GENERAL ABOUT MASTERS &
INFLUENCE OF THE R.L.S., & EARLY SCHOOL-LEAVING
ON MASTERS
By the time I arrived at RLS a number of the older Masters
had retired or followed Newth out the door. Those who remained were largely
the more kindly ones (Francis Holmes, Stan Smith, Alan Guy, George Jones,
"Oscar" Mold, John Morley) so my introduction was rather more gentle.
Of course there were still miserable sods like Fox and Franklin and the
infamous Del Boy, but by and large the real pettiness came from Coles himself.
Mind you I was the sort who did what I was told anyway, I never developed
a rebellious streak until considerably later in life! I certainly don't remember
any real cruelty from the staff (Franklin excepted of course), most of it
came from other boys.
What struck me as strange - later, if not at the time - was that most Masters
were happy if you never spoke to them except when asked a direct question.
We were hardly being taught to think, nor to have an inquiring mind! (John
Bailey 1963-70)
“kapildas2002” wrote: “I will be going back to school to
get my GCSE Results next week so maybe I’ll have a small chat with him (ie MM) then” Wow! The thought of a chat, small or otherwise,
with the Head Master when collecting exam results is a nightmare vision.
We received exam results by post, and therefore a few weeks
in advance, were given an envelope with the instruction to write our name and
address on it. This of course, for a bunch of RLS boys, was not as easy as
might be it should be. I am not sure if it was our
year that were the culprits, or we
had to sit through the resulting JPC tirade against another year, but of course
the result when the envelopes were handed in was not as intended.
The irascible JPC took the opportunity to give everyone a
lesson in secretarial skills. The
address on a rectangular envelope is not to be written in a corner, or on the
back, or upside down (I believe the flap should be either on the right or the
left as you look at it,
can’t remember which now). It would be nice to think, but I don’t know
if it happened, that someone might have written his address inside the
envelope. I daresay at least one boy
would have given the envelope back sealed, as that would save time later in the
process.
We got the works, in School assembly, or maybe a meeting
specially convened for the purpose, in the characteristic forceful articulation
that made “bop” one of the nicknames earned by JPC. (Tim Knights)
it’s fascinating to read the
differences between many of our strangely strange but similarly dissimilar
experiences at RLS, despite our common year of entry – 65. I can recall many
visits to John Coles’s chambers, some good, some not,
back in 1970, the year of most of our ‘O’ levels. Having JPC as Maths Tutor, I
can honestly say that I felt rather welcome there when it involved Maths
questions and the like.
This is difficult with hindsight because I can’t possibly
know now if I was being treated in a privileged way without realizing it
then... After JPC accepted I was leaving RLS (with Phil Morton) I was called up
on a number of occasions to discuss the future. My simplest word for this would
be friendly pep talks. Quite enjoyable actually. This
is after he’d pulled out all the stops to try persuade
us to stay.
Discussing exams, different subjects, self-discipline and
support from the family in a radically different environment were all a part.
As an aside, I don’t think JPC realized we would take more subjects at Rush
Green and have a tighter weekly schedule than at the RLS.
If I could trust my 16-year-old instincts, I would say JPC
was acting in a very fatherly fashion........ he had
my parents worked out.
And so on to the slip... no, not a desirable item of female
clothing. I was among the gang who took Maths ‘O’ and ‘A’ level a year early,
so the slip procedure was already worked through a year earlier. No
recollection of any group hassle over this. I still have the slips tucked away
with my GCE certificates. For historical interest, the 1969 notification slip
was quite simple, but the 1970 slip contained different information, viz: - “Pass” or “Fail” (as if) beside the grade – a new 3
digit code for the subject, eg 020 ART – only the
term eg Summer 1970 instead
of the exact date. (Ian Macauley)
INFLUENCE OF THE R.L.S. IN LIFE
....let me tell you about the
It was academically successful. And actually rather
adventurous. It taught subjects that other places didn't - Geology and
Russian. It even, we think, had the first computer ever in a school in the
world. (A sort of humourous jeer went up from the
audience at this point and I found myself adding - ever the crowd pleaser -
"and things have gone downhill ever since")
What it had, in addition, was endless activities. Thanks to those relatively
well-paid and respected men who didn't go home at
In "Our Old Romford and District" by Ted Ballard there is a photo of Hare Hall on page 65 and right above it a photo of Hare Street (later Main Road), Gidea Park. The pub sign is not readable but I have to guess it is "The Ship". Ballard comments that according to public records, Hare Hall was built in 1768/1769 with 19th Century additions. He also describes The Royal Liberty School as "a superb school with an outstanding academic record". (Geoffrey Styles)
I remember receiving one of many clouts around the ears when
I 'tight-roped' along the wall, ignorant of the fact, known only to my parents,
that a Mr Tidyman, {ed. Correct name was Tydeman} one Woodwork teacher of the R L S, lived opposite.
