The Submarine, June 2017 by sccenglish

The Submarine Volume 12 NO 3

June 2017 EDITORIAL As this school year draws to a close many of our staff are leaving us. Our librarian, and one of the founders of the Submarine, Mr Tom McConville left during the school year. Another member of the Submarine team, Dr Garry Bannister, who is better known as an Irish teacher, will be retiring this year along with Mr Fraser Morris, Mr Peter Jackson and Ms Frances Heffernan. In this issue of the Submarine we pay

Freddie Johnson

tribute to these departing staff members. In March St.

Columba’s Senior Rugby XV won the Leinster League Division 2A final defeating Tullow Community School. Due to this victory, we have an article about the win written by Ivan Moffitt and a slightly more controversial article about the danger of rugby written by Dr Bannister. In this issue Dr Bannister also contributes a book review on a book that aspiring medical students may be particularly interested in, Mr McCarthy gives his opinions in Speaker’s Corner, Nevin McCone informs us about lucid dreaming, Felix Alyn-Morgan writes about Samuel Beckett’s links with the school and some of the first years tell us “what’s reading me.” We also have managed to obtain an article by the established author, Joseph O’Connor, who took part in our Arts Week in March. As I said, many are leaving St. Columba’s at the end of this term. However, our new librarian, Ms Jean Kent-Sutton, is an example that the future is promising. In several of the pieces in this issue there is an underlining theme of “change.” Change is a part of life and there have been many changes in the school this year; the completion of the new science block, the more frequent assemblies, the variety show and a new Warden, to name but a few. With the departure of so many of our staff, change is inevitable for the coming year as well. Change is often distrusted or even disliked in modern society. As with most things these days, there’s even a meme which shows this “back in my day” view on change. However, as the well-known quote goes “If we don’t change, we don’t grow. If we don’t grow, we aren’t really living.” It’s important to be open to change as a school community. We will remember how the college used to be, however, I hope that we will also welcome the changes to come. Nyla Jamieson 1

Contents Editorial by Nyla Jamieson

Samuel Beckett and St Columba’s by F Morgan

Lucid Dreaming by N. McCone

Speaker’s Corner

The Dangers of Rugby

Book Review: The Watcher by A. Lawrence

Joseph O’ Connor

Poetry Prize Winner and Runner Up

POTS Book Review by G. Bannister

What’s Reading Me

Crossword

School News

Sport News

Tania Stokes

Samuel Beckett and St Columba’s Felix Alyn Morgan Samuel Beckett is seen as one of the best avant-garde novelists, playwrights, theatre directors and poets, who lived in Paris for most of his adult life. He wrote in both English and French and is depicted as one of the most influential people of his time but, what has this to do with St Columba’s College? I shall tell you. While I was looking through the book on Samuel Beckett’s letters (between the years 1941-1956) I found out that his nephew, Edward, was a Columban in the College. I found this intriguing since I had not just realised there was a connection between Beckett’s family and my college. In the letter to Thomas MacGreevy on June 2nd 1958, Beckett mentions how his nephew Edward has just one the senior music cup at Columba’s by playing Handel’s flute sonata. During this extract from Beckett’s letter, he compliments the college by saying Edward only started the flute six months before winning the prize. Beckett’s implication here is no doubt complimenting the College. This extract if you so wish to read it, is on page 150 in the book The Letters Of Samuel Beckett 1941-1956. (Cambridge University Press; 1 edition (12 Sept. 2011). Another important reference to St Columba’s and Beckett was in his letter to Barbara Bray on February 17th 1959. In this letter, Beckett mentions how Edward has become a “fine young lad” in Columba’s and he tells us that he has been up to the college a number of times. I found this to be 2

outstanding, as a Columban myself, I am walking the same grounds that Beckett visited and have now realised that where I have been, Beckett has been as well. He explains how Edward has now been playing the flute for over a year in Columba’s and has become a very impressive player with the help of St. Columba’s. If you wish to read it as well, it is on page 200 of the same book I have already mentioned. To conclude, I am in St Columba’s and I am very proud and satisfied to be here. To know that I follow the same lifestyle as one of Beckett’s family members and to know that he visited the school on many occasions give me even more pride to be a Columban.

Lucid Dreaming: How To Control Your Dreams

Where's The Manual? However lucid dreaming is not as simple as 1+1, for if that was the case, everyone would be doing it. Lucid dreaming is a skill, like learning a new language, and can therefore be honed over time, causing a dreamer to have complete and absolute control over their mind, or as I like to call it, the dreamscape. However, like a language, study and work is a required. This leads to the most commonly asked question involving lucid dreaming, ‘How can I lucid dream?’

Nevin McCone

Inception Lucid dreaming is when a dreamer realises that they are in a dream and therefore can control what they are dreaming. Upon hearing this first most people think that lucid dreaming is fake, merely a cute idea, designed to make users of the internet go: ‘Huh, that's cool’. However lucid dreaming is in fact not a hoax and is a real thing. I know this because I myself am able of lucid dream. As a lucid dreamer, I am able at times to bend my dreams into whatever I see fit. This means as a lucid dreamer I can talk to dead people, having reformed them in the mind, fly and more limitlessly, do whatever I want. This is a big claim, but nevertheless a true one. The engine that powers the endless possibilities of your dreams is your subconscious mind which cannot be used when awake. However, as previously mentioned, nothing is impossible in a dream.

