THE SHIRBURNIAN Trinity 1991 'We are on a perilous margin when we begin to look passively at our future selves, and see our own figures led with dull consent into insipid misdoing and shabby achievement.' George Eliot, Middlemarch Editor: J. M. Nurton Art Editor: R. W. R. Hillier Assistant Editors: M. R. Chantrey, A. M. C. Crawford, D. L. J. de Belder, R. Hands, A. J. D. Seddon Photographs by: M. Chantrey, P 11 J. Goodden, nn ~. Ill, II.SI A. Davey, PP 69. 10 J. Hawksley, rr 2R. ,o R. Dymock-Maunsell, nn29.n M.P.O'C., PP IJ. 14 N. Gardner, pp7. 45 J. Ricketts, nn n. J~ There are a number of photographs whose provenance we have been unable to establish. We apologise to those photographers who have not been credited with their work. Shelleys Printers, Sherborne - music and drama for scientists; technology and botany for artists - than other schools and how Editorial lucky we are. But there really does seem a case for more compulsory subjects. A close look at our education might reveal a The model is, of course, Europe, where eveyone large number of faults; and the results achieved speaks our language and pays for our culture, so by that education might provide debate about its they must be better educated. However, in this Land improvement. However, in the democratic roller­ of milk, honey and butter mountains, the problems coaster that emphasizes particular issues at will, can be seen. Take three groups of students: those recent attention has been turned towards our who want to learn, and enjoy everything; those who examinations. On the one hand we have the want to be vets and hate philosophy and theology; discrepancy between the Prime Minister's com­ and those who want to be priests and hate biology pulsive thoughts on qualifications and his qualified and maths. One can foresee difficulties in England thoughts on compulsory testing. On the other where prejudices against some subjects might lead hand, an issue which has occupied much more of to reluctant learning, and the traditional negative our mental conversation recently is that of A levels, choosing based upon the 'I want to give up ... ' AS levels, the Sixth Form and the world outside. philosophy would become redundant. There would To suggest that reform of the system is necessary be no giving up, and more significantly, no is to state the obvious. Firstly, there wiJI always be wanting. failings and shortcomings in anything that is seen as This element of choice is fundamental to sixth difficult or repressive. Secondly, the failings are all form study, which is and no doubt will remain a too evident in a system which auracts only 15C1/o of mauer of exercising options. Unless people can all pupils and then provides them with a narrow, study what they want, they will not study at all, specialised education which negJects a great deal of which is roughly the same result as what we have at educational experience, with the result that most the moment. The system must compromise between school leavers in Britain have low qualifications permitting people to study those subjects that and, more importantly, little knowledge beyond interest them and encouraging them to learn a wide GCSE and everyday common sense, two concepts variety of skills. A compromise: the word embodies closely related. so many difficulties and forced solutions. There is little wrong in general with people's Inevitably there will be problems, and a new system choices: it is not through their own decisions that will always initially be unpopular. But if freedom they seal off the dripping tap of knowledge. With exists within the compromise, then there is room just three (or, if one is particularly fortunate, four) for manoeuvre and development. The present sixth A levels, the distant prospect of a career which form syllabuses arc only accepted because they have involves them all and associated hobbies, it is become normality. unsurprising that most students leave school with a Pupils studying, say, six subjects are clearly thorough, albeit soon forgotten, understanding of going to know less about them than those studying their own interests and an ignorance of everything three. With less time and work, standards will else. Perhaps this is an opportunity to be indulgent inevitably be lower. However, the subject is not and remark that schools like Sherborne offer rather confined to the syllabus and if initial study pro­ more opportunity to invest in different subjects motes further voluntary interest then this must be 2 regarded as a success. The AS philosophy syllabus addition subjects, such as general studies and (an option studied, at present, by only six boys) is a general theology, which are studied reluctantly at very solid and interesting introduction to a complex the moment might be more popular if they had subject, but it is only an introduction, incor­ some sort of aim, some sort of standard of achieve­ porating a study (far from comprehensive) of only ment. A subject which involves an examination and six texts. Yet with this introduction there is the consequently provides an indelible mark on a basis, and the encouragement, for much deeper student's history is inevitably. though unfor­ study. Thus the study of this syllabus allows one to tunately, going to be more appealing to the pro­ be able to understand a much wider literature in the spective scholars whose university offers tend to discipline. Without this classroom introduction, read more like expressions of pain - AAA - philosophy might appear (as perhaps it is) incom­ than consonantal mechanical noices -DDC - . prehensible, uninteresting and useless (as perhaps it How often do we hear questions such as 'Will this is). come up in the exam?'; 'Will we be tested on this?' The same must be true of so many other sub­ Perhaps this gives us a greater insight into jects, which only the most conscientious and adven­ what Mr. Major meant in his comments about turous discover. Perhaps there is a connection here qualifications. They do represent what someone with the Prime Minister's thoughts on qualifica­ knows, did know, or has known. But they are only tions: it is not the qualifications that matter so one way of showing this and other experience can much as the work Lhat has been done by the person produce equall y favourable results. Qualifications qualified. show a level of knowledge gained but they also Devoting two years of one's life to studying sub­ show a limitation, and beyond that limitation there jects which one can find no use for in later life may is no evidence of ability. It is study beyond the initially appear pointless and yet the system has syllabus - often voluntary study - that actually much to commend it: there would be greater oppor­ reveals the strength of a pupil. · tunity to study 'practical' subjects, regarded as If we are to have primary school children being academically dishonourable after the age of about examined from the age of seven and an elaborate 12; there could be structured classes in areas in national curriculum to ensure that they all learn a which Shirburnians seem to want instruction: wide variety of subjects, it would be a pity then to personal finance, good manners, behaviour and force them to give up the majority of those subjects etiquette; a broader curriculum might offer the or, alternatively, let them give up all of them. Far variety needed to start Shirburnians working; better to offer a wide range of courses - incor­ benefit could be obtained by studying, for example, porating practical as well as traditionally academic physics and theology - two rarely combined A subjects - to provide a widely ski.lled, broadly levels. educated populace. The objection that the standard There are certainly very important subjects would be lower is groundless: those who want to about which there is a high degree of ignorance. study just a few subjects in detail can do so at Philosophy is one - a subject interesting for its university. Those who do not will have, instead of own sake and yet also a very useful study for so unemployment benefit and criminal records, an many other areas: both arts and sciences. ln extensive, multi-coloured education. 3 mightily entertained: and the Abbey again hosted the Musical Society, which performed Brahms' Diary German Requiem. Alas, this was done in English, I imagine because Mr. Ellis speaks excellent German and couldn't face the prospect of dealing with 180 Someone I know, ordinarily empowered to choristers most of whom don't have this advantage. make decisions, tells me that he would not take But it was a noble success. Having sung in it my them in a corridor. Nor yet in the street, I say, opinion is naturally objective. which is where I was when I rashly agreed to write The U6 were put quite early into post­ this Diary. Later on, in conversation with another examinatfon mode, so were able to relax and no Sherbo me luminary, I suggested that it could turn doubt enjoy the delights of the U6 dance; Lyon out to be largely fiction. He seemed to think that thoughtfully provided their annual jumble sale on there'd be nothing new in that, nor would it the same day so that the lads could get their gear for necessarily be a disadvantage. I mention this solely the evening. for the benefit of historians in the 21st century, who Behind the scene many things happen which might make the mistake of regarding this primary nevertheless affect the lives of Shirburnians present source with rather more seriousness than it and to come.