On my first day, I dressed in my brand new school uniform (with grey shorts) and
was given a hearty breakfast that included a fried egg. I remember the egg
because of the unfortunate manner in which the yolk, during its journey from
the plate to my mouth, somehow managed to find its way down the length of my
tie.
A mishap that resulted in yet another work out for my ears.
I cycled the three miles to school and parked my bike in a vacant slot in the
shed that ran along the side of the swimming pool. When I returned to collect
it that afternoon, I received a thrashing from some older boy who advised me
that I had parked in his place and who instructed me never to do so again. As
none of the racks was marked with a name, I failed to understand the system
that was evidently in place. How did everyone know precisely where his bike
should be parked? Given that on the morrow I should need to put my bicycle
somewhere else, I could only speculate on the nature of the boy whose territory
I would necessarily invade and the fate that would ensue.
Happily, I was not flung into the pond in High Trees as an inaugural
introduction to the school. The initiation that I particularly remember,
following the inspection parade in the school hall before George Newth and another master, both wearing caps and gowns, in
which George, having looked us all in the eye, mused to his colleague that he
thought we were good looking material who should do well, took place during
English lessons with dear old Ernie Pilling. I was made to stand on the seat of
a desk and instructed to read from a book. Each time I spoke a word in my
northern accent, such as grass, as in Ass, instead of grass as in Arse, Ernie
would stop me and point out to the rest of the class (as in Arse) that my
accent was a shining example of that which should never be enunciated.
If I did not cry on my first day at the 'Lib', I certainly had watery eyes on
my last. I had come to love the school. As we sang the song
that included the words `For those departing` during the final Assembly I was
overcome with emotion. How could seven years have passed so quickly? How
could it be that the place I had gradually come to look upon as my daytime home
was, saying 'Goodbye'? Throwing me out! What was to become of me?
I remember what became of me that evening! Having successfully learned how to
consume an occasional half pint of brown ale, I joined my friends in The Ship
and downed eight pints of bitter. It was my mother who, at
I don't know if the merits of an all-boys school have been
debated before, but I know that it gave me emotional problems that I could have
done without. It effectively separated me from girls during that vital puberty
period. I had no contact with girls from joining the school until I commenced
working Saturdays at the Romford Co-op Store, about 4 years. That doesn't seem
long now, but would have been a quarter of my life at the time. It took a few
years for me to adjust to dealing with the alien life form of girls again.
I'm sure that this wouldn't have occurred to those with sisters, but I had none
and no female cousins nearby. It struck me in writing my previous post that our
gang of four had only brothers. I can think of another two friends that had no
sisters. Perhaps I was in an unusual position. Teenagers are full of emotional
problems. I could have done without that one. (John Hawkins)
John said "I don't know if the merits of an all-boys
school have been debated before, but I know that it gave me emotional problems
that I could have done without. It effectively separated me from girls during
that vital puberty period."
Actually not a great deal has been said about this subject. It's true that we
were an all boy’s school but we did have very close
relations with RCH down the road. I recall all types of dances and even a
discussion group which was just an excuse to meet the other sex. I wasn't
bothered by any emotional problems, mine were more practical, like how do undo Maidenform catches with one hand etc.
We always had girls from RCH, R. Tech and
Did RLS prepare me for life? My response to this question,
which was raised in a previous Digest, is "up to a point, Lord
Copper" (Scoop - a novel about journalists, by Evelyn Waugh, if you need
the reference). RLS prepared me to think beyond the apparent boundaries of
subjects, to see connections between topics and encouraged me to have an
abiding interest in the flow of information. This certainly encouraged me in my
choice of career (librarianship) and, coupled with Bill Broderick's infectious
enthusiasm for, and expertise with, computers, gave me some early insights into
the possible developments of an "information society" as a successor
to "industrial society". This occurred by dint of the work of
(mostly) very dedicated teachers, sometimes almost in defiance of the
"system". However, the structure of the curriculum, or the exigencies
of the timetable, prevented me from combining some science courses with history
and Eng Lit, a combination which I desperately wished to study for 'A levels'.
One had to choose between "Science" and "Humanities" -- an
artificial distinction, reflecting the worst aspects of the "Two
cultures" debate opened by C. P. Snow. Does such separation still prevail?
