ISSUE No. 148 - Shrewsbury School
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20982_THE_SALOPIAN 2011:20982_THE_SALOPIAN 2011 14/7/11 2:00 Page 1
SUMMER 2011
I S S U E No . 1 4 8
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School News
EDITOR
Richard Hudson
Churchill’s Hall
E D I TOR I A L
In his leader the Headmaster refers to about how we might do many things differently,
Shrewsbury School
Shrewsbury’s genius loci, and attempts to but we also returned with a renewed sense that
Shrewsbury
define some of the characteristics of this there is something very special about the
SY3 7AT
elusive deity. Conscious of the temptation to Shrewsbury atmosphere, so often picked up
Tel: 01743 280630
trot out bland platitudes about ‘individuality’ by those who beat the path to its doors. It is
rth@shrewsbury.org.uk
and ‘excellence’ when visiting parents ask why good to read that this genius, who talks the
they should choose a school in the Welsh whole time to sentimental Old Salopians such
ASSISTANT EDITOR border country three hours from London rather as me who work in these Arcadian surrounds,
Annabel Warburg than one closer to their homes with what they has also talked to so many of our current and
might consider to be a more metropolitan feel, former parents, and indeed to the boys and
OBITUARIES EDITOR housemasters in particular, but all members of girls themselves.
Richard Raven staff in practice, have constantly to ask Part of the modern genius must stem from
themselves this question. the blurring of traditional cultural boundaries
Old salopian club Recently a group of housemasters, myself between sport, academia, music and the arts:
Alex Baxter (Director) amongst their number, visited a couple of more so very different from the Shrewsbury of my
Miriam Walton (Administrator) southern competitor Schools, kindly welcomed youth. The question whether the Fasti (the
Old Salopian Club in by them to talk to some of their own termly timetable of activities) is too crowded,
The Schools housemasters about how they manage their and if it is, which activities should take priority
Shrewsbury charges and workload. It is all too easy to over which, is a matter of constant debate,
become inwardly focused in an institution such even contention. But it is from just such
SY3 7BA
as this, and years in the competitive business tensions that the vitality of the School flows.
Tel: 01743 280891 (Director)
world as a publisher taught me that one can And surely the young man pictured below
01743 280892 (Administrator)
always learn better practice from one’s stands as metaphor for this: captain of rugby,
competitors – as well as, of course, how not to academic and music scholar – and head of
Front cover: Birmingham Town Hall,
do things. school.
20th March 2011.
Having, I hope, gone with minds completely
Are the saxophonists playing the
same piece? open, we did indeed come away with ideas
School Captain of Rugby and Head of School Alex Collins (S) touching down
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School News
H EADMASTER’S WORD
I am very grateful to the Editor for this opportunity to pass back down to the personalities and characters involved. The ability of
some observations of my first year in post. If the mantra of Blair’s Common Room members to inspire and encourage a wide range
new Labour Party, after its barnstorming electoral victory in 1997, of pupils to think independently has led, we are told, to
was ‘Education, Education, Education’, we might use as a pupil/teacher relationships being defined as ‘unique’. There are also
summary for events at Shrewsbury this year: ‘Consultation, many others who will point to the curriculum: a blend of academic
Consultation, Consultation’. During the course of the year, the challenge within a supportive and comfortable pastoral system,
School has embarked on the most wide-reaching process of together with an extra-curricular programme which provides the
consultation attempted at any school in recent history. All pupils, opportunity for a huge range of talents to find their full expression.
staff (teaching and support), together with parents and alumni, have There are still others who will point to Chapel, the place where the
been involved in a process of review and analysis which has School comes together most regularly, as the opportunity for values
generated a vast amount of relevant and interesting information, not of compassion and fair play to be inculcated. Whatever the spirit of
to mention some strong views and opinions. In addition, the Shrewsbury is, I am sure that it is a combination of all these
inspections to which the School was subjected by Ofsted, primarily influences to a greater or lesser degree.
looking at our pastoral care and house systems, together with an ISI So what needs to change? Well, while it is clear that a
inspection in May, which looked at the quality of our teaching and commitment to the individual is a key part of the Shrewsbury
learning, have given additional insights into the quality of life here at experience, it is also clear that there is a strong feeling – particularly
The Schools. It was very reassuring, even confidence-boosting, to from parents – that there needs to be a ‘tightening up’ of systems
be marked as ‘Outstanding’ on all ten of the major criteria that were and procedures. I am fairly confident that, in certain key areas, my
the focus of the inspectors’ attention. natural tendency to clear parameters and my brief exposure to
Having assimilated and now had the opportunity to analyse much military discipline (which I have never been able to shake off fully)
of this data, I am very aware indeed of the necessity to feed back as will mean that there is a shift of the fulcrum in this important area of
much as possible that is relevant to those who took the trouble to balance in favour of greater rigour.
engage in our dialogue. It appears that the adjectives most often I was interested to discover that at Shrewsbury we do not have a
used to describe Shrewsbury and Salopians are ‘rounded’ and uniform; we have ‘Clothing Guidelines’. That is all very well, as long
‘welcoming’, with ‘sporty’, ‘academic’ and ‘sociable’ coming a joint as individuals respect and respond to the need of the School, as an
third. It was a relief to know that on all surveys the adjectives institution, to present itself in a positive and business-like way. Once
‘unresponsive’, ‘unapproachable’, ‘pompous’, ‘uninspiring’ and again, there is a balance to be struck.
‘elitist’ were used least often to describe life at school. 95% of all Over the course of the last year, I have enjoyed attending
pupil respondents agreed with the statement, ‘I am happy being a numerous events, concerts, plays and matches. It is wonderful to
student at Shrewsbury’, with 90% of pupils claiming to ‘have lots of see that, in all these different arenas, Shrewsbury acquits itself
fun at the school’. When calculated by the great RSAcademics’ incredibly well. Our sportsmen and women are used to achieving at
computer, Shrewsbury has improved its performance, relative to all the very highest level and have grown confident on a rich diet of
other schools, from 2005 when the last comprehensive survey of medals, victories and accolades. Our musicians and actors have a
this type took place. 389 parents responded to the survey, which natural confidence, which means they respond extremely well when
works out at approximately 60% of the parent body. 77% of our given the opportunity to perform in public. In short, it is very easy to
parent respondents would definitely recommend the School, with a feel proud about the vast majority of what is achieved here.
further 19% saying that they would probably recommend the In conclusion, this has been a frenetic and hectic first year, during
institution. That compares with 1% in the ‘probably not’ category which I have very much enjoyed the opportunity to meet vast
and just less than 1% in the ‘definitely not’ group. It appears, numbers of our extended community. I have tried to engage as
therefore, that Shrewsbury can rely on a vast, extended network of much as possible with Old Salopians; I have felt well supported by
parents and old boys to recommend the School. There is no doubt the Governors, enjoyed the opportunity to work alongside many
that this support will be increasingly important as social and cultural talented Common Room colleagues, and begun the process of
changes continue to erode boarding’s traditional base and as the getting to know many of our pupils. The aim for year two will be to
economy just about stutters into something approaching a meet the challenge of articulating a vision which will represent a
recovery. direction for the School to follow as we move towards 2020.
