Category Archives: education

Do No Evil (domestic version)

If one thing is ever certain and crystal-clear, it is when government “reforms”, it comes back to bite them.

Any moment now Michael Gove’s Great Educational Crusade will be seen to be an unmitigated disaster. Certainly the treatment of thirty Bradford parents, left to find new schools a week before the start of term, should start minds working, opinions forming. Particularly so, since Gove’s Department (which would never gamble with the future of our children) made promises to those parents as late as June. If, as claimed by Labour, Gove’s expenditure on aborted “Free Schools” already amounts to £2.3 million, he has serious questions which must be answered.

Parliament understands government waste. It rarely manages to comprehend the human pain involved in last-minute shifts of policy, such as this Bradford “One In A Million Free School” (only wrong by a factor of 2.3, then).

There is worse …

And, on the BBC website, here it comes —

Atos appeal woman Cecilia Burns from Strabane has died

A cancer sufferer, who had her benefits cut by government officials who said she was fit to work, has died.

Cecilia Burns, 51, from Strabane, County Tyrone, had started a campaign in February to have the decision overturned.

Ms Burns had her benefits cut after she was assessed by government contractor Atos Healthcare.

She had her benefits reinstated just a few weeks ago but died on Monday.

This is not an isolated case. Here’s another one:

Karen Sherlock died on 8 June [this year], just a fortnight after she was told that she would be eligible once again to receive out-of-work disability benefits.

ATOS seems hardly to have a caring attitude to its assessments:

One of the two Atos staff members now being investigated says on his Facebook page that he is an administrator at one of the company’s medical examination centres.

Describing his job, he says he does “everything office-wise and having to put up with parasitic wankers at the same time”.

The other staff member caught out is a nurse, who says on her Facebook page that she carries out WCAs for Atos.

She has repeatedly posted messages that refer to disabled people who attend her assessment centre as “down and outs”.

ATOS have already received, last financial year — 2011-12, £112 million for these “fitness to work” assessments. Each face-to-face assessment therefore costs over £150. Four in every ten appeals against assessment succeed. The National Audit Office is severely unimpressed by ATOS, and by the way the Department of Work and Pensions continues to shovel public money at a sordid and failing operation.

Meanwhile the Department of Work and Pensions deals with criticism on “a good day to bury bad news” basis:

The government appears to have delayed publishing crucial evidence that undermines a key part of its controversial welfare reform bill until weeks after the legislation completed its passage through the House of Commons.

The Department for Work and Pensions (DWP) report, which details the growth in the number of claimants of disability living allowance (DLA), appears to have been signed off by its author in May, weeks before MPs began the bill’s critical report stage.

But the statistics were only published last week, while MPs were on holiday and weeks after the bill had passed through the Commons.

Now, were the pious God-fearing Right Honourable Iain Duncan Smith MP, the DWP’s own Francisco Jiménez de Cisneros of our time, to traverse the lanes and by-ways around God-fearing Strabane, he is likely to find those roadside hand-painted boards, which are a delightful addition to the countryside of God-fearing Northern Ireland.

He is certain there to find the Book of Numbers, chapter 32, verse 23:

Behold, ye have sinned against the LORD: and be sure your sin will find you out.

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Filed under BBC, Conservative family values, Conservative Party policy., crime, education, health, human waste, Michael Gove, Northern Ireland, politics, Quotations, Tories.

University challenge?

Currently the Great London Met disaster is trending.

Malcolm admits to being torn over this one. The students, and potential students, have been sold a pup. They have been treated quite disgracefully by the whole government and institutional bureaucracy.

Yes, we need wider access to higher education.

Yes, we should encourage overseas students  — and lecturers, and distinguished academics — to find a place, however transitory, in London. Everyone benefits.

But…

… there is something badly, madly, sadly wrong with some of our weaker “universities”.

Once upon a time this was the reputable Northern Polytechnic, one of those fine institutions that George Bernard Shaw recommended to the nation in Man and Superman:

Tanner: A little moderation, Tavy, you observe. You would tell me to draw it mild. But this chap has been educated. What’s more, he knows that we haven’t. What was that Board School of yours, Straker?

Straker: Sherbrooke Road.

Tanner: Sherbrooke Road! Would any of us say Rugby! Harrow! Eton! in that tone of intellectual snobbery? Sherbrooke Road is a place where boys learn something: Eton is a boy farm where we are sent because we are nuisances at home, and because in after life, whenever a Duke is mentioned, we can claim him as an old school-fellow.

Straker: You don’t know nothing about it, Mr Tanner. It’s not the Board School that does it: it’s the Polytechnic.

Tanner: His university, Octavius. Not Oxford, Cambridge, Durham, Dublin, or Glasgow. Not even those Non-conformist holes in Wales. No, Tavy. Regent Street! Chelsea! the Borough!—I don’t know half their confounded names: these are his universities, not mere shops for selling class limitations like ours. You despise Oxford, Enry, don’t you?

Straker: No, I don’t. Very nice sort of place, Oxford, I should think, for people that like that sort of place. They teach you to be a gentleman there. In the Polytechnic they teach you to be an engineer or such like.

Shaw, remember, had been on the London Schools Board. He knew of what he wrote. In a way, he could see where English technical education was failing. And Straker, the mechanic, is the Superman round these parts.

A disaster in the making

Let’s admit, the way London Met recruits has played straight into the hands of Damian Green.

So, let’s get that one out of the way immediately.

Green is an ambitious Mr Toad. He smoked his tyres in the run-up to Election 2010 over the immigration scare. He certainly left marks on the road.

Hence, he may have some reason to feel that the ConDem pact excluded him from a promised place at the Cabinet table.

It is re-shuffle time. Everyone in the second and third Tory ranks is feeling uncomfortable. Green needs to leave some more rubber on the carriageway.

London Met is in trouble

It consistently ranks at the bum-end of any league table. Only the University of East London keeps it off bottom spot. It has financial problems, which go back far beyond the present crisis.

Malcolm admits he has seen the joint from the inside. And is definitely not impressed.

Where to go?

Clearly something has gone awry with the way the UK has expanded higher education.

Once upon  a time there was a clear hierarchy: Oxbridge, Redbrick, concrete, lavatory tile. Unfair and silly. But we knew where we were when we (and our accepting institutions) made the choice. Nobody questioned that — say for engineering — a red-brick out-boasted any Oxbridge. Or if nukes were your thing, you went to Manchester. Or that concrete East Anglia’s creative writing beat anything else hands down. Even for accountancy, Wolverhampton was your thing.

Then it all went mad

Anywhere could have a “university”. One of the great arguments for Hull School of Art being translated (via the Humberside College of Higher Education and Humberside Polytechnic) into the University of Lincoln was that Lincolnshire was the last county of England to be denied its proper “university”. Lest we forget: it’s not one of the worst. Many of these “newest” universities are nothing of the sort: they teach undergraduates in a limited range of disciplines. Some might as well be specialist institutions — the Luton School of Computing, and the like.

Worse still, with the ConDem coalition, any joint — public, private (who cares?) can offer degrees. The market will decide — even though it might take ten years for the market value of a degree from Little Piddlebury International University of Chiropody to be valued in the public forum. So what? Several thousand students will have coughed up to £9,000 a year to test the market. Yes, the market will decide. Sigh.

Meanwhile degree mills will continue to churn out would-be lawyers, managers, social workers, health managers, information technologists and , of course, ready-coined apprentices in umpteen branches of the  media.

What’s to be done?

In the case of those unfortunate overseas students at London Met (and — one can but guess — in this xenophobic period, they are but the first of an annual swathe), not much. Some enterprising civil-rights lawyers will doubtless pursue their reasonable claims through the courts; and a settlement will be arrived at. Probably, and conveniently, after the next General Election.

However, Malcolm has a Modest Proposal.

In effect the universities have already created their own league table:

The Russell Group represents 24 leading UK universities which are committed to maintaining the very best research, an outstanding teaching and learning experience and unrivalled links with business and the public sector.

The universities of Durham, Exeter, York and Queen Mary, University of London, have joined the Russell Group, it has been announced.

The four universities have left the 1994 Group, which represents smaller, mainly campus-based, research-intensive universities, to join the Russell Group of elite universities.

It increases the membership of the Russell Group to 24 and reduces the 1994 Group’s membership to 15.

