School Songs and Gym Slips E-Book

Marilyn Yurdan

• Herausgeber: The History Press
• Kategorie: Sachliteratur, Reportagen, Biografien
• Sprache: Englisch

Veröffentlichungsjahr: 2011

Beschreibung

What was life really like in a grammar school in the 1950s and '60s? For those educated at a grammar school during their heyday, this time holds very special memories. They were more than just the years of being taught Latin and domestic science, custard and semolina school dinners, and learning about the birds and the bees; they were the formative years of a generation, when those from all walks of life were given a uniform, a code of behaviour and, most importantly, pride in the institution to which they belonged. This generation of Baby Boomers holds a unique place in British history: growing up during the years when the country was emerging from the shadow cast by the Second World War, they were the first youngsters to benefit from the 'mod cons' and innovations which were gradually being introduced. With fascinating memories and details that will resonate with thousands of grammar school pupils across the country, School Songs and Gymslips is a heart-warming collection of the experiences of the author and her contemporaries during a golden era.

Leseprobe

To my parentsFrank (1909–77) and Dorothy (1911–2011) Ivings without whom …

Acknowledgements

Special thanks to Kevin Heritage and Nigel Phillips of Wheatley Park School for making the school archives available to me and for their help and encouragement.

My grateful thanks, too, for their personal contributions to Marion Arnold, Peter Arnold (my ‘mole from Lord Bill’s’), Rosemary Boardman, Lucy Comerford, Judith Curthoys, Frances Dodds, Elizabeth Drury and Janet Eaton, and to schoolmates Patricia Harding, Stephanie Jenkins, Catherine Lorigan, Kath Mulligan, Carol Price, Jane Skinner, Ruth Pimm, Helen Sweet, Barbara Tearle and Margaret Wellens. Thanks (but no thanks) to ‘the boys’ who offered their services but did not qualify as wearers of gymslips.

Lastly, I must express my gratitude to the Rt Hon Theresa May MP, for giving up her valuable time to write a foreword to the book.

The reminiscences in this book, flattering and otherwise, are those of the individual contributors regarding the schools as they were seen in the 1950s and ’60s, and are unlikely to be relevant to the schools as they are today.

Contents

Title

Dedication

Acknowledgements

Foreword by Rt Hon Theresa May MP

Author’s Note

Introduction

One

Yesterday’s Gone, Chad and Jeremy, 1964

Two

Walk Right In, The Rooftop Singers, 1963

Three

All Dressed Up for School, The Beach Boys, 1964

Four

Be True to Your School, The Beach Boys, 1963

Five

Stayin’ In, Bobby Vee, 1961

Six

Where the Boys Are, Connie Francis, 1961

Seven

A Handful of Songs, Tommy Steele, 1957

Eight

Food, Glorious Food!, Oliver!, 1960

Nine

Don’t it Make you Feel Good?, The Shadows, 1964

Ten

Hooray! Hooray! It’s a Holi-Holiday, Boney M, 1979

Eleven

The Times they are A-Changin’, Bob Dylan, 1964

Twelve

Us and Them, Pink Floyd, 1973

Copyright

Foreword

School Songs and Gymslips is more than just the memories of a group of friends. It is a charming piece of social history which serves as an amusing reminder of how different life was in those days. Despite covering a period only just over fifty years ago it seems like a different world. I went to Holton Park Grammar School in the 1970s and during my time there it changed from a girls’ grammar school to a co-educational comprehensive, but this book brings back so many memories – from sherbet fountains to Corona, from Tommy Steele to Z Cars, from stodgy puddings to Vesta curries; and that’s not to mention the education. How different from today’s world of the internet, yet children now will have their favourite teachers and the not so favourite, will still try to find ways out of doing homework and will still make lifelong friendships at school. This is an affectionate reminder of our schooldays, which I am sure will be enjoyed by anyone who wants to bring back the memories of what are always called the happiest days of our life.

The Rt Hon Theresa May MP

Home Secretary and Minister for Women and Equalities

2011

Author’s Note

Sources

Ministry of Education Report by HM’s Inspectors undertaken 6, 7, 8 and 9 December 1955, issued 10 March 1956

