Conference & Common Room - September 2016

Page 29

Leadership

Matters of nomenclature Two extracts from C J (Jonty) Driver’s latest book, published this month In my professional life, I was variously a President, a Housemaster, a Director, a Principal, a Headmaster and a Master. I have also been a Fellow (several times), a Governor (often), a Chairman of Governors, a Visitor (twice), an Advisor, and an honorary Senior Lecturer. Once, for a short and happy time, I was in the United States a Colonist. Twice, I have been the Ordinary of school chapels. I have never been a Professor, though I have always envied the French notion of the professeur, the all-round teacher in school, college or university. When I talk about the people in charge of schools, the term which comes most easily to me is Headmaster or Headmistress, and the easiest way of abbreviating and generalising that appellation is to use the word ‘Heads’. Two of the best chairmen of governors I ever worked for were women; both delighted in calling themselves ‘chairmen’, though there was no mistaking their gender. I have done my best to be scrupulous about the terms I use, although I draw a grammatical line at using a plural pronoun when the subject is a singular ‘everyone’ or ‘someone’; ‘someone’ is ‘he’ or ‘she’, never ‘they’. When I talked to my pupils collectively, I always addressed them as ‘Gentlemen’ or ‘Ladies’ or (collectively) as ‘Ladies and Gentlemen’, perhaps especially when I thought they didn’t deserve the courtesy of those titles. When I talk about them, it still is as ‘boys and girls’. Some of them are ‘students’ already, as they will – one has to hope – all become if and when they get to the university; but it is not a term I find easy to apply to school-children. ‘Scholars’ I shall always be inclined to think of as (first) those who are clever and fortunate enough to have won scholarships and (secondly) those who have studied subjects long and hard, and know more than most what they are talking or writing about. ‘Learners’ I regard as condescension, though I suppose it means much the same as ‘pupils’. I worked in both single-sex and co-educational schools. Sometimes, when I talk about ‘boys’, it is because the school I am referring to had boy-pupils only; sometimes it is because I am referring only to boys in a co-educational school. I have had less to do with girls-only schools than with boys-only or co-ed, but our daughter was in a girls-only secondary school and I was for many years first a governor of Benenden School (for girls), and then founding member of its advisory board (chairman and, I add proudly, by my own design the token male). I was also a governor of Farlington School (for girls only) for five or six years, and chairman for four. I tend to use the word ‘teaching’ to apply to what happens in the classroom, laboratory or workshop, not least because I want to hang on to a concept of all-round involvement and commitment in schools, way beyond the statutory hours required – and therefore cherish the title ‘schoolmaster’ above all others. ‘Schoolmistress’ should have an equal force, although, given the nature of our culture, the all-round schoolmistress is a species even harder to find than the allround schoolmaster. Though it seems long-winded, I shall use

the term ‘schoolmasters and schoolmistresses’ rather than just ‘teachers’. ‘Professional’ should be an accolade, applying to someone who works until his or her desk is clear, without paying too much attention to the clock. If the desk is clear by three o’clock on Wednesday, he can get away to play a round of golf; if the desk isn’t clear at six o’clock on Friday, she works until it is – or takes the work home, or resolves to come in on Saturday morning. Payment for overtime makes the work into a job; not worrying too much about the pay helps make the work into a profession. ***

The road to Hong Kong Having been housemaster of the International Centre at Sevenoaks from 1968 to 1973, I was director of Sixth Form Studies at a comprehensive school in Cleethorpes when I applied for the Principalship of Island School, Hong Kong. The interviews were held in London, and the short list consisted of three men who were already Heads of

Autumn 2016

*CCR Vol53 no3 Autumn 2016.indd 27

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Articles inside

The Lyttelton Hart-Davis Letters, Hugh Wright

10min
pages 49-50

Endpiece

10min
pages 57-60

The best of both worlds: A portrait of Bolton School, Stephanie North

4min
pages 47-48

Tickets please, Joan Lind

8min
pages 45-46

Improving recruitment in education, Tony Brookes

4min
pages 43-44

Why are parents scared of social media? Simon Noakes

3min
pages 39-40

Outdoors

5min
pages 37-38

Channelling your inner cheerleader, Helen Fraser

10min
pages 34-36

Directing the undirectable? Graeme May

9min
pages 31-33

The virtual school gate, Judith Keeling

8min
pages 41-42

Matters of nomenclature, Jonty Driver

5min
pages 29-30

The paperless classroom, John Weiner

4min
page 28

Two Loves I have, Joe Winter

7min
pages 26-27

New College of the Humanities, Jane Phelps

5min
pages 22-23

Je texte, donc je suis, Geran Jones

4min
page 24

The future isn’t quite what it used to be, Nick Gallop

8min
pages 20-21

The importance of selection in the survival of the fittest

7min
pages 17-19

The joys of life without a sixth form, Mark Whalley

6min
pages 14-16

Avoid running aground in your retirement, Ian Thomas

3min
page 25

A War Memorial for a modern school

5min
pages 7-9

Never OverlOOked

9min
pages 10-13

Editorial

6min
pages 5-6
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