The Oundelian 2022 by Oundle School and Laxton Junior School

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By Max Lee (S U6)

WELCOME

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ear Reader, We had our first session of the year on Wednesday 8 September 2021. To be speaking to you now, through the pages of a finished product, is the thing that I find most magical about working on The Oundelian. There’s something addictively satisfying about the process of turning a rabble of immaterial ideas into a finished magazine. Dr Raudnitz’s aim for The Oundelian is to inspire pupil voice. This year’s magazine is not only an account of a year at Oundle School, but also a presentation of the opinions of a group of talented writers on topics that stretch beyond the Oundle bubble. In the opening Academia section, the team explores why we do – or don’t – study certain topics. Nancy Newcombe (W 5) and Charlie Martin (C U6), both enthusiastic linguists, use their articles to consider the value of language learning, whilst Rachel Johnston (D L6) asks why Oundle does not offer the International Baccalaureate. Moving away from the classroom, we celebrate Arts and Culture. As well as noting musical and thespian achievements within School, we seek to appreciate culturally significant stars from the wider world, such as in Nathan Raudnitz’s (L 5) article on Ringo Starr. The team also focuses on pupil art, including the winners of a cartoon

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competition organised by Iris Diggle (N U6), and the studio work of School artists. The images show artwork both in completion and in the making, presenting the creative process itself. Another unique aspect of this year’s publication is the inclusion of a Features section, including articles such as the Ukraine crisis by Charles Aldous (C U6) and Emilia Giacco’s (L 5) personal account of how she has overcome her fear of writing. The Opinion section is another exciting addition and includes articles about how we view equality in society, such as in Will White’s (L L6) ‘The Importance of Pride’ and Izzy Jessop’s (L L6) ‘The Problem with JK Rowling’. We conclude with School Life, an essential subject in The Oundelian, and it is interesting to see how the team has taken to writing about what defines the everyday at Oundle. For Thomas Caskey (L U6), it’s the spectacle of our surroundings; for Marc Wang (C U6), it is the experiences that we share whilst singing in Chapel. Unfortunately, Dr Raudnitz has been ill with long Covid since the beginning of the Christmas Term, hence my introduction in her place. We hope that she will be proud of what we have done and we hope that you enjoy reading this publication just as much as we have enjoyed creating it. Marcus Raudnitz (L U6)

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By Will Atkins (C 3) 4

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WELCOME

C O N T E N T S

T H E O U N D E L I A N T E A M 2 0 2 1 - 2 2 EDITORS Marcus Raudnitz (L U6) Marc Wang (C U6) Thomas Caskey (L U6)

Iris Diggle (N U6) Charlie Martin (C U6) Charles Aldous (G U6)

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TEAM WRITERS Izzy Jessop (L L6) Eva Morgan (D L6) Rachel Johnston (D L6) Will White (L L6) Nancy Newcombe (W 5)

Henry Aldous (G 5) Nathan Raudnitz (L 5) Libby Cave (N 5) Emilia Giacco (L 5)

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OTHER WRITTEN CONTRIBUTIONS FROM Doireann Hockel (L 5) Will Barbour (L L6)

Nellie Farrand (Sn U6) Eleanor Thomas (L 5)

PHOTOGRAPHERS Mr Ivan Quetglas, School Photographer Joseph White (L U6) Charlie Dickinson (L U6)

WITH THANKS TO Sophie Raudnitz, Leigh Giurlando, Rachel Makhzangi and Matt Tarrant, SMC Creative.

Cover image by Lex Robertson (C U6)

Lucy Stubbs (N U6) Stefan Wang (G U6) Jonathan Chan (Sc 5) India Jubb (N 5)

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The value of fiction

Marc Wang (C U6)

n 1942, as bombs fell over Europe, science-fiction writer and Ivy Leagueeducated chemist Isaac Asimov was conducting scientific research at the Naval Air Experimental Station in Philadelphia, while brainstorming an idea for a series that would become his magna opus, The Foundation. To Asimov, fiction was always an extension of reality. An early women’s rights advocate and a proponent of computer-aided learning when the computer industry was only in its infancy, Asimov frequently let real-life experiences influence his writing, and exercised the power of literary fiction to predict and shape future reality. From the Brontës to Virginia Woolf to Margaret Atwood, literary fiction has forever played a role in providing escapism, serving up impressions of contemporary life, and issuing stark warnings for the future. Yet, fiction’s most fundamental value is that it cultivates imagination, which is not only the uniquely human capacity to envision that which is not, but more importantly, the power which enables us to empathise with others whose experiences differ from our own. Participating in this year’s Oxford Schools Debating Competition, the motion for

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the final round read: ‘This House Regrets the Humanisation of Villains’. Aside from eliciting a debate about the value of relatable characters in entertainment, the motion was perhaps assigned because with the ideological divisions between different political and social views, we have come to villainise humans. In this increasingly polarised world, we should not underestimate the power of literary fiction as a medium which enables the reader to look into a character’s mind, lets us think ourselves into the place of others, and see that our views are all products of our experiences. In To Kill a Mockingbird, we learn that when a person’s outlook challenges us, our imagination enables us ‘to stand in his shoes and walk around in them.’ It is the absence of empathy which made the Nazi book burnings possible; acts that were committed by those who had never read

the books or had never understood their meanings. TS Eliot wrote that ‘humankind cannot bear very much reality’. But with fiction, we can bear more. The value of fiction in our pragmatic society is precisely that it is not pragmatic, but that through exercising our imagination, it allows us to learn and understand that which we have not experienced. Yet, this intangible force produces tangible effects. After all, it was Chaucer in his Canterbury Tales who first spoke out against misogyny in medieval society, and it was Animal Farm that helped educate millions against Soviet state propaganda. ‘I want to destroy human inevitability,’ Victor Hugo wrote. ‘I condemn slavery, I chase out poverty, I instruct ignorance, I treat illness, I light up the night.’ As long as misery and ignorance exist, fiction will always have a place in this world. Writing in the preface of Les Misérables, Hugo could have been drafting the mission statement for all authors.

