New Month Old Post: Jim Laker, Mr. Ellis and the Eagle Annual

(First posted 12th April, 2016)

 “You can bowl, Hunt.” Mr. Ellis threw the ball at me, hard, his superior smirk turning into a contemptuous sneer. 

He had mistaken me for Dave Hunt. It was easily done, we were both thin and feeble, but to correct him would have gained yet more of his unwanted attention. He was right though: I could bowl, except he didn’t know it yet.

We were in the school cricket nets. Mr. Ellis had decided to demonstrate some batting strokes and for once had invited one of the sport-averse, wimpy weaklings to participate: someone whose ineffectual bowling would be easy to deal with. What he was unaware of was that, coached by the Eagle Annual, I could put quite a spin on the ball.

It might have been an aunt or uncle who bought me Eagle Annual 7 for Christmas in 1958. It was far too ‘old’ for someone who had not been reading long, and the stories, adventure strips, factual articles and activities were mostly beyond me. I just looked at the pictures.

The original disappeared long ago, but I won this scruffy replacement on ebay for little more than the cost of the postage.

And there, on page 98, is ‘The Laker grip’, the drawing that fuelled my imagination all that time ago. It shows a hand with a cricket ball wedged between the first and second fingers, the way Jim Laker held it.

Jim Laker (1922-1986) was a Yorkshireman who played for Surrey and England, but sadly, never Yorkshire. To cricket statisticians, he is notable as the first bowler to take all ten wickets in a single test match innings, playing against the Australians at Old Trafford in 1956.

Jim Laker after taking
19 for 90 in 1956

In that particular match he took nineteen wickets for the loss of only ninety runs, 9 for 37 in the first innings, and 10 for 53 in the second: an incredible achievement. It says this in the text, although I don’t remember reading anything of it in the nineteen-fifties. All I remember is the illustration. It caught my attention because we had recently started playing cricket in the street.

I have a thing about objects in flight. Even now I scare my family by spinning knives in the air and catching them by their handles. The sharper the better, two revolutions rather than one, sometimes three, but never four: last time I tried four I caught the wrong end.  

And so it was with a cricket ball. How satisfying to be able to bowl with a spin to make it bounce up at an angle. I practised for hours with a tennis ball, and by some semi-conscious combination of shoulder movement, wrist rotation and finger friction at the point of release I could choose to turn it quite viciously either to the right or to the left. When at a later point someone bought me a proper cricket ball, hard and heavy, with a seam to give traction, you could sometimes hear it buzz when I let it go.

I know nothing of technicalities such as off-spins and leg breaks, and it never occurred to me it might be possible to make a ball curve in flight. We only played across the street, with a lamp post for a wicket and occasional pauses to let the Council lorries go past on their way to and from the depot. After things became all homework and television we stopped playing cricket completely. I don’t think I bowled again until that day a year or so later when Mr. Ellis decided to show off his batting prowess.

It was a beauty. As it left my fingers it whistled clean as the wings of a Pontefract pigeon. It bounced in front of him and jumped aggressively off to the left, just clipping the edge of his bat as he came forward to meet it. Anyone behind in the slips position would have caught him out first ball. Mr. Ellis poked disparagingly at the ground with his bat as if to flatten some non-existent lump or divot, thinking unevenness must have caused the deviation. 

He threw the ball at me a second time, a little more thoughtfully than before, and told me to bowl again. This time I turned it to the right and hit Mr. Ellis on the pads. In a real match he would have been out leg before wicket. He looked up almost in admiration.

“Well done, Hunt! Excellent! I wish I could move it like that. I bet you can’t do three in a row.”

So I surprised him with a straight one, as fast and accurate as I could send it, and this time it did seem to catch some irregularity in the ground, causing it to squeeze past his bat into the stumps. 

And true to character, when a little bit of assertive self-promotion might have elevated me to the glory of a place in the school cricket team, I kept quiet about not being who Mr. Ellis thought I was, and when the names of the second eleven were revealed for our annual grudge match against Hemsworth, a bemused Dave Hunt was one of the bowlers.

New Month Old Post: School Metalwork

(first posted 21st November 2017)

The heat, the acridity, the instruments of torture - it was like entering the bowels of hell

By the time Tinplate Thompson had finished describing the gruesome horrors of the metalwork shop, we were too scared to move. He went over and over all the ways to hurt or injure yourself: cutting your skin on sharp edges, scraping it on rough surfaces, hitting your fingers with a hammer, trapping them in pincers, burning your flesh with a soldering iron, melting it with molten metal, ripping off your scalp by catching your hair in a machine, or an arm by catching a sleeve, … the list went on and on. It was so terrifying that none of us made light of it when he ended with “... and remember, before you pick up any metal, spit on it to make sure it’s not hot.”

The first thing you noticed was the smell: sharp, bitter and pungent, a mixture of metal polish, machine oil, cutting fluid and soldering flux. It clung to your hair and clothes. You knew when Thompson had walked down a corridor before you because it hung in the air behind him in an invisible cloud. You could follow it like a bloodhound. Sometimes, you catch a reminder from plumbers who have been soldering pipes, or brass musicians. It brings it back: the heat, the acridity, the instruments of torture. It was like entering the bowels of hell.

There were lethal looking hand tools, powered lathes, drills, cutters, grinders, a blacksmith’s forge and anvil, and welding equipment with a Darth Vader face mask. We made feeble jokes about bastard files and horizontal borers, but most of us would rather have stayed with the lesser perils of woodwork, or, safer still, been allowed to do cooking or needlework. There would have been no shortage of feisty girls eager to swap. 

“We can make anything in this workshop from a teaspoon to a motorcycle,” Thompson told us. Guess which we got to make.

We each cut the shape of a tea caddy spoon out of a brass plate, hammered out the bowl over a wooden form and smoothed the edges with a file. Mine was such a jagged and misshapen catastrophe I decided to ‘lose’ it in the acid bath where, hopefully, it dissolved away to nothingness. Yet it was magnificent compared to my sugar scoop. That was made out of soldered tinplate and supposed to look like a box with a slanted opening. Oh dear! A three-year old would have done better cutting it out with blunt scissors and sticking it up with paste. I might just as well have scraped on the solder with a builder’s trowel. It was ridged and lumpy, and didn’t hold together very well at all. Thompson wrinkled his nose in disgust as he marked it, as reflected in my school report.

Everyone else’s work looked neat, smooth and functional. But I did have one minor success. It was a hammer. It turned out right because the lathe did most of the work. All you had to do was squirt milky fluid on to the cutting tool while turning a handle. Even I could manage that. I was not even troubled by the springy coils of ‘swarf’ that flew off like shrapnel, threatening to slice your skin to shreds. My next report grade leapt from Very fair to Fair.

The hammer head consisted of a sawn-off rod cut with a couple of grooves and drilled with a hole to accommodate the handle. The handle was a longer, narrower rod with a non-slip grip pattern milled into one end, and cut thinner at the other end to fit through the head. I can no longer remember exactly how the head was fixed to the handle – it might have involved heat and expansion – but mine didn’t fall apart. I’ve still got it. You can see from the battered ends I still abuse it now and again.

