So, we’re all confined, indefinitely, waiting for the virus situation to improve and the kids are off school. There has been a certain amount of wringing of hands about the education that children are missing out on. Will it be a lost year? Will their lives ever recover? Can they afford to miss these lessons?
I don’t have kids, so you can ignore anything I have to say on the subject, but equally, that makes me somewhat more objective. I thought I’d have a quick shufti at my own school education - 40 years or so on, what do I still remember of what I was taught and how useful has it been? I should say at this point that, without any false modesty, I was good at school. I was quite good at learning things, partly because I am innately curious and interested in (almost) everything, partly because, sadly, I didn’t really have anything better to do growing up. So, marvellous grades all round. Still, that’s as may be. Was it all really any use? Let’s have a look at secondary school in no particular order.
Maths
I liked maths, although my mother was always telling us that “we’re no good at maths.” Speak for yourself. I didn’t have the facility that people who are really good at maths have, but I found the homework to be quite fun in the same way that I like doing crosswords or sudoku puzzles. At least there was a beginning and an end. You knew when you’d solved the problem (or thought you had) and could move on to the next. Not like writing an essay which never had an end. So, I always started homework with maths. But 40 years on, I can’t say that I have had any use for quadratic equations or integration, nor can I really remember how to do them. What I am fairly sure about is that if I did need to know how to do them, half an hour’s revision would probably be enough to remember. Do I know how to do simultaneous linear equations? Probably not, but ditto. Still, the concept of equations can be quite handy from time to time and I have no problem with that.
There is quite a lot of simple arithmetic in marketing: fractions, percentages and whatnot. You need to know how to make graphs. I actually did statistics as part of my MBA, and they have been useful on occasion. I once wanted to know the height of the sequoia tree in my garden – idle curiosity. I could have worked that out with simple trigonometry with a trundle-wheel and one of those big wooden protractor things that you aim at the top of the tree and which give you the angle it subtends (is that the right word? Don’t remember.) Of course, I have neither of those things, so the height of tree remains a mystery. I can’t say it disturbs my sleep. I bet some app or other will tell the height straight off, but that rather takes the fun out of it. Are we supposed to think that so long as we know how to work an iPhone, we no longer need to know anything?
Verdict: maths was pretty useful, but considering the amount of hours spent learning it, you could say that the return on investment is reasonably poor.
English
You will learn all the English (if that’s your native tongue) you need by reading books and trying to write. I learnt to write mainly by having my best friend of my teenage years suddenly up-sticks to California with his family. I started to write letters to him instead of chatting to him face-to-face (no internet or cheap phone calls in those days) and unlike Christmas thank-you letters, I found I had plenty to say. Was my writing honed in English class? Possibly. Was my understanding of texts? No. They were just rendered tedious. I suppose I got an introduction to literary criticism with analysing Hardy’s Far From the Madding Crowd for O Level, and astonishingly, it didn’t ruin the book for me, so that I have gone on to read many of Hardy’s works for pleasure. But frankly, I was reading lots of books all through my school days and didn’t need English classes to encourage me. Knowing about subjects and predicates was utterly boring and not really very useful. So if your child is missing English classes, just give them some good books to read – maybe something a bit more challenging than Harry Potter. You could do a lot worse than Orwell’s 1984.
Languages
I wasn’t gifted at French, but I was motivated. Having already done about 4 years of it at primary school, starting from scratch again at secondary school meant that learning was always a breeze. I just had a lot less to learn than my fellow pupils, as I had already learnt most of what we were being taught. Language learning is a bore. It comes down to learning vocabulary artificially – very dull – and learning how to employ it, ie. grammar – equally dull. You try to make the sounds required, but there is really no one to try them out on, unless you have a foreign national teaching you, which we didn’t. Languages, like most other skills, require a lot of practice if you are ever going to be any good. Having gone on to study languages at university and deciding to make my life in a country where my daily existence is conducted in a language other than English, I can safely say that the languages I learnt at school have been extremely useful. Still, there is little correlation between the amount you learn and the quantity of very boring school lessons you attend. You’ll make far more progress in a couple of months of being dumped in the country concerned and it will be a lot more fun and interesting.