We use rigorous research and evidence based policy to solve complex problems in higher education. We publish research reports and policy papers and we submit evidence to parliamentarians, government and other agencies. 

And little fleas have lesser fleas upon their backs to bite ‘em. And so ad infinitum.

In effect we have a Premier League, a Championship , and a couple of lower divisions.

Promotion and demotion

This we sadly lack, as yet.

So, here’s a wonderful opportunity for “open government” and the “big society”.

Micky Gove at the Department of Education would have to nominate these league tables — though with around a hundred institutions, it might work best if we had five divisions of twenty teams a league. OK: that might mean half a dozen have to go to the wall, or down into the Totesport Combination, where London Met is already. It might be more humane to arrange a few shotgun “mergers” to save Vice-Chancellor faces (and pensions).

Job done, we formalise an annual competition with promotion and emotion. We might award points, exactly as now, on a basis similar to that of the Times Higher Education Supplement:

Our rankings of the top universities across the globe employ 13 separate performance indicators designed to capture the full range of university activities, from teaching to research to knowledge transfer. These 13 elements are brought together into five headline categories, which are:

  • Teaching — the learning environment (worth 30 per cent of the overall ranking score)
  • Research — volume, income and reputation (worth 30 per cent)
  • Citations — research influence (worth 30 per cent)
  • Industry income — innovation (worth 2.5 per cent)
  • International outlook — staff, students and research (worth 7.5 per cent).

Indeed, the proposal gets better and better. Introducing a commercial element — each university could rebrand itself with sponsorship on the shirts: Adidas Liverpool, Honda Reading, Barkers Leisure Parks Aberystwyth — should appeal to those weirdo free-marketeers like ex-Times man, Micky Gove.

The THES comes from the belly of the News Corp beast. That’s the Murdoch octopus. Which has its own television arm in Sky. Were Murdoch in one form or another to sponsor the league, all we need to add is a swimsuit round — and the annual ceremonial promotion and demotion is ripe for primetime viewing:

Hello, Sky Center!

Here are the votes of the International Outlook panel:

FeetBiche Boat Cam’ Brig-tonne, douze points. FitBitch Boot Camp Brighton, twelve points 

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Filed under advertising., BBC, Britain, Conservative Party policy., culture, education, George Bernard Shaw, London, Michael Gove, Murdoch, politics, Sport, Times, Tories., underclass, Wales

The greatest mind shift?

This crossed Malcolm’s mind as he jousted on politics.ie over the fall of Rome.

He began to wonder whether the most profound historical re-appraisal of his life-time was not the vexed question of the “Dark Ages”.

See! We don’t really use the term anymore. It’s not PC in academic circles.

A broken mirror to the past

As Malcolm recalls, in his time at school, the lights went out in the early fifth century and (a few generalisations about “barbarian” invasions later, and a brief interval for Charlemagne) the lights switched on again, about the start of the first millennium.

Groping through the fastness of the night, students were allowed the merest candle glimmers. Typically this might be no more than:

¶ the fiction of Gregory the Great’s Non Angli, see angeli!

¶ the further fiction of Alfred’s Great Saxon Bake-off

¶ the more authentic forensic drama of the Synod of Whitby (that one, less because it settled Easter, but because it was a poke in the eye for the dreaded Irish, and a walk-on part for the occasional woman, as left) …

All of which is thoroughly Anglocentric, as indeed is the name given the “Dark Ages” themselves. Apparently the German scholars have always preferred die Völkerwanderungen — the time of the wandering peoples. Since many of those peripatetics were germanic in origin, that arguably is equally Germanocentric.

Catch ‘em young. treat ‘em rough

A first day at secondary school inevitably starts with getting a timetable.

Somewhere in those disorienting hours, and new subjects’ names  (which, for Malcolm, also involved Fakenham Grammar’s holly-bush) one heard: Geography is about maps; history is about chaps. The “chaps” who defined early modern history were late classical or Christian authors. The “barbarians” (another loaded term) didn’t leave their written record; and so were always seen through the writings of the good guys.

Some of the gaps between geographical maps and historical chaps amount to archaeology. That is where much of the reconsideration of the “Dark Ages” has stemmed from.

But were there other factors?

As part of that politics.ie exchange, Malcolm found himself musing on whether one element in the fall of Rome was technological — and social changes that implied. On the whole, history teachers aren’t too good on things technological.

One example came to mind.

Thanks to quadruple-dealing, the Venetians conveyed the Fourth Crusade to Constantinople, committed widespread mayhem, rape and pillage, and brought this bit of porphyry home as a souvenir. They were so proud, they cemented it to the Treasury of St Mark’s. A missing bit is still in Istanbul. It’s not exactly a thing of beauty and a joy for ever. It represents the four Tetrarchs.

Diocletian in AD286 appointed three others to share, under his sway, the management and defence of the Empire:

  • Diocletian himself was based at Nicomedia, modern Izmir, on the Asian frontier;
  • Maximian operated from Mediolanum [Milan] with authority forItalia et Africa;
  • Up on the Danube, at Sirmium, near modern Belgrade, Galerius had oversight of the Danube frontier;
  • While Constantius Chlorus was officer commanding the Rhine frontier at Augustus Treverorum [Trier].

Plum, sputum and glades (not)

Here the tetrarchs are depicted in a spirit of brotherhood (which didn’t last long — so we can accurately date this bit of statuary)  and in full military fig. These guys are wearing state-of-the-art heavy metal, and the swords are spathae.

One of the things Malcolm dimly recalls recall from classical archaeology lectures (Professor Pyle at TCD, alas not doing this with actions) was why Caesar did so well against the Gauls. Vercingetorix and co. came at the Romans with their long slashing swords. Their metallurgy wasn’t up to their ambition. Hence a Gaulish warrior might periodically retreat, leap up and down on his sword to straighten it, and then return to the fray. Meanwhile the Roman legionnaires, with plumscutum and gladii (which the spelling-corrector would wish as “plum, sputum and glades”) just kept doggedly poking their way forward.

If the spatha became the weapon of choice and fashion in the late fourth century, and was the the nearest substitute for a Glock 19 the quartermasters could offer, metal-bashing must have significantly improved. Lest we forget: if the iron sword was improved, so too were other applications for iron — the plough, for an obvious example. Sure enough, the heavy mouldboard plough makes its appearance just around the same time as Tetrarchs are happily presenting their side-arms. That’s technology in social action.

With the spathae there would be improved infantry handbooks, new soldiering — the day of the heavy infantryman has arrived. In due course, equine-management would deliver beasts capable of putting this heavy mob on horseback, and — lo! — we have arrived at the age of the armed knight.

That’s not the complete story of the fall of the Empire by a long shot: as Rory Carr, another sparring partner of Malcolm’s, reminded us:

In 1984, German professor Alexander Demandt collected 210 different theories on why Rome fell, and new theories have emerged since then.

TV lightens the darkness

None of that in any way explains why we have gone through a major academic reconsideration of five centuries. Nor that this has, to some extent, penetrated the public consciousness.

Obviously knowledge has improved. We now enjoy data and analysis from technical equipment that previous generations of archaeologists lacked. And there are many, many more archaeologists in productive employment.

Similarly, on the monkeys/typewriter/Shakespeare analogy, an excess of PhD students will eventually have to consider previously-neglected topics, and may even produce results.

Added to which there are infinite hours of numerous TV channels needing material. A fluffy, scruffy, muddy and bloody archaeologist, preferably with a strong regional accent and eccentricities, in a trench is cheap filming and audience-friendly. Throw in a bit of eye-candy (there’s another relationship which failed the test of time) and you’re making a mark in the ratings.

All the better for it

If the early modern period can be “sexed-up”, so much the better.

It might even have an impact on schools. David Starkey may not be everyone’s (and certainly not Malcolm’s) cup-of-tea but he hits the button:

History, fundamentally, is a branch of storytelling. It is, of course, a very sophisticated branch of storytelling: issues of evidence, issues of critical analysis, issues of debate are very important, but they seem to me to be the scaffolding and the foundations.

There is nothing dry, desiccated, dreary about history. In schools it has to become something more than castles, eight wives, the slave trade, Hitler, Stalin — which, in many cases it has been in recent years. The other problem is that each of those topics, important as each is, comes with value-added. There’s a clear ideological overtone. And all together they do not give any “sweep” to history. Starkey again:

We need big courses, we need ancient history, we need medieval history, we need the history of the dark ages, we need that sense of change and development across time.