Thinking back to that one year of metalwork, it is surprising that, so far as I know, no one was ever seriously injured. There were a few minor cuts and scrapes, but the nastiest accident was to Tinplate Thompson himself. Ignoring his own advice, he picked up a piece of hot metal without spitting on it first and burnt his hand. You should have heard him swear!


The photograph of the forge is from pixabay.com and is in the public domain

Biology Made Simple

(This is not a review. I wouldn’t want to say whether the book is any good or not. I simply picked it off the shelf where it has lodged unopened for half a century.)

A book to take you back to the third form (if only), year 9 as now known, two years before ‘O’ Level, the year you were 14. There you are again, head down, sketching and labelling diagrams of amoeba and the human heart, drawing flow charts of the carbon cycle and learning the names of digestive enzymes.

I loved it. I had the kind of dysfunctional, over-active memory that absorbed the names of anatomical structures and physiological processes like protozoan pseudopodia engulfing scraps of food. Two of us were way better than everyone else. There was, let’s called her Hermione, always first in class tests, and me, always one or two marks behind.

But I had a secret weapon. I must have been the only pupil with a tape recorder at home, or at least the only one devious enough to ask my mother to record a radio programme we were to hear in class in preparation for an essay. Mine was bloody brilliant – better than Hermione’s.

Then it became ‘Biology Made Difficult’. That year, Biology in the first term was not examined until the end of the third (terms 2 and 3 were Physics and Chemistry). That’s a long time to have to remember it. You know what happens. Too much messing about, thinking about the wrong things, lack of planning, lack of attention and in my case, well, let’s say poor mental health, meant I didn’t revise for the exam. My end of year report completes the tale. Biology: position in class 2nd; position in exam 25th; teacher’s comment “a disappointing exam result”. For the next two years, the ‘O’ Level years, I found myself in second-stream Biology where messing about and thinking about the wrong things were a way of life, especially if you wanted people to like you. Low grades for all of us. Idiot!

Still, I took Biology at ‘A’ Level and failed, and when I later chucked accountancy to train as a teacher, Biology was my main subject. That’s when I bought the book: a note inside records it was the 3rd July, 1973, about three months before starting at what was then called City of Leeds and Carnegie College, and six months before dropping out. It’s hard to believe you could once be accepted to train as a specialist Biology teacher without having passed it at ‘A’ Level; it was enough merely to have studied it.

No one has looked at the book since. It has been an absolute joy paying it the attention I should have paid then. Goodness, the things it tells you. It’s a bit like a Bill Bryson book without the exaggeration and contrived jokes. It doesn’t need them. It has its own miracles and wonder. Such as that we create and destroy an incredible 10 million* red blood cells every second. Ten million! Every second! That’s 864,000 million per day. Even at that rate it takes over 100 days to replace them all. And then there’s the horror. Such as hookworm. You really wouldn’t want to pick that up, the way it gets into the blood and burrows from the lungs to the windpipe to be coughed up and swallowed to grow in your gut.

And in Chapter 5: ‘Cycles of Life’, pp57-58, there is this. I am guilty of barefaced breach of copyright here, but Extinction Rebellion says it’s all right to break the law to draw attention to environmental issues.

That is what we knew then. In fact, there is a whole chapter expanding upon the preventative and curative measures listed. It was originally published in 1956 and revised in 1967. Despite not mentioning plastic or climate change or unlimited population growth, it lists so many other ways we upset the balance of nature through our “ignorance, carelessness or ruthlessness … in a given area”. Was it too much of a mental leap to understand that “given area” could mean the whole planet? We should all have been paying more attention.

So, an interesting trip down memory lane. It may be “biology made simple”, there were some things I wanted to read more about, it isn’t modern biology with all that nasty cell chemistry, but I enjoyed it. Best of all, I don’t have to learn it now.


*A bit of Googling suggests this may be an overestimate, the correct figure being a still very impressive 2.4 million red blood cells per second, about a quarter of the number given in the book.

A Silly Christmas Love Story

At a writing group I sometimes attend, it was suggested we submit Christmas-themed pieces to The Writers’ Magazine. This is mine, previously posted here in 2015 (not against the rules) and I was delighted it was accepted. It appears in the December 2019 issue, and below (about 1500 words).

Some people want to fill the world with silly love songs

And what's wrong with that? I'd like to know, 'cause here I go again. 
(Paul McCartney)

From mid-November to the end of term, when the hockey and rugby pitches slid shirt-soakingly wet from the autumn rains, or skin-scrapingly rough from the winter frosts, games lessons were displaced by dancing practice. The boys and the girls, and their teachers Mr. Ellis and Miss Poskitt, came together in the gym to prepare for the school Christmas party. The girls tolerated it. The boys felt embarrassed. Miss Poskitt enjoyed it and joined in. Mr. Ellis did not.

The wall bars, climbing ropes, horizontal beams, benches, spring boards, vaulting horses, medicine balls and rubber mats were all stowed away, and the boys and the girls assembled dolefully on opposite sides of the gym.

Mr. Ellis called them to order. “Gentlemen,” he announced with false gaiety, “please cross the floor and take your partners for the Dashing White Sergeant ... and walk, don’t run,” he added in an exasperated voice on seeing that some boys were already half-way there. “We walk across the floor in a civilised manner and courteously ask the young lady to grant us the honour of the dance.”

Now I know this sounds awful – sexist male chauvinistic objectification you might call it – but it is simply the way things were for thirteen year old boys in the early nineteen-sixties. There were some girls you would happily dance with and others you would not. Nat Lofthouse always wanted to dance with Wendy Godley but because she was pretty so did everyone else. On the rare occasion he managed to be among the first to cross the floor he was usually bundled aside by one of the more civilised and courteous members of the rugby team, and would find himself face to face with Wendy’s friend, Amanda. Even when not among the first to cross the floor, he still usually found himself face to face with Amanda. And when it was a ladies choice, when the claws came out and the fur started to fly, yes, you’ve guessed already, Amanda always chose him. He began to suspect a conspiracy.

Sadly, Amanda was not one of those girls you wanted to be seen dancing with. It was not that she wore glasses and had spots but more to do with the hideous and rather slimy orthodontic brace that glinted inside her mouth. She was taller than him too. Why did he keep ending up with Amanda?

The class knew The Dashing White Sergeant well. The school had only about half a dozen records for its feeble gramophone so they danced the same dances every year. They went straight into it:

Rum-tum rum-tum rum-tum tiddle-liddle,

Rum-tum rum-tum rum-tum tiddle-liddle,

Rum-tum rum-tum rum-tum tee,

Tiddle-liddle liddle-liddle rum tum tum.

The remainder of the afternoon was occupied by a varied choreography of allemande holds, steps forwards, backwards and sideways two-three-four, hops, spins, do-si-dos, grand chains, polkas, waltzes and two-steps. The willow was well and truly stripped. It was odd though that whenever you were supposed to progress on to other partners, Nat always found himself back with Amanda. It definitely was a conspiracy.

The following week he decided on a new tactic. When Mr. Ellis began to instruct them to take their partners, he would set off early, walk not run, be civilised and courteous, and grab hold of Wendy first before anybody else.

