glimpses of my life and thoughts
Teaching mathematics
Modern Mathematics was something of a misnomer in that nothing was included that was much less than a century old, but new to school teaching were subjects such as sets, transformation geometry, probability and number bases, subjects that were fun to teach and to learn as well as having many practical applications. These were exciting and pioneering times for many a teacher of mathematics.
It seems that the National Curriculum has to a large extent reversed this progressive development. Sadly in my view, because the new approach was more experiential and involved students more actively in learning and discovery.
Mathematics, like music and art, is a universal language crossing the boundaries of nations, religions and cultures. Therein lies is strength and beauty. It is a pity but understandable that so many people are phobic about the subject, understandable because, for some, its abstract nature has little appeal or which they perceive to be ‘difficult’— all the more reason to make the subject attractive and interesting. It is a subject that deserves to be studied for its own sake not only for its usefulness. Should this not apply to all branches of knowledge?
Activities
Rock climbing and potholing were among the many organised activities, Duke of Edinburgh stuff as well. Kinder Scout in the Peak District and Dovedale, both easily accessible, were beauty spots frequently visited, and camping weekends also took place in North Wales and the Black Country. I have vivid memories of near terror on Kinder Scout when thick fog suddenly descended on the group of boys I had charge of. We just stayed close together for an hour or more until visibility improved sufficiently for us to descend safely.
The school ethos
Abbotsholme differs from many other private schools in that since its foundation in 1889 it has always placed great emphasis on the education of the whole child. In the words of the Wikipedia entry, Its curriculum is balanced to incorporate more experiential learning and life skills and focussed on having happy, well-rounded pupils rather than simply academic league-table placing. It has its own on-site farm and a strong outdoor education departments with camping, canoeing, and other activities.
As this holistic approach to education was right up my street I had no hesitation in applying for the post, I was not to be disappointed.
Returning to the UK after ten years in Africa, no longer to enjoy the luxury of servants or the constancy of fine hot weather, or the long afternoons and evenings for leisure activities or the generous allocation of non-teaching periods every day, might be thought to impose a culture shock too many. Indeed the majority of British teachers who left the Sudan (which eventually they all had to once Arabic replaced English as the sole medium of teaching) moved on to other places abroad, perhaps with the British Council or the United Nations or to an English-speaking country in Africa or elsewhere.
The fact that we settled in with barely a nostalgic sigh of regret was only partly due the heavy demands of boarding school life leaving little time to think about anything else. Mainly, I think, it was that the ethos of the place, its community spirit and sense of purpose had a seductive appeal which more than compensated for what we’d left behind. For me, an added attraction was the similarity, albeit on a smaller scale, to my time as a pupil at Leighton Park. Much credit was due to the support and inspired leadership of Robin Hodgkin the headmaster.
I soon became involved with the exciting business of planning the introduction of so-called ‘modern mathematics’ (see below). As a housemaster it was a pleasure to get to know some of the boys outside the classroom. Trips to the Peak District and Dovedale, sometimes camping in Wales all helped to bridge the age gap between teacher and pupil.
Anne and I made several friends among the staff and their wives (no husbands then!), people we still enjoy meeting from time to time. We recently revisited the school, too. The main building (opposite) is much the same but may others have been added. The stated ethos remains but most of the pupils (girls arrived just after we left) come in daily, so it must have a different feel about it.
Our five years at Abbotsholme were among the happiest.
Two images of Abbotsholme, above as photographed recently, below as seen in the painter’s eyes of Michael Chan, a Chinese pupil who gave it to me when he left in 1965. (It seems to have lost a tower and a tree since we were there!)
Kinder Scout
Dovedale
The Report System
Towards the end of each term all the staff would meet for several evenings to consider the school reports that the subject teachers had filled in, with the aim that the summary report should reflect the the range of talents and qualities of each pupil.
If for example it emerged that an English teacher’s views were widely at variance with those of a geography teacher, might this difference partly arise from personality issues? Often opinions were modified following an exchange of views.
Mind you, this would only be possible in a small school, as Abbotsholme was in my time. All the pupils were boarders then, now bus loads of girls and boys arrive each day, and there are many more of them.
I was roped in — to keep me away from hills and potholes? — to produce a couple of Gilbert & Sullivan operas. Exhausting but great fun, although tensions with the music director guaranteed that no rehearsal went smoothly. The second one was a joint venture with Abbots Bromley, a girls school a few miles distant, thus providing the school’s first inter-gender experience, officially that is! Not long afterwards it took the first steps to becoming co-educational. Producing a staff play — Major Barbara — was a light relief by comparison!
The school also gained a national reputation as a venue for quality chamber music — Askenazy, Brendel, Galway and many other distinguished musicians have entertained members of the Abbotsholme Arts Society and their friends.
Family
Here we (all of us except the photographer!) are in the garden trying out our new Marechal family frame tent which became our twice-yearly holiday home for many enjoyable trips to Europe, France and Italy especially, and all over England, Wales and Scotland. My DIY skills were fully stretched when I built a wooden trailer to hold all our stuff. Happy memories.
Schooling
On coming back to England Keith our eldest went to Abbotsholme as a boarder (there were no day boys then). Simon did, too, after attending the local village school in Rocester until he was 11. Whether it was a good idea for them to be taught by their father is doubtful, but somehow we survived the embarrassments, which trickled over to home when at the beginning of a holiday they might slip into calling me ‘Sir’, which was a shock to the system.
There was no such problem for Christine, who attended the village school throughout our time in Derbyshire.
Moving on
Some teachers are content to stay for years and years, even for their whole career, in the same school. I am more restless, looking for new things to do. After narrowly missing two headships (happily so, I think, looking back) I applied for the post of mathematics adviser to Southampton LEA, and somewhat to my surprise (after all, it was 15 years since I’d taught in a UK state school) they took me on.
So it was that in December 1968 we moved to a brand new house in Southampton — and another life.