Malcolm will take a little milk, no sugar, with that.

And finally, Starkey gets to how, why and what Malcolm reads (that ever-tottering guilt-pile). It is the first of his two powerful justifications for the teaching of history and its place in the National Curriculum (the second is the “celebratory” element — who and what we are and have achieved):

… how can we justify the idea of history at the centre of a national curriculum? There are two ways of doing it. The first is psychological. Memory is central to being human. The most terrible sign of Alzheimer’s is the loss of memory, something uniquely destructive to the personality. We are memory, we are our awareness of ourselves. I would suggest that societies are really very similar. They are collective memory, and a society that loses its collective memory has nothing. Without an awareness of the need for collective memory any notion of community, value or stability vanishes and we become merely individualised flotsam and jetsam. So there is a really powerful argument of this sort to be made for the centrality of history.

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Filed under Britain, culture, Dublin., education, Europe, History, Military, Norfolk, reading, schools, Trinity College Dublin

Two questions: 2 Is “failure” essential for educational success?

In recent days the English press (note Malcolm is always precise in referring to nationality) has been hailing the school exam results. For a change, not just because of photo-ops up-leaping-skirts and down-bewildered-blouses.

No, we had such gems as the Times reckoning any decline in A-level grades was a good thing, because a 2% “failure” rate meant the qualification was worthless. On the contrary: good pastoral advice and guidance means the minimum of students waste a year or two of their young lives in a hopeless pursuit of an impossible attainment.

All that apart, it’s good to see the Observer chewing over what all this amounted to. Particularly when the paper’s main political spot is back in the hands of Andrew Rawnsley, and he is on-track:

Mr Gove … always said that he would not greet exam results as his Labour predecessors did by patting himself on the back and saying: “What a good boy am I.” How could he, after all? It would have been rather hypocritical when his has been a strident voice alleging that the value of GCSEs and A-levels has been corroded by the “dumbing down” of exams and the over-generous awarding of grades.

So in his first two Augusts as education secretary, when records continued to be broken, Mr Gove did not look terribly content. He has had to wait until now to find something to celebrate about the exam results season. “Brilliant!” he cried as GCSE grades fell for the first time in the exams’ 24 years of existence. “More children are failing.” Well, all right, he didn’t quite say that, at least not out loud. But he looked pretty satisfied to me and, given all that he has said in the past about making exams tougher, he ought to be happy about that and the dip the previous week in A-level grades.

He has had to stress, of course, that he put no direct pressure on Ofqual, the regulator, to force down grades. The regulator has in turn denied that there was any heavy breathing down its neck from the education secretary. Ofqual’s boss assured viewers of Newsnight that she took her “independence” so seriously that she had never had a single conversation with Mr Gove about grades. Some people have found this hard to believe, but I am inclined to take both him and her at their word. The education secretary would not need invite her in for a coffee for the head of Ofqual to know that he wants to make it harder to achieve pass and top grades. He would not need to do so because he has swished the cane of “academic rigour” in countless interviews and speeches in which he has made it abundantly clear that this is what he wants to happen.

There’s a flavour there of Tom Hood’s Faithless Sally Brown:

They went and told the sexton, and
The sexton toll’d the bell.

Gove did not need to give explicit instruction to Ofqual chief regulator Glenys Stacey. Recall that Gove has systematically replaced anyone who questioned his diktat in education. One of his early appointments was Isabel Nisbet to head Ofqual,  succeeding Ed Ball’s appointee, Kathleen Tattersall. A political appointment; but not political enough, for Nisbet went on record:

There are certain types of questions you get asked a lot when you are the chief executive of the qualifications regulator Ofqual. As today is officially my last day in the job, I can answer them pretty bluntly.

“Are A-levels and GCSEs getting easier?” I don’t believe that they are – although I do acknowledge the evidence that teachers and candidates are now much better drilled in preparing for them.

“Is level 3 hair and beauty really as difficult as A-level maths?” Frankly, I don’t care about this kind of extreme comparison, and neither do university maths departments, nor the employers of apprentice hairdressers and beauticians. The important thing is that exams and qualifications should be fit for purpose – they should be demanding, assess what they are supposed to, support the progression that they claim to, and reinforce the best teaching and learning.

Eminently sane, logical, so out-of-kilter with the Goveian dogma. Thus we arrive, a dog-whistle away, at Glenys Stacey. Who explicitly takes personal responsibility for directing a shift in grading;  and tells the BBC and the nation (ignore the sexist legs that obsess Youtube), “I am tightening up …”

All we need to know now is how, why and when the edict went forth to the exam boards to raise the barrier. Parliamentary committee members are doubtless sharpening claws already for that cat-fight.

Glenys Stacey had already had a stab at the issue in her presentation of October 2011, Standard bearing: A new look at standards. She was already indicating that past comparisons were the order of the day:

we should continue to prioritise comparable outcomes over comparable performance.

That means the biggest enemy of the system is that nebulous but ever-present bug-bear, “grade-inflation”:

In reality, the differences between the two are very subtle – perhaps the difference of a single mark on one or two units contributing to an A level, but we can see … that the cumulative effect of small changes can be considerable.

Those of you with long memories will be thinking this is a return to the norm referencing used for A levels between 1963 and 1987, where approximately 10 per cent of students in each subject were expected to achieve a grade A, 15 per cent were expected to achieve a B, and so on. But that’s not what we’re doing. We know there are differences in the entry between subject and between awarding organisations, and we have more sophisticated ways of predicting the outcomes for a cohort of students, and we’re certainly not proposing to abandon those.

Our guiding principle has been one of comparable outcomes. All other things being equal, we’d expect the results for a particular cohort of students to be comparable with the results of the previous year’s students. When we talk about ‘comparable performance’, we mean senior examiners looking at the work the students have produced and comparing it to the work of the previous year’s students. 

Which can only mean that we are applying some degree of ‘norm-referencing’ (limiting this year’s results to the same parameters as previous years’) — except we’re not, and we shall maintain that with endless formulae of words.

For those new to this debate, the question amounts to a simple one: do we mark the papers, or do we mark the cohort. If this years’ students are comparable to previous generations (and statistically they should be) we can award the “top” 10% and a-grade, and work down the deciles. No grade inflation possible there.

Except that’s not how the system works, not how the National Curriculum works, not how schools have been forced to work, not how teachers have been obliged to teach (in Ms Nisbet’s unfortunate word, above, “drilled”), not how students have “learned”.

For absolutely everything taught and learned under the National Curriculum is — or should be, objective and “criterion-referenced”. Take, for example, English — which is at the centre of this year’s hoo-hah. Here are the prescribed criteria for writing at C-grade:

Learners’ writing shows successful adaptation of form and style to different tasks and for various purposes. They use a range of sentence structures and varied vocabulary to create different effects and engage the reader’s interest. Paragraphing is used effectively to make the sequence of events or development of ideas coherent and clear to the reader. Sentence structures are varied; punctuation and spelling are accurate and sometimes bold. 

What that means, in practice, is that

  • writing at C-grade
    • shows accurate spelling and sentencing;
    • is well paragraphed;
    • has a fluent, apt style;
    • apt vocabulary;
    • describes and explains logically;
    • narrative is controlled ;
    • and the set tasks are completed.
  • writing at D-grade
    • has some repeated spelling mistakes which go beyond occasional ‘typos’;
    • confuses the use of full stop and comma;
    • paragraphs are mostly accurate;
    • tyle is mostly apt;
    • here is  some lack of fluency
    • and the set tasks are largely covered.

So it should be a matter of “tick the box and get the grade”. Except, of course, Ms Stacey is subjective — and blatantly so — in her ”I am tightening up …”

It appears the only way schools can maintain the grading for their “better” students, as Ms Stacey constantly ratchets the grade-barriers,  is to ensure that there are more at the other end. For if we up the dunderhead ratio, we maintain the numerical comparison with former years.

Surely something wrong.

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Filed under Conservative family values, Conservative Party policy., Ed Balls, education, human waste, Michael Gove, Observer, Quotations, schools

Two mysteries for Wednesday

Malcolm’s every-constant Wednesday puzzle is whether this is a two-wheelie-bin week or just the green recycling. Just as Thursday morning issues are: what did they refuse to collect, and why?

