Co-education: redefining the battle lines

One of my friends many years ago at Sevenoaks once explained to me that his view was that the world was divided into Platonists and Aristotelians. His argument ran that the first tend to have a blueprint for the world and for life. They think the world ought to be a particular shape. Plato, after all, wrote a whole book about this and called it The Republic. He went on to say that Aristotelians are more pragmatic and aim for what is good, but also for what works. They are not keen on blueprints and tend to be less prescriptive and more individual in outlook. You might not be surprised to hear that my friend reckoned me an Aristotelian.

In the debate about what schools ought to be there is rather too much absolutism and Platonism for my liking. There is only one way of doing things: everybody must be excellent or outstanding, everyone must be examined the same way; though, interestingly enough, in the UK there is rarely any conversation about what it is that all this measurement and qualification might fit the pupil for at 18. Or, indeed, what it is that universities are for nowadays.

I wonder if the battle lines over single-sex education might be the most Platonic argument of them all. I won't call it a debate, because frankly the conversation has been going on for so many years with no sign of either side moving an inch. Those who support single sex believe there is no other way of educating those in their care. Or certainly no other right way. Co-educationalists like me tend to think that it is the school that matters, its ethos and the opportunities it provides, rather than whether it is single sex or not. What matters most is fitting a child to the right school. And seeing a child flourish and grow.

I can cite all kinds of anecdotal evidence for the superiority of co-education for the children I have known (some of whom have transferred from single-sex schools) but for me the argument that co-education is always right is as facile as the one, using the same but opposite anecdotes, which says co-education is always wrong. And about as scientific. I am the product of an all-girls' education and often say, without any particular evidence for it, that it did me no harm. I do wish, however, that I had gone to a school which had allowed for more options and more engagement. And that, before I had gone to university, I had both encountered boys in the classroom and done some boarding.

My father taught English at a then all-boys Christian Brothers' school in Liverpool. When I was in the sixth form, he was teaching Tess of the D'Urbervilles to his all-boys set, whilst I was being taught the same book, by a female teacher, in my all-girls set in Birkenhead. Over supper one evening I observed that we had been studying the passage where Tess hears Angel playing the harp in the garden. We had all wanted to vomit. My father replied that his set too had been studying the passage that afternoon and they had wondered how any woman could be so moronic as to pick the clearly vile Alec over Angel. “Put those two classes together,” he said, “and you have the makings of a really good conversation."

All these things are anecdotal. Platonists will never believe that their 13-year-old girls will be able to be their best with boys around, or indeed vice versa; Aristotelians will never understand why either gender needs to be ‘protected’ from the other as though they were an enemy. Rather, they argue, the disruption of adolescence can come from too much of the same sort of hormone.

I am a co-educational fan because as a teacher I want to teach both girls and boys. I believe they learn heaps from each other. I believe socially it preserves them from too much alpha behaviour of either gender (and although, perhaps naturally enough, I know a fair bit about alpha females, I have learned a good deal more over 20-odd years of teaching about alpha males). To me the benefits for girls from co-education have always been transparent. I was once, after all, a girl myself. However, I remember very clearly the boy, aged 13 and a half, who explained to me the reasons why he was so keen to move to a co-educational school. He clarified for me what girls bring to the co-educational party. "The thing is,” he said, "I know exactly how I will turn out if I go to an all-boys school because there's a blueprint for how boys in x house at y school turn out. And I don't want to." A budding Aristotelian at the time stuck in a Platonic landscape. He duly became one of the most successful Bryanstonians I can think of.

For me, this debate is arid and fruitless: a circular argument. The decision about education has to be firmly about which school best suits your child. The rest is a side-show. And, to quote Heraclitus, “ All things are in flux”. What suits a child at eight might not at 13 or 16. Focus upon the environment in which your boy or girl will learn and grow and it really will be job done, whether you have bred a Platonist or an Aristotelian….

