Life is the adventure

A few weeks ago I spoke at my last Speech Day as a Head of Bryanston School. A leitmotif of my final chance to hold forth to a full Greek Theatre was of not outstaying one’s welcome and knowing when it is the right time to stay or to go. I used one of my favourite poems, which I quoted on my first Speech Day at Bryanston 14 years ago, as part of the text. 

Ithaka

As you set out for Ithaka

hope your road is a long one,

full of adventure, full of discovery.

Laistrygonians, Cyclops,

angry Poseidon—don’t be afraid of them:

you’ll never find things like that on your way

as long as you keep your thoughts raised high,

as long as a rare excitement

stirs your spirit and your body.

Laistrygonians, Cyclops,

wild Poseidon—you won’t encounter them

unless you bring them along inside your soul,

unless your soul sets them up in front of you.

Hope your road is a long one.

May there be many summer mornings when,

with what pleasure, what joy,

you enter harbors you’re seeing for the first time;

may you stop at Phoenician trading stations

to buy fine things,

mother of pearl and coral, amber and ebony,

sensual perfume of every kind—

as many sensual perfumes as you can;

and may you visit many Egyptian cities

to learn and go on learning from their scholars.

Keep Ithaka always in your mind.

Arriving there is what you’re destined for.

But don’t hurry the journey at all.

Better if it lasts for years,

so you’re old by the time you reach the island,

wealthy with all you’ve gained on the way,

not expecting Ithaka to make you rich.

Ithaka gave you the marvelous journey.

Without her you wouldn't have set out.

She has nothing left to give you now.

And if you find her poor, Ithaka won’t have fooled you.

Wise as you will have become, so full of experience,

you’ll have understood by then what these Ithakas mean.

C. P. Cavafy

(Translated by Edmund Keeley)

For me this is the most remarkable poem, and for many reasons. It talks of life as something one shouldhope will be an adventure, a road full of discovery. It talks about the monsters you will find onyour way: the Laestrygonians, Cyclopes, and even an angry Poseidon. It talks too of summer mornings and the many harbours you will find where you can buy fine things. Of visiting Egyptian cities to learn (and go on learning) from their scholars. It talks of perhaps,and if so, only finally, finding Ithaka, your homeland to which you will return, and of not being disappointed if she seems now poor after your life well-travelled. Because the point of life is the travel: the point of life is the adventure.

I don’t think I quite knew what I was taking on 14 years ago; I find that Cavafy means just as much or more to me now, as I push off from this harbour and move on to the next. I shall not pretend that I have not met my fair share of Laestrygonians and even the odd Cyclops in my time here. I like Cavafy’s point that we tend to bring these monsters with us; it’s how we respond to the travelling, the adventure, those monsters, and the joyful engagements that life is all about. 

But, oh how the wonderful moments far outshine these monsters. And these wonderful moments are mainly, but not completely, formed around our pupils. That’s why people join the teaching profession: being involved with growing minds and their nurture is the greatest privilege. 

Kairos esti. More Greek, this time ancient. It’s the right time. That sense that, although one’s job may never be fully completed and although there’s always more you can do, that you still love a place and its people, that the mission is as clear as ever, it is, nevertheless, time to move on. It is for me and it is too for our departing A2s. Most of them joined us five years ago and, boy, they’ve grown along the way. Zeynep, our wonderful Head Girl, dancing her socks off here, learning how to stretch right outside her comfort zone, and off to study History of Art and to continue to excel. Some of that is predictable, but I might have expected her to settle for merely being an international skier: not Zeynep. Then Cameron, our Head Boy, who joined us just two years ago in the sixth form, who is my first Head Boy who joined in A3. Cameron’s drive, energy and passion to get things done and done right is a lesson to us all. Together he and Zeynep have led a superb group of prefects and I could not be more proud of all of them. Or of Kate and Amadea off to top music schools in London. Or Sumei off to Durham perhaps, for Modern Languages, to be followed by a Masters in Music, I hope: with a voice like Sumei’s, surely she must! Or Freddie winning not one but two organ scholarships to two prestigious universities and a further one to St Paul’s Within the Walls, Rome and still loving a good suit and a proper cup of tea. Or Luca and his outstanding music and contributions to it all. Or Clara and her remarkable drama. (Will I ever get over her portrayal of me?) Or Callum and his ability to lead, drive, and succeed. Or Molly; wherever she chooses to go to university she’ll be brilliant, and then on, no doubt, to run a small country somewhere. Or Frankie off to Loughborough via Singapore.   Do they represent the hope of our prospectus? To produce well-rounded 18-year-olds ready to go out and contribute to the world. Yes, they do. Is that what we all hope for our children? Lord, I hope so. I want all the A2s to be able to move on and do something. To keep doing and be happy. To be involved and engaged. To know their real worth and what they can bring to the enterprise, whether that’s a ski season in Japan or linguistics at Oxford, I don’t mind. But I do think they should be equipped to deal with this world and to do so in a way which will bring them joy, as Cavafy promises us, on their own road to Ithaka.