Already studying French and Spanish, I actually did a couple of years of Russian as a minority subject. I remember little, but I can decipher the Cyrillic alphabet and this was very useful when I spent a few days in Moscow for work. At least I can say “please”, “thank-you”, “hello”, “good-bye” and “Maxim is reading the newspaper”. Very handy.
You can tell that languages were going to be real education, when you came to exam time. There was almost nothing to revise. You had either assimilated the language you were taught, or you hadn’t. No need to spend hours with files, which suited me.
Once you’ve learnt a couple of foreign languages, it’s a lot easier to pick up others as the process is much the same. So, I guess that my school education in French and Spanish has been very useful for learning German, and I have had to do that, as it turns out.
Latin
How much Latin do I really remember? Very little. Not enough to instantly understand inscriptions on ancient buildings, or family mottos. On the other hand, I think I always got more out of Asterix books than those who hadn’t studied Latin. Latin, though, develops the mind. It is difficult, like an exercise in decryption. And the great thing about Latin is that it is considerably harder than Romance languages, meaning that after studying Latin grammar (which you can’t avoid) all other languages are a cinch, comparatively. Cases for nouns in German? Ha! Try doing them in Latin. And I did learn a lot about the Romans and Roman culture and the Romans were a very interesting lot. I’m quite tempted to relearn my Latin, just for fun, but it is, of course, a fairly unnecessary skill. I’d be better off trying to learn Italian.
Art
I did two years of art which were sufficient to teach me that I couldn’t draw or paint. I learnt absolutely nothing about trying to rectify that. I may have an eye for a photo, but don’t ask me to draw a house. So art lessons were a total waste of time as far as I was concerned. Could possibly have been down to the teaching. At the time, this seemed utterly unimportant. You didn’t need to draw or paint. But then in the 80s Apple invented the Mac and pretty much made it essential to have some form of artistic skills. Business = presentations (at least in marketing). Presentations = pictures and design. Dammit! And now we find that everyone is an artist, a filmmaker or film-editor, a graphic designer. How annoying is that? Being educated in the non-computer age, I was never going to acquire school-taught multimedia skills. No doubt kids pick them up all by themselves, or with their friends, rather than in a formal environment, but I could be wrong. Anyway, the art goalposts got moved as far as I was concerned.
Still, there was one positive outcome. We used to be bused up to London periodically to visit the National Gallery or the Tate. This was used as a ruse to visit London and hang around in Soho, but I actually used to spend at least some of the time in the relevant gallery. This must have rubbed off on me as I still like visiting galleries and can identify works from all sorts of famous painters even if I’ve never seen them before. So at least art sparked an interest in the work of people who actually can draw and paint.
Music
We also had compulsory music lessons for the first two years at school. About a third of the class was learning some instrument or other and had extra music lessons. Not me. I didn’t play anything up until the age of nearly 50 when I decided to try to learn to play the electric guitar. No, it wasn’t a “mid-life crisis”. I had always wanted to but hadn’t had the time or the environment to do it in, and when I was 50 I found that I had both. Suddenly, all those music classes came flooding back. I understood and remembered about chords, triads, scales – the basic building blocks of music. I even remembered many of the simple open chords of the guitar, as we had been made to learn them – C, G, D, E etc. For two years of simple music at school, I have really got my money’s worth – or would have if I’d had to pay for it.
And that wasn’t all. We were also played classical records and were introduced to Beethoven, Grieg, Mozart et al which has left me with a lasting appreciation, even if I don’t give the classics much of spin on a day-to-day basis. Still, without my 2 years of music lessons from the ages of 12 to 14, it is doubtful if I’d have any classical records at all.
Geography
A subject that really begs the question, what is geography and what is the point of learning it? It is a subject that is so vast, so incredibly enormous, that it defies learning more than a tiny bit of it. I had to learn about Canadian prairies, California, tourism in Europe south of Lyon (yes) and agriculture in West Africa. Why? I have no idea. I learnt rubbish about fruit-growing in the Sacramento valley, something about alfalfa in Manitoba and that there were countries in West Africa (don’t ask me which) where groundnuts (peanuts to you) and sorghum (whatever that is) were a big deal to the local economy. I was meant to remember about rainfall in Burkina Faso and Canadian grain tonnages in 1967 (probably the most recent figures available in 1973). Needless to say, I remember nothing and I don’t care. I might just as easily have learnt about the Norwegian fjords (I suspect I did in earlier years) or the Siberian tundra (I didn’t).
