Saturday, 11 March 2017

Post Traumatic Secondary Modern Disorder



My mother taught me to read before I started school, so I could manage little Ladybird books and form crude letters on paper by the time term started in September 1972.  In the days before modern curricula, primary schools in the early 1970s were a beautiful, psychadelic mash of art, song, and nature walks. We wrote sums in chalk on slate squares. We labelled the parts of a flower in our drawing books, and wrote about Saint George in slim, feint ruled books. 

I loved our little Victorian red-bricked rural school with sixty children from outlying villages.  I pleaded to go when I had measles and a fever of 102 degrees, and commando-crawled to the back door in my nightdress to catch the school bus. My Dad had to restrain me.  On the infrequent occasions I pass that little school now, I’m gullet-struck with sorrow. Whether this is nostalgia, or because the building has stood empty for a decade, I am uncertain. Most likely, it is because of what happened next.

The summer of 1977 was full of colour: the merciless festooning of halls, lamp-posts, pets, anything, with patriotic bunting, and exotic teenagers on TV with fluorescent hair and safety pins. Our bright chatter at school, between recounting episodes of Six Million Dollar Man and lyrics from Abba songs, was punctuated with talk about the test we had to take to determine which ‘big’ school we would attend the following year. I was a good kid, a bright kid, and paid no attention another test- we were always having tests, and at ten I, as any child should, knew no fear. None of us truly understood the import of one afternoon spent answering questions in a booklet.  I didn’t realise the result of that test had the capability to drain the colour out of my world for many years to come.

Some time during 1978, life as I knew it came to a halt.   I failed the Eleven Plus.
 The significance of certain words began to press on my mind. I recalled how the Secondary Modern was referred to as ‘a bit rough’,  but this didn’t concern me as much as the use of ‘pass’ and ‘fail’. Pass and fail were as prominent and insistent as Jubilee bunting.  It was clear that for me, and the other children who didn’t achieve a high enough mark, that we were off -cuts. Chump chops.

During the summer holidays I became introspective, anxious, ashamed. I decelerated from happy, breezy, funny Bev to moody, angry Bev and stayed that way for the next five years. My husband and family would probably say it’s been more like forty.  There was no induction, or Welcome Day, or pastoral care; no friendly, shepherding seniors. We stepped down from the ‘cattle wagon’ – a bus with wooden-slatted benches running lengthways down what was effectively an oblong metal box on wheels- to jeers and cat-calls from the older children.

We funnelled through the main doors into the dilapidated building, a stew of horror with an undernote of simmering violence, and stood in the main hall while the headmaster hollered at us from a lectern and teachers at the side of the hall physically assaulted pupils for seemingly no reason- although they must have been talking, or fidgeting, or some other unacceptable misdemeanor. I looked around at us, assembled in our black uniforms, funereally cast against the maroon-blazered successes of the Grammar School, wondered what terrible thing it was we’d done wrong.

Is it possible for an eleven year old to be depressed? By the second year, I was showing signs of giving up. I no longer felt motivated to do any work. I felt anxious much of the time. I only wanted to eat crisps and chocolate. I swore like a navvy. I couldn’t be bothered to wash. I spent evenings in bed thinking about death and if we were all to die anyway, what was the point in anything?  Rather than crawling across the floor with a fever to get to school, I shrank beneath the blankets with undefined malaise and my mother wrote notes to school to explain that I was ‘run down’. I stayed at home and taught myself to play the guitar, and thrashed along to Never Mind the Bollocks, Here’s the Sex Pistols.  ‘There is no future / And England’s dreaming,’ I sang along with John Lydon.

The consistent message at school was discouragement. The tenor – anger. Nearly every teacher (apart from ‘Happy Harry’ who taught religious education and was what we’d call these days ‘pleasantly confused’) had overtly said we were failures, a bunch of miscreants, unemployable,  stupid, good-for-nothng, hopeless, not worth educating.  Physical and verbal violence was a daily occurrence- teachers to kids,  kids to teachers, kids to kids.  I walked past the Woodwork block one day to find the whole class and their teacher, Mr Taylor, pressed to the windows, watching me. I had bright orange hair, crimped and backcombed like Siouxsie Sioux. Mr Taylor opened the window and addressed me, in front of his class of boys : ‘Oi! Look at yourself. You fucking freak’.  Can you imagine what would happen to that man now, for saying that to a pupil?  If you couldn’t look after yourself, you were doomed, so the school had a reputation for brutality. It took no account of size, age, or gender. You could expect to be ‘twatted’ with alarming frequency. Some teachers even encouraged inter-pupil scrapping.