Lucid Dreaming For Dummies To achieve full lucidity, a dreamer must be able to do two things. Firstly, they must be able to realise that they are dreaming and secondly, they need to be able to control their dreams. Realising that you are dreaming is the less technical of the two parts, but subsequently requires the most labour and manpower. Like with achieving lucidity, this also has two main parts Dream recall: I guarantee some of you readers will say that you don’t dream at all. This isn’t true, unless you are incredibly skilled at meditation and are choosing not to dream. For the most of us we do dream and those who say they don’t merely don’t remember. If you can’t remember your dreams then unfortunately for you, your dream recall is not very developed. Don’t lose faith! As with most things there is a way to improve. This involves writing down your dreams as soon as you wake up in a dream diary. Upon doing this for a time you will start to notice that your recall is improving and you can remember distinct 3

details of your dreams more vividly. This means you are ready to move on to the second part of achieving lucidity.

and can start to alter things with their imagination. Em.. how do I do that? Use the Force Luke If you have seen the original Star Wars trilogy, (actually if you haven't please do that) you surely can remember the iconic training scene that takes place on the swampy planet of Dagobah, where the young Luke Skywalker must learn to use his mind to control objects. Essentially you are Luke Skywalker when learning to sculpt with your imagination but unfortunately you don't have a nifty 800 year old lucid dreaming master to guide you through. This part of lucid dreaming is very hard to explain, and merely takes concentration and practice. Although hard, it isn't impossible. Essentially you just have to concentrate with a clear mind, imagining what you want to create and conjure it into reality. Yep, it takes practice. When you are able to recall your dreams, notice the details in reality and… use the force, you have all the tools to lucid dream. Although it sounds like a lot of work, the main factor is practise, I can't stress that enough. Practice is the master of any skill.

Reality Checks: As mentioned, lucid dreaming is achieved when one realises that they are dreaming. This requires the performing of reality checks. Reality checks are when one checks things when they are awake, that work in reality but don't when dreaming. Examples of reality checks are flicking the light on and seeing if they work (they usually don’t in a dream), looking in mirror and looking at the reflection (mirrors in dreams usually won't show a proper reflection) and checking a page in a book, for in a dream every time you look away from the book the words will appear differently. To achieve lucidity, a dreamer must do these reality checks often in the daytime when they are awake, consciously noticing that they are not dreaming and paying attention to the details present in reality. The purpose of this is so that eventually, having performed these reality checks numerous times daily, your reality checks will slip into the subconscious mind when dreaming. This means a dreamer will perform a reality check in a dream. However, if all goes well, the dreamer will notice when performing the reality check that something is not right. Once the dreamer does this they will realise that they are dreaming and will become lucid, causing the dreamscape to become much more vivid. The dream is now theirs. Note that this doesn't happen after a few days and usually takes months of solid reality checks to work. Now that a dreamer is lucid they must learn how to control their dreams. This unfortunately, isn’t as easy as it sounds.

Limitless Possibilities: Now you have gained the ability to lucid dream the dreamscape is yours. What to do now….. The dreamscape is an endless realm of ideas; all sitting on a platter in front of you yelling ‘eat me’. It’s very easy therefore not to notice the positive effects lucid dreaming can have on you and how you can use it to help with fears and concerns. For example you can imagine an amphitheatre filled with a Roman legion and can use this as a stage to practise a speech that you may be worrying about. If you can perform your speech in front of a Roman war machine you can say it in front of your school I promise.

Working Your Mind Muscles When a dreamer first achieves lucidity they usually get excited. Unfortunately, this causes the dreamer to wake up, leaving them rather frustrated. This means you must learn to stay calm when you achieve lucidity. However don’t be disheartened if it takes a while for you to get the hang of this, it’s the hardest step in lucid dreaming. After practice the dreamer should start to be able to stay lucid for longer

I could sit here and list all the things a dreamer can accomplish in a dream, but that would spoil the adventure. Go out there and lucid dream, enter the realm a newbie like I was. Let its powerful arms entangle you, allowing you to unleash your unrelenting curiosity, opening your eyes in your dreams. 4

Speakers’ Corner Mr. McCarthy says what’s on his mind! F OREWORD : When Garry Bannister asked me to write an opinion piece for this issue of the Submarine I was struck by a pleasant thought - I am now considered to be old, grumpy and eccentric enough to be a prime candidate for getting something off my chest in print. So here goes…

Do you know what really annoys me? Lots of small, silly, inane things and lots of big important things that accumulate to provide an occasional thorn in my thinking. Here are just some of the things (and especially people) that annoy me - see if you can spot the silly and the serious...

1 Hollywood movie people (there are very few real stars around anymore so I’ll call them people) who pontificate about climate change, yet will jetset across the world leaving an outrageous carbon footprint, bringing their eyebrow stylists from Australia just for the Oscars. They moan, justifiably, about the lack of proper gun control in the USA yet are quite happy to be surrounded by armed bodyguards lest someone touch their ultra-expensive suits and dresses (which no doubt all come from ethical sources). They campaign, correctly, for respect for women yet when one of their own commits a crime against a young woman they plead that he is a special case and should not face punishment. They get upset when someone opens the wrong envelope. They appear in pretentious rubbish movies and then talk about their ‘craft’and their ‘art’. What a bunch of clichéd dopes (except for Brad Pitt who seems to be a decent fellow). 2 People who use the word ‘presently’ instead of using ‘currently’ when they mean ‘at the moment’ - these people are very annoying. And don’t start me on those who say ‘There is..’ when they should say ‘There are…’ These people need a good talking-to right now, not presently. 3 That woman who does the weather on television - you can be sure that it will bucket down no matter what she says. And as for your one who does the Lotto, nobody ever wins it when she does the draw, despite her constantly wishing us a cheerful ‘Good Luck’. This is all so annoying. 4 Jose Mourinho. 5 The mention of Jose Mourinho’s name. 6 Portugal. Jose Mourinho comes from Portugal. 7 People who are unkind to other people - we should be kind to others, even poor old Jose. 8 People who are intolerant of other people’s religious beliefs and seek to mock and dismiss those sincerely held beliefs as primitive and restraining superstition. I have noticed that these knockers are very carefully selective about the religions they mock lest they face a backlash. I get annoyed when people use the phrase ‘no-brainer’ when discussing issues of great ethical and moral 5

