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® Midland Midland Bank pie vj KES CHRONICLE 1982 General editor: Humphrey Gyde Creative Writing editor: Jon Andrews Events editor: Andrew Mendoza Photographic editor: Ian Lewis Assistant editors: Stephen Linley Richard Hitchcock Advisory editor: Kate Barnett 9^ EDITORIAL lt is regrettable but true that very few people at KES read the Chronicle from cover to cover. Rather they tend only to read those sections which concern themselves or their in­ terests, be they sport, art or creative writing. This ¡s a lamentably insular approach and threatens the validity of publishing such an expensive magazine; after all, for those nar- cissists who wish merely to see their ñames in print, the Blue Book is much cheaper and gives addresses and telephone numbers as well. The Chronicle is ¡ntended to reflect, and more or less succeeds in reflecting, all aspects of life at KES. I would hope that this year more people will do it ¡ustice and read it more thoroughly. Humphrey Gyde You will notice that the Chronicle is a little slimmer this year. lt is not that we are short of material to publish, but rather that the magazine had to be cut for practical reasons, largely economic: the recession affects all of us, sooner or later! Apologies, therefore, to those who submitted work which will not be found between these pages; but please don't give up hope, try again next year. Thanks are again due to all contributors: to those who produced the goods; to my editorial team, who proved faithful and hard-working to the last, a week into their holi- day; to the Chief Master for his continued support; to the advertisers, the loyal and the new; and, last but by no means least, to Ray Fisher and Jenny Norman for the technical production of the magazine. K.J.B. Chronicle Prizes Picture Prize: Jonathan Hollow, IV.G. Creative Writing Prizes — Sénior: Jon Andrews, Mod.Lang.VI. — Júnior: Garon Anthony, U.M.D. Gary Thornton, U.M.D. — Minor: Joe Martin, Rem.D. Cover Design Fronf: Jonathan Hollow, IV.G. Back: Andrew Rimmer, IV.W. 2 Interview with Mr M.J.W. Rogers, July 1982 Chr: Would you core to tell us something of your French with Maths, for example", but in practice background? two problems arise: the ¡ntellectual difficulty of studying a combined course; and the practical pro­ M.J.W.R: I went to Oundle School, where I blem of University entrance. Consequently it seems specialised in science, and then I spent a short time that little can be done except in the área of at Heidelberg University, studying Germán General Studies, with which I have been very im- language and culture: a most interesting part of my pressed at KES. education. After this I studied Natural Sciences for Part One of my degree at Trinity Hall, Cambridge, Chr: Should a school be a so/e/y academic institu- and then changed to History for Part Two. tion, or should it cultívate links with the professions My first job was in industry — a company based and industry? in Birmingham actually — but I eventually decided that I would really rather teach. Therefore I took a M.J.W.R: I think that a school is an essentially ¡ob teaching Chemistry at Westminster School, academic institution, and therefore it is right that where I became Sénior Chemistry Master. Follow­ the academic aspect should be central. A high ing this I spent two years working with the Nuffield academic tradition, such as that which this school Foundation, but returned to Westminster as a possesses, should be prized and maintained. I see House Master, ending up as Master of the Queen's this as a primary objective. Scholars (the Deputy Head Master's job). My last High academic standards have a valué of their appointment was as Headmaster at Malvern. own — but are not, however, sufficient in themselves. I don't think it is enough to say, "We Chr: Do you ¡ntend to teach Chemistry at KES, or have got the boy a Scholarship at Oxford, or, now do you see your role as purely administrative? that we have got him four 'A's at A-level, we have no further responsibility for him." I see education in M.J.W.R: I do very much want to teach; I think it is a much broader context than merely academic. lt is very important for a Headmaster to do so, as it is extremely important that a school education should his best way of getting to know the boys and of be a genuine preparation for life. Industry is just keeping in touch. However, a Headmaster's ¡ob is one aspect of the broader front of education. not primarily to teach, particularly in such a school as King Edward's, which has an outstanding Chr. KES is already part way towards co- teaching staff. But if he does not teach, how can the education in the sixth form — should this, in your Chief Master get to know the boys; how can he opinión, lead to a total merger for the future? know what they think? You can't find that out simp- ly by addressing the boys in Assembly once a M.J.W.R: In principie there is a lot to be said for week. And so I do intend to teach. Not necessarily boys and girls studying together, but when the Chemistry, which unfortunately requires the cons- practicalities of this change are taken into con- tant attendance that a Headmaster cannot provide; sideration I think one ought to take it slowly and rather, I intend to teach Religious Studies — not on­ steadily. ly because I am interested in the subject, but also because it is a good basis for discussion. Chr: Should our sixth form follow the Sixth Form Colleges to greater freedom of timetable and Chr: Having studied both Chemistry and History, uniform? what are your thoughts on the Arts/Science divide? M.J.W.R: I have a fairly orthodox view of the way M.J.W.R: The división between the two 'cultures' in which a sixth form ought to be run. I personally is a very sad affair, but it is not easy to see, given do not see any advantage at all in adopting the for- the present nature of the sixth forms in English mat of a Sixth Form College. schools, how one could change it. lt is very easy in theory to say, "Let's mix the subjects much more, Chr: What role has sport to play in school life? 4 Should it iake precedence over the arts and other Chr: Have you any first impresslons of King extra-curricular activities ? Edward's which you would like to record? M.J.W.R: I think that this is a potential M.J.W.R: I have the impression of a school with minefield: sport has a significant part to play in very high standards and at the same time a friendly education. But I am also a strong supporter of the atmosphere. I am very pleased with what I have arts. And concerning precedence, it must be possi­ seen so far, and am looking forward to becoming ble for the school to allow both to f lourish — as KES Chief Master. seems to manage. Chr. Thankyou Mr Rogers. Chr: What is your opinión of prefects and such allied institutions as the Cartland Club, namely the Stan Owen placing of some boys in positions of responsibility not enjoyed by the majority? M.J.W.R: One of the most important things about extra-curricular education is learning to take responsibility — and leadership (a word which has perhaps gone out of fashion). That área is extreme­ ly important, and it is right that boys should be given responsible ¡obs within the school. This is ab- solutely characteristic of life. You do not, however, have to be a prefect to hold a responsible position. There is much responsibility in running a society or producing a play. Chr: Do you think that the Independent and State schools can or should peacefully co-ex/st (n the light of present demands from certain quarters for the eradication of the former to give the latter a chance to function properly? M.J.W.R: I feel very strongly that maintained and Independent schools should do more than peaceful­ ly co-exist — because that implies a passive rela- Chr: Could you tell us something of your life tionship. I feel that there should be a vigorous and before you carne to KES? creative co-operation between the two. The sadness of the attack on Independent schools is S.F.O: A Midlander by birth, I attended King that it is making that co-operation more difficult. Henry VIII School, where I specialised in Classics But if Independent schools do not make the effort and won a scholarship to St. John's College, to co-operate then perhaps they do not deserve to Oxford. After a year's Cert.Ed. in London, I joined survive. There is great potential for bridging the Merchant Taylor's School for four years, and then gap. At Malvern we run joint courses with the two moved up to Coventry, to Bablake, before receiving comprehensives in the town; and the King Edward's my present appointment. Foundation itself is a marvellous example of co- operation between the two sectors. There should Chr: You were described as a 'live-wire' in last be no social divide, but rather joint courses and year's Chronicle.

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