Leave that aside: we have bigger issues to hand.

FirstGroup on the West Coast Mainline

The Times first leader (lots of firsts here), having spat on ever-escalating train fares from a great height,  was remarkably tart on this:

A rethink is more urgent in the case of FirstGroup’s apparently successful bid for the West Coast mainline franchise. By any reasonable assessment the company’s record as holder of the Great Western franchise has been poor. Stung by passenger boycotts and the nickname Worst Late Western, it has improved its punctuality over the last five years. But it is still rated the worst operator for crowded trains and stations and in 2008 received an official reprimand for failing customers and misreporting cancellations.

Now burdened with £1.8 billion of debts, First Group is attracted by £860 million the West Coast franchise earned Virgin last year. For their part ministers are attracted by the 15 per cent premium that FirstGroup is believed to have offered for the franchise over Virgin, its only rival.

An extravagant bid coupled with a weak balance sheet and a dismal record of customer service are hardly the qualifications that the Government should be seeking in an operator for a rail service that is also a strategic national asset. the Department for Transport promised to consider “feasibility” as well as “profitability” in assessing the bids. First Group’s bid is not feasible, any more than double-digit fare increases are tenable. Message to Whitehall: switch tracks before it is too late.

Precisely.

Lest we forget, we have been here before. National Express took the East Coast Main Line in similar circumstances, bidding £1.3 billion for the franchise. When it didn’t work for them, and their whinges of despair cut no ice with the outgoing Labour government, National Express walked away, leaving an aching void which had to be filled by a spatchcocked directly-owned operation. Before National Express, the Great North Eastern Railway (or rather its parent company, Sea Containers) had gone through a similar experience, and similarly offed in a huff.

Three operators in just seven years (with a possible fourth next year, if the franchise can be spun out): no wonder the East Coast Main Line needs — desperately needs — security and a make-over. Richard Branson makes just that point in his regrets today:

… this is the fourth time that we have been out-bid in a rail tender. On the past three occasions, the winning operator has come nowhere close to delivering their promised plans and revenue, and has let the public and country down dramatically. In the case of the East Coast Main line, both winners – GNER and National Express – over promised in order to win the franchise and spectacularly ran into financial difficulties in trying to deliver their plans. The East Coast is still in Government ownership and its service is outdated and underinvested, costing passengers and the country dearly as a result.

Insanity is doing the same thing over and over again and expecting different results. When will the Department for Transport learn?

Interestingly before Virgin took over the West Coast there were more passengers using the East Coast than the West Coast. Now there are 12 million fewer.

The other mystery: those employment statistics

Surely something wrong here.

In the last three months official figures estimate that national output has fallen back by 0.7%. Yet this smaller economy is apparently employing 201,000 more. More folk are — it seems — in jobs but doing and making less. In one quarter that would be an aberration. Over two years, though, it is inexplicable. The UK national economy is, it seems, ever so slightly — the odd 0.1% or so — down on where it was when Labour lost power. Since when public sector employment has been culled. Even so, over half-a-million are now working than were then. hat would imply, not a flat-lining economy, but one growing at about 2% over the period.

So, we are left with a whole stack of suppositions:

  • Many of these “new jobs” are part-time work, replacing lost “full-time” ones. Certainly we are hitting new heights in the numbers saying they are working part-time because they cannot find full-time employment.
  • Self-employment is on the up. Well, a quarter of these “new jobs” seem to be self-employment. Either the black economy is thriving, or these bods are tooling around fooling themselves the work is there.
  • Wages are falling. The British worker is now cheaper and therefore being employed as an alternative to investment and  better-productivity. Or employers are hoarding labour in hope of an up-swing, which is another way to be less-productive. Neither of those bodes well for a future recovery.
  • It’s the Olympics, innit? Certainly the new employment — perhaps 90% of it — seems to be in the London region, at the expense of the Midlands and the North. And the Olympics bonanza of capital expenditure is now over.

Here’s one last thought: in 1992 a quarter of 18-24 year olds were in education. Today it’s 41%. That represents a huge drain of the potentially-unemployed. Thanks to the ConDem squeeze on student fees, for the second year in succession we are seeing a serious decline in university entrants. There’s another future crisis in the making.

As Malcolm’s Dear Old Dad would always have it: “It’s got to be true. It’ll be in tomorrow’s papers.”

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She koude of that art the olde daunce

OK, the Wife of Bath — we got that. Where are we going next?

Stop that! Stop it, immediately!

Mr Cameron says so!

in a television interview, the Prime Minister was apparently critical of using “Indian dance or whatever” as part of previously compulsory two-hour time slots for sport or PE in schools as he sought to justify scrapping the targets.

He told ITV1′s Daybreak that it was something “you and I probably wouldn’t think of as sport”.

Well, give the man credit. He has to find something prescriptive to come down hard upon, else he’d have to respond to lesser matters such as the Bank of England report or the yawning Trade Gap.

… a som-no-lent pos-ture

When Malcolm is vainly fighting the old ennui, is really, really bored, when he’s run out of slugs to salt or kittens to drown, he feels moved to visit and irritate the Tories at ConHome. Actually, he’s either too reasonable or simply not very good at it, because he’s currently scoring +60 approval points.

It’s the nearest he can get to re-enacting the legend of Albert Ramsbottom (which finally explains that enigmatic sub-header):

… straightway, the brave little feller,
Not showing a morsel of fear,
Took his stick with the horse’s head handle
And shoved it in Wallace’s ear.

Confronting the enemy within

The present exchange at ConHome hasn’t been so much about the “Olympic legacy”: that amounts to a couple years’ more digging, shoving and heaving, restoring the Hackney Marshes to their primeval swampiness.

No, it’s the usual Tory stand-by of union-bashing, in particular — because teachers are away on summer hols and not likely to answer back — NAS/UWT working to the laid-down rules. For the true visceral Tory it provides a therapeutic liberation of the inner authoritarian.

Consider some examples:

¶ … the last thing we want is to go back to a time when school sport was crippled by militant union leaders embarking on a damaging and irresponsible work to rule. Ed Miliband and Stephen Twigg must condemn their union allies for standing in the way of children who want to take part in sport after school.

¶ The teacher unions are full of lazy teachers and they don’t want their well paid occupations prejudiced by having to think about sport for their pupils. Until standards generally are improved in State school teaching primarily by the right to dismiss indolent teachers without reviews, I’m afraid things won’t improve.

¶ … make it part of school contracts with the State to explicitly timetable 2 hours’ sport each day, and include sport supervision in teachers’ contracts.

¶ I believe doing things you don’t necessarily like doing is what life, and especially working life, is all about – and it is good for youngsters to realise that sometimes you have to do things you don’t want to do.

¶ Old-fashioned rigour has lost its place in our soft-touch, over-feminized society.

¶ Boris says schools should provide two hours of PE daily 

And, soon after half-time, hostilities were resumed:

¶ Schools should be competing against each other on a weekly/fortnightly basis, even if its [sic] out-of-hours. Ideally though football/rugby/limited over cricket should be played out in fron[t] of the whole school on occasion with the pupils roaring their school on.

Including the truly bizarre (or is this an outbreak of irony in a previously irony-free zone?)

¶ I do belieave there is a big,big,big, problem with the lack of anti E.U feelings among our top mismanagement of the top three parties.    [Even more sic]

Sweet reason

The sports-for-all enthusiasts do, of course, have a axe to grind, and it is right and proper that they should be at the grit-stone. Much of the time it isn’t any lack of willing by school staff. After all, the average secondary staffroom contains more than the average of “sporting Thirds”, rugger-buggers and similar hearties. Rather the difficulties come from:

  1. Lack of provision (hollow laugh at the suggestion that all schools should be providing rowing and canoeing opportunities);
  2. Sheer cost — the delegation of school budgets means that any off-site resources have to be bought and paid for, including the transport, insurance, bureaucracy … Hence, so much for swimming lessons.
  3. The insuperable requirement of staffing the business. While a classroom situation may justify an adult-pupil ratio in the high 20s or even 30s (not applicable in the private sector, but naturally), that would never be acceptable in a swimming pool, near a water-course or a tide-way, at a climbing wall, adjacent to javelins, weights, discoi (a classical note there, Malcolm!) … in fact in most situations which are not “team sports”. Taking an excess of staff out of the classrooms means increased numbers in the classes not off-site at that time.
  4. Therefore active resistance by managers and school-leaders, not because of any lack of willing, but in the main because they know the cost of [2] and [3] above and have to balance the books.