importance, as if their view alone has worth and everyone else is an idiot. Annoying as these people are, I respect their right to be annoying - perhaps that comes from my own religious views. I hope that sounds annoyingly smug. 9 The fact that there is not enough football on TV really annoys me. The fact that there are far too many programmes on wedding dresses on TV really annoys me. The people who make these profoundly disturbing decisions must be identified and punished because they annoy me. 10 Reality TV. This is a crime against good taste and bad taste. In fact it is simply a crime. Idiots on the idiot box watched by idiots. It must be stopped. 11 ‘Britain’s Got Talent’. No it hasn’t. 12 People who don’t say ‘please’ and ‘thank you’ when they should - they are dreadfully annoying people. 13 Shop assistants and/or customers who speak on their mobile phones when they are engaging face to face. This is not just rudeness, it is blatant contempt. These people are a menace to society and should be jailed for life with no access to mobile phones. 14 That shop assistant in Lidl who asked me if I wanted tokens for my grandchildren - I really must get rid of this grey beard and donate it to her. 15 And finally, what is annoying me most at the moment is the fact that several of my colleagues will be retiring this year. I am not envious of them nor am I annoyed even though their retirement illustrates my own passing years as I get closer to the threshold of the departure lounge. I am annoyed because my children will not have the chance to be taught by these wonderful people.

But I am most annoyed because I will miss them. They have enhanced the lives of so many young people and have brightened the days of their friends in the Staff Common Room and beyond. We talk about a teacher being ‘replaced’ by a new teacher. But of course, while the teaching work may go on, no individual can be replaced because we are all unique in our habits, personalities, eccentricities, virtues, vices and flaws. And my retiring colleagues are unique, one and all.

So to Peter, Fraser, Garry and Frances may I say in public print that I will miss you all and may I wish you all a very happy and long retirement. Your company and good humour over the years have helped to put all those little annoying things where they belong - i.e. back in my imagination!

Peter McCarthy

IS RUGBY TOO DANGEROUS FOR SCHOOLS? Last year a panel of doctors, medical and health experts penned an open letter to the UK Government urging them to remove the collision element from Rugby in schools. Here, our own Dr. Bannister weighs in on the debate and he has some very strong views! the best” on my bare backside for my obdurate behaviour and passive delinquency.

I have no objection if an adult voluntarily decides that he or she would like to participate in any type of extreme sport. Adults are, of course, free agents and must be allowed to take responsibility for the choices they make. However, this does not apply to children. Children and teenagers (up to the age of 18) are in the care of adults. They depend on adult guidance in order to make the best and most informed choices in their lives, and especially in regard to their overall safety and general wellbeing. Children rely on an adult’s lifeexperience, knowledge and wisdom to advise them sensibly, until they themselves become adults and are deemed capable of acting independently and taking responsibility for their own choices. Why do we fail children then, when it comes to sport? In practically all Irish secondary schools, that are attended by young boys, rugby is compulsory – a high-impact collision sport; a sport-activity that exposes children, on a daily basis, to serious and imminent risk of catastrophic injury. The majority of rugby related injuries occur during contact or collision in tackles or scrums – injuries such as factures, ligamentous tears, dislocated shoulders, spinal or head injuries – all of which can have short term, long-term or lifelong consequences. Concussion, for example, which is a very common injury in rugby, can cause depression, memory loss and diminished verbal abilities.

Moreover, knowing what I know today, I feel even more strongly than ever that forcing children to be involved in any activity that could jeopardize either their health or safety is, at best, being reprehensively irresponsible and at worst, might well be described as a blatant form of child-abuse. Eric Anderson, Professor at the faculty of sport in Winchester University and Allyson Pollock, Professor of Public Health Research and Policy at the Queen Mary University in London have recently written an open letter to the Children’s Ombudsman in the U.K., formally requesting that all tackling should be banned or, at least, be excluded from all rugby games played in British secondary schools. This, I am convinced, would be an equally wise intervention, were it implemented here in the Republic as well. The violence in rugby is obviously based on the now defunct and bankrupt ‘macho-male tough-guy’ image; an image that very speedily dissipates when viewed from the position of a quadriplegic lying on a hospital bed or from the view of a very distraught parent caring for a severely brain-damaged child. There will always of course be dangers in any sporting activity. Serious accidents can happen in football, hockey, athletics, etc., but in these sports there is no ‘high-impact collision’ as in the sense of being part and parcel of the actual game-play itself. If rugby is to remain as a school activity, there are two stipulations that should always be observed in any secondary school’s sport’s policy. Firstly, rugby should be a non-impact/collision sport and if that’s not possible, then secondly, like every other sport in secondary schools throughout the country, rugby should be made optional.

I have, unashamedly, always been completely and utterly opposed to contact-rugby as a school sport; even refusing to play the game when I was at boarding school myself, in the early 1960s. At the age of 11 or 12, after standing motionless, except to avoid any contact whatsoever with the ball, I was marched unceremoniously up to the headmaster’s office where I received “10 of

Book Review: The Watcher by Ross Armstrong This was a very interesting read to say the least. The book is written in the first person, almost in a journal format but more freely flowing than simple journal entries. For this reason we are in the main protagonists head straight from page one. Lily Gullick lives with her husband Aiden in a new-build flat opposite an estate, which has been marked for demolition. Through her love of bird watching or twitching she begins to start spying on the lives of the people in the flats opposite using her binoculars. For a lot of the book I was unsure as to the relationship between Lily and Aiden but it became very clear by the end of the novel. The author does a very good job of introducing some big unexpected surprises in the book. When one of Lily’s neighbours gets murdered she is determined to find answers. Obsession would be an understatement. Using her binoculars she begins to piece together a picture of events, slowly drawing closer and closer to discovering the murderer. At times it can seem tricky to see where the book is going but that is the whole clever point to it…it is meant to read that way. I don’t want to reveal any of the surprises from within the novel but all I’ll say is that the book shocked me and thrilled me with its clever moments allowing me into Lily’s mind and it’s workings. It has a suspenseful and dark undertone to it, and its pace quickens towards the end. I grew to really like Lily as a character by the end of the novel and had a million thoughts and feelings about her. I loved where the book brought me and it was one hell of a ride along the way. The story is a true physiological thriller and the author deserves a lot of credit for how he builds the tension throughout the story, introducing many unforeseen twists and turns along the way which are sure to excite. Alex Lawrence

Summer Reads 2017 2017’s hottest fiction now available to borrow from the library!