As with any new headmaster, one arrives with a good deal of In looking to the future, one is powerfully reminded of key
reforming zeal and enthusiasm. In that context, I was particularly decisions which have been taken in Shrewsbury’s past. Over the
interested in one of the questions, which asked what should and last few months, I have attended events such as the Rigg’s 150th
should not be changed at the School. The answer that came back Anniversary and the Oldham’s Centenary. Oldham’s and Rigg’s
most strongly was that the ‘Shrewsbury spirit’ or ‘genius loci’ should were Houses founded by inspirational former housemasters, both
be protected at all costs. Whilst that was a message which was of whom invested their life-savings in the future development of the
communicated loud and clear, it does leave me with an interesting School. It is impossible not to be moved by the scale of their hope,
challenge of defining exactly what the Shrewsbury spirit is. Of ambition and motivation for the future of Shrewsbury. It is
course, there is no shortage of helpful suggestions. Some will claim impossible not to be in awe of that level of commitment and
the Shrewsbury spirit is a geographical concept, which derives from inspired by it as we look ahead.
our beautiful site and location. Some, of a more historical mind, will
say it is the subtle blend of innovation and tradition that has seen Mark Turner
Shrewsbury evolve over the years. Others will be adamant that it is June 2011
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School News
A WEEK IN THE LIFE OF RORY FRASER
My name is Rory Fraser; I’m fifteen, wrenched me abruptly from science to something rather beyond
and a relatively gangly member of Shakespeare!
The Churchill’s Hall fourth form. Last Friday. Firstly I went to the prize giving ceremony practice where
year I was at Winchester College we were instructed as to what we should do that evening. I had also
and so coming into a new school been asked along with some other Churchillian friends to take part in
and being able to compare it to an a recital for some future Salopians that evening. It was going to be a
‘elite’ academic boys’ school has day of careful, masterful planning! At five thirty I arrived in the chapel
been an interesting experience for fully ‘suited’ and ready to recite my chosen poem, Cargoes by John
me. The comparison I am glad to Masefield. Mr Case gave a small introduction with customary
say favours Shrewsbury immensely, panache and before I knew it I was standing in front of an audience of
for I feel it is a far better habitat for expectant looking faces. I allowed Masefield’s genius to echo around
me. the chapel, although I almost kicked myself later for forgetting to bow!
I always remembered my previous summer terms as being rather Five minutes later after a signal from Mr Case, I along with two other
long and lazy, spending most of my time wandering about in a sunhat prize winners power-walked to the Ashton Theatre. The theatre was
or being very bored. Shrewsbury has had none of this, the summer packed with parents, governors, teachers and all the dignitaries of
term has started with a plunge in the deep end after the gentle Shropshire, met by an effusive Mr Fanning. Pupils lined the front rows,
breaststroke of the holidays, and there has not been a moment to for once dressed immaculately. The theatre had a certain aura, which
lose! must have been that of academic excellence. In the centre of the
Monday began with the customary, ‘I can’t go on’, and the mirage room was the shining pile of newly-bound books illuminated by the
that I had been in the garden lounging about and wasting time but 24 spotlight.
hours before was rapidly disappearing into the recesses of my There was a prize for every imaginable subject donated over the
memory. Before I knew it I was sprinting about - tie flapping, hair School’s long history. Not only were there academic prizes, but also
flopping and totally out of breath. My society’s hour was taken up by theatre, sport, art and design. This really characterises Shrewsbury, a
a play rehearsal for the junior school play where keeping a straight place where everyone can seek, find and achieve their goals if they’re
face whilst trying desperately to remember my lines seemed to passionate enough. Finally my prize loomed into view, The
dominate the rehearsal. After lessons with only five minutes to return idiosyncratic McEachran Prize, for which I had given a talk on
to the house, change and meet for A-leagues, I jumped into my Cargoes earlier in the year.
cricket gear and strode out onto the pitch with my fellow Churchillian My name echoed out and my fellow prizewinner and housemate
A-Leaguean comrades. Ridgemount were our opposition. We fielded Theo Simmons and I strode out into the light. Mr Cropper busily
first where I must admit I spent a lot of time looking thoughtfully at the getting the right books for the right people, handed Sir David mine, A
grass and then pretending not to look surprised when the next over Shropshire Lad, a cliché maybe, but wonderful poetry nonetheless.
came! I was in the second pair and marched onto the crease Sir David eyed my book approvingly, shook my hand enthusiastically
determined not to embarrass myself. I scored a very tactical six runs – and over the sound of the applause said something along the lines
mainly focusing on not facing the balls whenever possible, as of, “well done”. As I returned to my seat I tried very hard to put on my
ordered by our captain. Churchill’s was victorious, and I was glad I serious yet happy smile, and at all cost tried to avoid breaking out into
had been part of it, ‘the day we beat Ridgemount’! an enormous grin.