“Gentlemen,” said Mr. Ellis, and Nat set off. “Please cross the floor to take your partners for ...” Nat realised he had gone too soon.

“Ah! Lofthouse,” said Mr. Ellis in predatory mock surprise, “How wonderful to see you so keen. Perhaps today you would like to ask Miss Poskitt for her hand so you can demonstrate the Veleta Waltz for the benefit of us all.” Unconstrained laughter echoed around the gym.

Da-ah de da-ah de da-ah de dum,

Da-ah de da-ah de da-ah de dum,

Da-ah de da-ah de da-ah de dum,

Da-ah de da-ah de diddle-lit-dit dum.

On the first run through of each dance it was Miss Poskitt’s custom to select an unfortunate victim to demonstrate it. It was never Mr. Ellis, he never danced, it was always one of the boys. And when she danced, her natural, neat, flowing movements transformed her from an ungainly girls’ sports teacher into a graceful danseuse. On each third beat of the Veleta she rose nimbly on alternate ankles poising briefly to show off her athletic, hockey-player legs. As she moved him around the floor and changed sides to demonstrate the man’s leading role, Nat felt as powerless as John Betjeman’s subaltern partnering Miss Joan Hunter Dunn: weak from the loveliness of her “strongly adorable tennis-girl’s hand”. He glowed bright red as Mr. Ellis led the class in a round of applause.

*                   *                  *

The following year, when the playing fields were once more cloaked in fog and blattered up with mud, dancing came back as predictably as an unwanted partner in a well-executed Circassian Circle. The boys and girls assembled reluctantly as usual on opposite sides of the gym. As always, it was the first occasion in the school year when classes of the same age came together and an interesting new face might be noticed. Any new member of Wendy and Amanda’s A-stream girls would be seen for the first time by Nat’s B-stream boys.

Nevertheless, when Nat crossed the floor to take part in the traditional partner-selection ritual and was brutally barged out of the way by one of the school prop-forwards, he was surprised to find himself face to face with a new girl, an attractive new girl who glowed with health and perfection. Actually, he’d spotted her a couple of months earlier and wondered who she was, the sporty girl playing tennis with Wendy. She played so well, so athletically, a true Miss Joan Hunter Dunn. Nat hesitantly mumbled his request to dance. The new girl gave him a lovely smile, thanked him for choosing her and said she would be delighted to accept.

They took to the dance floor for The Military Two Step: Heel toe, heel toe, de diddly diddly dum de diddly, heel toe, heel toe ... Never had Nat seen anyone heel and toe so elegantly. Not even Miss Poskitt.

“Look at you!” his partner whispered wide-eyed at the end of the dance. Nat was taken aback by her intimate, affectionate tone. She turned to face him, looked him up and down, and stepped so close he could feel the warmth of her face on his. She reached up and placed her hand on top of his head, and then moved it backwards over her own. “You’re taller than me now,” she said.

To his astonishment, Nat realised it was Amanda. What a change!

I don’t need glasses now,” she laughed, amused by his bewilderment, “or that hideous brace.” 

And then, before they could say more, it was The Finnjenka Dance to the school’s newly acquired record, March of the Mods by Joe Loss and his orchestra. Joe Loss? Dead Loss! Within seconds Amanda had marched on to the next partner and was gone. But as always, as if through some secret feminine wile, she ended back with him just in time for The Gay Gordons.

Da, Dah-de dah-diddy, Dah-de dah-diddy, Dum dum dum diddy, Dum dum dum…

“We’re dead good,” Amanda raved at the end. “Really great! Natural partners! Ace, brill and fab! You have to come round on Saturday. I’ve got all the music at home. Come round to practise on our own. Then we’ll go to the party together.” Nat wished she would keep her voice down. Mr. Ellis pretended not to hear. Miss Poskitt rolled her eyes and blew them a kiss. 

Nat loved being bossed and organised by Amanda. They did go to the party together. It was at the Baths Hall where every winter the pool was drained and boarded over with a dance floor, the only hall in town large enough to accommodate the whole of the school year. They danced all the dances, and held each other glad all over into something good to The Honeycombs, Dave Clark Five and Herman’s Hermits. They laughed when the science teacher, Mr. Richardson, as ever, stood up and recited entirely from memory a long poem about young Albert and a lion called Wallace and a stick with an ‘orse’s ‘ead ‘andle.

It had begun to snow during the party, and after Auld Lang Syne they came out into a winter wonderland and walked home together merrily singing Jingle Bells and pretending to be reindeer. Nat dared to kiss Amanda’s soft warm cheek and she produced a piece of mistletoe to hang on his imaginary antlers. She kissed him back and gave him a tender hug.

He was sad that before school resumed again after the holidays, Amanda had left with her family and moved to Johannesburg.

*                   *                  *

The next year everything changed except the weather. The Christmas party took place in the pristine new school hall and the traditional dances and Mr. Richardson’s recitation were consigned to the past. Nat found an excuse not to go. He hid at home from the cold, dreaming of tennis and Christmas dancing in the summer sun at the other end of the world.



Mr Ellis also appears in:

Jim Laker, Mr. Ellis and the Eagle Annual

Tackling Rugby

The wonderfully evocative photograph of the school Christmas party captures exactly how things were in those far off innocent schooldays. Multiple copies of the image appear across the internet but if it is still the copyright of H. Armstrong Roberts/Retrofile/Getty Images I will remove it on request of the copyright holder. 

Review - Alan Sillitoe: The Loneliness of the Long Distance Runner

Alan Sillitoe
The Loneliness of the Long Distance Runner (4*)

What made me pick this volume of nine Alan Sillitoe short stories so soon after reading Saturday Night and Sunday Morning? I must be a glutton for punishment. Most of the characters are distinctly unpleasant.

Best known is the title-story filmed in 1962 by Tony Richardson with Tom Courtenay in the leading role as shown on the cover. As with Saturday Night…, it is a bleak, post-war, working-class Nottingham story in which a difficult-to-like hero is in other ways admirable. Borstal boy Colin Smith explains his personal philosophy around events leading to his incarceration and the emergence of his natural athetic talent. Selected to compete in a race he is sure to win and thereby enhance the reputation of the borstal, he throws it in the home straight to spite the Governor because he believes it the right thing to do. What was there for him to go back to? Nothing: not even running.

The same sense of hopelessness runs through the whole collection. All the stories are set in similar sad and underprivileged backgrounds. Some might better be described as vignettes. This is the suffocating world of working-class people before post-war consumerism and expansion of opportunity. You wonder, like Ian Dury or Kate Atkinson perhaps, how close you came to any one of these lives being your own.

Like the penniless schoolboys in Noah’s Ark who swindle and steal to afford the rides at Nottingham’s Goose Fair. Did one of them later become Colin Smith? Or the boy who watches impassively as a man attempts to hang himself On Saturday Afternoon. Or Frankie Buller, a young man with what we would now call a learning disability, who leads an “army” of younger boys in military games.