I’ve been fortunate to achieve success in my life as an author. Every author needs a bit of luck, and I've certainly received my share. Not all of my books have done as well as I hoped, but most have done better, and some have been big international bestsellers, translated into many languages. It’s a lovely feeling, seeing someone on a train or bus reading a book you wrote. When that happens in another country, it’s even more special.

But the best thing I ever got from being an author was a surprise. One evening, not long after my first novel was published, I went to the Shelbourne Hotel in Dublin to meet a television producer from London who wanted to talk to me about the possibility of filming my book. She was smart, funny and had beautiful eyes and the warmest smile. I’ll be honest, I was a bit disappointed when the meeting ended after only half an hour. She was ‘going on a date’, she explained.

AUTHOR J OSEPH O’C ONNOR MUSES ON THE TRANSFORMATIVE POWER OF WRITING AND HOW A NOVEL CHANGED HIS LIFE

In some ways, I think I became an author when I was in my mid-teens. It was around then that the worlds of reading and writing began to blur a bit in my mind. I found myself asking questions of poems or novels I loved. Why does that opening page work so well? What is that poet trying to make me feel? Is the ending of that short story a kind of new beginning? Should all good endings be that?

In the coming days, I phoned her and asked if she’d go out with me. She laughed and said no, I wasn’t her type, it was my novel she was interested in, not me. No, there wasn’t any point in my asking her again. We wouldn’t be suited. It was a silly idea.

Then, I found that these questionings led to experimentation. I’d try to write pen-portraits of my teachers, friends and family, attempting to capture them in a hundred words, or I’d rewrite a beloved short story in a different tense or from a different point of view.

This September we’ll have been married for nineteen years!

We have two wonderful sons, of whom I am very proud.

I’d look at the lyrics of songs I liked and try to discover what it was that was giving them power and meaning. Most importantly, I began to think about the structure, the architecture of a story.

So, a novel changed my life. It helped me discover my path. I am so grateful to my craft, which I began to love when I was young and still love and want to learn more about, every day.

If you want to construct a story, a good approach is what I call ‘The But/Therefore Test’. All the events in any strong story should be connectable by either ‘therefore’ or ‘but’. Little Red Riding Hood is told to bring food to her grandmother. THEREFORE she sets out through the forest. Her mum has told her not to stop and talk to strangers. BUT she does. And so on.

Joseph O'Connor is the author of eight novels, two collections of short stories, several stage plays and hundreds of radio diaries. His novel 'Star of the Sea' has sold more than a million copies and has been published in 43 languages. He is Professor of Creative Writing at the University of Limerick.

The Moment of a Force

Resonance

Over the crest of the hill I came, making steady progress. The sun beat down; the air became A heavy weight upon my shoulders.

I balanced on the strings. Light as a tightrope walk: Tentative, timid. The first sound crept At the draw of the bow Like some small creature From the dark.

I crashed through the heather and bracken On the hilltop, bright purple and dark green. The scent of yellow gorse hung in the air, Making the journey sweeter.

I missed my mark. The tone not true, My arrow flew into Nothing. The music played Itself in my head. Pure, Featherweight. Nimble. Lacking.

Finally, I reached the highest point; A heap of stones marked the peak. I turned to face the valley for the first time Allowing myself to look back.

I composed myself; I could see it, crystalline, The filigree lines. I fixed my aim. No stray note would escape. I would catch it And carve it to perfection.

On the far side I saw houses, cars driving by. A small stream snaked down the hillside, Shining and rippling like a silver ribbon, But my eyes came to rest on another sight. There they were, perched atop the furthest mountain, Wind turbines, gleaming blindingly white in the sun. Their pointed arms cut through the air, Steady and constant like the beat of a drum. As they moved, a swishing noise reached my ears. Making energy from air; an immense power. They harness the forces of nature, Allowing life in the valley to use their energy. My own energy was depleted from the long climb But the turbines will never tire. Turning round and round, their cycle goes on, As they create power for us all.

But I was mistaken In my reflection. A cello’s purpose Is not to take away – Music grows. Its source? A spark. Music throws flames To the dark, illuminates hearts. I reached deep, my arrow Steeped in power. The melody, I let it fly and it soared high – It felt alive. I dived Into the rising tide, and once inside, I let it carry me to shore. Music is more than perfection. Tania Stokes

A comforting thought, somehow. Eliza Somerville

"POTS SYNDROME - What it really is and Why it happens" Written by Patrick Ussher Review - Garry Bannister

Like me, you have probably never heard of POTS (Postural Orthostatic Tachycardia Syndrome) but this condition is a serious neurological disorder that can attack the body in the aftermath of some other physical or psychological trauma. The effects of POTS can have a devastating impact on those affected, leaving some wheelchair-bound or, at least, seriously incapacitated and unable to continue living their normal daily lives. I can assure you that I certainly do not read books about disturbing medical conditions. Books such as these or tales of horror about cruelties, whether natural or man-made, that are being, or have been inflicted upon my fellow human-beings, would be very far down my reading-list. However, this book was written by a former pupil of mine who is now a very successful philosopher, academic and writer - Patrick Ussher. Yes, the same Patrick Ussher who was one of the founding fathers of the 'The Submarine' magazine that you are now presently reading. In addition to all this, he himself contracted POTS and found a means of ridding himself completely of this particularly debilitating and insidious condition. Patrick’s total recovery was, most probably, the over-riding motivation as to why he decided to embark on writing this, his latest publication: "POTS SYNDROME - What it is and why it happens." And what a magnificent read it is too - beautifully penned and meticulously researched. When I say ‘meticulously’, I mean that every step of the way, Patrick defines the language he is using; terms such as: postural, orthostatic, tachycardia, etc., and also why he has chosen to follow one particular path of enquiry when researching POTS, rather than another. Then with almost surgical precision, he identifies and pinpoints the physiological changes that occur in the body's functions and the symptoms they typically elicit. There is an extremely comprehensive and fair analysis of the two most credible theories available today in regard to POTS and Patrick provides clear and solid reasoning for why only one of these theories can be validated as regards the biological basis for this disorder. I have to say that the lucidity and the absence of any superfluous information gives this whole section of the book a certain lightness in its presentation and provides a keen readability that captivates the curiosity of the reader from start to finish.