Tuesday began with an as ever eclectic tutor period with Mr Following the prizes, Sir David made a speech. One which I think
Sheppe, where we discussed a range of topics from the Middle East definitely will go in my top ten speeches list; it was all that a speech
to the Muppets. It was my Hunt run day, a part of my feeble plan to should be: not too long yet not brief, academic, funny, serious but
keep vaguely in shape over this term. We got a minibus and sped off giving the invaluable advice to us all, that true success comes from
into glorious Mynd, whilst at the back holding up the customary the values you pick up ‘osmotically’ from being at Shrewsbury.
tradition of debating important schoolboy issues. We spent the However it is your choice as to whether to use those values to the full.
afternoon scampering over majestic hillside like mountain goats, and There followed a very crowded reception in the 6th form Common
could see for miles in all directions, down into lush pasture and up Room, by this time I was extrememely hungry and spent most of the
into deep purple heather (whetting my appetite for next year’s Hunt time trying to eat a supper of canapés without looking suspicious and
training). trying not to get under anyone’s feet. I also spent a lot of time
Wednesday, (after having been to chapel where The Revd standing about pretending I was doing something constructive so as
G.Dobbie’s hymn choice as ever gave us a boost to the morning) to avoid looking like I knew no one there, until I got into a lengthy
was my first experience of exam leave where I got extremely restless conversation with Mr Schutzer-Weissmann about religion which took
after about ten minutes and resorted to actually working. That up the rest of the evening. That night as I returned to house over top
afternoon in athletics we were preparing for the Saturday’s County common, I had discovered another side of Shrewsbury – pomp. I felt
Champs. The session involved sprinting and hurdling. However due so stimulated that I had to immediately involve myself in a serious
to a lack of hurdles on the track at the time we had to imagine them, game of house football to calm down.
so any passerby would have witnessed a couple of Salopians What Saturday had in store for me was seemingly on a different
randomly jumping into the air whilst sprinting for no apparent reason! planet! I woke up to sun shining through the window. How ironic. It
By Thursday I was in full revision mode, superglued to my desk was the dreaded day of the county champ’s athletics competition in
with my ‘thinking cap’ on. However my roommate did prize me off my Telford; I put on my worn sports kit and packed my bag for the day. At
desk with some difficulty for another play practice, which yet again 9:50 the bus passed through the school gates, leaving the homely
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School News
Shrewsbury behind us. In typical Salopian style arriving at Telford the over one was an issue but I improvised and tried many methods.
Shrewsbury team which had left earlier were to be found sunbathing After a gruelling race during which I would have appreciated
on a bank. In my first race, the 3000 metres. I achieved a comfortable armbands and a snorkel, I realised I had won, and was now
third place. Later however was my real challenge. Sadly the good apparently the county champion. In the end it was a really successful
weather did not hold out. Less than half an hour later a huge storm day for the school on the track with Shrewsbury winning 32 medals
burst. However the show had to go on and the no nonsense Salopian including 10 golds!
attitude prevailed. At the appointed time of our races we marched out Sunday morning was no exception to the week, chapel choir
onto the track in shorts and vests without the slightest complaint, for beckoned and at 8:45 all basses and tenors reported for an
Hunt runners it made us feel sort of at home. My problem was that emergency rehearsal. We rehearsed for an hour then ‘cassocked’ up
my next race was three hours later. So I passed the time under a and seamlessly glided up the aisle guided by a Benedictine chant.
hawthorn bush doing my chemistry revision, oblivious to the pouring The service went well and the hymns were uplifting against the
rain beyond. The 1500 metre steeplechase loomed in to view; for pattering of drizzle on the window. Brunch followed where a steaming
those of you who are unaware of this pastime, it involves running 3 ¾ hot chocolate spread good cheer amongst weary choristers. I then
times around a track whilst jumping over metre high solid wood paid a visit to the library to pass time and looked at some ancient
barriers, one of which had a metre deep water jump on the other side texts after a deep conversation with the librarian over the Clarendon
– which had been topped up by the weather. Commission. A play rehearsal followed soon after with much
I remembered that my Scotsman-ship and sportsman-ship were at merriment. Finally at three o’clock in the afternoon I collapsed into my
stake, so I braved the torrents and set foot on the starting line. The bedsit, rang my mother to confirm to her that I was still respiring, and
gun went and the first barrier came into view, not knowing how to get spent the rest of the day indulging in a Dad’s Army fest.
S CHOLARSHIPS 2011
LOWER SCHOOL B. E. Sansom (Prestfelde)
R. D. A. Shone (The Ryleys)
ACADEMIC SCHOLARSHIPS 2011 D. Walker (Lichfield Cathedral School)
The following Scholarships have been awarded:
Butler Scholarships: Exhibitions
A. G. Grocott (Packwood Haugh) G. D. Panayi (Lockers Park)
H. F. Partington (Shrewsbury High Preparatory School) T. J. Sykes (Prestfelde)
T. J. Sykes (Prestfelde)
SIXTH FORM
Kennedy Scholarships:
A. Bennett (Shrewsbury High Preparatory School) ART SCHOLARSHIPS 2011
T. C. Breese (Shrewsbury High Preparatory School) C. A. W. Morson (The Elms, Colwall)
F. D. McCormack (Prestfelde) G. R. Hill (Prestfelde)
C. A. Wade (Prestfelde)
ACADEMIC AWARDS
Moss Scholarships: Harriet Adams (Moreton Hall)
J. W. P. Davies (Packwood Haugh) Eleanor Carter-Esdale (Surbiton High School)
L. J. Lloyd-Jones (Prestfelde) Sebastian Constantine (Cheltenham School)
B. E. Sansom (Prestfelde) Seren Kell (Moreton Hall) Academic with Music
Alvin Loh (Alice Smith School, KL)
Alington Scholarships: Emma Matthews (Northampton High School)
