ropes and wall bars, vaulting horses, spring boards and basketballs in the overflowing equipment cupboards.
• In the hall, an electric organ with multiple keyboards, stops and bass pedals, the preserve of the ancient but gifted head of music who accompanied our uplifting Christian hymns at morning assembly.
• Wood- and metalwork shops for boys, and needlework and domestic science for girls.

Everything was respected and looked after, with little theft or vandalism.

I am not suggesting that modern schools had none of this, just less. The only things they seemed to have that we didn’t were vegetable plots, greenhouses and chicken pens for lessons in horticulture and animal husbandry. Oh yes, and the boys played football instead of rugby.

Even the buildings shouted different levels of privilege. The grammar school’s attractive Georgian architecture in yellow-orange Flemish-bond brick, its Queen Anne cupola topped by a Viking ship weather vane, the town coat of arms carved over the door, and the foundation date in prominent Roman numerals, scorned the functional redbrick of the modern school directly across the road (above and below).

The Secondary Modern School

Typically, the two schools led to different jobs, pay levels and ways of life. Many modern school children were thought to have no future in education and encouraged to leave at fifteen. Modern school boys, such as Jibson and his mate in my story, often found themselves in blue-collar or unskilled work, typically in the engineering industries, the building and motor trades, the railways, road transport, shipping, the armed forces, mining and agriculture. Girls might at first go to work in shops or factories, but most saw this as a temporary measure before marriage, children and home making. In comparison, most grammar school pupils were still in education at seventeen and most went on to university, teacher training, the civil service or the professions. Some, like my friend Burling, did exceptionally well.

If the different levels of opportunity were an injustice, it became even more conspicuous when you realise that selection was not based entirely on merit. Children from middle-class homes full of books, culture, intelligent conversation, and the time and space to enjoy them, were far more likely to get into grammar school than those from poorer backgrounds. If there was doubt, ambitious parents would pay for private tuition to ensure they did.

Then there were children who actually did make the grade, but had their grammar school places turned down by parents because of the cost of keeping them out of paid employment. In some places, single parents were considered unable to afford the uniform, so their children didn’t get in. I also remember two boys from council houses, both well on track to pass until discovered reading ‘dirty magazines’. In an act of unbelievably small-minded, puritanical snobbery, they were peremptorily denied any opportunity of a grammar school place. They were eleven for goodness’ sake! Their places must have gone to two others, oblivious of the circumstances behind their arbitrary good fortune.

Still worse, the very principle of selection by intelligence was based upon an outrageous scientific fraud committed by the educational psychologist and government advisor, Sir Cyril Burt. He faked his studies of separately-raised identical twins to declare that intelligence was primarily determined by genetics rather than upbringing, and therefore fixed at conception. Had he been right, then selection for different kinds of education might have been sensible, but evidence points the other way. In Nottingham, two thirds of children from one middle class suburb went to grammar school, against one in fifty from an adjacent poorer area. In some depressed northern towns, less than ten per cent of all children got in. This could never have been down to intelligence alone.

I don’t want to imply that everything about grammar schools was perfect and everything about modern schools poor. Far from it. Grammar schools could be indifferent to under-achievers and modern schools launched many successful careers, but it was a dreadful waste of talent. I know ‘rejects’ who went on to demonstrate this in the most superlative way. One, after a year at the modern school, was thrown the lifeline of a transfer into the first form at the grammar school and went on to Cambridge University to qualify as a veterinary surgeon. Two others who transferred at the same time became a solicitor and an accountant. Yet more, allowed to transfer to the grammar school at sixteen after overcoming the not inconsiderable hurdle of passing ‘O’ levels at the modern school, went into teaching. But how many ‘false negatives’ and ‘late developers’ did the system miss? How many found it impossible to recover from the stigma of failure?

Selective secondary education was (mostly) abolished in the nineteen-seventies, and university provision expanded so that, today, nearly half of young people go to university. This means that around half of recent graduates would once have been ‘failed’ at eleven. Things have undoubtedly changed for the better, but there may be something in the view that we have gone too far the other way. Working in universities, I came across students (a few, but the most arrogant academics would say a lot) who simply lacked the basic levels of literacy, numeracy, ability or diligence to gain much at all from degree level study. They didn’t seem to grasp what they were supposed to be doing, or why they were there. “Pass them anyway,” said the management, off the record, “because that’s what the government wants us to do.” I suppose at least now, few can genuinely claim they have not been given some kind of opportunity.

English

A few weeks ago, Mr. YP mentioned that as an English teacher he looked for innovative and creative ways to engage children and develop their language skills.

It brought to mind my own English teacher who, when we were about fourteen, hit upon the idea of using the school’s brand new reel-to-reel tape recorder to stimulate our creativity. Each of the two classes he taught in our year group would prepare and record a tape for the other to listen to. It would be like a radio programme. Each person or small group was allowed a slot in which to present something: perhaps read a poem or piece of writing, perform a short sketch or sing a song. Almost anything went. The content was not necessarily original.  