From the very start, the author methodically explains to the reader what is really going on when a person develops POTS and why what occurs is happening. He begins by drawing our attention to the normal functioning of the limbic system of the brain, ruling out any idea of "psychosomatic' causes as being a conceivable basis for POTS. The author introduces the four crucial parts of the limbic system that, as we discover, are integral to a proper understanding of POTS: the amygdala, the hippocampus, the cingulate cortex and the hypothalamus. As we read on, we learn just how vulnerable the limbic system is, how a damaged mechanism can precipitate very deleterious outcomes like, for example, a person's ability to perceive sensual stimuli such as light, sound or smell. Patrick’s detailed and well-researched arguments inevitably lead the reader to the one only possible conclusion and that is that the traditional understanding of POTS, as primarily a cardiac problem, is clearly inadequate and that accordingly, the real area of investigation must focus on the brain with a limbic system in crisis. Then follows, for me, the most fascinating part of the book - Patrick’s account of the rewiring of the Limbic System and an obviously effective and workable protocol for a complete recovery from POTS. It seems clear that the protocols suggested by Patrick, need not be limited to only POTS itself but could also very easily be applied to other neurological disorders that are associated with limbic system impairments. Perhaps, it would not be too outrageous to suggest that this particular approach might well be worth further investigation in any or all cases where the general principles of Neuro plasticity were of concern. In the light of this, the book "POTS SYNDROME” promises a lot more hope for other neurological conditions which people, perhaps, once dismissed more fatalistically; diseases such as Multiple Sclerosis, for example. Indeed, in the book, Patrick references the work of Terry Wahls MD who managed her owns MS by researching the causes of her symptoms and establishing the Wahls Protocol Diet. Like Patrick, within two years, she had returned to normal health and was even horse-riding in the Canadian Rockies. This is a very optimistic and embracing read. Although it is a book that professes, by its title at any rate, to confine itself to understanding and treating a specific neurological disorder, it does, however, in fact, reach much further afield, by offering a new scientifically holistic and expedient approach to those disorders that are rooted in any neurological malfunction that has been precipitated by any deterioration of brain-function. This might very well include such illnesses as Alzheimer's, stroke-paralysis, motoneuron disease, and many, many more. This new thinking that is being proposed in Patrick’s book is not based on some airy-fairy unscientific procedures but on hard facts that have been firmly constructed on the basis of solid coherent research. The book, in this sense, could very well be a template for others to follow. In conclusion, I can highly recommend this book to anyone who is interested in the workings of the brain and would enjoy reading a truly gripping adventure into the world of pioneering scientific discovery. G.B.

Patrick Ussher’s book POTS Syndrome- What it Really Is and Why It Happens is available to borrow from the college library. Patrick has also edited two books on the Greek philosophy of Stoicism; Stoicism Today: Selected Writings, Volumes 1&2.

Rachael Mungavin: Girl Missing by Sophie McKenzie. This book is really well written. It makes you think and I also liked it because it is hard to stop reading when you start. My favourite part is all the adventures Lauren and Jam had to go through to find out about her past. I really liked this book!

Guy Fitzgibbon: Nights of the Borrowed Dark by Dave Rudden I really liked this book, it’s fast paced and has a really good plot and the characters are great. My favourite part was when Denizen realised the four random stone pillars in the sea weren’t just pillars!! I would recommend this book to anyone who is a fan of Rick Riordan (the author of Percy Jackson) or Derek Landy.

Oliver Bellew: The End by Charlie Higson I really liked this book because of the ending and due to the fact that at the end every question links up, even little ones that didn’t matter. By doing this the author is showing great skill and imagination. If you have not read it, read it!

Peter Taylor: Thirteen Reasons Why by Jay Asher I loved this book! The reason I love it was because it brings up a topic that not many people talk about; depression. I think it’s important to bring these conversations up with friends and family just to make sure everything is ok. I would recommend this book to people who suffer from depression just to prove that you are not alone even though it may seem like it.

Across 1. Who wrote Peter Pan? 3. Was George sick or well in 1984? 5. “It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a....” 6. “Cogito ergo sum.” 9. "And I like large parties. They're so intimate. At small parties there isn't any...." 11. Those who go to Notre Dame will meet the hunchback. 12. Henry was a famous American author who became a British subject a year before he died. 13. A short and usually witty poem. 14. Who is the second oldest of the Pevensie children in 'The Lion, the Witch and the Wardrobe? 16. Gulliver's land of Giants. 17. A large number with thee on a beach. 18. A colourful author our man in Havana. 19. At odds with the Capulet family according to William. 20. What is the name of the dog character in Norman Juster's ‘The Phantom Toothbrush' 23. Miss Brooke had that kind of beauty which seems to be thrown into relief by poor dress. 24. Whose papers? What the Dickens! 25. Mr and Mrs Dursley, of 4 Privet Drive were proud to say they were perfectly that.