“TS Eliot wrote that ‘humankind cannot bear very much reality’. But with fiction, we can bear more”

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Virtual learning: what has stuck? Marcus Raudnitz (L U6)

t’s fair to say that virtual schooling was an experience to which no comparisons can be drawn. It rather begs one to question what a school really is. Are we defined by our uniform, our buildings, our sports facilities, our interactions with each other? Is this what makes up school identity? If the answer is yes, then how, in the world of online teaching, can one claim to be at school when sitting in one’s bedroom, looking at other pupils sitting in their bedrooms (assuming that they have their cameras on), wearing a shirt on one’s top half and pyjamas on one’s bottom half. It seems funny to think that in that moment of time I was still an ‘Oundelian’. Something like this is bound to have had an effect on school life, and it has. The younger pupils may be surprised to know that before the 2020 lockdown, Microsoft Teams was not a platform that was used by the school. Now it is a constant. Never before had a pupil been able to access the classroom at any time on any day of the week, but this is normal now. Furthermore, whilst Oundle did use OneNote, it was not nearly as common as it is now. In my Fourth Form, OneNote was used by probably fewer than five of my teachers. However, by the time I took my exams online at home in the Fifth Form, every teacher had uploaded every aspect of our revision material to OneNote, and now all handouts are distributed on OneNote, either to supplement a physical copy or in substitution for one. Not only is OneNote a reality for all of us now, but so is the

interactive element of touchscreen learning with the universal use of the Windows Surface laptops. A pupil can read and highlight a handout for one subject and in a matter of seconds access notes from a completely different file. If we were to try to replicate this with paper, each pupil would come to lessons with a wheelbarrow full of folders, not to mention the fact that working on the ‘Collaboration Space’ would likely resemble the appearance of a scrum, rather than a group exercise. Imagine a Fifth Form set all working on one piece of paper. School life will never be restored to our pre-pandemic life. However, this isn’t necessarily a bad thing. I think that OneNote can genuinely make work massively more convenient. But, the next time that the internet is buffering, or your work is glitched out of existence, or you forget your textbook because you didn’t see the Teams notification, I think one could be forgiven for thinking that the new normal is not quite normal yet.

“School life will never be restored to our pre-pandemic life. However, this isn’t necessarily a bad thing” THE OUNDELIAN 2022

Why does Oundle not offer the International Baccalaureate? Rachel Johnston (D L6)

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he Pre-U examination was introduced in 2008 as an alternative to A levels, which had supposedly become sub-par. It was designed by Cambridge International Examinations and was formally recognised by 145 UK and more than 75 US universities, as well as universities in Canada, Australia, Hong Kong, Belgium, Germany and the Netherlands. However, Cambridge International recently decided to withdraw all Pre-U qualifications after the summer of 2023. This was due to the reform of the A level qualifications, and the fact that Pre-U is no longer a distinct alternative, so to continue running it would become unsustainable. So, there are A levels, and then there are Pre-Us, but there is also IB. IB stands for International Baccalaureate, and is a Diploma Programme for a pupil's final two years of school. Pupils who do IB take six subjects, at either Higher or Standard Level, and then have three additional core components that make up the Diploma Programme core. These components include a 4,000-word research essay, a course on the Theory of Knowledge, and over 150 hours of non-academic activity. To get the diploma, which is the aim of the course, pupils must get 24 out of a possible 45 points. There are many benefits of doing IB, and that’s why nearly two million pupils worldwide are doing it. IB learners are said to be independent, complex thinkers, critical problem solvers, and culturally aware. The programme leads them to some of the highest-ranking universities around the world, and IB prides itself on creating young adults who are “able to engage with people in an increasingly globalised, rapidly changing world”. It is even proven that pupils who take the IB Diploma Programme often perform better academically than those who take other curricula. Furthermore, taking six subjects in the final two years of school means that one’s options aren’t narrowed too early on. It is often found that when choosing subjects for A levels, pupils have a hard time choosing which subjects to drop. There are always going to be those who, at age 16, have little clue of what they will end up doing. This isn’t uncommon, and it should always be expected. People change their minds and narrowing down choices so early can be problematic. However, in the same way that people may work better with an IB Diploma Programme, there will undoubtedly be those who excel when taking A levels. A levels are ideal for those who have a

clear idea of what their future holds for them, and know what route they want to take once their time at school is over. While IB focuses on an overall education style, A level has a deeper understanding of a specific subject and increasing one’s knowledge of an individual topic at its centre. This depth is exactly what some pupils need when it comes to subjects they are particularly interested in, and it is the best way for some of them to learn. A levels allow people to specialise early on, and while this isn’t for everyone, it is important to note that A levels are the best option for a significant number of pupils. To understand Oundle’s decisions when it came to A levels versus the IB Diploma Programme, I talked to Mr Iain Smith, Deputy Head Academic. He gave similar reasons to those outlined above as to why he thinks that IB is an excellent choice for the final two years of school, and he fully believes that every Oundelian would be more than capable of completing the Diploma Programme. Furthermore, Mr Smith even said that implementing the DP would make the School operation easier, as there are specific guidelines as to how many hours one should complete for each Higher Level and Standard Level subject one takes. He explained to me that Oundle goes back to this debate quite often, with the aim of always making sure that the curriculum offered at the School is continuously stretching and challenging people. What one must remember is that Oundle offers a baccalaureate style of education anyway, even if A levels are the chosen courses. In the Lower Sixth, pupils take four subjects, and then an extension subject. The four subjects allow for a broad curriculum for those who need it, while also allowing people to specialise early on if they would like. The Extended Project Qualification and the Quadrivium

courses take the place of the IB Diploma Programme’s Theory of Knowledge course and 4,000-word research essay as well. Additionally, when people do sport sessions three times a week, along with a Wednesday Afternoon Activity such as CCF or CA, they are already completing the parts of the IB course that its advocates say give their learners the attributes they advertise so much. So, just by doing what we all expect of Oundle life, we are unknowingly being offered a style of education similar to baccalaureate teaching anyway. In addition to this, Mr Smith said that it would be difficult for the School to abolish A levels, as they haven’t been proven to be disadvantageous, and indeed, have helped generations of Oundelians get into the universities they want, doing the courses they want to do. Logistically, it would be next to impossible to run both programmes parallel to one another, as it would simply be too resource-intensive. Mr Smith also shared with me that two of the schools he has previously worked at did adopt the IB Diploma Programme, and this led to rewriting the entire timetable, and employing extra staff, which incurred extra costs for the school. He understands that IB offers an excellent programme, and it may suit some people, but the possible benefits may not outweigh the problems of implementing it. In conclusion, the Diploma Programme offered by the International Baccalaureate is a wonderful option to take for the last two years of a School career. But Oundle allows its pupils to get the best of what a baccalaureate-style education would offer, while still keeping the A level course. This means that Oundelians get the best of both worlds, and by the time they have finished here, they will take away with them the skills afforded to them by both systems, and leave as wellrounded, cultured young adults.