By the age of 15 we had careers guidance with an austere Northumbrian called ‘Naggy’ Norman.. I asked if I could go to Art College. Naggy’s  advice was ‘you need O levels to get into college, and you’re not going to get them here, so you’ll have to think about something else. Maybe Gymphlex?’ Gymphlex was the sportswear factory down the road. Word had it that Naggy had a secret tunnel from beneath the school to the factory floor, and was paid recruiting commission. My friend Ange confided ambitions to be a radiographer. Naggy despoiled this with laughter and more pressing suggestions of Gymphlex. For every girl,  the advice was Gymphlex, and tacitly, marry and have kids. For the boys, army or land work. Computers came in during my last year at school. Only the boys were allowed to use them, but what did it matter?  We were none of us good for higher ambitions; we were herded like cattle to the abbatoir- choiceless Patsies being taught to lower our expectations. By the age of 14, Secondary Modern had broken my spirit, and those of my peers, clean in two.  I began primary school as a happy, bright, bookish little girl, and left Secondary Modern a depressed, dispirited failure. I couldn’t be bothered taking CSEs.  They meant nothing, and I elected to leave before the exams. I couldn’t take another day.

One night in 2008 I watched a Channel Four programme called ‘Law of the Playground’, where celebrities fondly recounted their memories of school. Robert Webb (comedian, half of Mitchell & Webb, alumni of Robinson College, Cambridge, Footlights, Labour Party supporter)  talking about his experiences at  Grammar School. The Grammar School in the same town as my Secondary Modern. ‘There was no competition between the two schools,’ he says, ‘but you KEPT THE FUCK AWAY from those kids – until they became lorry drivers, or something’. And that dismissal, in the name of comedy, laid bare the prevailing attitude, by someone who purports to be a socialist :  superiority, public condemnation of our violence, stupidity, and lack of ambition. And my reaction? Well, I just defaulted to my training and took to Twitter to offer him a twatting at the Grammar School gates.

I put a lot of effort into rebuilding myself over the years following school. I spent two years on the dole, then got myself into Technical College for O and A levels in a revelatory atmosphere of encouragement and respect. The old, old feelings of adoring learning came back.
‘Have you ever thought of University?’ said my English tutor.
‘Me? University?’ I replied. ‘It’s not for people like me. Is it?’
‘It’s very much for people like you’, she said.
She managed to unpick the tight knots of uncertainty and broken confidence, and killed the demons raised by Secondary Modern education. Three years later I sent her a card thanking her for her kindness and no small part in the honours degree I’d gained (2:1) in English from the University of Liverpool. She sent me back a William Morris card declaring that she had unstinting faith in me, and that I, like many others, had survived an educational ordeal.

Beverley Butcher
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Tuesday, 11 October 2016

You Don't Fail as a Child

My experience of the grammar school/ secondary modern is possibly anomalous in comparison to the usual memories posted, but my education was indelibly affected by the 11-plus.

Let me explain.

Most of my primary schooling took place in Oxfordshire in the early and mid-1970s; I attended various primary schools, as we moved a few times due to my father’s work, and my secondary education took place in a comprehensive school from 1980 to 1985.

However, in 1976, dad’s work took us to Buckinghamshire for 4 years, an area that retained, and still has, the grammar school system.  From what I remember, I thoroughly enjoyed the first 3 years at the primary school I attended, which were a whirl of field trips, rounders, afternoons spent drawing or writing poetry or making pots and being creative. There were certainly no literacy or numeracy hours, and I don’t really remember a specific structure to the school day, although I suppose there was. 

Nevertheless, whilst we were busy having fun and learning, there was talk amongst all of us 7 to 9-year-old children about the fabled 11 plus exam- the exam that could make or break us- so we heard in whispered conversations from those who had older siblings.  Yet, to a large extent, these tales were no scarier than ghost stories; we had no experience of it, so although we knew something important was going to happen, it didn’t really worry us too much.  That was until one day in 1979. 