Or, later in life, what about Uncle Ernest, a damaged and solitary middle-aged man who befriends two undernourished schoolgirls in a café simply because he is lonely and wants to help in exchange for friendship? Of course, no one trusts his motives, especially the police. Or Mr. Raynor the School-teacher, who ogles girls in the draper’s shop across the road from his classroom window? Or the postman in The Fishing-boat Picture who lives alone after his wife leaves him for a housepainter but years later returns to visit every Friday evening, leaving so much unsaid that she never reveals her true circumstances? Or Lennox, whose wife walks out with the kids when he comes home in a mood and picks a fight after watching Notts County lose? Or Jim Scarfedale, a working bloke, who, after the breakdown of his marriage across the class-divide, returns “to his mother’s apron strings” and turns to molesting little girls?

There but for the grace of God! But I was born as the world began to open up, and passed to go to Grammar School, which created chance after chance despite poor exam results and false starts. The trouble is, contest it as you might, it can turn you into something of a snob. Is that why I don’t like the characters?

Not a comforting read, but a strangely satisfying one.


Key to star ratings: 5* would read over and over again, 4* enjoyed it a lot and would recommend, 3* enjoyable/interesting, 2* didn't enjoy, 1* gave up.  

Previous book reviews 

Articled Clerk

“You’ll make a lot of money as a Chartered Accountant” was the only thing of substance the headmaster said at the end of grammar school. I could guess what he was really thinking. “Not university calibre.” “Not even college.” Stuck-up southern git!    

It was strange that someone so southern had chosen to become a headmaster in such a working-class northern town. He spoke with such judgemental self-assurance you were convinced his pronunciation must be correct and yours miserably deficient: “raarzbriz” instead of “rasp-berries”, “swimming baarthes” rather than “swimmin’ baths”, “campany derrectorre” not “kumpany dye-recter”. It was not universally welcomed.

“You’ve written here that your faarther is a campany derrectorre. What sort of campany derrectorre?”

“He’s got a shop – Millwoods”

“Really? I thought Millwoods was owned by Susan Mellordew’s faarther.”

He appeared not to believe me. Oh to have that conversation again knowing what I know now. 

“Perhaps the Mellordews would like others to think that,” I should have said.

Grammar schools were set up to get people into university, or at least teacher training college. Everyone else was a failure to be eased into the grubby world of banking, accountancy or other forms of servility, unless you were a girl, in which case they didn’t really care either way because you would be married with kids in a few years’ time. I didn’t care either. I was quite taken by the idea of making a lot of money, especially as all six of my university choices had given me straight rejections. 

At least the local accountants wanted me. They phoned my dad to change my mind about going off to a job in Leeds. “He’ll get just as good experience here,” they told him, but he decided not to pass the message on, as if they wanted me but he didn’t.

I had tried York first. The area training coordinator at The Red House sent me round to Peat, Marwick and Mitchell, one of the biggest and most powerful firms in the country (as KPMG they still are), to be interviewed by another stuck-up posh git whose laconic disinterest oozed the impression that he had indeed made a great deal of money. He would have got on just fine with my headmaster. Not for the last time did I feel I might have done better had I been to Bootham’s or Queen Ethelburga’s.* Real chip-on-the-shoulder stuff!

The Leeds firm were more down to earth. Their offices were in what had once been a cloth warehouse with large airy windows; less depressing than the pokey accommodation of the other firms. A simple half-hour chat with one of the partners, during which I managed to avoid showing too much stupidity, and the job was mine: five years as an articled clerk. I started on the 9th September, 1968; exactly fifty years ago today. 

The thing is though, in those days, firms of accountants were desperate for articled clerks. At face value it was attractive: a form of indentured apprenticeship under which a qualified accountant undertakes to inculcate an articled clerk into the principles and practices of the profession. In reality it was cheap labour. They sold it to school leavers through discreet ads in the situations vacant columns, next to those for hair restorers and varicose veins. “Leaving school? Why not become a Chartered Accountant?” It would not have looked out of place if they had added: “No one need know; confidentiality guaranteed.”

Ads were discreet because accountants were not allowed to tout for business, although as things began to change, the bigger firms pushed the boundaries with larger, more flamboyant offerings designed by expensive agencies. One of the most memorable went: “Some think Wart Prouserhice is just as good as Horst Whiterpart, but we know it’s best at Price Waterhouse.”

Today, accountancy training places are so sought after they won’t even look at you unless you have at least a 2:1 and an impressive portfolio of extra-curricular leadership activities – an internship in the House of Commons; volunteering with Ebola victims in Africa; representing Great Britain in the Winter Olympics; that kind of thing. You might then get invited to a day of written tests and observed activities, and if successful to a nerve-racking interview panel. Those who went to Bootham’s or Queen Ethelburga’s might then be offered a place. Back in the nineteen-sixties, five ‘O’ levels and you were in.

Not so many years beforehand, articled clerks had been expected to pay a premium for the privilege of the job. At least by 1968 you got a salary, if that’s what you could call it. Mine was £360 per annum.

Really? Well yes. Here are my first two pay slips. The first covers from the 9th to the 30th September, 1968, i.e. twenty-two thirtieths of a month. So 22/30 x 360/12 equals a straight £22, with a deduction of £3 6s 8d for National Insurance, leaving £18 13s 4d for my first three weeks’ pay. My first full month’s take-home pay was £26 13s 4d. I didn’t have to pay tax because I only started work in September, but I did after April when I got a £2 per month rise. It doesn’t look any better even when adjusted for inflation – £26 13s 4d in 1968 is the equivalent of around £400 today, less than half the minimum wage for an eighteen year-old.

I never did become a Chartered Accountant. I stuck it for a few years, failed a few exams, and then escaped to university. Would I have fared better in my parochial home town of canners, carriers, barbers, farmers, shippers and shopkeepers? I might have fitted in – like a pile of coke outside the gas works – but maybe not. Thirty years later, one lad from my class at school who did go to work with the local firm ended up as one of the senior partners in charge of the whole outfit. He did make a lot of money.

* Fee paying boarding schools near York.

School Woodwork

In our tough new carpenters’ aprons – loops round necks, strings tied at the back, two deep pockets at the front – we really looked the biz. The room smelt of sandpaper, sawdust and lacquer, and housed around eight or so workbenches: the kind with shoulders at the sides, tool cupboards underneath and a vice at each corner. It was where things got made, like model boats. Well, mine vaguely resembled a boat. I think we had to make them because it involved a variety of tools and techniques, rather than for any functional reason.

With that pencil-behind-ear air of can-do competence that only real woodworkers possess, Tacky Illingworth showed us how to shape a piece of wood into a hull by pointing the bow and rounding the stern, how to chisel out a couple of recesses in the top to leave a bridge, fo’c’s’le and fore and aft decks, and how to attach dowel masts and a funnel, simpler but not dissimilar to the model in the picture. Mine was awful: irregular, lob-sided, gouge marks and splinters where it should have been flush-flat smooth. At the end of the year I didn’t bother to take it home.