R. W. H. Champion (Prestfelde) Rosie Parr (King’s College, Taunton)
J. P. Chesshire (Moor Park) Alice Paul (Shrewsbury High School) Academic with Drama
T. H. Dodd (Prestfelde) Hannah Pritchard (Shrewsbury High School)
R. J. Elliott-Williams (Prestfelde) Amy Stockdale (Wensleydale Comprehensive)
A. R. S. Ghiblawi (Shrewsbury High Preparatory School) Ratanon Suemanothom (British International School, Phuket)
B. J. Remnant (Mowden Hall) Matilda Whittingham (Shrewsbury High School)
L. G. B. Stewart (Prestfelde)
MARTIN REES SCHOLARSHIP
ALL-ROUNDER SCHOLARSHIPS 2011 James Brent (The Corbet School, Baschurch)
T. C. Breese (Shrewsbury High Prep)
B. G. Jones (Birchfield School) ART SCHOLARSHIP
L. J. Lloyd-Jones (Prestfelde) Teresa Fawcett Wood (Shrewsbury High School)
H. A. P. Newbould (Winterfold House)
G. D. Panayi (Locker’s Park) MUSIC SCHOLARSHIPS
Dorit Hasselberg (Gymnasium Adolfinum, Moers, Germany)
MUSIC SCHOLARSHIPS Sienna Holmes (Moreton Hall)
Burney Scholarships Fiona Lau (Belilios Public School, Hong Kong)
F. D. McCormack (Prestfelde) Leonard Ma (Diocesan Boys’ School, Hong Kong)
H. O. Thomas (Winterfold House) Daisy McConnel (Gresham’s School, Holt) Music with Drama
Scholarships SPORTS SCHOLARSHIPS
L. A. Hartley (Woodcote House School) Sebastian Blake (Munich International School)
A. S. Hay (Prestfelde) Harry Lonergan (Cardinal Wiseman School, Middlesex)
H. A. P. Newbould (Winterfold House) Edward Pollock (Royal Grammar School, Worcester)
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School News
PRIZE WINNERS 2011
The Harvard Prize J.W. Flowers (I)
The Dukes French Prize T. A. R. Elliott (I)
The Bentley German Prize K. M. B. Blake (S)
The Bain Spanish Prize W. D. Sansom (PH)
The Moss Prize for Classics N. J. Thompson (G)
The Cross Prize for Classics A. J. Thompson (G)
The Classical Civilisation Prize F. J. Ellery (PH)
The Philip Sidney Prize for English T. A. R. Elliott (I)
The Kitson-Clark Prize X. A. M. Greenwood (Rt)
The Allen Cup for Creative Writing J. R. Humpish (SH)
The R.S. Thomas Poetry Prize T. J. J Simmons (Ch)
The Bentley Elocution Prizes:
Sixth Form J. L. Brown (O) and J. W. Flowers (I)
Fifth Form R. M. J. Cross (S)
Fourth Form L. M. Jeffcoate (Ch)
Third Form T. J. J. Simmons (Ch)
Theatre Studies Prize N. Constantine (S) and H. A. Dickins (MSH)
The Senior Debating Prize A. S. Milligan-Manby (R)
The Junior Debating Prize J. W. O. Halliday (G)
The McEachran Prize:
Senior X. A. M. Greenwood (Rt)
Junior R. I. C. Fraser (Ch) and T. J. J. Simmons (Ch)
The Goulding Family Prize for Drama H. A Dickins (MSH)
The Bright Prize for History F. A. Cox (O)
The Murray Senior Prize for History E. R. Moodey (MSH)
The Quinn Prize for Third Form History G. A. C. Patterson (R)
The Dorothy David Prize for Religious Studies W. D. Sansom (PH) and M.E.B. Fisher (MSH)
The Robertson-Eustace Prize for Geography T. D. H. Harrison (Rb)
The Lower Sixth Form Geography Prize A. W. Pollock (I)
The Fifth Form Geography Prize F. St. J. S. Jackson (O)
The Arnold Hagger Mathematics Prize Y. Cheng (MSH) and T. H. Elcock (Rb)
The Powell Mathematics Prize C. J. Papaioannou (PH)
The David Harrison Mathematics Prize E. J. Elcock (Rb)
The Arnold Matthews Science Prizes:
Biology D. J. Tenison-Collins (Rb) and J. W. Harris (S)
Chemistry A. L. Miller (MSH) and F. Kipli (O)
Physics S. B. M. Lilico (SH)
The Darwin Prize for Science K. M. B. Blake (S) and L. V. Rands (MSH)
The Astronomy Prize Y. C. Chow (SH)
The Hawksley Burbury Science Prize K. M. B. Blake (S)
The Rolls Royce Prize H. B. Karim (I) and B. Y. Y. Tang (SH)
The Lampel Prize for Natural History S. C. C. Winwood (I)
The Global Perspectives and Independent Research Prize M. J. Cull (I)
The ICT Prize J. Y Ng (O)
The Business Studies Prize T. Tominari (SH)
The Ramsbotham Business Studies Prize A. K. D. Brentnall (MSH)
The Lower Sixth Form Business Studies Prize E. T. H. Chiagozie (MSH)
The Economics Prize T. H. Elcock (Rb)
The James Meikle A Level Physical Education Prize R. M. Corkill (MSH)
The Physical Education Prize S. G. Leach (M)
Art Prizes:
Sixth Form T. W. D. Francis (Rb)
Painting C. W. Boutflower (S) and A. C. C. Midwood (MSH)
Ceramics J. D. Lambie (I)
Photography H. C. Jackson-Stops (O)
The History of Art Prize H. A. Dickins (MSH)
The Hill Art Prize O. G. C. Monkton (Rt) and C. A. F. Straw (S)
Music Prizes:
Senior Piano A. J. Y. Ma (MSH)
Senior Brass T. H. Elcock (Rb)
Senior Strings A. J. Y. Ma (MSH)
Senior Woodwind R. H. S. Collins (S)
Senior Singing M. J. Shawe-Taylor (MSH)
The Graham White Organ Prize C. H. Li (G)
The Russell Prize for Orchestral Playing C. L. Aylwin (MSH)
The Guyer Family Prize B. A. Hay (Rb)
The Woollam Family Prize A. R. G. Collins (S)
The Special Music Prize W. J. T. Shaw (Ch)
The Gordon Riley Prize S. C. C. Winwood (I)
The Guy Lovett Award J. D Lambie (I)
The West Family Prize T. H. T. Fitzpatrick (R) and M. E. Cherrington (MSH)
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U NIVERSITY IN THE UNITED STATES
America – the Land of the Free, is not the phrase that comes to
mind when thinking about the option of crossing the Atlantic to
go to university. Costs (including tuition and room and board) can
vary from as low as $15,000 per year (for the standard four year
course) at a small state university to around $45,000 per year at
top Ivy League institutions. It is also true that most institutions do
not offer financial assistance to international students. However,
getting beyond this daunting barrier, some loopholes appear.
Sports scholarships do exist, and can be extremely generous
(they can cover all fees). Of course they are skewed towards
American sports, but nevertheless, students who are stars at:
athletics, golf, rowing, squash, soccer and tennis – to give a few
examples, could look realistically towards such funding. There
are also some institutions which will offer financial support to
students on academic grounds, and indeed a handful of
universities choose on a “needs blind” basis i.e. the ability to pay
does not affect their selection (for international students there are
only about 7 such institutions: Harvard, Princeton, Yale,
Dartmouth, Cornell, MIT and Amherst). This means that such
universities have to be wealthy enough to cover any fee costs –
which can be up to 100%. As tuition fees rise at UK universities,
all this needs to be looked at carefully, and when making the
comparison remember to include living costs at UK institutions!