“There are A levels, and then there are Pre-Us, but there is also IB. IB stands for International Baccalaureate, and is a Diploma Programme for a pupil's final two years of school” THE OUNDELIAN 2022

Oktoberfest 2021 Charlie Martin (C U6)

he world’s largest and most popular folk festival, Oktoberfest, is formally celebrated between mid to late September and early October in Munich. People from across the world think of Oktoberfest as a festival of huge beer tents, each run by a different Bavarian brewer, with amusement rides and activities on offer for families. This is not, however, what the tradition was originally about. In 1810, when Crown Prince Ludwig married Princess Therese of Saxe-Hildburghausen, the citizens were invited to enjoy the festivities on the fields in front of the city gates of Munich. Interestingly, these fields are known as “Theresienwiese” or “Therese’s Meadow,” which is shortened by locals to Wiesn, which is a common local nickname for Oktoberfest. The horse racing which took place on that day was so popular that they decided to do it all again the next year, and in 1819 it was made into an annual festival. It has since been celebrated every year with exceptions for cholera epidemics, war and Covid. So, it was horse racing which kick-started Oktoberfest, and not, as you might have thought, beer. Today, the Oktoberfest grounds cover over one hundred acres of land to the west of Munich. The celebration kicks off every year with a gun salute and a ceremonial keg tapping by the city’s mayor. About six million people drink over two million gallons of beer from thirty six beer tents, featuring brass bands, carnival games and rides. There 12

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are strict laws about which beers can be sold at the festival. They must meet the Reinheitsgebot (Bavarian Purity Law) and must have a Stammwürze of 13.5%, which is a measurement used in brewing that gives an alcohol content of about 6%, for example. In a parallel universe in October, Oundle’s Sixth Form Germanists invited one or two friends and a member of staff to our own Oktoberfest of Bratwurst, Sauerkraut and Kartoffelsalat, followed by Schwarzwälder Kirschtorte, or Black Forest Gateau, if you will. German music was played by a live band led by Mr David Milsted. We had a quiz, testing our knowledge of famous people from the German-speaking world, as well

as dingbats – pictures and symbols – which when worked out, formed the names of German towns and cities. Naturally, we were also able to sample six different German beers, the most notable of which was the Schlenkerla Rauchbier, or smoked beer, the distinct taste of which was not unanimously popular. Notably, many of us came to the occasion dressed in Lederhosen and traditional Bavarian clothing. I must say that I did get one or two funny looks walking through Crosby to go out for the evening. We had a very enjoyable evening celebrating the world’s largest festival from the comfort of Oundle. Bis zum nächsten Jahr!

ACADEMIA

The music of the spheres Marc Wang (C U6)

rom the antiquity to the Renaissance, Cicero and Johannes Kepler believed the idea that the planets, in revolving around their axes, made music. The spirit of the Renaissance was characterised by the intertwining of arts and sciences, and the idea that the two paralleled in not only their subject matter, but also methodology of thought. Yet, three centuries later, the distinction between the two had been drawn – an intellectual shift which culminated in Einstein’s debate about time with Henri Bergson, the prominent French philosopher. For Einstein, the ‘ultimate arbiter of truth’ was science and nothing else. In a withering rebuke, he refuted Bergson’s idea of a durational time and defended his general theory of relativity. More fundamentally, their debate extricated the idea that subjective experience can have a role in shaping objective truths, and forever separated the sciences and the humanities into two cultures. Perhaps this should not be surprising – after all, science has drastically changed. While in the past, Faraday could take some cans, a coil of wire and a magnet and make a fundamental discovery in physics, nowadays science is far more specialised, its revelations increasingly inaccessible to the common man. And, while interest in scientific education has grown, public enthusiasm for scientific discoveries has waned: experiments which in the past would have headed the New York Times front page now attract less attention than Hollywood stunts. Amidst the frivolity, Ronald Reagan’s words ring true: it has become ‘hard to dazzle us’. Most particularly, science has lost a certain spirituality. Historically, the greatest scientists were often the most religious. It is little known that Newton believed science to be a divine creation, or that Kepler had established the heliocentric model of the solar system partly because he believed the sun to be a manifestation of God. There seems to be a religious profundity to science – Einstein called it a ‘cosmic religious feeling’, which, for those who unravel the universe’s mysteries, is found both in their discoveries and in their pursuit of them. People are often shocked to hear of a scientist who is also religious, seeing no connection between science, the most empirical subject, and religion, the most arcane. It is evident that the breaking away of science from spirituality is not only a result of the decline of religion due to changing social mores, but also the belief that science is incompatible with an abstract code. Nevertheless, science provides its own doctrine. The ethic of knowledge, scepticism, excellence and accountability advanced by the scientific method is unparalleled in its fecundity and influence, and should be heralded and upheld. Yet, the distrust in science, as well as the use of technology for immoral means – slander, surveillance, war, to name a few – speak against the ethic’s effectiveness. It is important that science takes on a spirituality rooted in an understanding of the humanities and the arts. Those who believe

that science is the solution to all problems in society have not realised that while we live in the scientific age, the applications of science have outstripped our moral preparedness for them. Science can only wield ideology with a sound understanding of the humanities. As a School that is so invested in the sciences, Oundle must realise the benefits of an interdisciplinary approach. Dystopian stories tell often of societies advanced in their technology but shallow in their morality. These stories hit home for us; it would indeed be tragic if we expand beyond the stars but are still unable to escape our own demons. In two centuries, our frontiers have shifted from the sea to the sky to space, yet we still endure hatred and discrimination, and wage war. Let it not be that in our exploration of other planets, we find, as in Solaris by Stanislaw Lem, the image of ourselves reflected in a water surface. Solitary curiosity is no longer enough against the enormity of the universe. While in the past we grappled with atomic structure and immunity, we now fight climate change and seek out dark matter. Our challenges might last lifetimes, and a certain spirituality in the way science is regarded is not only essential to our understanding of the universe and ourselves, but also good sustenance. To recapture the music of the spheres may be as impossible as catching lightning in a bottle. Not to do so, however, is to admit defeat, to deny the value of human experience, to accept the decline of culture, to sacrifice intellectual depth for materialism, to reduce principles to slogans on city streets. Echoes of the music can be heard in every poem by John Donne, every scientific discovery, every Mozart symphony. The music plays eternally for those who would listen. The universe is full of meaning, of strange correspondences and grand harmonies.