I can’t remember the day, but I do remember that after one morning playtime, the whole year group, which consisted of 2 classes, were taken into one of the large, prefabricated terrapin classrooms and we were told to find somewhere to sit, and then wait in silence. No-one knew what was going on. The two teachers stood at the front of the classroom and we sat in silence for what seemed like an age.

This ended abruptly when the door was flung open and the headmaster strode in. I won’t divulge his name, or the school. Excepting this experience, I would still argue that the school was a fantastic one. And I honestly believe that the headmaster was not a bad person. He did use corporal punishment occasionally, but this was the 1970s- it was another era. He could be very strict at times, but I genuinely believe that he treated all of us as if we were his own children. I remember seeing him bursting with pride at every school event; I remember him crying uncontrollably in an assembly when he broke the news to us that one of the pupils had been killed by a car the previous day. I believe this as an adult looking back on my education- but I know what happened in that classroom scarred me- and I know that it scarred my subsequent education.

For the next hour or so was a humiliating ritual of ridicule and torture. We didn’t write- but we sat in horror and waited, trembling, for our turn as the headmaster barked, yelled, and shouted a variety of confusing and terrifying questions. When the finger pointed at you, you waited in agony. What would you be asked to do? Shout the alphabet backwards in less than 5 seconds? Name the 17th letter of the alphabet within a second? Mentally unscramble an anagram in less than 5 seconds? Complete long division or long multiplication sums- mentally- in an excruciatingly short amount of time? And if you couldn’t? You were yelled at, shouted at, ridiculed, made to stand on a chair, made to come to the front where the question would be yelled at you again and again, in front of the whole year group, until you could finally whisper an answer, usually given whilst tears were streaming down your cheeks.

For weeks we didn’t know why we had to face this. But it was genuinely horrific. School went from a place of joy and fun, to a place of terror. I remember trying to make myself physically sick so that mum might take pity and keep me off for a few days. And why did he subject us to this? Because he was training us for the 11 plus. He wanted every child in his school to pass- because, as we were later told, if you failed, you went to the secondary modern school down the road, the words spat out with disgust- a place where failures went.

And so it continued, week after week. And I still can feel that sinking feeling of dread when we were taken to ‘that’ classroom.  I was lucky. Sometime shortly before the exam, my father had a promotion and we moved back to Oxfordshire and I was placed into a comprehensive school. My old friends took the exam. Parent would proudly boast of the successes… and the parents of the children that failed? These ‘failures’ were spoken of in whispered terms. Parents actually crossed the road so they would not have to recount their disappointment of the failures they had the misfortune to conceive.

But I, and my parents I suppose, were lucky. We moved. I didn’t have the humiliation of failure or the joy of success. And was I happy? Yes. In one sense. I had ‘dodged a bullet’. But was I really happy? No. I was terrified of school. Maybe I was softer, weaker, less resilient than others, but I was scared. I was scared of being in bottom classes, of being the failure. And I was scared of being in the top classes. Of getting things wrong. One biology teacher started each lesson with a recap of what we had learnt in the previous lesson- she gave everyone a question and made us stand until we got one right- and, with each question, the memories of the 11 plus came flooding back.

So how did I cope? Badly. I ended up giving up. I was more scared of the road to success than I was of failure, so I stopped learning. Somehow, I managed 4 O levels, and the suggestion that I had failed school, but I managed to find a place on a YTS scheme for £27:30 a week and I really enjoyed work. I was treated as an adult and I thrived. My options were limited, I managed to get a trainee position in a manufacturing workshop and spent a number of years in factory positions- usually working weekend or nightshifts so that I could manage to make enough money to get married, have a mortgage and children.

And for a while, I was happy. Until I realised that that was my lot in life. There wasn’t an opportunity to progress, not really, not with 4 O levels- especially as those who ruled and worked above me had degrees. Again, I was lucky. My wife is clever. Like me she left school at 16. But she had 10 O levels, and when she became disillusioned with work, she went to night school and got A levels before going on to take a degree and a PhD. And because she was clever, and had a reasonably well paid job, she persuaded me that I was cleverer than I thought I was, and in 1996 I went back into the classroom at my local college to take an Access course. I was terrified, but, with the benefit of hindsight and maturity, kept going.

One Access course, one degree and one PGCE later, I went back to work, this time as an English teacher in a secondary school.