This all begs the question of why one should consider an
American university educationat all. At the heart of the answer lies
the fact that Americans do value education, finance it well, and as
a result a great deal of what is on offer is very good. Amongst the
nearly 4,000 US universities and colleges, standards clearly vary. Yale: remind you of anywhere closer to home?
However, the Times World Rankings (by reputation) put 7 US the most common and are administered by The College Board
institutions in the top ten universities, and 28 in the top 50. It is (www.collegeboard.com). Their website gives the dates of the
important to realise that the quality stretches far beyond the tests, the location of centres in the UK, and all the information
customary image of Harvard and the Ivy League. The Ivy League that is needed – including being the point of application for any
by the way is actually a descriptive term for an athletic tests. Be aware that there are two types of test: the SAT itself
conference made of eight private institutions of higher education (essentially reasoning based around Reading, Writing and Maths)
in the Northeastern United States, comprising the universities of: and Subject tests. All universities require the SAT and some
Brown, Columbia, Cornell, Dartmouth, Harvard, Pennsylvania, require a number (usually 1 or 2) of Subject Tests. Each university
Princeton and Yale. will have their own score threshold on these tests, and these can
The traditional hallmark of the American model is that of the be found from their websites.
“Liberal Arts” education. In this, generally the first two years are Key issues are:
aimed at providing a broad education from the humanities G The tests are designed by Americans for Americans, and
through to sciences. In the final two years, a degree of the language and style is different to most UK exams. As a
specialisation occurs with students typically spending around result, specific coaching for these tests and/or practice at
50% of their time on the major subject in the end. There are past questions can be very productive. It is worth making
variations on this theme with some colleges (e.g. Brown) allowing the assumption that taking the tests twice will lead to
much wider student choice than others. Americans will use the improved scores.
term “College” where we use “University”, but they have G The SAT itself is long (about three and a half hours testing
essentially the same meaning. plus registration) and all tests occur on a Saturday and start
This holistic view of the academic offering by US Colleges is early. Registration begins around 7.45 a.m.
mirrored in general by the way they value students and select G All test dates have a registration deadline, and centres get
them. They want students who are “rounded” and who will booked up early.
contribute outside a particular subject, and indeed outside the G Not all subjects studied at A-level are accommodated in the
straight academic world. They have their own distinctive subject tests, and some e.g. American History are clearly
characteristics, and they are looking to recruit students who will aimed at Americans.
“fit” their own particular template. On top of the tests, applicants have to write an Admissions
The starting point of any application is to offer some academic Essay to be submitted with their application to each university.
credibility, and apart from good GCSEs (and AS and A-levels if There is no equivalent body to UCAS in America. Each university
their results are already known), it is a requirement to take either is applied to separately, and each will require an Admissions
the SAT or ACT tests – run by competing companies. The SAT is Essay which will enable them to select students who they think
7
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School News
will “match” with their institution. points may be worth noting:
As you can see the process is complex and different from the Within the broader context of American university applications,
UK experience. Help is available from The Fulbright Commission it is always prudent to take the SAT and SAT Subjects Tests twice:
(www.fulbright.co.uk) and it may even be worth investing in the students generally show a marked score improvement, especially
advice of expert consultants to assist with the process. It is if they have undertaken a substantial course of SAT revision in the
certainly worth attending Fulbright’s College Day in September, interim.
which is held in London, and allows prospective students to talk Students must also leave time to assemble American university
to representatives from many US universities as well as meet application materials: references from Teachers, Housemaster,
consultants. There are also many books which can give valuable etc. Factoring in AS-level commitments, a provisional application
information about the colleges including: Rugg’s timeline looks like this:
Recommendations on the Colleges, the Fiske Guide, The Best
373 Colleges, and Colleges that Change Lives – which can be 1. Start of Year 12: applicant starts seriously considering
easily found through Google. American universities.
When considering a US education, one aspect which should 2. Christmas Term Year 12: applicant undertakes program of
not be ignored, is that of employment after graduating. Unless SAT revision
you are an American citizen or marry one, it is unlikely that 3. Late January Year 12: applicant sits SAT Reasoning Test for
employment in America will be possible beyond a limited the first time.
internship period. Thus it is worth bearing in mind that that the 4. Early June Year 12: applicant sits SAT II Subjects Tests for
majority of UK employers will be aware of relatively few US the first time.
universities. 5. Start Year13: applicant starts compiling application
The decision to apply to a university “across the pond” is a materials.
major one. The quality and variety of Higher Education offered is 6. October Year 13: applicant re-sits SAT, if needed.
not in question, but the process is time-consuming and demands 7. November Year13: applicant re-sits SAT II Subjects Tests, if
a great deal of individual effort and research. needed.
There are books and league tables 8. Mid-November Year 13: applicant files Early application(s)
(e.g. http://colleges.usnews.rankingsandreviews.com/best- 9. Early December Year 13: applicant re-sits SAT, if needed.
colleges/rankings/national-universities) to help give information – 10. Mid-December Year 13: applicant finalises and submits
but remember that any rankings are only useful if you understand Regular applications (ultimate deadline usually January 1st)
the criteria used to establish the order. On top of this is the fact 11. Late January Year 13: applicant re-sits SAT or SAT Subjects
that it is a very different cultural experience compared to being an Tests, if needed.
undergraduate in the UK: drinking alcohol under the age of 21 is
illegal; football has a different meaning; the concept of student Overall, it is clear that the appeal of an American university
debt is no surprise to American students – that has been their experience is becoming more attractive: recent data from the
expectation for generations - and of course it is simply a long way Fulbright Commission shows that a record 8,861 UK students
from home. However, the nature of the education offered does studied in the US in 2009-10, a 2% rise from the previous year.
produce “well-rounded” graduates – which many UK employers With our Higher Education system currently undergoing dramatic
appear to value and claim that UK universities are not producing changes in style and cost, it surely makes sense to investigate
in sufficient numbers. one which is already proven to be delivering high quality.