“How much is your claim worth?”

Even that merely scratches the surface:

  • Put aside any mistaken notion that it’s all down to the all-purpose Jobsworth and his guardian Elf Ann Saftee.
  • All those bureaucratic “risk-assessments” are, too often, a condition of insurance cover.
  • Add in a recognition of litigious parents: if a school hasn’t already painfully dealt with some, they are an ever-present lurking threat.
  • Don’t necessarily blame the parents for the “compensation culture”: day-time commercial television is underwritten by floods of advertising by ambulance-chasing lawyers.

Much of this could be by-passed were Secretary Gove and his Department to accept the role and duty of being insurers of last resort: they won’t, because it’s committing a bottomless purse. So why should school managers?

The quick and the dead unwilling

Many school-students are constitutionally opposed to all that physical stuff. Stuffing obligatory PE into a particular timetable slot has, let’s admit it, the faintest whiff of Mrs Squeers’ expense of flower of brimstone and molasses, just to purify them:

If the young man comes to be a teacher here, let him understand, at once, that we don’t want any foolery about the boys. They have the brimstone and treacle, partly because if they hadn’t something or other in the way of medicine they’d be always ailing and giving a world of trouble, and partly because it spoils their appetites and comes cheaper than breakfast and dinner. So, it does them good and us good at the same time, and that’s fair enough I’m sure.’

Essentially Malcolm’s sticking-point is that nothing in schools — academic, vocational, recreational, creative — is allowed to be just for fun anymore. The be-all and end-all is that strictly utilitarian notion:

it does them good and us good at the same time, and that’s fair enough I’m sure.

What’s missing is any Corinthian spirit, any sense of ars gratis artis.

There’s likely to be more of the same, if Malcolm can be induced to apply himself. Meanwhile, he’s off back to ConHome for another prod and taunt.

Before he does so, he can’t help thinking Cameron is dead wrong about “Indian dance or whatever”. From personal experience he can testify that competition for the First XI or XV is as nothing to that among girls, especially those ethnic-minority groups who find organised games a proper downer, to be included in cheer-leading squads and dance troupes.

 

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Malcolm and Henry blast from the past

The following was originally posted to Malcolm Redfellow’s World Service as far back as 17th October 2007:

Malcolm gets all pedagogic, and goes

Into the breach once more

When English spine meets brickwork, out come two clichés. Both were given their outing in Saturday‘s Times: “England expects” (front page) and Ben Macintyre reduced to finding himself in Agincourt, looking for the “Band of brothers” (page 6).

It took Malcolm quite a while to recover from the way Henry V was taught him, which went very little further than Olivier‘s propagandist and bombastic heavy edit. In due course, he had to teach it himself, and always to fifteen-year olds mugging for a GCSE. Eventually he applied himself to the text, seeking something more than the mud-and-blood stuff.

The first problem is that it seems a play without much in the way of dramatic tension. From the beginning we know what to expect:

… can this cockpit hold
The vasty fields of France? or may we cram
Within this wooden O the very casques
That did affright the air at Agincourt? …
Suppose within the girdle of these walls
Are now confined two mighty monarchies,
Whose high-upreared and abutting fronts
The perilous narrow ocean parts asunder: …
… jumping o’er times,
Turning th’accomplishment of many years
Into an hour-glass.

In passing, Malcolm notes the Prologue to Act V tells us the play was performed soon after Essex left for Ireland (24th May 1599) but before the disaster of that campaign was known. This suggests the “wooden O” was the Curtain Theatre, not the Globe (which the Chamberlain’s Men occupied about July of that year). The audience at those early performances would be acutely aware of the historical background and the legendary victory.

Was that enough to carry the play?

Of course, everything seems to depend on the depiction of Henry himself. A year earlier the same audience had seen Prince Hal become King Henry, and in doing so renounce Falstaff and his own youthful follies:

I know thee not, old man: fall to thy prayers;
How ill white hairs become a fool and jester!
I have long dream’d of such a kind of man,
So surfeit-swell’d, so old and so profane;
But, being awaked, I do despise my dream.

Henry V begins with the reminder that Henry is a changed man:

The breath no sooner left his father’s body,
But that his wildness, mortified in him,
Seem’d to die too.

Then there is that long scene which introduces Henry (and is a swine to teach).

It involves the long account by the Archbishop of Henry’s right to the throne of France, a debate over what precautions to take about a possible attack from Scotland, and then the clear decision by Henry:

Now are we well resolved; and, by God’s help,
And yours, the noble sinews of our power,
France being ours, we’ll bend it to our awe,
Or break it all to pieces: or there we’ll sit,
Ruling in large and ample empery
O’er France and all her almost kingly dukedoms,
Or lay these bones in an unworthy urn.

This is before the entry of the French Ambassadors, and the tennis-balls insult. Henry makes the decision personally, and without anger.

Neither Olivier nor Branagh seem quite to follow the text here: Branagh in particular uses the tennis-balls episode as a way of marking Henry’s arrival at maturity and royal stature. Branagh’s Henry is a small and immature figure, who does not yet fit the great shadow he casts, dominated by older, bigger figures of Canterbury, Ely and Exeter —until he stands and delivers his first big speech:

We are glad the Dauphin is so pleasant with us; 
… And we understand him well, 
How he comes o’er us with our wilder days, 
Not measuring what use we made of them. 

We notice, in passing, Henry’s first apology for his wild youth — we shall see this again in the play, at a particularly significant moment.

… tell the Dauphin, I will keep my state,
Be like a king, and show my sail of greatness,
When I do rouse me in my throne of France.

That puts the Dauphin effectively in his place. We might have expected the Dauphin to be developed as a worthy opponent for Henry, but that is not so. Shakespeare would then need to alter history even more than he does; and clearly it is not his intention to use such a Punch-and-Judy approach.

The scene ends with Henry’s first great monologue, which establishes two significant ideas.

  • First:

For that I have laid by my majesty,
And plodded like a man for working-days …

That sounds very much like a foreshadowing of his later words, dismissing Mountjoy’s final demand for ransom:

We are but warriors for the working-day;
Our gayness and our gilt are all besmirch’d
With rainy marching in the painful field.

  • Second:

But I will rise there with so full a glory,
That I will dazzle all the eyes of France,
Yea, strike the Dauphin blind to look on us.

What catches Malcolm’s attention here was the curious confusion of pronouns: the singular “I” (presumably Henry as a man) and the plural “we” (Henry as royal personage, the personification of his country).

Malcolm therefore posits:

The dramatic contrast in the play is not between Henry and his opponents, or even between the English national character and the French: it is the conflict between different aspects of Henry’s own personality, between the man and the King.

The use of pronouns might seem simplistic, yet — as Malcolm will be exploring later in this piece (in connection with the two pre-battle speeches, considering this point is not without some virtue.

However, for the moment …

Malcolm swiftly moves on to the scene at Southampton, when the Scrope plot is exposed.

Olivier omits this scene entirely: its moral ambiguities and questioning of loyalty did not fit the mood of 1944. Branagh, though. developed it into something quite extraordinary. He picks up Exeter’s passing description of Scrope:

the man that was his bedfellow,
Whom he hath dull’d and cloy’d with gracious favours,
That he should, for a foreign purse, so sell
His sovereign’s life to death and treachery!

In Malcolm’s schooldays, and long after, the bedfellow was explained to mean nothing more than “childhood friend”, “close companion”.

Branagh reads into it a homosexual relationship. Branagh’s Henry becomes personal, spiteful, and embarrassingly exposed. This is not the characterisation of a remote royal personage: it is a man teetering on the edge of self-control. We are being shown a very violent streak in Henry here. To Malcolm’s mind, the scene gains in significance by being sandwiched between the two scenes set in the Boar’s Head Tavern, with Falstaff dying upstairs, off-stage, — dying, in part, of a broken heart because of being deserted by his Prince Hal.