As our departing A2s leave to travel along that road, I commend to them first these famous words of Tennessee Williams:

The world can be violent and mercurial and always has been. It will have its way with you. We are saved only by LOVE. Love of each other. Love that we pour into the art that we feel compelled to share. By being a parent, being a writer, being a painter, being a friend.

And finally in my own last words to all A2s: Go out and spread the Bryanston message. The world needs it. Be wonderful. Be an aardvark, a flamingo or a tiger. But, whatever you do, be yourself. And don’t be a sheep. BAAA!

We would like to thank Sarah Thomas for her outstanding leadership of Bryanston throughout her 14 years as Head. We wish Sarah and her family all the best as they set out on the next part of their journey to Ithaka. The next edition of the OB Magazine will include a full valete to Sarah.

Why take a gap year?

This week Sarah Sutton from the Bryanston Careers Office takes a look at the benefits, and considerations, of taking a gap year.

It is Tuesday week 2 at 4pm. The main corridor has been polished to within a micron of its parquet, visitor signage is in place, and there is an air of expectation in Jeffreys, as A2 volunteers help exhibitors to unload for the Futurewise Gap Fair. Elsewhere, A3s are being encouraged to hot-foot to DJLT to hear OB Alice Baker (from The Leap) talk about her gap experiences and how to plan a gap break. By 5:30pm the fair is open and a healthy buzz can be heard throughout Dorchester, Cowley and Grosvenor. A steady stream of parents, pupils and visiting schools browse the stands, having lively conversations about an array of gap possibilities, from marine conservation, volunteering, short courses in art history, business, cookery, TEFL, leadership, as well as instructor training for outdoor activities. By the time the fair closes there is no doubt that the exhibitors are happy: “Your students are great – so engaged, motivated and interesting.” “The room was buzzing from the start.” “What a fabulous school and such a well organised event. The best I have been to for ages.” Many parents offer positive feedback too, and leave armed with brochures – some we suspect may be for their own gap years …

But what of our pupils? Is this type of event beneficial to them? Is a gap year ‘A Good Thing’ or just ‘the thing to do’?

Taking structured time out between school and university or the next stage is an increasingly popular option, and approximately 50% of Bryanston pupils choose to take ‘time out’ following their IB/A levels. For those who are unsure of what they want to do next, or are not feeling quite ready for work or university, a gap year may be exactly what is needed. Others may want to take stock or improve grades, have a desire to give something back through volunteering, or may want to develop new skills, meet new people, travel, have fun or broaden horizons – while gaining experience that will enhance a personal statement, CV, or an overseas application. As well as organised breaks via specialist providers, an increasing number of academic short courses are available too, which can be a useful option for anyone who is unsure of what they want to study at university.

In true Bryanston tradition, the greatest benefits of a gap year involve the chance to develop as an individual:

• Developing greater self-reliance, self-awareness and motivation
• Strengthening personal skills
• Increasing cultural awareness
• Contributing positively to the wider world
• Exploring new opportunities and seeing the world with new eyes
• The chance to have an adventure and to make new friends

The vast majority who take a gap break have wonderful experiences and few regrets. However, life beyond the Bryanston ‘bubble’ can seem daunting if no plans are in place, so the most satisfactory gap years tend to be planned at least partially in advance, and goals are often grouped into blocks of time, such as: three months working/raising funds, three months gaining a new skill, three months volunteering, three months of fun and relaxation before the next stage. This is where the gap providers have a real role to play, in providing a structured first step towards the future.

What do universities think about gap years? 

This will depend on the course and the university, and needs to be checked carefully and directly with the institution concerned. Generally however, universities and colleges see the benefit of pupils taking a gap year – provided there is evidence that the year will be used to do something positive and constructive. (Doing a ski season or working in the local wine bar have their value, but on their own they are unlikely to provide a competitive edge.)

What do employers think about gap years? 

Employers tend to favour candidates who are self-motivated, reliable, with a mature approach and who can demonstrate transferable skills. For many, taking a gap year can provide valuable breathing space, to increase personal confidence and allow these attributes to develop.

But back to the fair… 

Many pupils will also have attended one of the gap workshops offered at the A3 HE/Careers Forum in February. Do they now have a greater understanding of their next steps?

“I am thinking of taking a gap year because it is the best opportunity to travel around the world and make some money as well. We have been in school for our whole life so far (pretty much) and so taking a year off is a perfect way to break this routine before going into uni or getting a career.”

“I am taking a gap year because I want a year out to have fun and work. Plus I think I’d be too young to go [to university] straight away. I also think it’s a good chance to go and visit places I’ve never seen before.”

“I would love to hike the Appalachian trail. This trail will take around 6 months and this year presents the perfect time to do this. … I am also going to work for the other 6 months so I can save up some money to help me through uni.”