Maybe I am being unkind. I think we did “study” South America, at least enough to learn about the guano deposits in Peru and where the countries were. But we didn’t study Central America, or South-East Asia, for example. Or Japan. Hardly surprising. There is just too much stuff to know.
Of far greater interest and use was the study of physical geography and how to read a map. Knowing about glaciation, misfit streams and terminal moraines has been quite interesting here in Switzerland where there are plenty of all of them. But I don’t remember that much, not enough to pass an O Level in physical geography. Pity. But once again, I could just go on Amazon and buy a book for revision. It would all come back. Over the last couple of years, aware of my woeful ignorance, I have learnt all the countries of the world and can put them on a map. I have learnt all their flags too and most of their capitals. Is this useful? Not really, but it makes the Olympics more fun to watch. Without computer learning, this would have been really tedious had I had to do it at school. I know this as we were supposed to be able to identify all the countries in West Africa as part of our Agriculture in West Africa topic. I failed miserably, having no interest at all. How much about Conakry, Abidjan and Bobo-Dioulasso do I really need to know?
Education, it seems to me, is more about having the keys to understanding rather than odd bits and bobs of extraneous knowledge which you probably won’t ever need. So map-reading, yes. Millet in Sierra Leone, no.
History.
A bit like geography. Whose history? When? As it turned out, it was essentially British history, which made quite a lot of sense, or a lot more sense than only studying Spanish history, for example. But here again, the subject is just so enormous that we only got snippets of it.
Scratch the first 1000 years of the Common Era, as it now seems to be called. AD to me. We didn’t learn anything about that. I think I learnt about Harold, the Normans and the Bayeux Tapestry in primary school. That was also where I learnt about the ancient Egyptians and the ancient Greeks and the Meander Pattern, and heraldry. I remember having to do a couple of history projects in successive years at secondary school. We were in teams of two and drew lots for what project we were going to do. I ended up with medieval dress one year and the Jesuits (yes) another. All because of the Reformation, I suppose. So I learnt about priest holes in castles and stately homes and nothing about the politics of Henry VIII. All quite arbitrary. I also did not study, or learn, anything about the English Civil War, or the War of the Roses, or in fact pretty much anything before 1910. As a historical education, it leaves something to be desired.
But some of it was good. We did learn all about WWI and that is extremely useful if you want to understand why the world is as it is these days. Of course, it would have been even more useful to have studied WWII as well, but there just wasn’t time. Or at least, there wasn’t time if we were going to study the birth of the Labour Party which we did instead. Again, a sort of deep-dive of questionable use or interest. What would have been more interesting and useful, knowing about the birth of the Labour Party or knowing about the end of colonialism post WWII? I know what my money is on. But once again, you can read your own books on anything that interests you and I have, from the Vietnam War (I grew up with it, so that’s interesting) to Hitler and Stalin. On the other hand, I still haven’t got around to reading my two Pelican books on French history. I’ve only had them for about 30 years. One day, maybe.
Physics
If there was a subject I was keen to give up after O Level it was physics. I was delighted to do so, in fact. I liked physics when we were being told stories and explained stuff and hated it when we had to do pointless experiments. For example, watching a tin can being squashed under atmospheric pressure as the air was sucked out was great, but playing with the hopeless tickertape trolleys to prove Newton’s laws of motion was a waste of time as there was so much drag in the tickertape (unmeasurable in the experiment) that things were never going to work out satisfactorily. In any case, we’d learnt the laws, so there wasn’t a great deal of point in trying to prove Newton right or wrong (he was clearly right) by farting about with little wooden trolleys for hour after hour. And then, we’d have to write up the experiments, lying about our results (so that the equations worked), and sticking in any bits of tickertape that we could find that supported the spurious results into our exercise books.
I never understood electricity (still don’t, really) and atomic theory was so dumbed down that there really were models of the atom with a football-sized sphere representing the nucleus and a ping-pong ball representing the electron. It’s nothing like that at all and we should have been told. Needless to say, quantum mechanics at O level weren’t even mentioned. I don’t think we learned anything about astrophysics at all. We were far too busy playing with the tickertape trolleys.