The warrior-king, and the cruelty of war

In Act III, Henry spells this out his ultimatum to the people of Harfleur:

look to see
The blind and bloody soldier with foul hand
Defile the locks of your shrill-shrieking daughters;
Your fathers taken by the silver beards,
And their most reverend heads dash’d to the walls;
Your naked infants spitted upon pikes,
Whiles the mad mothers with their howls confused
Do break the clouds.

These are not empty threats: Henry intends to carry them out if he is not obeyed instantly. There is good historical evidence for this aspect of Henry’s character: when he besieged Rouen in 1418, he starved thousands of “bouches inutiles” (the women, children and non-combatants evicted from the city) trapped between the lines.

It is not only his enemies who face Henry’s anger. His former friends receive no special favours:

Fluellen: ... one that is like to be executed for robbing a church, — one Bardolph, if your majesty know the man…
King Henry:
We would have all such offenders so cut off: … for when lenity and cruelty play for a kingdom, the gentler gamester is the soonest winner.

Henry’s justification for supporting the sentence seems to be based upon good reasons, but once again there seems to be something like irony in his use of the word “gentler”.

The night before Agincourt

In Act IV we come to the one moment in the play when Henry reveals his true inner self. In the dark and in disguise he meets and argues with the common soldiers, facing death in the next day’s battle.

Williams, not realising he is talking to the King, makes the accusation:

I am afeard there are few die well that die in battle, for how can they charitably dispose of any thing, when blood is their argument?

Despite Henry’s lawyer-like reply, the accusation clearly hurts, and later on he extracts a revenge by nearly provoking a duel between Williams and Fluellen.

In his crucial soliloquy, Henry broods upon the accusation, and consoles himself for the hard life of a king, condemned to sleepless nights on behalf of his subjects, and paid only by

ceremony, … idol ceremony.

Here Henry accepts the truth of Williams’ argument. Why else does Henry refer to and apologise for his father’s and, (since he has benefited too) his own crimes of ambition?

Not to-day, O Lord,
O not to-day, think not upon the fault
My father made in compassing the crown!
I Richard’s body have interred new…
More will I do;
Though all that I can do is nothing worth,
Since that my penitence comes after all,
Imploring pardon.

There are two further examples in this Act which shows Henry’s cruelty. When the French rally in the middle of the battle, Henry’s reaction is sudden and terrible:

The French have reinforced their scatter’d men: —
Then every soldier kill his prisoners;
Give the word through.

When the French treacherously attack the unprotected English camp and kill the poys and the luggage … expressly against the laws of war., we see a truly grim Henry:

I was not angry since I came to France
Until this instant. …
Besides, we’ll cut the throats of those we have;
And not a man of them that we shall take
Shall taste our mercy: — go, and tell them so.

If we take at face value what Henry says here, then it is a horrifying speech. He is saying that everything that has happened in the campaign had occurred because it was done as a calculated exercise: Harfleur, the march across Picardy, the attrition of both sides.

And, yes, there is more of the same. We still have:

The wooing of Katharine.

This, the notes and critics argue, is “comedy”.

At the time of the Treaty of Troyes, Henry was around thirty years old: the Princess Katharine just fourteen.

We have Henry’s declaration of love:

I speak to thee plain soldier: if thou canst love me for this, take me; if not, to say to thee that I shall die, is true,- but for thy love, by the Lord, no; yet I love thee too. And while thou livest, dear Kate, take a fellow of plain and uncoin’d constancy … If thou would have such a one, take me: and take me, take a soldier; take a soldier, take a king …

There is very little plain or soldierly about what Henry is saying. It is not as if the message is hidden too deeply. Katharine is being given a brutal lesson in the realities of diplomacy and politics:

I love France so well, that I will not part with a village of it; I will have it all mine: and, Kate, when France is mine and I am yours, then yours is France and you are mine.

The lesson was well-taught: Henry V’s widow would re-marry: enter Owen Tudor.

The Epilogue

This, then, is Malcolm’s reading of the play; and he is aware that it is very different from the usual romantic patriotic view. He recognises the opinion that this play is Shakespeare’s last word on kingship, Henry is the ideal of the Christian monarch, and the play is recalling a golden era in English history.

After reciting Henry’s achievements at Harfleur and Agincourt, and his diplomatic triumph at the Treaty of Troyes, the play ends with the black-cloaked figure of Chorus. The purpose of Chorus throughout the play had been to praise Henry, and to direct the audience to the next development of the story.

At the end, though, there is a very different note. The epilogue is written in the form of a sonnet. In a sonnet we expect the first eight lines (the octave) to describe the situation, and the final six lines (the sestet) to comment thereon. The comment is quite devastating: all of Henry’s achievements ultimately were futile:

Henry the sixth, in infant bands crown’d king
Of France and England, did this king succeed;
Whose state so many had the managing,
That they lost France, and made his England bleed.

The two great battle speeches

Malcolm now returns to the speech before Harfleur, and the address before Agincourt.

He suggests that it is important to bear in mind that, for much of the play, Henry and the English are losing. The landing at Harfleur was too late in the campaigning season. The capture of Harfleur as a base, which should have been cut-and-dried, stretched out over six weeks. The march from Harfleur to Calais was, at best “a calculated risk” (Juliet Barker‘s description), at worst a desperate attempt at bravado. Agincourt itself turned on an astonishing series of French blunders and self-imposed disaster.

The speech before Harfleur

It starts from a note of desperation:

Once more unto the breach, dear friends, once more;
Or close the wall up with our English dead.

Then Henry waxes poetical:

In peace there’s nothing so becomes a man
As modest stillness and humility:
But when the blast of war blows in our ears,
Then imitate the action of the tiger;
Stiffen the sinews, summon up the blood,
Disguise fair nature with hard-favour’d rage;
Then lend the eye a terrible aspect;
Let pry through the portage of the head
Like the brass cannon; let the brow o’erwhelm it
As fearfully as doth a galled rock
O’erhang and jutty his confounded base,
Swill’d with the wild and wasteful ocean.
Now set the teeth and stretch the nostril wide,
Hold hard the breath and bend up every spirit
To his full height.

Malcolm notices the sub-text of this: imitatedisguiselend, all suggesting pretence. It is all play, not the reality of war. The imagery is somewhat over-cooked: tigercannongalled rock. As the scene develops, we appreciate that the attack was unsuccessful, and the siege will grimly continue.

Then Henry addresses his followers, taking care to distinguish the two classes. First, as is polite and proper, the nobility:

On, on, you noblest English,
Whose blood is fet from fathers of war-proof!
Fathers that, like so many Alexanders,
Have in these parts from morn till even fought
And sheathed their swords for lack of argument:
Dishonour not your mothers; now attest
That those whom you call’d fathers did beget you.
Be copy now to men of grosser blood,
And teach them how to war.

After a bit of flattery (noblest), the appeal is through ancestry and family pride (fathers of war proof), dynasty (in these parts from morn till even fought, going back to the campaigns of Edward III), legitimacy and shame (attestdishonour not your mothers), and the established idea of showing-a-good-example to the-lower-orders. It is essential to remember that the only task of a medieval noble, his sole purpose in being, the root of his privilege, was to prove himself in combat and ensure his posterity: everything else could be done for him. He was marked by his ability to mount and fight from a horse, and by his suit of war-proofed armour.

Then Henry turns to the lower orders themselves, the bowmen and infantry.

And you, good yeoman,
Whose limbs were made in England, show us here
The mettle of your pasture; let us swear
That you are worth your breeding; which I doubt not;
For there is none of you so mean and base,
That hath not noble lustre in your eyes.
I see you stand like greyhounds in the slips,
Straining upon the start. The game’s afoot:
Follow your spirit, and…

They are yeomen: the class between the nobility and the landless serfs: wishing to climb the social ladder, but fearful of falling lower. They are skilled in their farming, but the farming is pasture, reminding us that the wealth of England, down to Shakespeare’s own parents and beyond, was sheep.

They, too, are reminded of their breeding: an ambiguous term, which could refer both to their own parentage and to their skill in animal husbandry.

They are upwardly mobile, like Shakespeare himself and all the other Elizabethan “new men”, ambitious to leap class barriers, which amounts to the noble lustre in their eyes.

They have simple country pleasures, such as hare-coursing, so the simile of greyhounds in the slips. Their sport today is reassuringly everyday familiar: the game’s afoot. Malcolm speculates if there is a twinkle of a joke there. Wouldn’t game be protected, and chasing it amount to poaching? Which, of course, any yeoman (including a young Shakespeare) would covertly indulge in at the lord’s expense.