A marking gauge

I did learn to love the beautiful, age-old tools though: the tenon saw with its stiffened back, the smoothing plane, the spokeshave, the carpentry square, the brace and bit, the mallet and woodworkers’ chisels, and best of all, the marking gauge. Unless you knew, how could you ever guess what a marking gauge is for? Why does it have a sliding block with a locking screw? What are the spikes for? Why two on one side and one on the other, and why are they moveable? A mystery! I’ve got my own now. I used it to mark how much to plane off the bottom of a door when we got a new carpet.

A stopped or half-blind dovetail joint

After spending the following year in Metalwork, we were allowed to choose which to continue. I returned to the relative peace and safety of the woodwork shop, the lesser of the two evils. We had to decide upon a project, so I went for the ubiquitous book rack in its simplest form – a flat base with two vertical ends and a couple of pieces of dowel for feet. I selected a beautiful plank of mahogany which my parents had to buy, and began to cut out what were supposed to be stopped (half-blind) dovetail joints – visible underneath but not at the ends. It was far too ambitious. At the end of the year it laid unfinished on a shelf in Tacky Illingworth’s stock room, wrapped in a soft cloth. His school report flattered me.

 
That could have been the end of the story because there were no crafts in subsequent years when ‘O’ levels took priority, but an unexpected change of policy allowed games-averse weaklings to escape to art or crafts instead. Metalwork was no longer on offer. It had been replaced by pottery, which was tempting, but for some bizarre masochistic reason I went for woodwork again. Maybe I refused to be defeated. Tacky Illingworth proudly retrieved my unfinished book rack from his stock room, still in its protective cloth from eighteen months earlier. 

I even finished the thing. I wrote the date on the bottom: April 1966. It’s a real mess of course. At one end I broke through the wall of the ‘pin’ part of the dovetail and had to stick it back in, and the joints were so loose that even glue could not hold them together. Tacky Illingworth reluctantly allowed me to fix it with screws. It has been on my desk for over fifty years.

I wondered if I could find it hiding in old photographs, and yes, here it is in various Leeds and Hull corners of the nineteen-seventies. It still holds one of the same books.

If I were to make it again today, in the same way with hand-tools not machines, it might not be perfect but I like to think it would be better. At the very least I would hope not break the ends. It probably comes down to patience, and perhaps a bit of care and confidence as well. As someone once said, education is wasted on the young.

Other school stories include:

School  Metalwork

Jim Laker, Mr Ellis and the Eagle Annual

A Silly Christmas Love Story

 

Agents Of Maths Destruction

Who needs brains any more except to ponder how computers and calculators have changed the way we do everyday calculations?

At one time we needed brains for long multiplication and long division, drummed into us at primary school from time immemorial. It is so long since I tried I’m not sure I can remember. Let’s try on the back of a proverbial envelope.

Long multiplication and long division with numbers and with pre-decimal currency

To do it you had to be able to add up, ‘take away’ and know your times tables – eight eights are sixty four, and so on – but just about everyone born before 1980 could do these things without having to think. 

Those of us still older, born before say 1960, could multiply and divide pre-decimal currency – remember, twelve pence to the shilling, twenty shillings to the pound. You had to have grown up with this arcane system to understand it. Perhaps we should have kept it. It might have put foreigners off from wanting to come here and there would have been no need for Brexit. As the example reveals, even I struggle with the division.

Logarithms and Antilogarithms

Then, there were logarithms and antilogarithms, as thrown at us in secondary school. To multiply or divide two numbers, you looked up their logs in a little book, added them to multiply, or subtracted to divide, and then converted the result back into the answer by looking it up in a table of antilogs. For example, using my dinky little Science Data Book, bought for 12p in 1973: 

To multiply 2468 x 3579:
log 2468 = 3.3923; log 3579 = 3.5538; sum = 6.9461; antilog  = 8,833,000

To divide 3579 by 24:
log 3579 = 3.5538; log 24 = 1.3802; subtraction  =  2.1736; antilog  149.1

It’s absolute magic, although the real magicians were individuals like Napier and Briggs who invented it. How ever did they come up with the idea? It was not perfect. Log tables gave only approximate rounded answers and it was tricky handling numbers with different magnitudes of ten (represented by the 3., 6., 1. and 2. to the left of the decimal points), but it was very satisfying. You needed ‘A’ Level Maths to understand how they actually worked, but not to be able to use them. Some also learned to use a slide rule for these kinds of calculations – a mechanical version of logarithms – but as I never had to, I’ll skip that one.

A Slide Rule

Due to a hopeless lack of imagination, I left school to work for a firm of accountants in Leeds. Contrary to what you might think, our arithmetical skills were rarely stretched beyond adding up long columns of numbers. We whizzed through the totals in cash books and ledgers, and joked about adding up the telephone directory for practice. The silence of the office would be punctuated by cries of torment and elation: “oh pillocks!” as one desolate soul failed to match the totals they had produced moments earlier, or a tuneless outbreak of the 1812 Overture as another triumphantly agreed a ‘trial balance’ after four or five attempts.

A 1960s Sumlock Comptometer.

But when it came to checking pages and pages of additions we had comptometer operators. Thousands of glamorous girls left school to train as Sumlock ‘comps’, learning how to twist and contort their fingers into impossible shapes and thump, thump, thump through thousands of additions in next to no time without ever looking at their machines. By using as many fingers as it took, they could enter all the digits of a number in a single press. It probably damaged their hands for life. I still don’t understand how they did it. There was both mystery and glamour in going out on audit with a comp.

A 1950s Friden Electromechanical Calculator

Back at the office we had an old Friden electro-mechanical calculating machine. What a beast that was. I never once saw it used for work, but we discovered that if you switched it on and pressed a particular key it would start counting rapidly upwards on its twenty-digit register.

“What if we left it on over the bank holiday weekend?” someone wondered one Friday. “What would it get to by Tuesday?”

Fortunately we didn’t try. It would probably have burst into flames and set fire to all the papers in the filing room. But we worked it out (sadly not with the Friden). It operated at eight cycles per second. So after one minute it would have counted to 480, after one hour to 28,800, and after one day to 691,200. So if we had started it at five o’clock on Friday, it would have got to 2,534,400 by nine o’clock on Tuesday morning. So, counting at eight per second gets you to just two and half million after three and a half days! It shows how big two and a half million actually is.

The obvious questions to us awstruck nerdy accountant types were then “what would it get to in a year?”– about two hundred and fifty million, and “how long would it take to fill all twenty numbers in the top register with nines?”– about thirty nine million million years. As the building was demolished in the nineteen eighties it would have been switched off long before then. But what would it have got to? 

An ANITA 1011 LS1 Desktop Calculator (c1971)

The first fully electronic machine I saw was a late nineteen-sixties ANITA (“A New Inspiration To Accounting”, one of the first of many truly cringeworthy acronyms of the digital revolution) which looked basically like a comptometer with light tube numbers.  Then, fairly quickly with advances in integrated circuits and chip technology, came the ANITA desk top calculator followed by pocket handhelds that could read HELLHOLE, GOB and BOOBIES upside down, and 7175 the right way up. Intelligence was as redundant as comptometer operators. We revelled so much in our mindless machine skills that I once saw a garage mechanic work out the then 10% VAT on my bill with a calculator, and get it wrong and undercharge me. It can still be quicker to do things mentally rather than use a calculator.