It’s the best and worse job in the world. I love being in the classroom. Teenagers are fantastic people and I am lucky to work with them daily, and help them. I am also subject to scrutiny and the pressure on exam success is ridiculous and, quite frankly, abusive.

18 months ago, after 4 years teaching, I left. I left for many reasons, but one of them was realising, when stood in front of thirty terrified 16 year olds, when I was yelling at them that their attitude was poor and that they were going to fail, that I had become my old headmaster, so I left.

Six months later, I was back. I forgot how much I enjoyed it. I still hate the scrutiny. I hate the politics. I hate the marking policies and the data. But I love the classroom. And I love helping teenagers- some of them being disaffected and with awful home lives. I know that some of them are destined to struggle in life. I know that some of them are destined to do the most menial of jobs and it is so, so important for them to know that this doesn’t mean they have failed. I need to tell them that. I tell them my story and that you don’t fail as a child. Adults fail you. Adults with their grandiose ideas, their bullying and their pressurising tactics. Adults with their ideas that you cannot succeed in life unless you can successfully avoid using the comma splice, adults who tell you that you are going to be a failure unless you can use sophisticated terminology in the analysis of a Victorian novel. Adults who are happy to categorise children as ‘success’ or ‘failure’- as the grammar school system unfairly does- and unfairly did, to many, many people. I’ll repeat what I’ve said a few times- I was lucky. Even though I did not sit the exam- it changed me then- 30 odd years ago- and it took a hell of a lot of time and hard work for me to change me back.

Richard Long

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Saturday, 8 October 2016

I failed the 11plus. Twice.

I live in Northern Ireland where we still have Secondary schools and Grammar schools and a system of selection at age 11. In fact, parents in NI have so few educational options that they now pay for their children to sit unregulated tests for the opportunity to go to Grammar schools.

The politicians who favour this system will cite our excellent results at the top of the academic scale. They won't say much about how we routinely fail working class students, or the well documented evidence which tells us how our system increases inequality.

I have been a teacher who has taught in Grammar schools, Secondary schools and one of the rare Integrated comprehensive schools here. I failed the 11plus. Twice. I was young for my class in school and so they thought it might be a good idea to give me another go at the test. This meant another year at Primary school repeating the same work (and I mean the EXACT same work. Nobody should have to read Greyfriars Bobby twice...) My parents were concerned with my education. I spent two summers doing 11plus practice papers. I still failed it, both times.

So, off to the secondary school for me. I wasn't bothered to be honest. My mates went to the Secondary school. My mum had gone there. Despite the double whammy fail I actually didn't feel ashamed of myself. All of us failers noticed how the ones who passed were celebrated though. We were told 'You'll do fine' and 'You tried your best.' The ones who passed got given gifts and were told to be proud of their efforts. Hpmh. Greyfriars Bobby, twice. Where's my reward for that?

Anyway, I loved my Secondary school. I had a lovely class. We were all friends and we had good teachers and a great principal who really cared about all the students. I passed my GCSEs- mostly A grades and two B's. I went to Grammar school to do my A Levels and passed them well enough too- 3 B grades- enough to get me on to a course in a highly respected university.

So what's the problem, then?

That's the question Sammy Wilson, DUP MLA, asked me on Radio Ulster when I phoned in to complain about our system. Sure it works for everyone, doesn't it? It worked for me, didn't it? Didn't hold me back, right?

Well....

Here are a few ways in which failing that exam at the ages of 10 and 11 made my life a little more difficult than those who passed and who ended up (let's say) at the same university as me:

1. It's not kind to make failures of 11yr olds. Many arguments stop here. It's unnecessary to tell one group they're better than another. And it's also silly. Students change as they grow and many who don't perform one year can perform better in another. If a teacher tells you your intellect and ability is set in stone then they're a poor teacher- don't trust them. Why we still have a system which ingrains this idea in the minds of everyday people, I have no idea. 

But it's not all about that.

2. Expectation. Educational achievement depends on lots of different things. But here's a guarantee: you tell a whole group of children that they can't expect to achieve as well as a whole other group; they will mostly believe you. I wasn't the only one from my Secondary school who went to university. But having taught 11-18yr olds for some time I have zero doubt that there were many who could have gone on to further study but whose families didn't even consider it as a possibility, because they failed an exam at age 11. 