The National Grammar Schools Association (NGSA) www.ngsa.org.uk

Oxford Mail, various dates

Oxford Times, various dates

Abbreviations

Cheney

Oxford Girls’/Cheney School, Oxford

Chichester

Chichester High School for Girls, West Sussex

Cirencester

Cirencester Grammar School, Gloucestershire

Eccles

Eccles Grammar School, Eccles, Manchester

Fairfield

Fairfield Grammar School, Bristol

Holton

Holton Park Girls’ Grammar School

Ilford

Ursuline High School, Ilford, Essex

Ilkley

Ilkley Grammar School, Ilkley, West Yorkshire

Littlemore

Littlemore Grammar School, Oxford

LWGS, or Lord Bill’s

Lord Williams’s Grammar School, Thame, Oxfordshire

Middleton

Queen Elizabeth’s Grammar School, Middleton, Greater Manchester

Report

Ministry of Education report, 1955

Plymouth

Plymouth High School for Girls, Devon

Southgate

Southgate County Grammar School, Cockfosters, Greater London

South Shields

South Shields Grammar School, Tyne & Wear

Tollington

Tollington School, Muswell Hill, London

Tonbridge

Tonbridge Girls’ Grammar School, Kent

Walthamstow

Walthamstow County High School, London E17

Wellingborough

County High School, Wellingborough, Northants

Introduction

This book started off being about the experiences of a group of pupils at Holton Park, a girls’ grammar school in Oxfordshire, between 1958 and 1963. Before long, however, it had expanded to include those of girls from sixteen other grammar schools all over the country and now covers the period approximately 1955 to 1965. The information was obtained by sending out a set of questions, but the results are by no means a serious educational study. Rather, they are a light-hearted investigation as to how typical our own experiences had been.

The way that we got into grammar school was by passing the Eleven Plus examination, otherwise known as the scholarship, which had been introduced under the terms of the 1944 Education Act. In theory, everyone took it during their final year at primary school, but it would seem that those who definitely wouldn’t be going to grammar school didn’t turn up for it. This might be for a variety of reasons, the main ones being on religious or economic grounds.

The exam was taken soon after your eleventh birthday with the aim of ascertaining what type of secondary education you’d be best suited to. In theory there were three types – grammar, secondary modern or technical school – but in practice very few local authorities provided the last. Those of us who sat the exam had very little, if any, idea of the differences between these types of education as it was never explained to us in any shape or form. If we didn’t get through, we went to the secondary modern, but there had been no indication of the seriousness of the results of this exam and how it would change our lives forever. Someone claimed that one day they were just told to go into the classroom and take an exam without even knowing what it was.

The Eleven Plus was in three parts: arithmetic (few children of this age had done decimals) and problem solving; English, including an essay and comprehension test; and general knowledge. There were different ways of announcing the results (pass, fail or borderline), the most compassionate being to send them to the pupils’ fathers through the post, the worst being to announce them publicly at the end of morning assembly.

In some areas, passing the exam was not the end of the ordeal for the next step was a selection interview. Elsewhere, some girls passed the exam only to be informed that there was no place for them at grammar school. Some successful pupils were given a choice of grammar schools, in one case three, to which they were allowed to go.

In our own school’s catchment area there was no further selection process and no alternative school. The only time that an interview was necessary was when a candidate was judged borderline, in which case they had to come to the school for the headmistress to assess them in person. At least two of our intake were borderline cases; one duly turned up for the interview and was accepted, the other came down with both mumps and measles a couple of days beforehand and was accepted in absentia, with only a courtesy visit to meet the head and buy items of uniform from the school office.

The great majority of grammar schools in existence at this time were assimilated into the comprehensive system by the early 1970s, when the school became part of a comprehensive on the same site. Today there are 164 state grammar schools in England and sixty-nine in Northern Ireland, but no state ones in either Scotland or Wales. The local authorities which have the most grammar schools are Kent with thirty-four, Lincolnshire with fifteen and Buckinghamshire with thirteen.

Modern grammar schools are secondary state schools, the only ones that are legally permitted to decide on their pupils for their academic ability. As they receive state funding, grammar schools don’t charge fees for tuition but will charge for boarding if this is provided.

The primary schools from which my class came were nearly all small village ones, although a couple of us had been at a convent school. A report made by the Ministry of Education in 1955 defined the catchment area from which pupils came as ‘a sparsely populated rural area’ extending a dozen or so miles to the foot of the Chilterns and about 4 miles to the north and west. Pupils came from about twenty-five different primary schools. Over 80 per cent came to school by bus, the furthest away having a journey of more than 14 miles.

The report also stated that ‘The area does not produce a large number of pupils of Grammar School calibre’, so there was the dilemma of whether to go for an academic school or a full one! It went on to say that ‘If the school is to remain full it is necessary to admit a proportion of girls with relatively little academic ability’.

This then was the school to which we were heading as we boarded the blue, double-decker bus that fine September morning in 1958.