Around 1972, my dad saw one of the first pocket calculators for sale in Boots. It could add, subtract, multiply and divide, pretty much state of the art for the time, but at £32 (about £350 in today’s money) and not as compact as now, it required large pockets in more ways than one. I told him it was ridiculously overpriced. Infuriatingly, he ignored me and bought one. On the following Monday they reduced the price down to just £6. It was his turn to be annoyed but the store manager refused to give a refund. He stuck with that calculator for the next thirty years.

How often now do we even use calculators? Not a lot for basic arithmetic. Do we ever doubt the calculations on our computer generated energy bills and bank statements? Do we check the VAT on our online purchases? Do accountants ever question the sums on their Excel spreadsheets? Just think, a fraction of a penny here, another there, carefuly concealed, embezzlement by a million roundings, it could all add up to a nice little earner.


I believe the above images to be in the public domain except for the first which is mine.

School Metalwork

The heat, the acridity, the instruments of torture - it was like entering the bowels of hell

This piece was reposted with minor revisions on the 1st April, 2020. 

Doorstep Deliveries

Milk seems such an ordinary product, yet it sparks off so many memories.

A pickup truck sounds in the night, footsteps trudge to the door, bottles clink, the truck drives off and I drift back to sleep in the silence. It was to be our last delivery. We had left a note to cancel the milk, to join all the other households who over the past forty years have forsaken the milkman for the supermarket.

Until a couple of months earlier our milkman had been Rodney. Like day follows night, he delivered five days a week, extra on Wednesdays and Saturdays, and called to be paid once a month on a Monday. But one month he surprised us by calling on a Friday, “… to make things easier for Monday,” he said. “Good idea to have a bit of a break on a bank holiday,” we replied.

On Monday there was double on the step: eight full bottles (the kids were at home). Where could we keep all that? And there was a note signed by Ben: “I have taken over as your new milkman”. Rodney had not let out even the tiniest hint. “I will be delivering three days a week on Mondays, Wednesdays and Fridays. I will not be calling for payment but will leave a monthly invoice instead. Please would you leave a cheque by return.”

Three days a week! Monthly invoice! Cheque! What a layabout. We replied on the Wednesday to say just four each time please. There wasn’t enough room in the fridge for more. On other days we began to buy our milk in four-pint plastic bottles from the supermarket. We never saw Ben in person at all.

*                         *                         *

How different from how things used to be: milk fresh to the door seven days a week. It had to be before we all had fridges. In summer, we had to keep the bottles in a bowl of cold water in the kitchen sink, covered with a wet tea cloth, to stop it going off.

When I was little, our milkman was Jack Hunter who had a van. Not so long before that he had brought his milk on a horse drawn float. He was already ancient, but we had him all the way through my childhood and beyond. He worked well into his eighties, tall, straight, white hair, khaki dust coat, bottle carriers at his sides. How did he keep going? I would not have got up in the early hours to work a sixty-hour week, snow, ice, wind and rain, even in my twenties. There used to be a joke about the milkman who joined the army and thought it was great because he could stay in bed until six o’clock. Jack usually got to us before breakfast time but one day it was dinner time before he arrived. “You’re late today Jack. You look terrible!” my mum commented. “Sorry,” he said, “Edie died in the night.” His wife had died in bed beside him yet he still came round with the milk.

Jack left the bottles in the boot scraper beside the front door. Bottles were taller and thinner then, not the squat dumpy ones we have now. I know because Sooty the cat is sitting next to such a bottle on another doorstep in 1964. Milk was always full-cream (full-fat, perjoratively). No one had semi-skimmed until the nineteen-eighties. Even in 1985, full-cream accounted for over 90% of sales. My dad remained loyal to it until the end. The “cream” floated to the top and he liked it over a bowl of strawberries or raspberries. It was a treat to have it on your cornflakes.

It was always full-cream at school too. The government would not fund anything less. All school children under eighteen were allowed one-third of a pint free per day to alleviate poor nutrition, a major hindrance to learning. The Wilson government ended it for secondary pupils in 1968, and “Thatcher the milk snatcher” for all children over seven in 1971. Until then it came in little bottles exactly the same shape but one-third the size of those at home, sour in summer, frozen and expanding up from the tops in winter, slithering out at the necks like the heads of snails wearing silver berets. When not frozen we had a round, plastic, dimpled gadget for pressing in the foil tops, to avoid poking your thumbs in, but I didn’t like how it looked and felt, and it smelt as well, so I wouldn’t touch the nasty thing and used my thumbs anyway.

The ending of school milk never bothered me because I had left by then, and in any case, most of us had stopped drinking it by around fourteen. It was there if you wanted it, as much as you could drink, crates of it piled next to the lockers. When in the sixth form we started going to a friend’s house most days after school, and his mother complained about the amount of milk we were getting through, we began helping ourselves to milk from school. By the end of the year he must have had a hundred empty bottles stuffed under his bed. We got rid of them in a street bin around the corner.

So many memories! At one place I lived, the milk came around 6.00 a.m. but it began to disappear from the doorstep, stolen by an early riser or someone going home from the night shift. I entertained the idea of substituting a pint of sour milk until I realised it might get thrown through the window. I listened for the milkman in my sleep, dashed down to bring the milk in, and went back to bed. I suppose that’s why I still hear him in the night.

When we moved to where we live now, Sandra, the milk lady, waylaid us as we unloaded the furniture. “Free milk for a month” she said, which was too good to turn down. Her round was later taken over by someone else, and then again, until we got Rodney around ten years ago. The only problem we ever had was that someone pinched our metal milk bottle cover which prevented the birds from pecking at it and giving us psittacosis. I made a wooden one. Rodney was impressed. “I could sell those,” he said. “It even has little feet.”

We imagined Rodney would go on forever until, one day, without warning, there would be no milk and we would curse him thinking he was just late. We never thought he would actually retire.

*                         *                         * 

The new deliveries just three days a week were confusing and inconvenient. Not only that, it usually came around midnight. What good would that be on warm summer nights, standing out in the early morning sun before we brought it in? And then we got a note to say the milkman was going on holiday and had not been able to find a stand-in, so there would be no milk for a week. Unbelievable – a milkman who goes on holiday! It seemed best to cancel it completely. The irresistible forces of home refrigeration, supermarket price wars and a milkman who wanted some sort of work-life balance had finally won.  

It seemed a pity. Despite paying twice the supermarket price for the privilege, it felt good to be supporting a local service. The milk came from a nearby farm and the reusable glass bottles were environmentally friendly. It seems that in some city areas, doorstep deliveries are making a comeback supported by a growing band of eco-enthusiasts prepared to pay a fair price for their milk. One London firm still uses electric milk floats. “We have started to become hip and trendy again” they said. “Customers are beginning to realise that cheap milk from supermarkets is not sustainable for farmers.”