When I went to the Grammar school to take my A Levels I was gobsmacked to find that almost everyone just assumed they would be going to university. I hadn't even considered the idea. I filled in a UCAS form because I thought it was a rule that you had to. Kids in my class would ask me 'What are you going to study at university?' It was a different world. They all knew what they were going to study. Law. Medicine. Politics. It was mind blowing to me that there were people who had just done their GCSEs who were already planning to be lawyers and doctors. I didn't know ONE person in my Secondary school who wanted to be a doctor, let alone anyone who just naturally assumed that's what they would do. It's hard to explain the absolute division there was between those two cultures. And I cannot imagine that it was down to anything else but expectation. After all, I was in the same class as all those future doctors and lawyers now. So why should I feel any less inclined to think of myself as destined for university or destined for a professional career? But a sense of confidence doesn't grow overnight and it doesn't come from suddenly finding yourself in the company of those who have been told all their lives that they are successes. And many, many young people never even got that far because to make that cultural leap wasn't as easy for them as it was for me, and truth be told, I found it fairly hard. 

That is what inequality is. It's pretending that everyone has equal opportunities but making sure that it's more difficult for some people to access those opportunities. There is nothing wrong with leaving school at 16 or taking a journey into your career that doesn't require university. There is a lot wrong with telling people at age 11 who they are. There is a lot wrong with denying everyone the same choices.

3. But we don't even need to make inferences about the cultural divide between Secondary and Grammar schools to find what makes academic achievement harder for those who have been told they are 'not suited' to academia. When I wanted to take A Levels at the Grammar school my GCSE results had to be better than those who were already at the Grammar school to allow me to have a place alongside those who passed their 11plus. I didn't realise that until I overheard some students in my class discussing their GCSE grades. Of course, it makes sense- you would expect your school to have some loyalty to you as a student who had been there for five years already, and this leaves fewer places for outsiders and naturally in a selective school those places will be allocated to the highest achievers. This would seem fair if you were on the inside, wouldn't it? This is my experience of one school, of course, but the problem is that the system still allows for this to happen.

Our system does not allow for students to grow and learn and develop at different rates. It is a fantasy. It is a wish, for all minds to work the same way, and for achievement to simply be about being a better person- one who works hard and whose parents care. The fantasy means that nobody can be blamed for those people who never fulfill their academic potential. This fantasy means that our government can keep on telling the world that Northern Ireland has a first class education system while they sweep our terrible failings under the carpet. I feel very sorry indeed that the Conservative government are making moves to bring this system back to England.

Shirley-Anne McMillan, schools worker and author of YA novel, A Good Hiding

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Wednesday, 14 September 2016

Imposter Syndrome

I went to a Catholic secondary modern school, but am unusual in that through my school career I attended Sec Mods, comprehensive and eventually a grammar school. 

After I failed the 11 plus I spent the next 4 years coming top or second in every subject but it never occurred to anybody to question whether I was in the right school. The level of education was poor. 
It wasn't possible to take "O" levels, only CSE's which were more or less useless even then (1960's). 
The only science lessons on offer were general science - for many years after I didn't know the difference between physics and chemistry. It wasn't possible to take any languages. I was destined to leave school at 15. 

I wanted to be a teacher but was told in no uncertain terms that as I hadn't passed the 11 plus this would not be possible. The aspirations for pupils were very low - it was made clear to us that if we became an admin worker or a nurse that this would be considered a great success. I got the feeling that we were being groomed to work in a factory or a shop. Further education was never mentioned at all. 

I escaped the secondary modern system when I was 15, when my family moved home and the system changed to comprehensive. I was put in the bottom stream because of where I came from, and I had just 5 months to get myself into the "O" level stream. Luckily I just managed to do it, getting a mixture of 5 "O" levels and 3 "CSE"'s. My family moved home again and we moved into an area where there was a grammar school. Because of my "O" levels they let me in and I went on to obtain 3 "A" levels. 

I was astounded when I went to grammar school to discover that the expectation was that people would go on to university. I wasn't at the school long enough for this to rub off on me, so I applied to teaching training college in defiance of people who said I would never be a teacher. After 1 year I realised teaching wasn't for me - I was more interested in what prevented children from achieving than actually teaching them. So I applied to university and did a Sociology degree at Bristol, and then went on to be a social worker. 