United by the language of science

Edrys Barkham

Last November, together with our Chair of Governors, Robin Pegna, I represented Bryanston at the memorial service for our double Nobel prize-winning OB Frederick Sanger. It was a wonderful celebration of a life of scientific endeavour that set the global standard for genetic research. I enjoyed hearing about his creativity, dogged determination and perseverance, and also admired anecdotes about his confidence to keep going when experiments didn’t work. We heard of one colleague who, on running into difficulties with his research, decided to ask Fred for advice; expecting insight and guidance, he was surprised to receive the following words of wisdom, ‘Try harder!’

One of the readings at the service was from Oppenheimer’s War and the Nations on how the language of science brings together scientists from around the world. For me, it reinforced the importance of ensuring that the Bryanston community is a diverse one, with pupils from all over the world, and I know how much our pupils from all walks of life contribute to the school’s unique atmosphere and buzz. At a time when the country appears to be becoming more euro-phobic and fears of outside threats loom large in the media, it is good to know that our pupils can celebrate their individuality and learn from their differences. I hope that children growing up at Bryanston learn that there are more similarities than differences between cultures, and that living and working together, whether in science or some other field, increases international understanding of humanity and reduces the fear factor.

All the readings and eulogies at Fred’s memorial service were quietly inspirational. I couldn’t help but recognise in what was said about Fred Sanger that he was a Bryanstonian: he had confidence but without arrogance, he was kind, he had a mischievous sense of fun, an ability to listen and a quiet determination to succeed, and, above all, he was modest about his outstanding achievements.

There are many parts of Bryanston that Fred Sanger wouldn’t recognise today, including the science building named after him, but I think he would recognise the Bryanston ethos that has changed little from his time here, and we will continue to follow his advice to ‘try harder’ to ensure that our principles and spirit of community survive well into the 21st century and, we hope, beyond.

Who needs friends?

Peter Hardy

This week we welcome Bryanston's Second Master, Peter Hardy, as a guest blogger.

A recent survey by the Church Urban Fund found that loneliness is increasingly the biggest social problem in England, regardless of class or income. Loneliness can affect anyone and not just those who are on their own.

It can be a common worry for pupils starting a new school, for example, that they will be without a friend (or a best friend). Our advice to pupils as they join us is to ‘be yourself’ and get involved – use every opportunity to get to know others, whether in the common room of the boarding house, playing sport or in one of the many extra-curricular activities on offer. Boarding school, or any environment where we live in close proximity with a wide range of people, helps to develop the key skills needed, not only for making friends, but also learning to get along with those we may not choose as friends.

The nature of friendships can be complex and, as well as the lifelong friendships we develop, there can be those that pose potential pitfalls and problems, particularly in adolescence. There are issues of exclusivity (or having just one best friend) and jealousy if we feel that we are losing friends to someone (or something) else. There are also friendships that arise for the ‘wrong’ reasons: the friends we have to impress others, or those with whom we know we will always get our own way. In addition, friendships change over time and dealing with these changes can cause young people anxiety and distress, as some friends drift apart and the dynamics of friendship groups alter.

With all these potential problems, virtual friendships, for example via Facebook, can seem an easier alternative, but they can make feelings of loneliness and isolation worse, as the status updates of others can increase the perception that everyone else is having a more exciting and enjoyable time. The bite-sized communication that this type of interaction typically involves can be superficial and we all, especially young people, can miss out on the interactions and depth of connection that can be made face to face.

While we all recognise the need for friends and friendship, it isn’t always easy to make, and keep, friends. Everyone learns to do so through trial and error; making mistakes and learning from them in a safe, controlled environment, such as Bryanston, with an experienced network of support to help them get back on track when things do go wrong.

Emotional intelligence and making and keeping friends go hand-in-hand; having one will usually improve the other and at Bryanston we seek to improve pupils' emotional intelligence, helping them to develop not only lifelong friendships, but also the skills necessary to do so.