We put out the note to cancel the milk, rolled up and poked in the top of a bottle. That evening there was a loud knock on the door: a very determined knock. It was Ben, the new milkman: the only time we have ever seen him. “I don’t want to lose volume” he complained. We explained our reasons – the need to store large quantities, the milk on the step in the sun. “Well,” he said, “I can do it in four-pint plastic containers like from the supermarket.” So we’re giving it a go. We get all our milk from him now and haven’t cancelled it at all. Two four-pint containers will fit in the fridge door, whereas eight one-pint bottles will not. It costs less than glass bottles too. I had to make a bigger milk bottle box though. The hinged lid is very satisfying but we’ve no idea what the new milkman makes of it. We’ve still only seen him the once.

It is not ideal to be using more plastic, but at least plastic bottles appear to be more easily recyclable than the Tetra-Paks they used to have. As for Rodney, it turns out he hasn’t retired. He has just cut down the size of his round. We still see him out and about but he no longer delivers to our street.

REFERENCES

• On duty with the last of the milkman.  The Telegraph, 10th July, 2017.
• Milkmen to make a comeback – but they charge twice as much as supermarkets. The Telegraph, 25th April, 2016.
• Thatcher ‘the snatcher’ may not have been wrong. The Telegraph, 5th January, 2006. 
• Doorstep milk deliveries still gotta lotta bottle. The Financial Times, 29th April, 2016. This is behind a paywall, but if you search for the title you may be able to see it.
• The perils of the pint on your doorstep. The Times, 2nd September, 1981, page 11.
• Shopping around for a healthy life. The Times, 8th May, 1985, page 10.

‘A’ Level Geography 1977

A nostalgic look back at the 1977 Joint Matriculation Board ‘A’ Level Geography Paper

“Le Creusot,” I enunciated excitedly in my best ‘O’ Level French accent as we sped past the road sign. “That’s one of the most important steel producing towns in the country.” The others in the car yawned.

Some hours later there was a sign to Montélimar. Neville and Tony started to sing George Harrison’s ‘Savoy Truffle’ but instead of joining in I said “Great! We’re getting near the André-Blondel hydro-electric scheme at Donzère-Mondragon. And we’ll soon be near the Marcoule nuclear power station.”

I had been like that all day. Neville and Tony must have been pretty fed up with the running commentary. We were driving down through France on our way to Provence and I was prattling like a poor Geography text book about the country’s electric power and industry. Having memorised most of the sketch maps in A Map Book of France by Tussler and Alden for ‘A’ level, I thought everyone ought to be fascinated by French economic activity. 

Such is the power of knowledge. It gives you the means to bore everyone else to death in the mistaken belief you are being interesting.

Geography was the second subject I took late at ‘A’ Level (the other was English Literature). It was going to be History but just as with English, the Woolsey Hall correspondence course started badly. The first half dozen pieces of work on Tudor and Stuart England came back from the tutor in Clacton-on-Sea graded from Very Good down to Weak without any clear indication why. Correspondence courses are not always a good idea, especially in subjects that benefit from face-to-face discussion.

But then, a couple of strokes of good luck. An old school friend, now a Geography teacher, suggested his subject would be more straightforward. He gave me a one-evening crash course and overview of the syllabus, and I decided to switch. Then, a friend of a friend lent me her impressively thorough notes from a few years earlier. They were full of splendid sketch maps and diagrams of river valleys and other landforms. She had got a grade A. You could almost fall in love with someone through the beauty of their ‘A’ Level Geography notes.

So I did Geography on my own, without a formal course, and got away with it. I bought a copies of the syllabus and previous papers, analysed them carefully, pared everything down to what could be achieved in a year and planned my time meticulously. Just as in English Literature, the Geography syllabus offered an excessive amount of choice, which meant you could omit complete sections. Again, you were allowed to take away the question papers after the examinations, so here they are (click to enlarge). My son, who took ‘A’ Level Geography in recent years, was surprised by the high quality of the supporting maps and photographic materials.

If you have trouble seeing full sized images of the papers, you can see and download them in PDF form here.

GEOGRAPHY PAPER I (3 hours)

Section A: Geomorphology. On first sight it seems you had to answer one question from three, but as the second question was an either/or on different topics, it was effectively one from four.

There were questions on lakes, erosion in different climates, landforms and coasts. It looks like I went for Question 2(b) on landforms.

I enjoyed this part of the syllabus and covered more than necessary. I still pretend to be knowledgeable about such things when out in the countryside, and have kept my copy of the wonderful Physical Geography by P. Lake.

Of the accompanying images, Photograph A was obviously the magnificent Flamborough Head which I know well. Please could someone enlighten me as to the location of Photograph B?

Section B: Meteorology, Soils and Vegetation. You had to answer just one question from these topics. In other words, you could omit two thirds of the syllabus here. I prepared the question on soils. Consequently I am still unable to distinguish stratus, cumulonimbus and other cloud formations.

Section C: Economic Geography. You were required to answer two questions from six.

Candidates still attending school would have carried out field studies covered by Questions 9 and 11(a), but not me. 1977 may have been the last year you could get away without doing a practical element.

I am no longer sure how many topics I did prepare, but it looks like my answers were on hydro-electric power, cotton and maritime fishing.

The street plan for Question 11(b), which I avoided, I can now identify as part of Bristol. 

GEOGRAPHY PAPER II (3 hours)

Section A: map reading. One compulsory question.

The map covers an area to the south of Chatham in Kent.

Many faced map reading with trepidation but for me it was the part of the examination about which I felt most confident. Just like a driver with a few years’ experience, several years of country walking had made me certain I was an expert. It serves as a warning not to rely on confidence alone. Afterwards, I thought I had messed up this part so badly as to fall short of the grades I needed for university (BB or BC). I put in late Polytechnic applications and received offers of DE and EE. They turned out to be unnecessary.

Sections B and C: Europe (3 topics) and other parts of the world (7 topics).

Sections B and C cover ten topics in all, with a choice of six questions on each topic. You had to answer a total of three questions including at least one from each section. As there was nothing to stop you choosing two questions on the same topic, you could get away with preparing only two topics out of ten.

I thoroughly prepared B2 France and the Benelux countries (on which I answered two questions) and C6 the U.S.S.R.

Despite approaching it in a very strategic way, I liked this part of the syllabus too. It was great to find out more about the Charleroi area – the location of my foreign exchange trips while still at school (I had A Map Book of the Benelux Countries too). And in part C, I was captivated by the romantic and mysterious places of Asian Russia, such as Novosibirsk, Petropavlovsk and the Silk Road towns of Samarkand and Tashkent, then still little known behind the iron curtain.

Neville and Tony should have been thankful we were only spending a day driving South through France rather than a fortnight across the Soviet Union.

The full list of topics in Sections B and C was:

B1 West Germany, Norway and Sweden
B2 France, Belgium, Luxemburg and the Netherlands
B3 Italy Switzerland and Austria

C1 The U.S.A. and Canada
C2 Latin America (including the West Indies)
C3 Africa
C4 India, Pakistan, Bangladesh and Sri Lanka
C5 Australia, New Zealand, Malaysia, Indonesia and New Guinea
C6 The U.S.S.R.
C7 China and Japan


See also: ‘A’ Level English Literature 

‘A’ Level English 1977

A nostalgic look back at the 1977 Joint Matriculation Board ‘A’ Level English Literature Paper 

Park Lane College saved me. But for their one-year ‘A’ level course, I would have still been struggling with a correspondence course through Woolsey Hall, having no doubt failed to get into university. Instead, I passed with a grade A.