That was 40 years ago. I'm retired now, but ended up as a programme manager for projects in Birmingham and Coventry, working with disadvantaged young people. Just before retirement I was awarded an MBE. However there are huge gaps in my education. I am now learning Spanish - the first time I have had an opportunity to learn a language. I am wracked with under-confidence and imposter syndrome - that I will be caught out and people will realise I'm useless. This is what a two tier system does to people - consign a large number of promising young people to the dustbin for no other reason than elitism. 

I occasionally think about my school mates I left behind in the Sec Mod - did they manage to escape the early labelling and be successful? I think people who ended up on the wrong side of the selection fence and despite all are successful have had to work doubly hard to be successful. I belong to the Labour Party and would fight tooth and nail to oppose the reintroduction of selection.

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Monday, 30 May 2016

I said I wanted to be a 'lady detective'

I passed my 11+ (1947) but failed the oral examination because I said I wanted to be a 'lady detective', so instead of going to Hastings High School I went to Hastings Secondary Modern School for Girls. 

There, I was with a few others allowed to study for 0-levels, but mysteriously this 'privilege' was withdrawn from us and we left at 17.  I can find no archival records for this school, nor Ministry of Education papers of explanation.


Later, while employed, I took A-level papers and passed - I had to prove my capability, if only to myself. Despite the education authority and a careers adviser who tried to curb my ambition, I became a reporter on a local paper, then a journalist/editor in London, and finally a sub-editor on Woman. After marriage, children and living abroad, I joined the civil service (as a writer/editor) and later a press officer up to retirement. 

 My husband assures me that my career has been better than many graduates, but I still resent what I perceive as injustice. 

Evelyn Smith 

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Saturday, 17 October 2015

Secondary Education Up North


"Secondary education in the northern industrial town I grew up in was aimed at producing chemical workers for ICI.  The town "baths" were owned by the company, and that's where we were led once a week to learn to swim. 


This was in the 1950s and 1960s, when the town had a declining chemical industry, probably the most polluting chemical industry extant, using the Leblanc Process to manufacture "soda ash"  It also produced by-products such as hydrochloric acid and tons of toxic waste that were piled up like small mountain ranges around the town. (Like Geneva with sulphur fumes). I used to play in them as a toddler, watching the dark green pools bubbling and foaming at my feet.

The primary school was Victorian and my first memory was the stench from the school kitchens.I never ate a school meal then or ever after. Despite rationing (which ended in 1954), I preferred to go hungry. 

In the primary school we were "streamed" and I was in the "B" stream, and so destined to fail the 11-plus because only people in the "A" stream went to the single-sex grammar school. 

Surprisingly (maybe the quota had been reached) five of the "A" stream boys also failed and ended up, like me, at the dual-sex secondary modern. (I don't know about the girls, at that stage they were beyond my event horizon).

The only preparation I had for the 11-plus exam was to be given three brand-new pencils and a map of the 3 miles to get to the venue. There were few cars in those days, so it was a long walk on a Saturday morning. 

We were, however, given the choice of which secondary modern school we preferred if we failed, but no-one in the Local Authority took any notice; I was sent to the closest one.

The secondary modern school was built in the twentieth century, but had been outgrown by the post-war baby-boomer child population, so half the playground was taken up with "temporary" buildings with asbestos roofs. The toilets were also outside and there were no washing facilities. 

The school playing fields were 4 miles away and we had a bus to get there but had to walk home after "playing" games. Often it was so cold that it was impossible to get dressed in the windswept field (the changing room being a pile of bricks inhabited by werewolves); fingers couldn't do up buttons. That turned me off playing organised sport for life. Later the local authority somehow managed to convert a field of allotments into a small athletics track and cricket field, next to the school. By then I had no interest, apart from what happened to the butterflies.

(I once had to get back to school after playing games, to read some Shakespeare to my English teacher. It was The Merchant of Venice. I was frozen and tired, but I read it.)

The girls did home economics and biology, the boys did woodwork and metalwork. There was a small school library and the main hall doubled as a sports hall and as a theatre for productions at Christmas. And, because it was not single sex, we had "socials". They taught us how to dance the "Gay Gordons" and others that I can't remember, which was revelatory. Girls, it turned out, were really interesting! 