IT IS IMPORTANT THAT “SPIRITUALITY SCIENCE TAKES ON A ROOTED IN AN

UNDERSTANDING OF THE HUMANITIES AND THE ARTS”

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mongst the various occasions and festivities which define the final fortnight of Michaelmas Term, one of my personal favourites is the Christmas Debating Competition. Whilst the Debating Society organises a range of exciting and popular events throughout the year, Christmas debating stands out because it offers the opportunity for all the School’s debaters to collaborate and take part in some light-hearted (although sometimes competitive) fun. What’s more, there are always a wide array of festive treats and limitless hot chocolate on offer. This year’s event presented the first ‘real world’ debating opportunity in almost 18 months. As always, experienced debaters were paired with younger juniors, and two parliamentary motions were debated amongst much festivity – and plenty of mince pies. This year, forty-eight debaters took part from across the School, with six debates running concurrently during the evening, each kindly chaired by the debating staff or by senior committee members. Typically wacky and festive, this year’s first motion asserted that ‘elves deserve a

minimum wage’, and precipitated passionate rhetoric on the harsh realities of elf-slavery and seasonal work. Ultimately, however, in my debate it was the closing opposition arguing against elf pay who won, convincing me of Santa’s kindness in providing bed and board in the first place. Silly? Yes. But nevertheless, thought-provoking and relevant at the end of a year that had included controversy over the equitable pay of ASDA’s retail workers and the forced labour of China’s Uighur Muslims amongst its headlines. The second motion proclaimed that ‘in an age of carbon consciousness, the sleigh is the ideal transport solution’; a highly relevant green motion to complement the red, white and gold of Christmas. All of the debates were characterised by great hilarity and a certain amount of chaos; all contributing to a truly Christmassy atmosphere. Juxtapositions between Santa and Mussolini, or between magical sleighs and Boris bikes were employed with great effect to persuade, entertain, and delight with varying degrees of success. For many of the lower years, these

debates also offer an initial opportunity to try the parliamentary style for the first time – a format which becomes the preferred style for most Sixth Form debating competitions. Although the short fifteen-minute prep time and odd interplay between four teams can be daunting for newcomers, I think the committee and staff were unanimously impressed as much by the bravery of the First Form, as by the eloquence of our Fifth Form and the Lower Sixth. As such, the Christmas debates also offer an opportunity to glimpse a taste of upcoming debating talent in the lower years, and the skill on show reassured all that the Debating Society will remain in good health for years to come. I have participated in the Christmas Debate at Oundle from First Form all the way to Upper Sixth, and on every occasion I have found it to be a welcoming environment and a thoroughly enjoyable experience. For that reason, I would urge everyone to come along next December. Whether a seasoned parliamentary veteran or a novice, at the least, it’s an opportunity to challenge yourself, and sample a mince pie or two.

Christmas debating: a truly festive tradition Thomas Caskey (L U6)

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ACADEMIA

Debating is back Charles Aldous (G U6)

undle resumed one of its favourite pastimes this year. After being forced to argue online for the previous eighteen months, the Debating Society members were fed up. Oundle debating had become a pale silhouette of its traditional glory. Is reading a pre-planned speech on Teams whilst sitting in Suffolk truly debating? Fortunately, the Humphreys Gavel has now returned. But what exactly are the benefits of debating at Oundle? Obviously debating is brilliant in improving critical thinking and research skills. Debating encourages pupils to build a strong argument and to consider alternative points of view. And yet, none of these ideas are directly related to the importance of debating in person; if we were online, Oundelians would still develop in this regard. Debating in person has two fundamental benefits; firstly, it improves confidence in an increasingly toxic world. While free debate is being threatened in our university setting – as evidenced by the November Cambridge Union blacklist – it’s essential that Oundelians have the courage to defend their point of view and to listen, critique, and adapt. Secondly, an oft-ignored but nevertheless essential benefit of inperson debating is that one experiences other arguments personally. What I mean by that is not that the debaters develop bonds with

each other, but that over the course of a debate in the CLR one understands the other side. Through points of information and gestures, debaters acknowledge the importance of the opposition’s case. This, in essence, is mutually compatible with the first idea because through debating in person one symbiotically develops both confidence and understanding. If debating at Oundle has taught me anything, it is that understanding and compassion is crucial. That is what is special about debating in the CLR; open, fair and balanced debate which can change opinion is a strength that Oundle fosters. With it, we get a better society.

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IS READING A PRE-PLANNED SPEECH ON TEAMS WHILST SITTING IN SUFFOLK TRULY DEBATING? FORTUNATELY, THE HUMPHREYS GAVEL HAS NOW RETURNED” THE OUNDELIAN 2022

Il y a eu un cambriolage

Learning a language through Netflix

Nancy Newcombe (W 5)

atching TV is a very popular form of entertainment; so popular that the amount of bandwidth required at School struggled to support demand, and last year the boarders were left with *gasp* no Netflix for weeks. Now that the Wi-Fi is largely working again, Netflix is back in play and with it lots of new watching material (although *of course* we still spend plenty of time doing music practice and prep). How handy would it be if the time you spent watching TV also turned out to be productive and educational? Whilst watching TED talks and documentaries may be interesting for particularly curious pupils, most want their TV watching to provide an exciting escapism from day-to-day life. I’ve found that, as a way to combat the sense that I need to always be productive, watching a series in a foreign language is a perfect solution. It simultaneously delivers a riveting plotline, lovable (and detestable) characters and beautifully constructed scenes. Shows such as Money Heist (or, in Spanish, La Casa De Papel) also provide an academic element if you watch them in their original language; in this instance, Spanish. Money Heist’s title in Spanish means The Paper House, paper being a slang term for money, which is why its German title is different again, Haus des Geldes (House of Money). However, the original Spanish title also alludes to the way a heist is fragile, like a house of paper cards, able to fall apart at any small mistake, as seen in the series itself. Contradicting this flawed perspective of the heist, the show’s Greek name translates to The Perfect Robbery. The broad spectrum of titles in these many languages shows just how internationally popular the show has been. The first seasons (age rated at 15) cover the organised robbery of the Royal Mint of Spain by a gang of robbers. However, the catch is that the gang aims to get the public on the side of the robbers, by manipulating the image of the police and evoking empathy in citizens all around the world. Netflix offers an English dubbed version, but by far the best option 16