RLS also encouraged an enthusiasm for the absurdities of life -- or was that
caused by an overexposure at an impressionable age to the works of David Frost
(remember the "Frost Report?) and Alan Bennett et
al. ("Beyond the Fringe")? Does anyone remember the furore caused by
the dismantling of the bicycle of one of the masters -- and the nitrogen
tri-iodide incident? RLS also confirmed in me a distinct lack of interest, even
antipathy, for competitive sport, though I enjoyed cross-country running (and
still do) and weight lifting (the active participation in which early-onset
arthritis is now discouraging). I never understood the off-side rule and have
retained an utter lack of co-ordination, making tennis or cricket a tedious
occupation. So, I was not one of Daddy Scho or
Bongo's success stories, and regularly used to seek to be excused to work on
the stage. Here my talents as a jobbing carpenter and painter developed, so I
am at least useful in the home. Although I can see that exercise is good for
growing lads, I am not convinced that it need necessarily be gained on the
sports field or in the gym. All told, I am satisfied that RLS did provide me
with a good foundation but the formal curriculum closed off some opportunities
that I now see could have been important. (P.G. Underwood)
I was at prep. school from 9 to 12 and - though my parents
were mostly fortunate in their choice of school on my very unwilling behalf -
we heard quite enough on the grapevine and from returning old boys etc. of what
was awaiting us when we should go on to colleges like Wellington, Winchester
etc. I was lucky, though I felt it a misfortune at the time, that parental
difficulties meant I had to go to grammar school in
The first months were hellish, due to my accent, preppy and probably snobby
ideas... but things got better all the time and, looking back, I am satisfied
with my lot in that respect and now very relieved that I didn't have to go
through the class-ridden, snobbish system of public school education then! (I
have written up my experiences both of prep. and grammar school on my website
http://home.no.net/anir/Nos
The best thing about RLS, perhaps, was that in my day one was treated as a
fairly responsible person with only oneself to blame for poor results, butnot suppressed like little children or immature fools...
one was expected to be mature of oneself. I don't imagine that many RLS boys
were very prominent in all the childish pranks and rags of the universities,
which catered for the oppressed public school upper class boys many of whom
only wanted to drink, let off steam and cock a snook
at everyone and everything. (Robert Priddy)
...what RLS taught me if they taught me nothing else, (was) how to get by, how to survive, how to squeek through and not get crushed underfoot. It might not seem much but it kept my head above water over the years! (Mike Merry)
Tom O'Hare was only critical of RLS as to their ignorance of
asthma problems, otherwise sees RLS as an excellent school. I can only concur
that it WAS so, measured against the norms, society, values etc. of that day
and age. The extra-mural activities run by masters is
probably beyond compare today (I don't really know)? RLS was easier to run,
surely, for it had no problems of class or racial integration then. Nor were
classes mixed (will anyone tell me whether RLS is still boys only today?).
However, what is a truly excellent school? I think it is one where there are
more than school rules, decent and mostly fair masters, systematic always
exam-oriented pedagogy (however interesting) and enough edifying clubs and
activities to join. I conceive that schools could be much closer to paradise
than that... a real atmosphere of friendship between masters acting as tutors
and boys who are motivated more fully by being allowed to follow their own
interests and aims in life (under circumspect guidance and constant interaction
where necessary).
A school where what is primarily taught is all the techniques of language,
concepts, how to form (and reserve) one' s own judgements, investigate and
research (eg. via Internet- also accessing leading
thinkers in any field, as can be done via Oxford Univ. already), while
pedagogical teaching is handled mainly by multi-facetted computer software
programmes. A sensible intermixing of boys and girls where
this proves good for the subject and/or other social conditions, including
reasonable discipline. (Robert Priddy)
"will anyone tell me whether RLS is still boys only today?" It is ... ages 11-16. (Andy)
Robert P. said "Young people are mostly only as foolish
as they are treated" George Henry Reginald Newth,
speaking before the Barking Chamber of Commerce, said "We should not judge
youth to harshly as they got their ideas from their elders"
Back in the '50's we probably would not have agreed with Scruff, today though,
that comment seems very similar to what Robert posted.(Mike
Merry)
EARLY SCHOOL-LEAVING
During some knock-together discussion class we somehow happened to share one
day, I remember Jagger and Randall in altercation
with Mr. Pilling. Randall said that he favoured 14 as school-leaving age so he
could earn some money at last instead of wasting his time learning English
(daring talk!). Errn was scathing, asking who would
employ him to do what - being a useless unskilled layabout. But Randall stuck
to his guns and claimed he could get a job any day at some factory where his
brother worked, painting gramophone turntables. Errn
enlarged on the future benefits of taking GCE etc. Perhaps he won the day, as Jagger did stay on and scored highly in woodwork, at least.
(Robert Priddy)
Robert P. describes an incident where a pupil argued with Ernie Pilling
about leaving school early. I recall that this subject was felt very strongly
about by many of the "under-achievers" in the '50's. I left RLS
shortly after my sixteenth birthday, something which here in the
Those who left school early and subsequently felt that they had underachieved
should take heart from Mike Merry's posting Re:
Leaving School Early. It is never too late. I found myself in a similarly
frustrating position at the age of 29. Redundant, few
qualifications and no prospects. I took the decision to retrain as a
teacher - a long held ambition. Everyone was encouraging but I do not believe
many thought I would see it through. I did though, and have never been happier.