Ron and I said we would read the news – Two Ronnies Style (in fact I swear they stole the idea from us).

We began with the latest news about The Great Train Robbery – according to our latest reports the Great Train is still missing. Fighting off a small amount of corpsing we just about managed to keep going.  

We struggled on to the second item, about the winner of the Isle of Wight cattle show which was owned by a Mrs Hird of Cowes.

That did it. I am no longer sure who started it but the rest of our slot was filled entirely by painful, uncontrollable giggling, both from us and the rest of the class.  

Lookin’ fe’r a feet

New Month Old Post (from original post of 1st October 2014)    

 

Tasker Dunham gets beaten up

 

“You two lookin’ fe’r a feet?” said a coarse voice behind.^* We pretended not to hear and kept walking.

We were making our way home by way of the back lanes so we could take off our school caps. The uniform was compulsory to and from school at all times: the striped tie, the blazer with the Viking badge, and the hideous cap – navy blue with four bright yellow triangles joined on top. Get caught without and it was an automatic Saturday morning detention. This applied just as much to sixth formers as to younger pupils, even those who stayed on an extra year to try for Oxbridge, and they could be nearly twenty! School caps looked even sillier on sixth formers than on us because nobody ever bought a new one, so they walked to and from school with tiny first-form caps perched on huge sixth-form heads.

But once out of sight beneath the high walls of the back lanes and cross streets, it was safe to put your cap in your pocket. The only danger was that the lanes were the haunt of Secondary Modern School boys who flaunted their toughness and maturity by smoking. They detested Grammar School boys in their showy uniforms, thinking them anything but tough and mature.

The voice behind was quiet for a time, so my friend Burling resumed talking about school. He was top of the ‘A’ stream and thought about little else. He was prattling on about surds and nineteenth century history: the square root of fifty and politicians William Pitt the Younger and George Canning. He could convince you it was fascinating, but from the way the disagreeable voice behind had pronounced fight as “feet”, I knew we were being followed by someone who thought surds were absurd, a pit was where you might get a job, and canning was what they did with peas and carrots in the factory down the Pontefract Road.

“You two lookin’ fe’r a feet?”

There were two modern school boys behind, smoking. One was the notorious Pete Jibson, who, despite being only a couple of years older than us, was one of those lads who by the age of fourteen could pass for twenty. He was heavily built, with thick greasy hair, dark stubble, a lined forehead and a perpetually malicious scowl. I had once seen him buying three Woodbines in the sweet shop where they split up packets to sell singly. He was definitely not someone you would want to fight. Better to lose face than teeth. But Burling lacked any sense of self-preservation. He never went out enough.

“I said you two lookin’ fe’r a feet?” repeated Jibson.

“Why?” asked Burling, brightly. “Have you lost one?”

It was not at all a sensible thing say. Jibson pushed forward, picked up Burling by the lapels of his blazer and rammed him backwards, hard against the wall.

“Four-eyed grammar school twat,” he growled, Woodbine still in mouth. He let Burling go and turned to walk away with his accomplice, smirking.

“Charming!” I whispered as they left, but a bit too loudly, and Jibson turned back to give me the treatment.

“What was that, you bastard? What did you say?”

“I didn’t say owt,” I protested in anxious, conciliatory, wide-eyed innocence. “I didn’t say owt.” I didn’t want to sound too posh.

Jibson let me go and turned again to leave. I was just about to give a sigh of relief when Burling, like the idiot he was, piped up, “He said you two were charming.”

“Right!” said Jibson menacingly. There was a sudden flash, a heavy thump under my chin, and I staggered backwards to the ground. As I struggled to get up I could see Burling being smashed against the wall again. When Jibson had made his point he flicked the smouldering stub of his Woodbine at my head, and swaggered off.

We waited until they were well ahead before continuing home. Burling had a few scrapes and scratches, and I suffered no worse than damaged pride and a bruised chin. We took the main roads home for the next few weeks, and kept our caps on.  

Jibson left school soon afterwards and gave us no more bother. I heard he went to work at the local concrete factory making reinforced panels: dangerous, corrosive and life-shortening work. His mate did a bit better. I saw him again about a year later – at our house! He was with the local firm of decorators whistling and joking as they painted our outside woodwork. I don’t think he noticed me. I crept in quietly from school each day and made myself scarce until they had gone home. I imagined him laughing as he told the others about roughing us up. 

 

As for Burling, he went to Oxford University to read politics, philosophy and economics, and became an economist at the Bank of England. 

*In Northern England, you sometimes hear “fight” pronounced “feet” (cf “Y’aw’reet?” meaning “Are you all right?”). Also, “for” is often pronounced “fe’ ” with a short ‘e’ and an added ‘r’ when followed by a vowel, and “aught” (anything) as “owt”.