Down 1. What prisoner was released by Pontius Pilate instead of Jesus? 2. Famous novelist and former pupil of St Columba's College. 4. The number of books in the Harry potter series. 7. King Lear rejected her for Goneril and Regan. 8. fourteen lined poem in rhymed iambic pentameters. 10. A significant law from 1709 relating to writers. 15. Korzeniowski's pen-name. 21. Three Sisters sent a check off to acquire the Cherry Orchard. 22. Enid Blyton's parrot.

Please return completed entries to the Library for a chance to win a €20 book token! 14

School News A Fond Farewell As the academic year draws to a close we bid farewell to some of SCC best known faces and hear what they have to say about their time at St Columba’s College.

Mr. Fraser Morris Since Mr. Morris has worked at St. Columba’s there have been many changes. Among these are new wardens, new teachers and building renovations. He has been a large part of the school community, involving himself in not only teaching life, but also showing off his excellent ability to ‘bust a move’ during numerous school Christmas pantos. He has taken school life in his stride, embracing the quirkiness of the school making himself a part of this family. We can only thank Mr. Morris for his involvement in school life and wish him luck in all of his next endeavours. “What predictions would you make about the college’s future?” “I think it will go from strength to strength with adaptions and improving changing with the times.” “What has changed since your arrival” “The ethos of the place hasn't changed but the fabric, such as dormitories and the food, it has changed a lot and gotten much nicer.” “What will you miss the most?” “I will miss the company of young people, my great colleagues and the fun. Most of all seeing the students develop and grow, beginning as children and leaving as adults.” “What was your first impression of the college?” “I remember walking down cloisters for the first time and thinking ‘What planet have I landed on?’”

Nicole Dickerson

Dr. Garry Bannister Dr Bannister joined St. Columba’s College in the mid-eighties. He has been teaching Irish in the school ever since. Down to our high number of foreign students there are many pupils who went through the school never having Dr Bannister as a teacher, however, his controversial talks in chapel have made sure that every pupil is well aware of who he is. From what I have heard he is especially well known amongst the Russians in the school due to his fluency in their native language. Dr Bannister will be retiring at the end of this year and so I took the opportunity to talk to him about the past and future of the college. The Past: “The ethos of the College was much the same as it is today. There was a serious gender imbalance, however, in the teaching staff” was Dr Bannister’s remark on what St. Columba’s was like when he arrived. He told me that when he arrived “there were only three or four full-time teachers” and that “a male teacher was appointed as housemaster of Iona House when it was first established.” He also spoke about something some of our younger pupils may have trouble imagining “There was no broadband. The Encyclopaedia Britannica was Google.” Although Latin is still taught in Columba’s by Mr Brett Dr Bannister told me that “There were five teachers teaching Latin,” he also said that “Greek and Hebrew were taught at the College.” And that “the College published its own Biblical Hebrew textbook.” Dr Bannister emphasised the difference with the arrival of Ms Heffernan and her setting up of a learning support department, calling it “a new dawn for the College.” He also named the setting up of <Cúram> (a care team in the college run by Ms. Maybury) as a change which stood out to him. The arrival of the modern library was also brought up as a change that stood out to Dr Bannister. He referred to John Somerville-Large’s design as the “academic heartbeat of the College.” Another change that was mentioned was the launch of The Submarine itself by Patrick Ussher, Tom McConville and others. The Future: Dr Bannister flagged “coping with ever more excessive government interference within the classroom” as the College’s main challenge in the future. He also thinks that technology will be ever more fundamental in the future of learning. He visualised “there will be both the physical school space for learning but also, and more importantly, there will be a sharing with other centres of learning all over the world, brought together into one virtual space by exciting new technologies such as 3D holoportation which is now being successfully developed by Microsoft.” As I said earlier many of the students at St. Columba’s have gone through the school without being taught by Dr Bannister however I am one of the pupils who was lucky enough to be taught by him. One of the things I most admire about Dr Bannister is his passion for his subject and his passion to teach. He is always willing to give up his time for a pupil. This is a characteristic which I believe contributes to how sorely he will be missed but in Dr Bannister’s own words “The future is bright!” Nyla Jamieson

Mrs Frances Heffernan Before coming to St Columba’s College, Mrs Heffernan taught in Terenure College, a school with six hundred pupils, all of whom were boys, where everyone went home at four o’clock. As you can imagine the transition between schools was daunting but, as Mrs Heffernan explained, “all those feelings soon went away” as she found the pupils here at St Columba’s “to be enchanting, appreciative and a delight to teach.” Apart from the change of working in a mixed boarding school there were also differences regarding chapel, lunches as well as coming to the college to teach on Saturdays and of course a longer day, sometimes including prep supervision in the evenings. All of these things Mrs Heffernan insisted “makes her work harder.” Mrs Heffernan primarily works in the college’s learning support department but has been involved in many other aspects of the college too. These include organizing anti-bullying assemblies, speaking at the mindfulness week assembly which was this held this year, having a huge involvement in the food committee, and even teaching ‘Form One B’ Geography in 2014. She ran the Pupils’ Council for 5 years and girls wearing trousers in the winter was one of her successes. During Mrs Heffernan's time at the College, she has witnessed the building of the new boarding houses, as well as the college getting a new entrance after the M50 motorway was built next door, which she said gave the College “a whole new look, it was a change of landscape and the grounds of the College.” Mrs Heffernan was also given a new classroom large enough to hold the increasing class numbers- “I was in a cubby hole and now I have a room with a view” When asked to tell us what she would miss most about the College, Mrs Heffernan exclaimed “Ah now that’s the million dollar question!” She explained how she will miss teaching dearly- “it’s my love and something I set out to do since I was a nine-year-old girl. I will of course miss the students and all of the friends I have made up at the college including the wonderful staff. The location of the school is second to none.” Mrs Heffernan also has some hopes and goals for the School. She hopes it will achieve- saying “I hope that we are going to have more day pupils, a greater mix of local children, as I feel some of the foreign students would benefit greatly from increased knowledge about Dublin and Ireland.” She would also like to see visiting teachers interact with the College a bit more, saying “We don’t need to be the school on the hill, we need to be the school in the middle- driving others, I sincerely hope that this College goes on forever.” Mrs Heffernan has been a wonderful addition to the academic staff here at St. Columba’s. I can proudly say that I, along with all my fellow students, have learnt so much from her, inside and out of the classroom. We are very appreciative of all the work she has been involved in over the years. Goodbye Mrs Heffernan, you will be hugely missed.