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is to watch it in the original Spanish with subtitles in your native language. This will not only improve your accent through listening to their speech but teach you some words that you might not pick up in lessons, such as slang words or particularly popular phrases. One I remember frequently said by the robbers was ‘escúchame’, meaning ‘listen to me’. Similarly, watching shows in French helps with extra vocabulary and accents, especially as the French accent can be difficult to grasp as its phonetics are so different from English. Lupin was Netflix’s most watched series in its first three months of premiere. The French show is about gentleman burglar Arsène Lupin’s plot to avenge his wronged father by stealing a necklace through nonviolent means. As Lupin only has two seasons (so far!), it’s great if you want to sample TV in a foreign language. Another popular French show is Call my Agent, with four seasons. Also set in Paris, it follows the scandals in a talent agency. Each episode features different French actors playing themselves as clients, plus lots of drama among the agency staff. If you are learning or would like to know either French or Spanish, I highly recommend these shows. There are many more series and movies in other languages available on Netflix that you can find by typing a code into the Netflix search bar, such as 9196 for southeast Asian movies or 61115 for Greek movies. If learning the language is the main reason for watching a foreign show, the Chrome extension Language Learning with Netflix lets you have two subtitles simultaneously, one in your first language and one in the language of the show you’re watching, giving you a visual and auditory prompt when trying to learn the language. Since 2019, audiences for non-English shows in the US have gone up 71%, and Netflix claims that 97% of its US viewers watched at least one non-English show in the last year. So, join the crowd and find a foreign show that suits your taste!

WHAT TO WATCH Spanish: Money Heist (Season 5 came out this year) Elite and Cable Girls Yiddish: Unorthodox

Mexican: Narcos and Who Killed Sara? French: Lupin and Call my Agent South Korean: Squid Game and Vincenzo

German: Dark and Babylon Berlin Swedish: Fallet Russian: Fartsa

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Learning German

Charlie Martin (C U6)

uten Tag! Heute möchte ich ein bißchen über die deutsche Sprache reden. I am a very keen linguist. Studying three languages at A level makes the Adamson Centre my second home in Oundle after my boarding House, and I enjoy every minute of it. I have studied French for at least ten years, German for four and Russian for three. My experience of the three languages at A level varies: my French set is made up of 11 people, whilst my Russian set is, well, just me. This is not altogether surprising; there are not many British schools that teach Russian. In fact, Oundle was the first school to teach Russian, beginning in the 1910s when the first pupil was HG Wells’ son. In German, there are only three in my class. German is a language that is descended from the same root as our own (Proto-Germanic), it is the most common first language in Europe, and is spoken by a country with which we share a great deal of history and culture. You might assume that German would be a popular choice amongst pupils. But, as anyone will tell you, the number of A level candidates for the subject has been steadily diminishing nationally for decades. Modern languages in general are suffering a dramatic downward trend in schools. Even the relatively universal option of French has decreased in popularity by almost half at A level since 2010, and at GCSE level by 30%. Modern languages are known to be among the hardest A levels to achieve an A* in, and require a great breadth of knowledge demonstrating not just a linguistic, but also a cultural and historical understanding in order to excel. But pupils were able to do it 20 years ago, and we aren’t becoming more stupid, so this can’t explain the dip in candidate numbers. I think that one reason for the decline is the popularity of STEM subjects (Science, Technology, Engineering and Mathematics).

A highly successful few decades of government campaigning to increase the profile of these subjects has led to a feeling that the best set of A levels consists uniquely of STEM. Then there’s Brexit, of course. With the UK now no longer part of the single market or the European Parliament, German is not seen as the language of the future. Perhaps the view of young people is that we now need to look further afield. The figures suggest that may be true; Mandarin is the only major language that has bucked the downward trend for A level, seeing an increase of 8.6% in 2018, the same year that German decreased by 16%. These developments are not helped by a growing attitude that the rest of the world speaks English. Firstly, this is simply not true; only 1.5 billion people out of nearly eight billion in the world speak English, of which over a billion are non-native speakers. Perhaps more importantly, though, it is not until you learn a language that you can begin truly to engage with a culture and a people, and this is by far the most rewarding aspect of so-called “polylinguality”. You simply cannot gain a deep understanding of others’ points of view without learning to converse in their mother tongue. Opportunistically, the fact that fewer people than ever are studying languages is actually a great reason to buck the trend. Employers haven’t stopped recognising the importance of language in developing communication and people skills, furthering cognitive ability and brain function, and even decisiveness. Top universities and employers are crying out for candidates who speak foreign languages, so it could get you one step closer to your dream university and will certainly give you a step up on the employment ladder, if nothing else. There are plenty of reasons why German should be your choice. Firstly, on a purely practical level, it’s the most commonly spoken first language in the European Union. But it’s also extremely rewarding. The almost-mathematical logic of German grammar fits together like a puzzle, which is intensely satisfying, once you put a bit of work into it. Germany, Austria and Switzerland offer some truly underrated nature spots – the Black Forest, the Alps, Lake Constance, just to name a few. It only takes a few simple Google searches to reveal the beauty the German-speaking world has to offer. The German people, far from being earnest and without a sense of humour as they are often stereotyped, are in my experience great fun, witty and engaging company. But don’t just take my word for it; go and explore for yourself, and discover the richness of the German language and culture. Danke, dass Sie meinen Artikel gelesen haben - auf Wiedersehen!

“Opportunistically, the fact that fewer people than ever are studying languages is actually a great reason to buck the trend” THE OUNDELIAN 2022

Spanish trip to Vejer Doireann Hockel (L 5) and Eleanor Thomas (L 5)

n February half term 2022 there was the most amazing opportunity for pupils learning Spanish to take part in a trip to Spain, run by Mr Charters, accompanied by Miss Hignett and her fiancée, Kshitij. After a rush through Malaga airport and an hour into the coach ride we stopped at our first destination, an authentic Spanish cafe, where we enjoyed dishes such as the “tortilla de patatas”, a potato-omlette mix. On the first day, Fifth Form enjoyed lessons in the morning by local Spanish teachers, followed by a tour of Vejer. That afternoon, we didn’t know where to start our exploration! But considering it was

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lunchtime and we were all starving after a long, informative morning of lessons about the area, we stopped at San Francisco Plaza for some pizza and had the rest of the day to explore and shop. Meanwhile, the Sixth Form were doing work experience in the local shops and gaining a lot of knowledge of the language while doing so. On the majority of the days, we had day trips. The first was to Seville. We had a tour of the Alcazar, where we learned a lot about the history of the area and its various religious influences. We then had lunch in some of the tapas restaurants, plus some ice-cream. In the afternoon, we visited the

Cathedral, taking plenty of pictures along the way. The second was to the beach, where we went on a beautiful walk along the sea, and ran – or in some cases fell – down multiple sand dunes. The third excursion was to Cadiz, where we visited the “Camera Obscura” which gives a closer image of the city. The fourth was our trip to the beach for a surfing lesson. This was something everyone had been looking forward to for the week, and although not many of us managed to stand up for long, we had a lot of fun laughing at others falling off. Our final excursion was a bike ride around Vejer and the surrounding areas. We cycled all the way to the beach and back, and the views of the streets and villages were unrivalled. Each night we ate in twos or threes with local families, eating traditional cuisine and enjoying learning more about the culture and traditions of the area, as well as practising the language with extremely patient hosts. Our trip to Vejer was one of the most incredible experiences, and the welcoming people and cultural immersion is something we will never forget.