One

Yesterday’s Gone, Chad and Jeremy, 1964

So what is or was a grammar school? That depends on what era we are talking about. They fall into several categories: medieval; Tudor or Stuart; late nineteenth and twentieth century; and present day. Some are of hybrid foundation, including those that started off as being boys only and admitted girls later.

The earliest schools date from the sixth century and were those attached to monasteries and cathedrals. There, young boys were taught Latin grammar for entry into the Church and additional subjects that might be considered useful. Later, grammar schools were typically founded by a local benefactor, such as a clergyman or a merchant, for local boys. Pupils would stay at school until they were 14 and then go on to university or into posts in the Church. Some schools in fact acted as preparatory schools for Oxford and Cambridge, with which they had a close affinity, while others were founded by private benefactors or guilds. All of the grammar schools founded in medieval and Tudor times admitted only boys until the last century, and some of them remain single sex to this day.

In the sixteenth century, as part of the Reformation, the majority of cathedral and monastic schools were suppressed and new ones opened in their place, paid for by money obtained from the Dissolution of the Monasteries. Both Edward VI and his sister Queen Elizabeth were supporters of grammar schools, which is the reason that so many schools bear their names. Towards the end of the nineteenth century, grammar schools became part of the system of secondary education throughout the United Kingdom apart from in Scotland, which had its own system. Over the years, some grammar schools were transformed into public schools that charged fees.

The percentage of places available at grammar schools in England and Wales for those who did not have to pay increased from about 33 per cent in 1913 to almost 50 per cent by 1937. After the 1944 Education Act, all secondary education in state schools was free and entry by examination only. Former fee-payers were allowed to continue at grammar school, but no more were accepted. When the tripartite (three-tiered) system of state-funded education was introduced, grammar schools became the selective section in England and Wales from the mid-1940s to the late 1960s. The other tiers were the secondary modern schools and the third technical ones, although these were few and far between. With the spread of the comprehensive system in the late 1960s and early ’70s, some grammar schools opted out of the state system and charged fees. Others were abolished, but most were incorporated into comprehensive schools.

Queen Elizabeth’s Grammar School, Middleton (formerly in Lancashire, now Greater Manchester), is the successor to Middleton Grammar School, the founder of which was Thomas Langley, Prince Bishop of Durham from 1406 until 1437 and three times Lord Chancellor of England. This originated in the Chantry School of Our Lady and St Cuthbert within St Leonard’s parish church, which Langley built in 1412 as part of the rebuilding of the church. In 1572 Queen Elizabeth I granted the school letters patent and it took its present name. About 1586, the Chantry School was replaced by what is now the Old Grammar School, paid for by Alexander Nowell, Dean of St Paul’s Cathedral and an old boy of the original school. A governing body was formed in 1910 with council input. The foundation governors still have control of monies given by ex-pupils and teachers to benefit children of Middleton who wish to go on to higher education. In the 1960s the headmaster was John Charles Edward Wren, a descendant of the more famous Sir Christopher. It became a high school in 1969.

Cirencester, in Gloucestershire, had a medieval grammar school dating back to about 1461. In 1881 its successor, the grammar school in Victoria Road, was opened and in the following year The Old School premises in Park Street were sold. This building is still known as The Old School. The grammar school closed in July 1966, when education in Gloucestershire was reorganised, and that September it merged with Deer Park Secondary Modern School to become what is now Cirencester Deer Park School. When all the pupils had been transferred to Deer Park, the old school’s Victoria Road buildings were kept such as they were and are now the home of Cirencester County Junior School. Two of Cirencester Grammar School’s best-known old boys are cricketer Wally Hammond (1903–65), who left at 17 to play for Gloucestershire, and Edward Jenner (1749–83), the pioneer of vaccination.

Andover Grammar School, Hampshire, began with a London merchant named John Hanson, who held the position of bailiff (or chief magistrate) of Andover. When he retired from office in 1569 he gave £200 to found a free school for the boys of the town and paid the fees of its master. This school, which opened in 1571 near St Mary’s church, came to be known as Andover Grammar School. It became part of the comprehensive system in 1974 when a new school, the John Hanson Community School, was formed, thus honouring Hanson four centuries after the opening of his original school.

The only boys’ grammar school in this book, Lord Williams’s at Thame has been included for several reasons: it was one of the traditional grammar schools, not a modern version, and it possesses a 1575 copy of its statutes so that we know exactly how a Tudor grammar school functioned. Lord Williams’s Grammar School, Thame, Oxfordshire (affectionately known for generations as Lord Bill’s), was the male equivalent of Holton Park. It is now a mixed sports and community college called Lord Williams’s School.

