|
The most important change in the curriculum at prep schools has been the increasing emphasis on science. Most schools in the early 20th century had a very strong emphasis on classical subjects, especially Latin. Few schools even had a science laboratory. This bgn to change, largely reflecting changes at the public school. The change began to be apparent after World War I in the 1920s, but varied greatly from school to school. Also we nore variations among countries. German schools, for example, put a much greater emphasis on science. Many more conservative schools resisted the change more than others. Many prep schools did not have formal sciences classes as late as the 1930s. Amazingly, science papers did not appear in the Common Entance Examination (CEE) until 1971 and even then was not compulsory. Science is now part of the core curriculum at most prep schools, although there are still some variations among schools. The schools today generally have well-equipped laboratories, but this varies from school to school.Most schools teach general science beginning in Form One. The emphasis is generally on using practical activity to develop basic scientific knowledge. The children are encouraged to ask questions and come up with ways of testing the ideas that occur to them. The concept of accurate measurement is promoted. The science classes for the older children are specalized course work in the three major science disciplines: physics, chemistry and biology. Electronics may be taught in both technology and science departments. There may be some variation as to the emphasis given to these different disciplines. This split often comes at about Form Four, but varies from school to school. The emphasis on the practical continues, but more theoretical concepts are introduced to the older children. Some schools have the older children work on small group projects. The children not only engage in the reserach, but learn how to present their findings.
The prep schools closely follow the curriulum at the senior schools (primarily public schools) the boys will be attending. Science traditionally was not a major subject at these schools which often focused on the classics. After World war II, schools begam to slowly expand their science programd and the prep schools followed suit. By the 1980s prep schools had installed science labs, but they varied quite a bit in the phusical facilities and equipment.
The early history of science at Mount House is hard to trace. The Nount House Record suggests that during the 1920's and 30's lectures on scientific subjects were frequent but there was no formal teaching.
Just before the Second World War Dr. Lowndes of the Royal Society Marine Labs at Plymouth started some nature study lessons. Upon moving to Mount Tavy in 1940 these ended. [Note: Mount House like most other prep schools along the Channel coat were located after the fall of France (June 1940).] A 1955 Ministry of Education Report states that 'science in the form of nature study is taken by all the boys'.
In 1964 the Esso Petroleum Company began to provide schools with a science kit to 'give boys an elementary grounding in science'. These kits came in a large green wooden packing case and were usually kept for a term or two before the next one arrived, bringing with it a further set of experiments. Mr K F Marshall, the senior maths master took charge of these kits and used an ordinary class-room to demonstrate in.
1967 was an important year, for Mount House built its first science lab. It was designed by the architct Mr Rossington and built by Mr. Walter of Tavistock, the site being one of the carriage houses next to the stables. It was finished two weeks into the Christmas term. At the same time it was decided to follow the new Nuffield Science Project. In 1970 James Thomas gave up the maths side of teaching to become the first full-time sciene master and the course changed to the Combined Nuffield Science.
In 1971 thefirst Common Entrance candidates sat the biology, chemistry and physics papers. The papers were not compulsory. The same year saw the school grounds designated a conservation area by the Devon Trust for Nature (they still remain one to this day). James Thomas loved the school grounds and soon had nest boxes nailed to several trees. 1973 saw a 'zoo' set up behind 'Chappers' shed, where animals were kept. This now gave much more room in the lab. By 1977 science had become a compulsory subject and this strengthened the hand of science masters up and down the country, for many schools had bothered to equip a lab as they had no need to. This put Mount House ahead of the field, for many schools now reluctantly began to build or convert existing rooms.
James Thomas died in January 1984 having seen the birth and growth of science at Mount House. He will be remembered by hundreds of Mount House boys for his enthusiasm. He was followed for one term by Anthony Matthews and then, in the summer of 1984, Miss Susan Shres, who was already teaching in the school, took over the science, with very successful results.
Susan Sheeres left in Summer 1985. Mr Peter R Hamilton-Leggett was appointed as head of science but could not arrive until January so Mr John Becket kinfly stepped up for one term.
Science has grown in impotance and is rated by many senior schools after English and maths. At Mount House we had outgrown the Lab, so in 1987 it was completely gutted and modernized. ESA Ltd fitted the new benches, fime cupboard, sinks, cupboards etc. which Tugwells Ltd. of Tavistock carried out structural alterations. The junior French room was taken over as a store-room, nicknamed 'Aladdin's Cave'.
The science paper and syllabus, have seen many changes during the years, but September 1987 saw the end of any choice, as all questions now have to be answered and the time has been extended to 75 minutes from the usual one hour. Hard on the heels of this comes the news that in the 1989 the syllabus will once again be changed. This time certain topics will be dropped to give more time for practical work. At present all the senior forms have four periods a week and the huniors three.
Peter R Hamilton-Leggett, Fanfare Mount House School, Autumn, 1988
Several students have commented in their science lessons. Few students we spoke with put science at the top of their list of favorite classes. There were a few children, mostly boys that were quite enthusiatic about science.
As I lay on the dry prickly grass, I heard the twittering of the birds in the trees and the rustling leaves, and I thought about what I would miss if the world was destroyed by us I realised we had to look after our planet. I smelt the sweet, freshly cut grass, the fresh air and the overpowering smell of a couple of dogs passing by. I felt the rough bark of an old tree and the soft leaves of a young horse chessnut. As I walked, leaves which were dry crunched under my feet, making a satisfying sound. For fun I tasted a piece of grass. It was delicious. Now I know that everyone must fight for our planet. After seeing graceful birds swooping overhead, lovely trees and delicate flowers, I thought about what we would miss, and decided to help.
Samina Ahmed, Junior Wyvern (Queen's College Junior School), 1989-90.
At five p.m. on the twenty-second of November, the entire VIth form huddled into the Laboratory for a lecture about 'Chemical Reactions'. This was to be given by Dr. Keeling the Head of Chemistry at Oundle School, aschool to which many Old Beestonians have gone. He started by introducing to us the fact that he was going to attempt to make the reactions work well and he told us the well-known fact that the best way to do this was to heat the various chemicals. The first thing he did was to explode with a poker, two party balloons full of pure hydrogen and this made a terrific, ear breaking bang, probably causing Mr. Bibby to jump out of his skin in the room above! The next thing he did was to make the school water
turn into an Acidic liquid and then an Alkali, trying at the same timeto convince us that he had not added any sort of chemical, therefore giving us the message, 'watch what you drink' and also totally discouraging us from drinking the school water! Next he made the chemical equivalentof the 'Volcano'; this was when he mixed two reactive chemicals, therefore giving off huge amounts of sparks when heated, resembling the explosion of a Volcano and its larva. Then he attempted the 'Thermite Reaction' which was the reaction of Aluminium and Iron Oxide; this solid remained red hot for twenty minutes and too hot to hold for thirty minutes. Next Dr. Keeling successfully attempted the 'clock' reaction. The time of this can be controlled carefully by comcentration. On behalf of the VIth Form, I would like to thank Dr. Keeling for such a thoroughly entertaining talk, in which we all learned very much.
Surge (Beeston Hall), Autumn 1988.
We note several descriptions of the school science facilities and program. Many nodern prep schools now give considerable attention to science and are anxious to describe the facilities and program to parents and prospective parents. Many of the schools are very proud of their new facilities. Not all of tge schools, however, had first class facilities. We found some schools which had not yet made a major commitment to teaching scienve. This was something they did not emphasize in school publications.