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Should sign language be a GCSE?

Will White (L L6)

ritish Sign Language (BSL) has been offered as a Wednesday Afternoon Activity for Fifth Form and above for a few years. Since September, Oundle has had an official sign language teacher, Dr Page, who brings a select number of pupils through a Level-1 Award in Deaf Awareness and Communication. There are currently twelve pupils who learn to communicate on a basic level with other BSL users, and learn about being deaf or hardof-hearing and how people can be assisted. Dr Page describes BSL as a beautiful and richly expressive language with its own syntax, regional dialects, and colloquialism. She said that if everyone knew the very basics, even just the fingerspelling alphabet, it would allow them to communicate with any sign language user, thus widening the ability to converse. Sign language is a form of communication using a combination of hand gestures, facial expressions, and lip patterns. There are many types of sign languages across the world, but there are even various country-specific variations across same spoken-language regions, including American Sign Language (ASL), British Sign Language (BSL) and Irish Sign Language (ISL). These are all officially recognised languages, with BSL being the most commonly used in the UK. There are 151,000 BSL users (people who use it at home) of whom 87,000 are deaf. BSL has struggled to be accepted as an official language due to its lack of verbal use, however with its own grammar and regional dialects, it has the same significance as any spoken language. Makaton, often mistakenly referred to as baby sign language, is a simpler form of sign language used by non-verbal communicators (such as people with learning disabilities), and young children. It has been proven that infants pick up sign language much quicker than spoken language and it is significantly beneficial to their ability to communicate. Records dating as far back as the 15th century demonstrate the use of sign language within Deaf communities in the UK. The History of the Syon Monastery at Lisbon and Brentford contains descriptions of signs, some of which are still used. Samuel Pepys wrote about a boy communicating with someone else in signs that Pepys could not understand: “But, above all, there comes in the dumb boy that I knew in Oliver’s time, who is mightily acquainted here, and with Downing; and he made strange signs of the fire, and how the King was abroad, and many things they understood, but I could not…” – Samuel Pepys, 1666 Thomas Braidwood founded the first school in England named Braidwood’s Academy for the Deaf and Dumb which taught oral

and written English to Deaf students. It wasn’t until the 1940s that sign language could be used in schools; it was discouraged through punishment, and survived by being unofficially passed on between Deaf people, often those living in residential institutions. It is important to understand that the phrase “deaf and dumb” is considered offensive by the Deaf community. Currently, there are various organisations running training for people to learn BSL, and a few British universities offer a Deaf Studies degree, however this is far from common. In many areas across the UK it is currently not easily accessible to learn, despite its many benefits to the hearing and Deaf communities. Although an officially recognised language used primarily in the UK, it is underrepresented within the education curriculum and is currently not a GCSE option. However, a campaign – #RightToSign – was started by twelve-year-old Daniel Jillings (who is deaf) in 2018, which threatened a legal challenge on the basis of discrimination, and led the government to agree to create a GCSE. Signature is a charity that represents Deaf people and offers the only accredited sign language qualifications in the UK. They successfully met with Ofqual after Jillings’ campaign to discuss the possibility of creating a BSL GCSE. It was followed up in 2019 and the Department of Education has begun the process of developing subject content to see if the qualification will be possible. They are trying to introduce it “as soon as possible”, however progress was delayed due to the Covid pandemic. Dr Page pointed to how important it was to see Rose Ayling-Ellis on Strictly Come Dancing. Her performance has drawn attention to the importance of the Deaf community and increased interest in learning sign language. There are also films, such as A Quiet Place (2018), Marvel’s Eternals (2021), and Academy Award-winning Coda (2021), which are increasing representation of the Deaf community. With increasing awareness of neurodiversity at Oundle, it is also important to acknowledge the significance that understanding sign language can have for people with neurodiverse conditions, especially those who are low-functioning. It enables those who are partially or fully non-verbal to communicate even when they are not able to speak, therefore limiting stress and frustration, and likely offering reassurance. It is possible to access free online courses and YouTube videos that teach the basics of BSL. There are also books that can provide an understanding of the subject. And of course, there is always the Sign Language WAA. THE OUNDELIAN 2022

Why do we read and study the western literary canon? Marcus Raudnitz (L U6)

he canon can be defined as the collection of novels, plays and poetry that is deemed essential to our study of English literature. It provides the staples of school and university courses, and its authors, such as Shakespeare, are heralded as some of history’s most significant figures. However, to a modern reader, this can be a disturbing concept. With a few exceptions, the canon consists of the work of men, and its context is almost always that of white, imperial or patriarchal societies. In the modern era, how can we justify reading and studying them as essential texts? How can literature move forward, if what it is founded upon is now considered irrelevant? One argument is that we cannot justify the current established canon. If we only read a certain range of texts, then it is impossible for our English curricula to adopt a broad and empathetic approach to literary study. We should ask why schools and exam boards seem to rely so heavily on the literary canon for their courses, and why we should continue to regard these

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texts as great literature. So, how can we justify reading and studying the canon? Oundle’s librarian, Ms Giurlando, says that much of what is judged to be essential reading is part of the canon ‘for a reason’. These works have left an impression due to their ability to communicate ‘universal truths that are not constrained by time and place’. By this, she means that literature does not necessarily become canonical for the reason that the writer was of a certain colour or gender. Works become canonical because they are simply examples of good writing. We know this to be the case because many published works have been forgotten. For example, ‘John Clare and John Keats were contemporaries; both had compelling life stories; both had the same publisher and left a significant number of poems’. Despite this, only a few of John Clare’s poems are included in anthologies, whereas Keats is considered one of the great Romantics. ‘Keats was just a better poet and his themes transcend his time and place. He is in the canon for a reason’.