So, it comes as something of a surprise to me to find that in my adult life I have bought over half a dozen books on particle physics and quantum mechanics, and various books on astrophysics. After all, who doesn’t want to understand about stuff, life, the creation of the universe and where we are all heading? Sadly, the answers to all these questions are very complicated and unless you’re brilliant at advanced mathematics, you aren’t going to get very close to understanding them. At least you can try and I do.
But I suppose that studying physics at least gave me the language to approach the books that I have bought. Had I not studied the subject, I wouldn’t perhaps have made it past the early, comprehensible chapters that deal with the Newtonian world, let alone moved on to Einstein’s theory of special relativity where time warps or doesn’t even exist, black holes suck in everything except when they don’t, and quarks spin and come in different “colours”.
Some manganese yesterday
Chemistry
Now, chemistry was a different kettle of fish entirely, as far as I was concerned. I liked chemistry and I liked doing the experiments. There is (or was at our level) a logic to chemistry that was expressed with satisfying equations that made sense. Our teacher said it was essentially just cooking and, in some respects, he was right. More accurately, I suspect that cooking is really chemistry, (but organic chemistry, which we didn’t really do, is a lot more complicated than inorganic). Still, getting to the root of why a gratin dauphinois comes out of the oven as it does would be beyond me.
40 years on, the Periodic Table of elements is still a wondrous thing. I have toyed with the idea of getting a Periodic Table t-shirt - it’s that good. I remember much of what we learnt, but probably not the fine detail of valency and thus I couldn’t just spit out the equations any more or know instinctively what is likely to occur if you heat manganese and iron together. I suspect I might have known that once. It doesn’t matter all that much as I never have any cause to heat manganese and iron, nor do I come into contact with a lot of sodium apart from when I salt my chips. But once again, learning chemistry gave you a language for understanding things and I’m very glad I “learnt” it, even if, nowadays, it is apparent that I haven’t really “learnt” all that much. Pity.
Biology
I know almost no biology for the simple reason that I gave it up after a year to learn Latin. I’ve always been squeamish and I had no desire to start cutting open eyeballs to see how they worked, interesting though it would have been. So I know little or nothing about cells, osmosis, enzymes or anatomy. Now, this is an interesting point. Does it mean that my life has been blighted by not knowing much biology and this proves that not having kids at school for a while is denting their valuable education, or does it mean that the valuable education can indeed be put on hold for a few months with no real ill-effects? It’s just not possible to study everything – there isn’t time. I’ve picked up quite a lot of biology from watching 50 years’ worth of BBC documentaries, from Horizon to Attenborough. The chemistry helps. Once again, learning doesn’t stop after school. If you’re interested, you can learn a whole lot more than they teach you in school by just reading a few books.
So that is something of a rundown of 5 years of my secondary school education and how useful it has been to me. It’s not worth talking about the two years of A levels, as they were just more advanced French and Spanish and Latin, with a bit of Maxim listening to music thrown in. But it is worth mentioning primary school. I had a particularly brilliant headmaster who was encyclopaedic in his knowledge or at least massively enthusiastic about imparting knowledge to kids. Apart from the Ancient Greeks, the Ancient Egyptians, the heraldry and whatnot, we learned basic astronomy, Belgian architecture and seabirds. We heard about Vasco da Gama and Magellan, the trees and plants that surrounded us and the wildlife. To this day, if I can identify Mizar or Betelgeuse, it’s thanks to my primary school headmaster. (As a matter of fact, I can’t identify Mizar or Betelgeuse, but I know what constellations to look in and I could spot a very likely candidate. It’s more than most people). Now, it strikes me that any parent could and should be telling their kids about Mizar and Betelgeuse and reading them the Greek myths and providing general knowledge. Why leave everything to state education? So if kids can’t go to school, it’s not really an excuse. As you take them for a walk, are you pointing out the different trees to them? Do you know what they are? Can you spot Jupiter in the night sky or know where to look for Venus? These things aren’t really on the school syllabus, but they are the most important things to know, it seems to me. In any event, they are a lot more interesting and useful than knowing about the economy of Libreville (that’s the capital of Gabon, in case you were wondering).