Poppy O’Malley

Mr. Peter Jackson Mr Jackson, who teaches biology and chemistry in St Columba’s, will be retiring at the end of this term. I asked him a few questions when he wasn’t marking tests or updating his infamous schoology notes. Mr Jackson happily gave his own opinion on topics regarding the past, present and future of the College. When Mr Jackson first arrived at Columba’s in 1975 he was only 24 years old and straight out of university. Looking back, he describes the College back then as “very old-fashioned, very stuffy,” and as a “tough enough place to live for the pupils.” He then continued on talking about how the place has changed throughout the years mentioning that is has become “far more comfortable” and “far more academic”. Bullying has been greatly addressed and worked against in the College throughout the last few years with the help of our, now annual, bullying awareness week, mental health week and the many workshops that we do over the year which concentrate on how to recognise and combat bullying on the spot. Mr Jackson referred to this fantastic change in the College, saying that there is indeed “far less bullying going on” and also that people are “probably slightly happier” than they were back when he arrived. He suggested that staff are “the driving force behind it all” and make such changes possible. What he’s going to miss most about Columba’s are his colleagues. Peter Jackson still has the intention to teach, so he will be in contact with other students, but the staff around him are definitely what he will miss most in his new working space. In reference to facilities, Mr Jackson could only talk about improvement: Since he arrived, the construction of the Cadogan has obviously been a huge success, and also the building of the new science labs only last year has been of great advantage to the chemist. He talks about the College being “far more organised” and “facilities being better” than they were back when he joined. Mr Jackson’s predictions for the College’s future are that it is going to continue to become “more and more modern as time goes on.” “It’s fairly modern now but it could be more modern” he said. He then admitted that although modern things are great and help us develop “you need to give them a chance to show that they are worthwhile doing before you do them.” Talking about the college’s handling of new technology he said, “We’ve always taken things on slowly and steadily and that is the way St. Columba’s has always worked.” Mr Jackson, thank you for your great 30 years in the College in which you have taught generations of families. Our mothers, fathers (including mine) and we wish you all the best for the years to come. Anna Janssen-Heidenfeld

Library Lessons In his ultimate contribution to The Submarine, Mr McConville shares what the Library at St Columba’s College has taught him.

What is a school library? This was the question the Librarian first asked himself in 2003 when he arrived in St Columba’s. And every year till 2017. Say some: just as well he’s an ex so. He prefers though, for little oracular obscurity: institution.

the is

moment, a evolving

Back in 2003 the Library was, as it still is, a beautiful place. There was light, space, wood, airiness, calm, books, tables, desks and a scattering of pupils. Aware he was standing on the shoulders of giants—G.K. White, Norman Lush, David Caird, Julian Girdham... - he said hello to Mr Brett and set to work, only to find his office was beside the library and not in it. The old Submarine classroom, beyond two fire doors, was his office. No one came to see him in those early days much to his chagrin. When he went out amongst them, pupils fingered their mobiles, wondering who this strange fellow might be. He felt as rare as the snow leopard, only without the spots. From time to time Mr Girdham checked to see he hadn’t been crushed by a bookfall. He finally moved out into the glare of a new office and now, for the first time, he felt that he had become a very visible and vital part of the library’s life. When he initially appeared in the small glass booth in the Junior Reading Room, Mr Finn tapped on the window and ordered a cod and chips. The Librarian could only offer him curry sauce and the use of the stapler. Life was tougher in those days! With teaching staff supervising and an absolute silence rule, the Library, second to the Chapel in aesthetic appeal, was first in quietness. Its perfect peace was only ever broken by Mr Fanagan’s morning song (when Mr Fanagan still sang there), and every two weeks by a loud sneeze from Mr Canning. Hoping to encourage young writers as well as avid young readers, he started this very publication. The Submarine turned out to be a most successful enterprise indeed and inspired many pupils to reach deep into their souls to discover their own voice in reviews, creative writing and interviews with the great and the good. After my pupil co-founders had left, Patrick Ussher, Robert Murtagh and others, Dr Bannister took up the baton and provided a pure stream of pupil writing. Ms Cullen and the Art Department provided pictures. Later with Mr Brett he started a Library Committee to establish a two-way communication with the Library’s users. He also put together and taught an Information Literacy module. At school library conferences he’d heard the word disintermediation. Third level librarians said it quite a lot. It meant there was no longer a knowledge filter between student and information. The millennial child could go straight to source. Whether this is the most advisable and effective strategy to develop in a school, he shall leave to the good offices of the new librarian. He also thought it would be useful to show Transition Year pupils how to develop their own filters. How to assess a website for authority and accuracy. How not to plagiarise, but rather to reference. How to plan and develop a project. How to synthesise information. How to use a library catalogue to develop a search. ‘The real world’, said Mr Girdham, meaning teaching, with a laugh. And so indeed it was, for many of those pupils who took part, a most enjoyable ‘real-world’ experience that was very worthwhile and personally rewarding. What else? He had extra bookshelves made. He did strenuous weeding and book-buying and cataloguing in the belief that the Library should not be an archive but as interesting as a good bookshop. He promoted reading. He dodged bookfalls. He got laptops. He and Mr Brett teased out library paradoxes such as the non-return of unborrowed books. 19