We were all placed in a "house" and earned "house points" for good work. I was in top set so we did have some good teachers that pushed us.  A succession of teachers taught us Spanish, including one who came from Spain. He also tried to teach us how to pass a football, rather than just kick it upfield. 

At the end of the fourth year, when I was 15, (1962) everyone did a school leaving exam. Luckily I passed 13 subjects and about 24 of us were allowed to stay on and do O Levels. In the previous year only two people did O levels. I wanted to go on and do A Levels, which the school wasn't equipped for, so I went to the grammar school to do them, along with a few more O levels. Four of us made that transition. 

The single sex grammar school and the teachers were inspiring. Teachers wore gowns. It was run like I imagined school was in Tom Brown's Schooldays; an intellectual and physical challenge every day. The school had everything from top-class science labs to adjacent sports fields and a gym on the premises. If only I'd had those for the previous 5 years! The boys were amazing; confident and bright.

The irony is that a few years later my secondary modern school became the primary school, the grammar school became a 11-16 comprehensive (High School) and the headmaster of my secondary modern became the headmaster of the comprehensive. It is rated as one of the best comprehensive schools in the country to this day, 50 years later."

Ian Cox 
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Tuesday, 28 April 2015

"High time to lay it down"



My Sec Mod experience is passing its 50th anniversary - high time to lay it down & throw off the feelings I still have about it. 

I don't know if the exam I sat was an 11+.  I was not sitting it at the normal time having arrived in the UK, age 11, in early 1965.  With father in the overseas civil service my primary schools numbered three in Kenya, one, briefly, in the UK, & the last in New Zealand.  I sat the exam at the Grammar school.  The format of the questions was entirely alien & I can't remember answering anything. The result came by letter to my parents from the Grammar's Head: “...Jack, as expected, to the Secondary Modern”. I was acutely aware this was a life-shattering failure though I'm not sure how I knew.

So I found myself in the bottom stream, first year in the Sec Mod of a small Devon village.  In hindsight, the village, parochial & riven into 'cow-town' & 'fish-town' was never going to be an easy place for me with crew-cut & Kenyan accent to blend.  Life became Kafkaesque - I walked in feeling utterly doomed & it went down-hill from there.

I was christened 'fish-face', a handle that stuck for most of my time there.  I made few friends & these mainly among the other non-locals (“voreigners” in the Devonian parlance of the time). I guess my treatment was similar to that meted out to the other non-locals. I commonly had to recover part of my clothing from down the toilets after PE - something about which the PE teacher did nothing. Parental complaints served only to alienate me from some of the staff.  The bullying continued unabated.

Desperate to escape, my hopes were pinned on the 13+ till dashed on being told I would not be put in for it.  I recall no one else sitting it so suspect school policy was not to bother with this exam at all. I coped by day-dreaming so it all seemed to be happening to someone else.  Perhaps it's why I recall few details but have strong reactions on just seeing a picture of the place.

The turning point came after a row with the biology teacher over a low mark for a piece of work on which I had really grafted.  She refused to have me back in her class.  Thankfully, the physics teacher allowed me to attend his instead.  I clearly remember my first physics lesson.  It was on the triangle of forces.  In my many aero-modelling magazines I had seen diagrams of flight showing the balance of lift & weight, drag, & thrust, & now I could understand them.  It was the start of a life-long passion for physics. My maths & English improved dramatically as I started to appreciate their value through physics.

The physics teacher persuaded my parents to let me stay on for the 5th year & CSEs.  The year was small with maybe only 15% of us staying on.  Careers advice was a 5-minute one-to-one joke with the least able teacher in the school.  He met my university ambitions with incredulity & suggested I think of something less demanding.

I spent 3 happy years doing 'O's & 'A's in the totally grown-up atmosphere of the local 'Tech' - a huge contrast to school & perfect prep. for university.  I gained a degree & Ph.D. in physics, spent 16 years a university lecturer then set up my own consultancy.

The education system as a whole served me well, providing a World-class education that lead to a varied & fascinating career. Via our local Comp. & Oxbridge it has taken my children to even more promising careers.

But what of the Sec Mod?  Only one of my contemporaries, now a BBC producer, went to university (also via 'Tech').  We have both repaid the investment in our higher education many times over.

I'm sure many of the others were educationally short-changed & much of their potential wasted, especially those that had to leave at the end of the 4th year with no opportunity to sit for qualifications.

Colin Mill

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