If the American experience is pursued, the following practical Chris Conway
H EAD OF SCHOOL
As I write this, less than five days away from my last timetabled For me, it is this emphasis on a
lesson, my time as a Salopian is fast nearing its end. My brother more rounded education, rather than
Rob and I are the last of four siblings to have passed through the one focused entirely on the
School so the end of term will also mark the end of a nine year classroom, that has made my time
family connection. Afternoons spent watching regattas, and my first here so enjoyable. With the recent
nerve-wracking experiences of Shrewsbury in auditions and arrival of girls in the sixth form and a
entrance exams now seem a very long time ago. So now, five years new headmaster, much has been
on, what feelings will I take away with me about my time at made of the changes that have
Shrewsbury? taken place. But for all these
Above all, I will look back on five years of fantastic opportunity, changes, that indefinable ‘Salopian
whether that be in the form of football and rugby tours to Spain and spirit’, which was clear to see during
Italy, two-week runs at the Edinburgh Fringe Festival or trips to my brothers’ time here, still remains
Prague and Bordeaux. Perhaps just as important as these and will remain with me after I have left. For all my very positive
experiences themselves is what they have done for me as a person. experiences here, I certainly feel ready to move on, and this is
Certainly, as a somewhat shy third form clarinettist, I would not have something for which I feel my time at Shrewsbury has prepared me
seen myself getting up on stage four years later with school friends very well.
to play at the Big Chill Festival. Alex Collins (S)
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School News
B EEKEEPING AT SHREWSBURY
Geoffrey Hopkinson’s interesting article in the June
edition of Beekeeping Quarterly on “The Decline in
School Beekeeping” and his mention of Shrewsbury
School prompts me to review the history of the
School’s Beekeeping Society and to outline some of
the problems we now face.
The Shrewsbury School Beekeeping Society was
founded in 1974 by myself and a colleague. It began
with just two second-hand hives but over the years it
increased in size and was moved around the School
site, finally ending up in the orchard of a boarding
house and an adjacent woodland. Numbers of boys
taking part varied. Some years they exceeded twenty;
at that time, the ethos of the School was very much to
encourage extra-curricular activities such as
beekeeping, but fitting meetings into a crowded School
timetable was not easy.
However, the problem was largely resolved in about
1977 when the School instituted a ‘Societies Hour’ after
lunch on Mondays, with a corresponding reduction in
time allocated to sport. The Early Days
The programme was straightforward. During the winter the first place, students face increased academic pressure, while
terms, we offered a course of lectures based on the British sport seems to receive greater emphasis. Changes to the
Beekeepers’ Association Junior syllabus. In summer, there was academic timetable have reduced the Societies Hour to 45 minutes,
practical instruction in hive management. Towards the end of the which is not really enough for in-depth study of a number of
summer term, boys took the Junior exam – twenty written questions colonies. Then the advent of computers and the Internet are
and a ten-minute interview with Geoffrey Hopkinson, for whose help compelling distractions; a boy needs to be really keen to leave his
and encouragement we were most grateful. Nearly all pupils console for the apiary.
passed and were awarded the Junior certificate as well as the For staff, too, running the Society has become much more
School’s beekeeping tie. demanding. Fewer hives come through the winter than was the
The Junior syllabus was later extended to include a requirement case previously and we have become increasingly dependent on
that pupils should keep a diary. While this accords with good splitting colonies that survive or on swarms to repopulate them.
practice, it proved unpopular with students whose pleasure in Much of the work has to be carried out in holiday time, for example,
beekeeping gave them the chance to get away from the exigencies taking off supers in July, putting on Apiguard in August and
of academic work; they were not prepared to do it and the Junior preparing feed. Whereas in the past, we seldom had to replace
exam was dropped. This did not, however, diminish our activities. brood comb, the need to make up large numbers of new combs
I look back with nostalgia at those early years. Hives produced an with foundation takes up time and is costly. At least this is a good
average of 30 pounds of honey, which was sold in the School shop winter activity for members, who also make candles and brew
to fund the purchase of equipment. There were no varroa mites and mead, along with more formal instruction.
little evidence of disease. We took off supers (separate boxes Despite the difficulties, our Beekeeping Society continues to
placed above the hive chamber, which have a series of shallow attract a number of boys who either have previous experience or
combs where bees store extra honey) in September at the are sufficiently interested to embark on a new hobby, to which many
beginning of the Michaelmas term and hives were given sugar will return in later years. We are encouraged by the complete
syrup if needed to help them gain extra stores for overwintering – refurbishment of our store and extracting room to comply with food
usually it was not. During the summer, some inspection of hives processing regulations. We are conscious of the importance of
took place as part of the instruction on swarm control, but generally beekeeping to the national economy – in fact, we are the only
the hives were left undisturbed and combs lasted from one year to School activity that contributes to agriculture in both theory and
the next. The Shropshire Beekeeping Association were very practice. The challenges are great but we look to the future with
supportive and welcomed small groups at their apiary meetings. some small degree of optimism.
Running a school beekeeping society has certainly become more Selby Martin
demanding in recent years. There are two main reasons for this. In
SALOPIAN IN BRITISH JUNIOR BEEKEEPING TEAM
The British Beekeeping Association has picked Fifth Former Harry Boutflower (S) as one of a team of three to represent the UK at the
International Meeting of Young Beekeepers near Vienna in August 2011. This is a three-day competition that covers both the theory and
practical sides of beekeeping.
9
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School News
T AXIDERMY IN SHREWSBURY SCHOOL’S NATURAL HISTORY MUSEUM
Visitors on a tour of Shrewsbury School are almost always brought
into the Biology Department, to look at the natural history collection,
and of course also the modern well equipped laboratories! Natural
history collections became increasingly unfashionable in the
second half of the 20th century, with the emphasis turning to
molecular biology and biotechnology. Many museums, both
municipal and school, discarded their collections and indeed turned
away from the display of natural history artefacts generally.
Interactive displays replaced them. An example is the Human
Biology gallery at the Natural History Museum in South Kensington.