It is interesting to see that when more women began to publish in the nineteenth century, some writers were hugely popular in their time, and some even outsold Charles Dickens. Despite this, for many, their writing held little universal value. This is why we have forgotten about many of the previous bestsellers and instead remember writers such as Austen and Brontë, whose books continue to resonate with readers of today. We read such authors, not for their race or gender, but for what they reveal ‘about people and society, their times and our times’. It is inarguable that oppressed groups lived under restrictions that limited their opportunities to write, as Ms Giurlando points out: ‘In the US and UK, very few black people had the ability to write or have their work published until the 20th century. Some of their stories were told by white writers at the time, but for the most part, those historical experiences now have to be told by contemporary writers, imagining the past using memoirs and historical documents.’

ACADEMIA

“How can we justify reading and studying the canon? Oundle’s librarian, Ms Giurlando, says that much of what is judged to be essential reading is part of the canon ‘for a reason’”

Whilst we cannot be proud of the oppressive historical context of canonical texts, it is perhaps more valuable to first be educated in the social tensions of these literary works, than it is to be educated in a host of modern texts that seek to address problems that we know nothing about.

Knowledge of the past allows us to treat the present with more sensitivity. I’d say that this is why it is important to read texts such as Of Mice and Men, and why it is equally important for them not to be gradually phased out of our curricula. If we accept the premise that our

famed authors have earned their places in the canon on merit, we can begin to understand the importance of studying their work. Ms Giurlando says these texts are the building blocks of critical reading, and so to propose pulling works such as Chaucer’s Canterbury Tales from university literature courses (such as the University of Leicester) is simply destructive. Looking to the future, Ms Giurlando says that it is essential that publishers and curricula account for the absence of historically marginalised communities in the canon. Whilst there may not be a significant body of past works from these groups, there are many being written now. ‘If these authors tell a story that has universal value, their books will form the canon of the future.’ I would argue that it is important to keep reading and studying the literature that forms essential reading lists in academic departments, whilst also remaining open-minded about contemporary literature which can help to fill the gaps that our history has created.

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A RT C U LT 22

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ARTS & CULTURE

T S & T U R E THE OUNDELIAN 2022

WINNER Zoe Li (N L6) - In Oundle

Cartoon competition Iris Diggle (N U6)

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ARTS & CULTURE

Ottie Pitcher (By 1)

Teddy Flanagan (N 4) - Babar the Elephant after his very first Trendalls doughnut

Georgia Willis (L U6)

Joel Botty (By 2)

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A Christmas Carol Will White (L L6)

n September, auditions were called for the Stahl’s 2021 Christmas production: A Christmas Carol by Charles Dickens, adapted by Piers Torday. A small cast was brought together to play the various characters in this comedic adaption, which reimagined Fan Scrooge as the central character whose brother, Ebenezer Scrooge, had passed away when they were young. Directed by Mr Burlington, the play sought to explore what it meant to be a woman in the 19th century, with Libby Ravenhill (L L6) cast as Scrooge. The rehearsals began in the studios where we grew together as an ensemble. We started the process with Fezziwig’s party scene, which helped us to feel more comfortable working together, as the scene was energetic and very amusing to perform. It would be a couple more weeks before we were allocated parts, the majority of which were multi-rolled, requiring countless quick changes backstage (and at one point leaving a two-manned ghost one-armed during a dress rehearsal). One of the most significant parts of the play was the use of puppets to portray the ghosts. A professional puppeteer who had worked on War Horse, came to the Stahl to lead a two-day workshop to help us prepare to operate the puppets. Two of the puppets (Present and Future) were controlled by two people each, meaning that, although they were able to be larger, the puppeteers had to work out how to synchronise the movements to make it seem natural and alive. The workshop also helped us understand how other characters (particularly Scrooge) should interact with the puppets to convince the audience to believe in the ghosts. To accentuate this, we learnt how to make the puppet ‘breathe’ by using rhythmic movements. 26

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When we moved onto the stage with the outstanding set by Paul Laughton, we realised how challenging tech was going to be. This was one of the most technical performances Oundle had staged at the Stahl, not only due to the puppetry, but to the vast number of trap doors, scene changes, and mechanisms that needed to work fluidly. Built into the stage were props that would fold out like pages from a pop-up book, endlessly impressing (and challenging) everyone. To give away the secret: during the early scenes, the ghost of Marley had to shuffle backwards on a wheeled board underneath the stage decking, before clambering up through a trapdoor and inside a chair to shout at Scrooge. All the movements took a while to perfect. We wanted the audience to find it magical. As the performance days approached, pressure grew into panic. It was the closeness of the cast that made us determined to do amazingly. And then… everyone became sick. Libby lost her voice, the puppeteers sniffled through their lines, there were tissues piled high, tonsilitis, and hypothermia. Rehearsals were being missed every day. I don’t think there was a single person who escaped the dreaded cold or other mishap. Yet, we knew the show must go on. Despite the potential for everything to keep going wrong, we pulled off all three performances and had an incredible time. The atmosphere among the cast and backstage crew was overwhelming, with everyone feeling as though every challenge had been worth it. We were absolutely in the Christmas Spirit.

ARTS & CULTURE

A round-up of this year’s music Nancy Newcombe (W 5)

eethoven could not have imagined that his concertos would one day be performed via small computer screens emitting the type of music cats model their screams on. During the lockdowns, pupils all over the country proved that an online orchestra is not that easy to pull off. We returned to the Great Hall this year, where I joined my first in-person whole School orchestra; getting players in one room does indeed trump any online version. The Music department this year has rocketed back to its usual momentum, including the scheduling of its 900 music lessons per week in the same room as the teacher. This was, again, a vast improvement on online lessons. Oundle pupils did not seem to have lost their musical abilities over the various lockdowns and solo isolations, with Rohan Dahiya (L U6) gaining the principal tuba seat in the National Youth Orchestra in the Michaelmas term, and Marcus McDevitt (L U6) gaining an organ scholarship to Oxford. One of the big musical events in the Michaelmas term was violinist Gabriella Teychenné’s (OO) return to Oundle. She is the current assistant conductor for the London Philharmonic Orchestra, as well as the lead conductor in overseas orchestras and operas. During her visit she conducted the Chamber Orchestra and led masterclasses in conducting. Two more masterclasses were offered on piano by the brilliant Melvyn Tan, and on string instruments by Michael Bochmann. On both occasions, Tan and Bochmann joined the Chamber and Symphony Orchestras to direct our playing. Tchaikowsky and Vivaldi would have been pleased to hear the advancements made in our interpretations of their music. Beyond the Great Hall, the Oundle School Jazz Orchestra have been entertaining

audiences with their sold-out events. The need to book weeks in advance to get a ticket is testimony to the calibre of music produced. Among these popular concerts were Evenings of Jazz at both St Andrew’s and St Peter’s churches. The Marching Band also made numerous public appearances, including the annual polished display at the Passing Out Parade, and the parade for HRH Elizabeth II’s Platinum Jubilee. The CCF band also returned to Franklin’s Gardens where it played during the half time break at the cup fixture between Northampton Saints and Ulster. Most pupils take part in the annual Hepburn Musical Festival, a programme packed with as many performances by as many people as the Music department can persuade to participate, which turns out to be a lot. The Festival culminates in selected performances at the Hepburn Final. There were outstanding performances from many. I especially loved the classical singers. Opera in another language is an extremely difficult skill to master and pupils seemed to rise to the challenge. This year’s overall winner was Marcus McDevitt (L U6).