Then the rallying cry:

… upon this charge
Cry ‘God for Harry, England, and Saint George!’

Malcolm notices the sequence here: the unifying religion, then the familiar ‘Harry’ as a personal appeal to comradeship. Then the more remote nationalism. Only finally to a religious hero.

The address before Agincourt

This is the crunch moment, up against impossible odds, when Henry had to rally some sparks of spirit. The English army trekked across northern France, an unnecessary journey which should have taken just over a week, but had now extended into three, in foul weather, which was worsening to constant rain. Now, just a short march from the English town of Calais, they were brought to battle by a larger (though not, as Shakespeare and some school histories have it, vastly overwhelming) French force. It is also not true, as Juliet Barker shows, that the French tactics were unco-ordinated.

That’s the history: here’s the theatre. This speech, too, is worthy of close analysis. It is something more than mere rabble-rousing:

If we are mark’d to die, we are enow
To do our country loss; and if to live,
The fewer men, the greater share of honour.
God’s will! I pray thee, wish not one man more.

Henry enters, having just overheard Westmoreland wishing for reinforcements. His opening merely recognises the inevitable: there are no additional resources. Instead he offers honour, an abstract, but one of the marks of chivalry.

Chivalry

This of itself needs a passing comment. Chivalry was the morality which controlled the man on the horse, who was the military equivalent of the modern tank (and, curiously, needed about the same size of support team).

Chaucer had described it:

A knyght ther was, and that a worthy man,
That fro the tyme that he first bigan
To riden out, he loved chivalrie,
Trouthe and honour, fredom and curteisie.

Those essentials of knighthood would translate into modern English as the code of the noble class: giving one’s word and keeping it, no matter what; offering due respect and deserving respect from others; generosity of spirit and well as of pocket; the good manners of the Court. Henry picks up one those, fredom, to continue:

By Jove, I am not covetous for gold,
Nor care I who doth feed upon my cost;
It yearns me not if men my garments wear;
Such outward things dwell not in my desires:

Then he reverts to his first theme: honour, that most prickly issue of the Medieval and post-Medieval period.

But if it be a sin to covet honour,
I am the most offending soul alive.
No, faith, my coz, wish not a man from England:
God’s peace! I would not lose so great an honour
As one man more, methinks, would share from me
For the best hope I have. O, do not wish one more!
Rather proclaim it, Westmoreland, through my host,
That he which hath no stomach to this fight,
Let him depart; his passport shall be made
And crowns for convoy put into his purse:
We would not die in that man’s company
That fears his fellowship to die with us.

This has segued through stomach to fellowship. The stomach was the seat of anger, the opposite of self-control, according to the theory of the four humours. Apart from the shame of walking out on one’s fellows, Henry manages therefore to lob in a belittling hint of pettiness. It is going to be the fellowship theme that will be developed further.

First, though, a touch of the domestic. At first it seems little more than a momentary reflection on the church holy-day back home:

This day is called the feast of Crispian:
He that outlives this day, and comes safe home,
Will stand a tip-toe when the day is named,
And rouse him at the name of Crispian.
He that shall live this day, and see old age,
Will yearly on the vigil feast his neighbours,
And say ‘To-morrow is Saint Crispian:’
Then will he strip his sleeve and show his scars.
And say ‘These wounds I had on Crispin’s day.’

Half way through that section, the appeal changed. It becomes an invitation to project into an imagined certain future, when faced by the uncertainty of an impending battle. It also invites the hearer to imagine a prosperity in which there is the wherewithall to provide the “feast”. Within that is a hidden, cruder appeal: the promise of wealth from plunder or ransom, the substantial motive for going to war.

Then comes the moment of “lightening”, a wry invitation to imagine reaching old age, and being able to “improve” on the personal history:

Old men forget: yet all shall be forgot,
But he’ll remember with advantages
What feats he did that day, …

The previous speech, before Harfleur, had clearly distinguished between the orders of society. Now Henry deliberately blurs and overlaps them. This may be a perceptive recognition of the growing cameraderie that would inevitably have developed over months together. It might invite speculation that Shakespeare talks from experience, if he spent some of his “lost years” in a spell with the army in Flanders. It invites the common soldiery, drawn from the yeoman class, to identify with the highest nobility as their “best mates”:

Then shall our names,
Familiar in his mouth as household words
Harry the king, Bedford and Exeter,
Warwick and Talbot, Salisbury and Gloucester,
Be in their flowing cups freshly remember’d.

The slow, settling, sonorous long vowels of the personal names, the commonplace of “Harry”; then “flowing cups”, again the domestic and cheering tone, as he moves towards a peroration:

This story shall the good man teach his son;
And Crispin Crispian shall ne’er go by, …

It’s the inheritance and posterity line again, the dream of establishing, or continuing a dynasty, that Henry used in the earlier speech. Then the rhythm increases: the vowels shorten, the language veers to simple monsyllables:

From this day to the ending of the world,
But we in it shall be remember’d;
We few, we happy few, we band of brothers;

Three soaring promises there: one of an eternal memory, a kind of heaven on earth, kinship with the king himself, and superiority over all those at home:

For he to-day that sheds his blood with me
Shall be my brother; be he ne’er so vile,
This day shall gentle his condition:

Again the carrot of social advancement:

And gentlemen in England now a-bed
Shall think themselves accursed they were not here,
And hold their manhoods cheap whiles any speaks
That fought with us upon Saint Crispin’s day.

But not just that: “they’re at home in bed: we’re here doing the job of real men”; “you’re not just country yokels, you’re better than the landed gentry”; and the where, when, what and who of the final line. Notice, though, there is something deliberately missed out: at no point does Henry give a reason why the battle is necessary: the one question of all those the common soldiers had proposed to him the night before:

if the cause be not good, the king himself hath a heavy reckoning to make, when all those legs and arms and heads, chopped off in battle, shall join together at the latter day and cry all ‘We died at such a place;’ some swearing, some crying for a surgeon, some upon their wives left poor behind them, some upon the debts they owe, some upon their children rawly left. I am afeard there are few die well that die in a battle; for how can they charitably dispose of any thing, when blood is their argument? Now, if these men do not die well, it will be a black matter for the king that led them to it …

Wrap up

It’s the most commonplace that is frequently overlooked: the live Mills bomb we have used as a doorstop because Granny did the same. We employ the cliché to avoid thought, but the implication may indicate strange truths (witness the white South African who announced he felt “the Blacks needed a fair crack of the whip”).

What is the English journalist saying, when he falls back to relying on Shakespeare? It is a desire to link with the “tradition”, that strongest, most potent, and potentially most poisonous aspect of our culture. It is a piece of self-inflation (as, also, Malcolm’s essay here).

We recall the bravado of Henry V, and likely do so with Olivier’s curious pronunciation and emphases in our heads. Perhaps, though, the play is the thing, and we might usefully return to the whole text, and strip from it trite jingoism. For the text is an exercise in psychology: that of the eponymous Henry, but also of those, on stage and in the audience, seduced by his rhetorical expertise.

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Filed under education, films, Quotations, Shakespeare, Theatre, Times

Redfellow on ConHome

Back to the Future, starring Micky Gove, is the retro-movie of the week, as we are whipped back to the golden age of selective education and “tough” exams. Except it all looks like just another round in the Great ConDem coalition break-up.

Malcolm, who “passed” GCE General Science back around 1956, and was teaching English as early as the mid-’60s, doesn’t remember GCE with quite Govian enthusiasm. Then, as now, 16+ examinations were little more than barking at text: many routine questions were taught, and answered by rote. Intelligence and insight were not required.

So Malcolm is wholly cynical about the whole business.

The boy farm

Hence this ConHome exchange (which long-term readers of Malcolm Redfellow’s Home Service will find horribly familiar — but what else can be done in those comment boxes?):

Academic schooling does us proud (even more so when government leaves teachers to get on with it). The chronic failure is with technical education: when will government do something about that?
Technical education is hard work, very expensive and the changes and improvements are only seen in tiny, tiny steps. 

All sorts of SoSs have ‘looked into’ technical education and most of the time it comes down to the difficulty (and it is a real difficulty) of getting decent instructors, full facilities and a mechanism to judge the ability of the students.