Shrewsbury School built up a natural history collection during the
19th and early 20th century, which was displayed on the top floor of
the Main School Building. When this space was converted to
classrooms, the collection was put into storage. Fortunately it
survived largely intact. During the 1970s the collection was retrieved
by Ian Lacey who was then Head of Department, and put on
display in the Biology Department. Ian had been promised new Morris, expert in the history of taxidermy and author of a recent
laboratories when he was appointed but only Physics and definitive account, visited and felt that these specimens are
Chemistry were ultimately granted these. As partial recompense, a significant enough for a guide to them to be published. He carried
series of rooms were created under the eaves of the Biology out the research for this in January and has since written a thirty six
Department and some of these were used to house the natural page guide. It includes colour photographs of almost all the
history collection, which was then rather grandly named the taxidermy specimens and information about the natural history and
Museum. Other parts of the collection were put on display in the conservation status of each species. Information is also given about
laboratories. Old Salopians may recall biology lessons in the the taxidermists whose work is represented, and their methods. The
company of a golden eagle, red kite, snowy owl and even a kiwi. account that Pat Morris has written is fascinating. A limited edition of
In recent years the Museum has been refurbished and the 150 numbered copies of the guide has been printed. A copy will be
collection re-configured, as part of the celebrations of the 200th sent to any Old Salopian requesting one. Please send a cheque for
anniversary in 2009 of Darwin’s birth, and the 150th anniversary of £8 made payable to Shrewsbury School and a postal address to
the publication of the Origin of Species. New specimens are added the Biology Department. Copies will also be available during
to the collection, usually as a result of kind donations. Conservation Speech Day on Friday 8th July 2011, when the natural history
work is done annually to prevent damage by pests. There is an collection can of course be viewed.
important herbarium, or collection of pressed and dried plant Andrew Allott
specimens, including a Type Specimen of a species of fumitory. In
2007 the herbarium was digitised, which involved taking digital
photographs of each specimen and placing them on the Internet,
for researchers to use.
The most visually appealing parts of the natural history collection
are probably the taxidermy specimens. In December 2010, Pat
Fitzroy – the only live bird in the Biology Department.
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School News
C HAPEL INTERVIEWS 2011
Each summer term a small number of leavers are interviewed in
Chapel about their time at Shrewsbury by their housemasters or What has being in our
tutors. Considerations of space only allow us to publish one of these chapel taught you?
interviews, during which Radin Basiuni was interviewed by his I’m not planning on
Housemaster Richard Hudson. converting, if that’s what
you’re thinking, sir ... To
Can you say something about your background, your country be honest it’s my first
and upbringing? time being in chapel, and
I hail from this place called Brunei, a tiny dot on the world’s third almost certainly my last,
largest island. It’s slightly bigger than the County of Shropshire in but I’d have to say that
size but it is similar demographically, with a population of just over you Christians have a
400,000. I was brought up in a small village within this tiny dot, a good taste in
relatively isolated place by the sea, called Lumut. I was educated in architecture!
both private and state schools, applied for a scholarship from my
Government, managed to slip through the cracks and somehow I What do you consider
ended up here.... to have been the highs
and lows of your time in
What where your first impressions of Shrewsbury? Shrewsbury?
I initially found the idea of attending, and I quote the school website Highs - taking centre Radin Basiuni
‘one of the leading independent schools in the UK’ rather stage at this year’s
intimidating – after all I was, and still am, in my mind, a simple village house singing competition. We were the champions for the unison
boy. But apart from its sheer size (which still impresses me even song , and dancing with all that ‘Bling’ and flirting with cross-
today), one of the first things that I found was that the people in this dressing third formers on stage made me feel like James Brown on
school are very friendly indeed and because of that by the end of my steroids....
first week here, I managed to feel quite at home. Lows - Homesickness had struck me in the lead-up towards my
birthday, early during my first term here. It was my first time being
You are a Brunei scholar. Can you explain the thinking behind away from my family for such an extended period...but I was able to
this scheme? enjoy my birthday in the end and had a wonderful term, because my
The Brunei Government has been funding scholarship programs for friends here in general and my ‘mates’ in Churchill’s in particular had
its citizens to pursue their studies abroad since 1959. Brunei is a made me feel welcome as part of the School and as a part of the
country that depends on petroleum production to survive House.
economically, and our Government realises that this is a finite
resource. The development of human resources is therefore vital to Would you send your children to Shrewsbury?
secure Brunei’s future and hence our Government has put in a I doubt that I’ll be able to afford it, but if they get Government
substantial proportion of its annual budget to fund scholarship scholarships, I hope that they will be sent to Shrewsbury because I
schemes such as the one that I am on. know that they will have an educational experience that is totally
different than what is on offer at home and being in Churchill’s has
Could you sum up the practical realities of being a Muslim and taught me that the greatest merit of the House system here is that
how easy or difficult it has been for you to follow its tenets in this everyone in the House can share a sense of pride and joy in
country? celebrating both collective and individual achievements and at the
There are five pillars in the Islamic faith – declaring allegiance to Allah same time deal with problems, together as a sort of family. It is this
and his Prophet, performing one’s prayers, fasting during the month community spirit that I think makes this place special.
of Ramadhan, giving alms to the poor and performing the Hajj, or
pilgrimage to Mecca. What single thing would you like to say to the pupils in front of
Alhamdulillah, or praise be to Allah, I have been able to perform you today?
my duties as a Muslim without a hitch since first coming here two The Prophet Muhammad, Peace Be Upon Him, is to all Muslims the
years ago. I arrived during the Ramadhan, meaning that I had to most perfect example for mankind. I’d like to share with you one of
abstain from food and drink during daylight hours. I feel fortunate his Hadith, or narrations. The Prophet Muhammad, PBUH, was
that the school is able to cater for my religious dietary needs – as a quoted in a Hadith to have said ‘None of you will have true faith until
Muslim, I can only consume food that is Halal, or sanctioned by he wishes for his brother what he likes for himself’. The spirit of
Sharia Law. During Ramadhan, KH sets aside Halal food for the sincerity and generosity that our Prophet has conveyed to his
Muslim students to bring back home for the early breakfast that we people, reaffirms my faith in mankind. I believe that in spite of all the
must consume before daybreak. They also provide us with late tea problems – the global population has reached nine billion, there are
for when we can break our fast, which being late summer, would be food shortages, economic predictions internationally sound rather
around 9-ish in the evening. grim and the environment is in an alarming state – there is always
I feel that I am able to carry out my daily routines as a Muslim quite hope so long as that element of sincerity and goodwill is present in
comfortably in Shrewsbury, as everybody that I’ve encountered here, the world. Approach things positively and sincerely and make the
be it on the staff-level or amongst my peers, has been very best to value-add and contribute to people’s lives.
accommodating.