The foundation and subsequent history of Lord Bill’s, along with its community ethos, are worth examining as it was a genuine grammar school, typical of the category from which many of today’s public schools evolved and on which the later so-called grammar schools were modelled. Many of the features of such boys’ schools were also copied by the twentieth-century girls’ grammar schools, which are the subject of this book. It was founded according to the terms of the will of Lord John Williams, Baron Williams of Thame, who died in 1559 and was housed in Church Road. Among its alumni are the patriot John Hampden; two regicides, Sir Richard Ingoldsby and Simon Mayne, who signed CharlesI’s death warrant; John Fell, Dean of Christchurch Cathedral and Bishop of Oxford; and the Orientalist Edward Pocock.

We are able to discover exactly what went on in an Elizabethan grammar school thanks to the survival of a very rare copy of its statutes (and other documents) called Schola Thamensis, which was printed in London in 1575. The statutes take up twenty-eight of its fifty-five pages and are a mine of information about the day-to-day life of the school. We know, for instance, that the first day’s teaching was on 29 November 1570 under headmaster Edward Harris, who remained in post until 1597 and was buried a few hundred yards away in the parish church of St Mary the Virgin. Here, his headless brass effigy can still be seen, very close to Lord Williams himself.

Boys started there at the age of 7, by which age they were expected to be able to read and write. Like most Elizabethan schools, they attended for nine or ten hours a day, from six until eleven in the morning, with a break for lunch, and then again from one until five in the winter (when they had to bring their own candles for dark evenings) and until six in the summer. They had a day free during the week plus feast days and four annual holidays, each one just over two weeks long.

Living up to its title, all teaching at Lord Williams’s was in Latin and this was the only subject in the curriculum. It was a free grammar school in the sense that there was no charge for tuition, but there were charges of 8d on admission. This was spent on books, while a further 2d a quarter went on cleaning and ‘to the purchasing of rods’. However, any boy who lived in the town and those who could claim ‘Founder’s kin’ paid nothing apart from 1s each quarter to the master and sixpence to the usher.

The school day started and finished with a religious service, with prayers in Latin and its own Latin hymn. In addition, a passage from the Bible was read before dinner and the boys were obliged to go to St Mary’s on Sundays and on religious festivals. They had to sit in the chancel along with the inmates of Lord Williams’s almshouses, adjacent to the school.

Like many similar schools, Lord Bill’s went into a decline, in this case in the first half of the eighteenth century when masters were more interested in lining their pockets than educating their charges. By 1866 Thame Grammar School had only two day pupils and not a single boarder. A new and dynamic board of governors was appointed in 1873 with the target of setting up a renewed school which would cater for up to 120 pupils, half of which were to board. It was suggested that the ancient school building be extended and even that the historic almshouses be demolished. In the event a new school was constructed on the Oxford Road, although it failed to attract as many pupils as had been hoped. After the turn of the century, however, the situation picked up and it went from strength to strength. In 1974 it went comprehensive when it combined with the recently opened Wenman School.

The foundation of Ilkley Grammar School, West Yorkshire, dates back to 1607, when it was decided the sum of £100, which had been left to the town by resident George Marshall, should be used to maintain a grammar school and master in Ilkley. It wasn’t until 1636, however, that the schoolhouse was erected in Addingham Road. In 1696, Reginald Heber of Hollin Hall left a further £200 that, with other money, was used to buy land to be rented out. The vicar of the parish church was responsible for hiring and paying the master, something which was to cause considerable contention over the next 200 years. An inspection carried out in 1866 was less than flattering and it was forced to close eight years later, when the pupils were transferred to the new National School in Leeds Road. Nevertheless, the idea of an independent grammar school persisted, and in 1872 a board of governors nominated by the schools’ inspector broke away from the church and put forward the suggestion of a new building. After a considerable amount of arguing over the following two decades, the present school was opened in 1893 in Cowpasture Road.

Cheney Girls’ School, Headington, Oxford, can claim to be the oldest girls’ school in the city. Before moving to its Headington site in 1959, it had occupied at least four others. Its origins lay in the late eighteenth century as a Baptist Sunday school in Oxford. By 1812, however, it had become the co-educational United Charity and Sunday school and was situated in Gloucester Green. It then moved to St Ebbes in 1824, and ten years later it became a single-sex girls’ school, which went by the name of the Penson’s Gardens Girls’ British School. The Oxford school board took responsibility for it in 1898, and in 1901 it was renamed yet again as the Oxford Central Girls’ School and moved to New Inn Hall Street. The new school building that it used is now part of St Peter’s College. In 1959 the Central moved to its present site in Headington, when its name was changed to Cheney Girls’ Grammar School. It merged with the neighbouring Cheney Technical School when Oxford went comprehensive in 1972.