And what was their impression of the gap fair? It was not a complete solution, but was it worthwhile?

“The gap fair on Tuesday was a brilliant way of getting an idea of what to do for the year… perfect for someone who is thinking of taking a gap year.”

“I thought it was good but I could have looked a lot of it up on the internet. Plus there were lots of skiing companies so if u weren’t doing a season, it was quite limited.”

“Talking to the exhibitors encouraged me to open my thoughts on other activities to do on my year. … The exhibitors are all very enthusiastic about their 'adventure' and so it is extremely helpful talking to them.”

Taking a gap year is by no means right for everyone. For those who are venturing down a mathematical or science-related route there can be very sound reasons not to ‘press pause’ before continuing their studies. But for some pupils, the best reason of all for choosing to take a gap year is quite possibly the fear of taking one. In words sometimes attributed to Mark Twain (1835-1910): 

“Twenty years from now you will be more disappointed by the things you didn't do than by the ones you did. So throw off the bowlines, sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover.” 

Many who went straight to work from school some years ago, will share that sentiment.

FURTHER RESOURCES

Should I take a gap year?

Three articles that may help you to decide:

• Prospects 
• Oyster Worldwide
• Blog by Jenny McWhirter, The Leap

For further advice:

Whether staying in the UK or travelling abroad, our goal is to encourage students to open their minds to possibilities while also staying safe. Not all gap organisations are created equal and the gap sector is unregulated. The Year Out Group provide a useful starting point for guidance:

• https://yearoutgroup.org/gap-year-advice-planning/
• https://yearoutgroup.org/gap-year-advice-planning/gap-year-faq/

Ethical alliances:

There are ethical and practical considerations to bear in mind, particularly in relation to volunteering or working abroad.

• http://worldcetaceanalliance.org
• https://www.tourismconcern.org.uk/ethical-volunteering/

Remain travel aware and stay safe:

The Foreign and Commonwealth Office is an essential reference for those travelling overseas:

• https://travelaware.campaign.gov.uk
• https://www.gov.uk/guidance/foreign-travel-checklist

Short courses:

Gap breaks can involve study too.

• https://www.studyoptions.com/short-term-options
• http://www.gap-year.com/your-gap-worldwide/learning-worldwide
• http://www.gap-year.com/your-gap-in-the-uk/learning-in-the-uk

About Futurewise:

The Futurewise Gap Fair at Bryanston is biennial. The full list is available here.

Thrift and adventure

We welcome Ian McClary, Head of Sixth Form at Bryanston, with his guest blog on the importance of the co-curricular Current Affairs Programme.


In the current educational climate, in which we chase ever higher grades at traditionally respected

Ian McClary

universities, it can look like something of an extravagance to devote two periods each week to a co-curricular, non-examined lecture for a year group preparing for essential IB and A level exams (especially with no January exam session as a safety net). Nevertheless, the A2 Current Affairs programme remains a mainstay of the sixth form academic enrichment programme because, as Winston Churchill's mother put it, thrift and adventure seldom go hand in hand. And these talks are, in a way, mini adventures. They provide the pupils with insights into worlds and realms of experience perhaps unthought of or unreflected upon, and they broaden their moral and cultural horizons along the way.

As well as being very well received by pupils, providing an enjoyable and stimulating feature of their weekly timetable, their real value lies in the questions raised by this series of talks. Questions which, very often, we don't realise need asking, for example: why are there around 500 cults operating in the UK and how might we be vulnerable to their influence? Does Britain now hate men? Why, through examining the bizarre life cycle of a jellyfish, should we have more respect for our oceans and take marine conservation much more seriously? How easy is it to end up in prison and what challenges might face us on the inside? How have we lost touch with our musical heritage and why are we the poorer for it? Is Britain really broken? How do failed states abroad impact upon our lives at home?

As well as being thought provoking, I have also found that these talks can give direction and focus to future aspirations and plans. At the end of a talk about the world of marine biology, everything fell into place for one pupil as she realised exactly what she wanted to study at university and, more importantly, why. Another pupil, lacking confidence in his abilities as a writer, found great inspiration in a man who managed to hone his skills in one of America's toughest jails, smuggling out his work on pieces of toilet paper written on with a pencil sharpened on his cell wall. It was also touching to see a group of budding musicians remaining behind after a talk on the history of popular music to sit at the feet of a master and hang on his every word.

And some of the talks are also just plain fascinating. From an exploration of how exactly hypnosis works, to an explanation of how police forces solve major crimes, to a personal account of what it was like to be a spy in the Cold War, the A2 Current Affairs programme is enriching in so many ways. It is an extravagance but it is also, I believe, a necessity. It is a welcome prospect at the end of a busy week and year on year the pupils ensure that the next cohort approach this compulsory lecture on a Saturday morning eagerly and with an open mind, for which I am extremely grateful.