He showed Mr Cron how the bell rang better if you didn’t hold it by the clapper. He sidestepped the latest technology, kindles in particular. He regretted his part-time status made him miss lunch. And important afternoon meetings—they always seemed to be in the afternoon. Like all other mortals, at times, he did a little complaining too - to Ms Smith and anyone else who might listen (Ms Smith was very resilient in this regard). A library wasn’t just about books, but more about information—both factual and imaginative. And for that, pupils needed skills, to find and to use it. Some of these important skills I tried my best to provide to any pupils who were eager to acquire them. This skills-learning process can best be described as: communication leavened with entertainment. In the Library, and strangely, yet provably in the rush to digitise everything, ordinary paperbound books, in their own right, are a very successful technology. Reading fiction is hugely important in developing feelings of empathy, a healthy imagination, improved concentration, an increase of effective vocabulary, ideas, a sense of self and a sense of belonging to the world. So, what is a school library? Actually, he will tell you now, dear teachers and pupils. It is what you make it. To Ms. Kent-Sutton, the next in an incomparably illustrious line and St Columba’s Librarians, he sends his very best wishes. And to all the staff, academic and otherwise—he has very fond memories. He hopes he’s left something behind him, other than dusty boxes of disposed books and cobwebs in the old Submarine. He’s absolutely sure the Library is now in an excellent pair of hands and fast on its way to becoming an ever more interesting, well-resourced, engaging place to spend many happy hours of learning and discovery. Tom McConville

This term St. Columba’s has welcomed a full-time librarian, Jean KentSutton. She has come here from Belmont Academy, Scotland, where she worked for nearly 8 years as a librarian. Belmont is the largest secondary school in South Ayrshire with nearly 1300 pupils. Ms. Kent-Sutton commented on the “very different atmosphere to St. Columba’s and a noise level to match” in the significantly larger Belmont. Ms. Kent-Sutton said, “I am really enjoying working St. Columba's, it is very different from anywhere I have worked before.” She went on to talk about the pride staff and pupils alike show at belonging to the school community. She told me that she was enjoying working at Columba’s and that she has “been welcomed so warmly that I feel like I have been here a lot longer than three months, in a good way!” She is “looking forward to working to help foster a real love of reading as well as helping to equip pupils with the critical information literacy skills they need to be confident learners both at school and in the wider world.” Ms Kent-Sutton seems to have a great interest in education and helping pupils grow and therefore I believe that she will be a great benefit to the library and the wider school community. Nyla Jamieson

School News: Sport Ivan Moffitt gives a firsthand account of the Senior Rugby XV League Final Win.

St. Columba’s Rugby Final Winning the first rugby trophy St. Columba’s has won since 2008 was certainly

feeling

ecstasy.

Wednesday, the 29 , March was the conclusive day, however the build up to the game was immense. After beating Drogheda Grammar 12-3 in an unnecessarily hard-fought game the week before, it seemed like the only thing anyone could talk about was the final. Chants were composed and refined, support buses were organised and advertised, and the trainings were intense. When the day did come, the team was ready. We got out of class early and underwent a tense bus journey to the Old Belvedere grounds. After having a walk around the pitch to get the feel of it and doing our warm up we headed back into the changing rooms. Looking around you could see the nerves on everyone's faces. Jerseys were given out; I was wearing 15. The huddle in the changing room had everyone pumped and inspiration was coming from all the coaches, however, I specifically remember the prayer said by Mike and the resounding “Amen”. As we jogged out onto the pitch, I became acutely aware of the huge support we had, as the stands roared. Finally, we were face to face with Tullow Community School. They were bigger in size but we were confident in our ability. The opening ten minutes saw Tullow dominate in possession and territory. We were defending well but eventually the pressure showed and Tullow scored the opening try, which they then converted from the touchline to lead 7-0. The reality of the possibility of losing suddenly kicked in. The restart gave SCC the chance to bring the ball to their half. The pressure was in our favour now and we were awarded our first penalty. Unfortunately, after a bit of confusion with the cone, Henry Carroll missed a rushed kick. However, we stuck to it and no mistake was made in the second penalty. The score was brought up to 7-3. Tullow tried to bring the game back to us again but couldn't break through a very solid defence. Soon enough we were back in possession and our captain, Douglas Boyd Crotty, left the outside defence star-struck with some dazzling feet, running 60 odd metres for a try. No conversion from Henry Carroll but he soon added another penalty to bring it 21

to 11-7. Tullow added a penalty of their own after another bout of pressure to bring it to 11-10 by half time. Another excellent (unconverted) individual try from the back of the scrum from Aifo Ebeleghe pushed us to 16 - 10. However, a six point lead was still within a converted try. The line-out was having a bad day and a number of scrums weren't exactly strong either but our defence was putting enormous pressure on Tullow and they continued to make mistakes inside our 22. We made no such mistakes when the opportunities presented themselves to us. Douglas picked up some loose ball, offloaded to me and we made it to the ten on the right-hand side. Max Hopkins then carried strongly off the ruck and Sean Cooper fed Hector Wright. Hector brushed off a few weak tackles and went over for another excellent try. That put us at ease. Frustrated, the Tullow team were starting to play a bit dirty and were reduced to 14 men after a late tackle on Sean. Soon after this, Douglas once again stepped and cut through the defence scoring under the posts for Callum Perry Knox Gore to convert. That polished off the game at 28-10, a solid victory in the end. After the final whistle blew the Columban supporters flooded the pitch. It has to be said the support was truly admirable, with about 100 Columbans from all years in full voice. Here, I’d like to give a special mention to Kitty Morris dubbed the chant leader. The coaching team of Mr. Andrew Mitchell (Head Coach), Mike Elliot Murray, Graham Dean (Strength & Conditioning) and Paul Cron (Head of Rugby) all deserve a mention for their commitment to the team as do all the boys on the team!

The Submarine needs you! Are you passionate about journalism, writing, photography or art? Are you a whizz at graphic design? Have you got the inside scoop on what’s happening at St Columba’s College? The new look Submarine will be recruiting members for our editorial team next September-watch this space!