I’ve long argued that for TE to be truly effective the various Chartered Institutes must set the the standards as they know what employers and industry in general needs e.g. the IEEE, IoM3, IMechE and so on. 

Such a move would mean handing real control to a non-political body. The institutes under the UK-SPEC / Eng. Council umbrella would be difficult for a politician to browbeat when it came to awarding grades and such like. Naturally, this adds to the politicians distaste for proper thus expensive technical education. 

Perhaps as well, the terms Engineer and Technican should be legally protected just like the title Doctor and Solicitor is so that if you want to be an Engineer or Technician you have to be a member of an approved Chartered Institute.

All true and worthy. 

Now let us refer to “Man and Superman”: 

TANNER. … this chap has been educated. What’s more, he knows that we haven’t. What was that board school of yours, Straker? 

STRAKER. Sherbrooke Road. 

TANNER. Sherbrooke Road! Would any of us say Rugby! Harrow! Eton! in that tone of intellectual snobbery? Sherbrooke Road is a place where boys learn something; Eton is a boy farm where we are sent because we are nuisances at home, and because in after life, whenever a Duke is mentioned, we can claim him as an old schoolfellow. 

STRAKER. You don’t know nothing about it, Mr. Tanner. It’s not the Board School that does it: it’s the Polytechnic. 

TANNER. His university, Octavius. Not Oxford, Cambridge, Durham, Dublin or Glasgow. Not even those Nonconformist holes in Wales. No, Tavy. Regent Street, Chelsea, the Borough—I don’t know half their confounded names: these are his universities, not mere shops for selling class limitations like ours. You despise Oxford, Enry, don’t you? 

STRAKER. No, I don’t. Very nice sort of place, Oxford, I should think, for people that like that sort of place. They teach you to be a gentleman there. In the Polytechnic they teach you to be an engineer or such like. See? 

TANNER. Sarcasm, Tavy, sarcasm! Oh, if you could only see into Enry’s soul, the depth of his contempt for a gentleman, the arrogance of his pride in being an engineer, would appal you. He positively likes the car to break down because it brings out my gentlemanly helplessness and his workmanlike skill and resource. 

We are no further forward than 1903.

That, folks, is the root cause of why Britain is now a technological disaster area.

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Filed under ConHome, Conservative family values, Daily Telegraph, education, films, George Bernard Shaw, Lib Dems, Michael Gove, schools, Theatre, Tories.

S-CIGM.

Fret not, patient reader, this will get all political, partisan and polemical in a paragraph or three.


However, Malcolm chooses to start in the choir stalls of St Nicholas Parish Church, Wells-next-the-Sea. Since St Nicholas spectacularly burned down, and was rebuilt in later Victorian times, it held no exotic distractions such as the Vienna Kunsthistorisches Museum’s Hugo van der Goes (above).

In St Nicholas, he half-attended to well-meaning sermons, and developed a taste for the rituals of the Church of England. That didn’t prevent him becoming progressively agnostic over the years. Since the Church of England, and to almost the same extent the Church of Ireland, makes no great demands on its adherents, there’s plenty of time and scope to reflect on ecclesiastical architecture, and the sinuous prose of the 1662 prayer book. And to half-attend to well-meant sermons.

Out of all that evolves a Self-Correcting Internalised Guilt Mechanism (hereinafter, and above, S-CIGM).

In extreme cases (and Malcolm is sociopathic) that also requires taking the faults of the wider world upon one’s self. The evils of the divisive capitalist society have to be confronted, and corrected by continued engagement with The Guardian and Tribune Magazine, as well as annual subscription to the Labour Party and CAMRA.

For the same reason, Malcolm each evening carried home with him personal guilt for his failures as an educator: that Tommy still couldn’t grasp the distinction of its and it’s; and Tracey, bewildered by the text of King Lear, asked “Can’t we just watch the video?”

On the other hand …

There are those at the other end of the scale, who missed out on S-CIGM. These know instinctively it is all someone else’s fault.

It’s all there In the beginning in Genesis 3, vv. 12-13. It was all her fault! It was all that damned snake’s fault!

Serial criminals lacking a S-CIGM can blame society: Well, you shouldn’t have left it lying around! and You should have stopped me earlier!

By definition politicians are serial criminals

The further to the political Right they are, the closer they come to [Godwin's Law alert!] the Eichmann Defence.

We need not look too far for examples. As here:

Cameron left ‘exposed’ by Cabinet Secretary

Cabinet Secretary Sir Jeremy Heywood has been blamed by close allies of David Cameron for failing to protect the Prime Minister from the pitfalls of creating the Leveson inquiry, according to reports. Mr Heywood has been accused of being too enthusiastic in advocating such an open inquiry.

More of that exculpation, lack of S-CIGM, serpentine seduction and passing-the-buck in today’s Times, it seems.

A cover up

Hugo van der Goes had the discreetly-positioned male hand, and the Iris flower.

A Malcolmian aside

Hold it just there:

The flower symbolism associated with the iris is faith, wisdom, cherished friendship, hope, valor, my compliments, promise in love, wisdomIrises were used in Mary Gardens. The blade-shaped foliage denotes the sorrows which ‘pierced her heart.’ The iris is the emblem of both France and Florence, Italy. The fleur-de-lis, one of the most well-known of all symbols, is derived from the shape of the iris flower. The fleur-de-lis is a symbol of the royal family in France and is the state flower of Tennessee.

Political figures, finding themselves over-exposed, have their equivalent of the hand and iris — those all-purpose, faceless-but-ever-helpful “Sources close to“. These are, presumably, Self-Correcting Externalised Guilt Mechanisms [S-CEGMs, perhaps]. In the spirit of “getting the retaliation in first”, they feature heavily elsewhere, as in the Daily Mail:

A blame game has started behind the door of Number 10 Downing Street over who thought it was a good idea to set up the Leveson Inquiry, it was claimed today.

Sources close to David Cameron say his most senior civil servant is being blamed for not protecting him from the firestorm caused by the probe, despite the Prime Minister setting it up so enthusiastically less than a year ago.

Cabinet Secretary Sir Jeremy Heywood has been branded not ‘cautious’ enough about the pitfalls of the Inquiry by Mr Cameron’s allies, which has since exposed how close he and his colleagues got to the Murdoch empire.

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Filed under Britain, British Left, Daily Mail, David Cameron, education, Fascists, Gender, Guardian, History, Jeremy Hunt, Labour Party, leftist politics., Leveson, Literature, Norfolk, politics, politicshome, schools, sleaze., Times, Tories., Wells-next-the-Sea

Look Dave, I can see you’re really upset about this.

HAL, from 2001, A Space Odyssey, of course. Which is in Malcolm’s mind for a reason that may be clarified in another post.

Around noon Malcolm noticed this on PoliticsHome:

Note the third item there. What is somewhat odd is that Nigel Jones’s piece appeared in the Mail … the better part of three weeks ago:

With Cameron limping from one bad week to another, a leadership contest cannot be far away

And so to this very day

By mid-afternoon the twitter-waves were awash with right-wingers nominating Michael Gove, on the basis of his performance at Leveson, as a “leader-in-waiting”. Hence Paul Goodman on ConHome:

If Michael Gove wants to stop the Tory leadership talk…

…He will have to work hard at not being articulate, intelligent, forceful (though faultlessly polite) and able to make a case both built on first principles and founded in personal belief. I am afraid that his evidence to the Leveson Enquiry this afternoon was a reminder that he is simply incapable of meeting these requirements…

The right-wing twitterati are predictably going bonkers over his performance, and his anguished office will be fending off leadership talk as I write - not for the first time.  It will be most unwelcome to the Education Secretary.  At least, I think it will be most unwelcome.  Who knows what secret passions stir within that literate breast?

So, back to HAL9000 and Dave Bowman:

I honestly think you ought to sit down calmly, take a stress pill and think things over. I know I’ve made some very poor decisions recently, but I can give you my complete assurance that my work will be back to normal. I’ve still got the greatest enthusiasm and confidence in the mission. And I want to help you.
Gove, by the way, revealed at Leveson that “the mission” would include “for profit” free schools in the next parliament.

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Filed under ConHome, Conservative family values, education, Michael Gove, politics, politicshome, Tories.