It was a lot of hard work and I accrued a considerable debt which I am still
paying off - but I feel happy and fulfilled. It may not be everybody's ideal
job and the money is certainly not going to make me a millionaire, but I enjoy
it and no longer think 'Oh Shit!' when I wake up in the morning. I'll be 37
this week - not old to some, but old enough - and I still have ambitions.
I will be posting my school reports to Andy for inclusion in the library fairly
soon. I read them, for the first time in about twenty years, a few weekends ago
and my immediate reaction was to laugh at the comments my teachers had written.
Further reading, however, made me feel rather sad - just as Mike has said he
felt - at the missed opportunities and the lack of effort I put in, in the
latter years of my school life. Certainly, home circumstances at the time and a
lengthy bout of glandular fever at the end of the fourth year did not help.
Nevertheless, I could have done more and didn't.
When these reports eventually appear in the library, I urge you to compare my
achievements at the end of the first year to my leaving report. It is hard to
believe that they were written about the same person. (Ray Liddard)
Michael: I am in agreement with your assessment "the value of an
education takes longer to sink in for some". It was unfortunate that I
resisted learning at such a young age. However, like you, I returned to college
in 1993 and successfully achieved a Diploma in Occupational Safety and Health.
I practically had to teach myself because
I recall that further education was very strongly promoted as the next step
after RLS. The worst thing to do was to seek employment! Those boys doubtful of
achieving Uni entrance requirements were encouraged
to apply for Teacher Training Colleges, who seemed to accept Uni rejects. At that time there was big demand for teachers
to cope with the baby boomers. Thus many of my year
took that line.
In this connection, at the end of 6b year we were given the opportunity to
return to our primary schools for a couple of weeks to experience life on the
other side. This was after internal exams, & there was little else to be
done around the school. I therefore jumped at the chance, although my interest
in a teaching career was low. A very interesting experience it was, too,
although the primary school was also mainly involved in end of term activities
like staff v pupils rounders, netball, etc. (John
Hawkins)
BAD EGGS?
Bongo Benson's comments in the 1965/66 School Magazine Athletics Report: "It is a pity that the rest of the School didn't show the same enthusiasm [as the fifth form officials] - the support for the Saturday meeting [i.e. Sports Day] was disgraceful. In consequence the Sports Day in 1966 will be held on Tuesday and Thursday as I do not feel that it is fair to ask competitors and officials to give up their weekend for the benefit of a handful of spectators." I thought that it was supposed to be all about 'taking part'. (Andy Lee)
I too fell foul of the bads eggs vibes. They used to pick me to play in goal when we were playing teams that never got the ball to our end. After years of freezing my n*ts off I gave up football and joined a rugby team. At least I kept warm.
When I first went to the
Andy Lee wrote :- "I thought that it was supposed to be all about 'taking part'."
Yup, that did seem to be what the staff thought, too. There were a number of potential problems inherent in this attitude, let me quote just two. Firstly, there was an implication that boys never had anything better to do than take part in school activities in their own time. (This idea was also evident in the vast amounts of homework that were sometimes doled out without regard to the time available for it - JPC was a particular offender in this regard.) Secondly, as has been pointed out elsewhere, several teaching staff took this one stage further by showing thinly-disguised contempt for boys who were no good at sport. In what was supposed to be an academic school.
In my own case, I very much regretted not being available for 2nd XI cricket because of my Saturday job. However, that job did enable me to stay on the right side of my parents, friends and neighbours who couldn't understand anyone staying voluntarily at school once they were old enough to work. It also enabled me to buy some things I would not otherwise have had. My 6th form blazer, for example. (John Bailey)
John's experience is different from mine. Not that my teachers were any different from his but in his ability to play for a school team. I would have loved to play for a school team. However, on a good day I am abysmally hopeless at sports. So when it came to volunteering for a school team I didn't bother. As a result I was on the outer as far as some masters were concerned. Contrast this with my sons' experiences. At their school every master appointed had to be responsible for a school team. From the headmaster, who coached the rugby 1st XV down. Boys were encouraged to participate but not forced. If they wanted to play for a school team then a team was found for them, no matter how good or bad they were. The real duffers might not get to play every week but they did get to play, maybe one week in three. Taking part was the important thing. Of course winning was also good but taking part was more important. A pity there wasn't more of this at RLS. (Peter Monk)
This was a problem for me. My family thought it was extravagant to stay on for O-levels. The rest of the family left at 15 for trade apprenticeships. To stretch it to A-levels was the limit.
The school did not seem to understand this. Other boys were preparing for Uni. I didn't have the first idea what that was all about, and the school was no help. I didn't know the questions to ask. If I had known how to go to Uni without being a burden on the family, I could have considered the option. Did things improve at RLS in later years? (John Hawkins)