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School News
D UKE OF EDINBURGH’S AWARD
Four groups of Sixth Formers are currently working hard for their
Gold Duke of Edinburgh’s Awards and will be doing their
assessment expeditions during the summer holidays. All of them
took part in successful training and practice expeditions during the
Easter holidays, many of them in particularly challenging weather
conditions.
Two groups spent five days walking in wild and hostile weather in
Snowdonia, while the canoeists had an equally exciting time in
North Wales on Lake Bala for a spot of Canoe Sailing, and on the
River Dee where they travelled from Bala to Erbistock over four
days. They had a few interesting times at the rapids in Llangollen,
with a couple of capsized boats! However, all team members
mastered the art of tandem and solo paddling and are well on their
way to achieving the British Canoe Union 3 Star Intermediate
Award.
In stark contrast, the Gold Sea Kayaking Practice expedition off
the coast of Anglesey was blessed with sunshine, calm winds and Canoeing on the River Dee
warm temperatures. The last three days of the trip was spent living
entirely self sufficiently out of the sea boats, beaching each evening anyone from The Shewsy has taken part in this scheme. They
for supper on the beach and a beautiful seaside campsite. The visited the School in May and took part in some outdoor expedition
students are now fully prepared for their assessment expedition in work around the site before joining the Third Form D of E groups for
Croatia and are also ready to undertake the British Canoe Union 3 the walking phase of their training on the Long Mynd. They will join
Star Intermediate Sea Paddler Award. them again during Outdoor Week for the assessment expedition.
We are delighted that nine boys from The Shewsy are working
Nick David
towards the Duke of Edinburgh Bronze Awards – the first time that
Kayaking group in Anglesey
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School News
F RENCH TRIP TO MONTPELLIER
Eighteen intrepid lower school pupils, from the 3rd, 4th and 5th
Forms spent just under a week in Montpellier at the start of the
Easter holidays, accompanied by Mr Warburg and Dr Brydon.
Blessed with beautiful weather, they spent their mornings in intensive
French lessons with native speaker teachers at a local language
school and their afternoons on excursions. Evenings were spent with
their host families – the boys were billeted there in pairs. Here is a
selection of their diary entries, kindly provided by five of the 3rd
Formers on the trip.
Le samedi 2 avril
Nous nous sommes réveillés à 5 heures du matin puis
avons marché jusqu’à la cantine scolaire, où nous sommes arrivés
les premiers. Nous avons pris le petit déjeuner, et nous sommes Le mardi 5 avril
partis à 6 heures. Le trajet en bus a été long et ennuyeux, mais nous Mardi, nous sommes allés à Nîmes. Nîmes est une très jolie ville! Il y
avons dormi. a des ruines romaines.
Nous nous sommes arrêtés à une station-service, et avons Le matin, nous avons eu les cours. Ensuite, nous sommes allés à
acheté des boissons et notre déjeuner. Nous avons Nîmes. C’est un voyage très intéressant. Nous sommes arrivés et
ensuite conduit vers l’aéroport de Luton. nous avons marché jusqu’à l’amphithéâtre. Il faisait très chaud et
Après avoir atterri, nous avons rencontré nos familles d’accueil, qui très beau.
étaient toutes très sympathiques et nous avons dîné chez eux. La L’amphithéâtre est très grand, c’est superbe! C’est comme le
nourriture française était délicieuse ! Colisée à Rome. Je comprends pourquoi Auguste l’a appelé
Jonathan Trenchard (S) Colonia.
J’ai découvert que l’amphithéâtre est au centre de la ville.
Le dimanche 3 avril Puis, nous sommes allés à la Maison Carrée. Nous y avons
Aujourd’hui était dimanche et le temps ne faisait pas beau. Il y avait regardé un film en 3D sur les héros de Nîmes.
un petit peu de brouillard mais cela dit, j’étais surpris car, je ne sais Enfin, nous sommes allés aux Jardins de la Fontaine. La vue de la
pas pourquoi, je me sentais chaleureux et chaud. Puisque c’était Tour Magne était fantastique. Nous avons vu la ville entière!
dimanche, nous n’avons pas dû aller à l’école. Plutôt nous sommes Daniel Lo (SH)
allés au port de pêche de Sète. Après le petit déjeuner, j’ai pris le
tramway qui, à mon avis, était merveilleux et très efficace. Nous Le mercredi 6 avril
avons pris le car et pendant le trajet mes amis et moi avons écouté Nous nous sommes levés à huit heures et j’ai mangé un pain au
de la musique et parlé. chocolat.
Finalement nous sommes arrivés à Sète et immédiatement nous Puis, nous sommes allés à l’école pour les cours du matin.
sommes montés jusqu’à la falaise du Mont St-Clair. De là nous Nous avons appris le passé composé avec le professeur, qui était
avons apprécié une vue stupéfiante. Après ça nous sommes allés à très sympa.
la plage. Nous nous sommes amusés comme nous avons joué au L’après-midi, nous sommes allés à la plage parce qu’il faisait très
foot. Maintenant, tout le monde était prêt pour déjeuner. Au beau.
restaurant nous avons eu beaucoup de choix mais j’ai mangé du Nous avons nagé et mangé des glaces et c’était vraiment très
poisson et du gâteau. C’était succulent. Après avoir déjeuné, nous amusant.
avons fait du tourisme autour de Sète. Avec mes amis nous Nous nous sommes couchés après un repas excellent chez notre
sommes allés à la rivière et nous avons regardé les bateaux. Puis famille d’accueil. Dominic Dootson (M)
après un petit trajet en car nous avons fait du ‘accrobranching’
(high-wire) et de la tyrolienne (giant zip wire). C’était la meilleure de
toutes les activités. Ensuite nous sommes rentrés à la maison.
Sonny Koh (Ch)
Le lundi 4 avril
Lundi, nous avons étudié beaucoup de choses fascinantes à l’école.
J’ai parlé beaucoup de français et c’était très utile.
Pour le déjeuner, j’ai pris un sandwich au fromage et puis nous
nous sommes promenés en ville. J’ai appris un tas de choses sur
l’histoire de Montpellier, qui remonte au moyen âge.
Après cette excursion historique, nous sommes allés faire du
patinage sur glace. C’était très amusant mais aussi un peu
dangereux et j’ai failli tomber à plusieurs reprises !
Le soir, nous sommes rentrés à la maison et nous avons très bien
dîné chez notre famille d’accueil. Brook Plumptre (SH) Nîmes
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