They doggedly tried to put me off. They maintained the one-year course was only for resit students and that the two-year course was more suitable; that it was expecting too much of myself not even having studied English Literature at ‘O’ Level. Somehow I talked my way in. Perhaps it was undersubscribed and they needed the numbers, and my £23.50 (equivalent to about £130 today) was as good as anyone else’s.

‘A’ Level English Literature was one of the most difficult courses I have ever done. Selecting and organising all the quotations, sources of literary criticism and conflicting viewpoints into examination-usable form was gruelling, but it was interesting and enjoyable as well, and developed useful skills for later. It was certainly an intense experience because I can still picture the classroom and where we all sat: me always at the back.

Most on the course were indeed resit students, mainly girls in their late teens, and as late as 1977, in Leeds, only one was Asian. The token teenage lad worked at the tax office and told gleeful tales about the persecution of wayward taxpayers. But there were other older first timers. There was an aloof social worker who gazed contemptuously out under her Joanna Lumley ‘Purdey’ fringe and exchanged hardly more than a dozen words with the rest of us all year. There was a bearded chap in his early thirties who said little more, yet managed to give the impression he knew everything already. And luckily, there was a kindred spirit also aiming for university. His grasp of the coursework, huge vocabulary and sweeping command of the English language put mine to shame. It was enormously helpful to be able to discuss things with someone of similar aims and interests, and hard to believe when the results came out he did not get an A grade as well. A travesty! It really peed him off even though he still did well and went to university too.

The syllabus in those days offered enormous, some would now say excessive choice. You could get away with covering just two out of three Shakespeare plays, one out of three longer poetic works and four out of sixteen set books. So that’s all we did. It would have been silly to try to cover everything, even over two-years. The sagacious course leader, Jonathan Brown, pared things down to what could be achieved in a year. Even within these bounds the exam paper offered a choice of questions.

Do they still let you take the question papers home after G.C.S.E. and ‘A’ level exams? They did then, so here it is (click to enlarge images).

If you have trouble seeing full sized images of the papers, you can see and download them in PDF form here. 

ENGLISH LITERATURE PAPER I (3 hours)

Section A: Shakespeare – Julius Caesar, Othello and The Winter’s Tale.  

The rubric was complicated but essentially you had to answer three questions covering at least two of the three plays. In other words you could get away with studying only two. We did Julius Caesar and Othello.

First, you had to answer either Question 1 or Question 2, above, which quoted passages from the plays and asked you to address specific issues relating to them. It looks like I did the Julius Caesar part of Question 2.

Then, questions 3, 4 and 5 were discussion questions on the three Shakespeare plays. You had to do two, but each offered an either/or choice. I did 3(a) on Julius Caesar and 4(b) on Othello.

From the notes made after the exam on the first page, it seems I estimated I had got no more than a C in this paper.

Section B: Longer Poetic Works.

There were three set texts: Pope’s Epistle to Dr. Arbuthnot, Wordsworth’s The Prelude and T. S. Elliot’s East Coker and Little Gidding, with one question on each. As you had to answer just one of the three questions, we only studied Pope’s Epistle.

Again, there was an either/or choice within each of question. It looks like I did 6(a).

ENGLISH LITERATURE PAPER II (3 hours)

Novels, Plays and Poetry: four from sixteen set texts.

The syllabus offered sixteen different works, but the examination only required you to answer questions on four, so we covered only four: Jane Austen’s Persuasion, the selected poems of Gerard Manley Hopkins, the poems of Wilfred Owen, and Arthur Miller’s plays A View from the Bridge and All My Sons. Again, the paper had an either/or choice within each question. I think I answered questions 7(b), 10(a), 12(a) and 14(b).

The other twelve items on the Paper 2 syllabus were parts of Chaucer’s The Canterbury Tales, Marlowe’s Dr. Faustus, Webster’s The Duchess of Malfi, Metaphysical Poetry, Defoe’s Moll Flanders, Sheridan’s The Rivals and The School for Scandal, Keats Lamia and other poems, George Eliot’s Middlemarch, James Joyce’s A Portrait of the Artist as a Young Man, Poetry of the Thirties, Patrick White’s The Tree of Man, and Beckett’s Waiting for Godot.

ENGLISH LITERATURE PAPER III (2 hours)

Literary Criticism. Two compulsory questions quoting passages from unnamed works followed by lists of points to be addressed.

Paper III was the joker in the pack, impossible to prepare for fully in advance. I really thought I had messed this up.

Question 1: two poems. With the help of the internet I can now identify them as John Stallworthy’s A Poem about Poems About Vietnam, and Seamus Heaney’s The Folk Singers.

Question 2: a passage I recognised in the exam as being from George Orwell’s The Road to Wigan Pier. I remember timidly deciding not to say I knew what it was. I don’t know whether you got extra marks if you did. 

Looking back over nearly forty years, Gerard Manley Hopkins’ poetry left the strongest impression. I can still quote Pied Beauty by heart. A lot of people find his poetry dense and unintelligible, as in ‘The Windhover’

          I caught this morning morning’s minion, king-
                dom of daylight’s dauphin, dapple-dawn-drawn Falcon, in his riding
                Of the rolling level underneath him steady air, and striding
          High there, how he rung upon the rein of a wimpling wing
          In his ecstasy! . . .

It was a real privilege to be able to take the time to dissect and understand this stuff: his ‘conglomerate epithets’ and his obsession with the different roots of the English language. His lines still come back both in moments of elation (“... what wind-walks! what lovely behaviour of silk-sack clouds!”) and despair (“Pitched past pitch of grief, ...”).

Wilfred Owen too, remains familiar from his regular outings in television programmes and newspaper articles about the First World War. Years later, attending a conference at the Craiglockart campus of Edinburgh Napier University, I could not help but be aware that this was where Owen and Siegfried Sassoon had been treated for shell shock almost a century earlier. Sitting on the lawn in front of the main building, eating lunch in the sun, I imagined they might once have done exactly the same, discussing poetry during Owen’s brief respite from his doomed youth. Sadly, the topic of our own lunchtime conversation was human-computer interaction.

Arthur Miller revealed a great deal about how plays are put together. I later felt there were more than just situational similarities between the film Saturday Night Fever and A View from the Bridge, although to be strictly accurate they were different bridges.

I was astonished by Alexander Pope’s verbal dexterity and can still remember chunks of the Epistle, but my favourite from his heroic couplets comes from another work, An Essay on Criticism

          True Wit is Nature to Advantage drest,
          What oft was Thought, but ne’er so well Exprest,

On the other hand, despite my enthusiasm at the time, I am ashamed to say I read no more Shakespeare. I know he was myriad-minded, but it takes effort, and I became too tied up with other things (like human-computer interaction) to try.

The same is true of Persuasion, despite the once-or-twice stand-in teacher at Leeds Park Lane College, Mr. Trowbridge, declaring that whenever he felt disheartened there was no better remedy than to go to bed with Jane Austen. He even got a laugh from us with that one.


See also: ‘A’ Level Geography