“The Music department this year has rocketed back to its usual momentum, including the scheduling of its 900 music lessons per week in the same room as the teacher”

Weekly Lunchtime Concerts at St Peter’s Church offered another opportunity for many people to get involved in performing. The biggest event involving masses of pupils was the House Shout competition and the slightly more refined Part-Song competition. Kirkeby’s House Shout entry of a highly choreographed rendition of So What by Pink, tragically missed a podium place. This year’s overall winner was Wyatt House. For more traditional singing, the Chapel Choir performed its extensive repertoire throughout the year, including Ukrainian composer Mykola Leontovych’s Carol of the Bells and pieces arranged by Thomas Alban (B 5) and Marcus McDevitt (L U6). A sung compline took place with the Schola Cantorum, and a whole-choir trip was taken to St Luke’s Church, London. A day trip to London packed with psalm singing, hymn humming and a late evening invasion of Pizza Express, complete with dough balls and chocolate cake, was enough incentive to join Chapel Choir. The event this year with the most electric atmosphere was February’s revamped Guitar Madness, renamed Re:Loaded, with Mr Gardiner undertaking the run of it. Roaring rock, country classics, opulent originals and brilliant ballads were all flaunted in an unforgettable demonstration of talent and compelling stage presences. The best news to follow the evening was that these theatre-based concerts will become more regular events in the Oundle calendar. The fact that the waiting list for tickets to this sold-out event was hundreds long proves its popularity, and more shows to come will give more pupils the opportunity to take part. THE OUNDELIAN 2022

Is James Bond moving with the times? Izzy Jessop (L L6)

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ames Bond is one of the most famous fictional characters of all time. The Bond films are the second-most successful series in history, and are regarded by many as the paragon of Britain’s influence on pop culture. However, the greatest challenge of continuing a series which began in 1962 is that it must evolve to fit a changing world, while retaining the classic Bond DNA. In recent years, the movies are being examined from an increasingly critical perspective, facing accusations of being phallocentric at best, and outright sexist at worst. As calls for greater diversity, inclusivity and female empowerment grow louder, we must pose the question: ‘Is Bond succeeding at moving with the times?’ Firstly, the popularity and sexualisation of Bond girls is undoubtedly one of the pillars on which the franchise built its fame. Bond’s affairs with beautiful women half his age are a regular occurrence, and there are tropes we have grown to recognise: women with names riddled with double entendres, who emerge from the sea clad in a bikini and later meet an untimely death to clear the way for the next film’s leading lady to enter Bond’s life. All too often, Bond girls are an unfortunate reflection of the male gaze. It is unsettlingly common for middle-aged actors to be paired with the youngest and most beautiful actresses of the time, and the Bond movies are all too guilty of this. At times, it can seem almost predatory; Jane Seymour said, in reflection of her role in Live and Let Die: “My Bond character was meant to look like a virgin.” Often, onscreen relationships such as this can play into damaging stereotypes that the ideal woman for a hero such as James Bond should be submissive, replaceable and significantly younger than him, yet no less of a sexual object. However, there have been more recent efforts to diversify the image of the ideal Bond girl. In Spectre, Monica Belluci appeared aged 55 as the femme fatale Lucia Sciara, having been told by the casting director Sam Mendes that he wanted “an adult woman to seduce James Bond for the first time”. As well as this, there is a greater sense of independence to later female characters, particularly those who star alongside Daniel Craig’s Bond. Vesper Lynd of Casino Royale is razor-sharp, a British Treasury agent who is undoubtedly Bond’s intellectual equal. She is considered one of the most popular Bond girls of all time, and her status as one of the great loves of his life sees her appear in the Spectre title sequence. As well as this, the recent movie No Time to Die shows Bond still struggling to come to terms with her death. Recent Bond films have also taken another step towards female empowerment by placing women in positions of power within MI6. The casting of Judi Dench as M, a figure of even greater authority than Bond himself, was a hugely significant choice. As well as this, the character of Miss Moneypenny has been given a breath of new life. In the new canon established after Casino Royale, she was an active field officer before becoming a secretary to M. This new Moneypenny, played by Naomie Harris, is confident and self-assured: an MI6 agent in her own right, rather than just a source of flirtation for Bond on days in the office. Harris said: “Moneypenny has grown up somewhat. I think she still has her soft spot for Bond, but she’s an independent woman with her own life.’’ However, despite this newfound feminism within Bond, I still found myself puzzled by some of the choices made in No Time to Die. With Phoebe Waller-Bridge in the writing room, it certainly has its moments: highlights of the film included a glorious cameo from Ana de Armas as a Cuban field agent and the central role of Lea Seydoux’s Madeleine Swann. Despite this, I found the introduction of Lashana Lynch as Nomi, the new 007 who replaces Bond after he retires, a strange combination of the progressive and the redundant. She was an excellent character – skilled, quick-thinking and confident to the point of cockiness – and while I was thrilled to see a black woman take on Bond’s position in MI6, it was evident from the beginning that it wouldn’t last. This being Daniel Craig’s final Bond movie, there had been much anticipation about how his departure would be handled and who would replace him. I remember a dinner table conversation I had

ARTS & CULTURE

RECENT BOND FILMS HAVE “STEP ALSO TAKEN ANOTHER TOWARDS FEMALE EMPOWERMENT BY PLACING WOMEN IN POSITIONS OF POWER WITHIN MI6”

almost a year ago, where we discussed rumours of a female Bond. I kept in mind an interview in which I recalled Craig saying, quite rightly, “There should simply be better parts for women and actors of colour. Why should a woman play James Bond when there should be a part just as good, but for a woman?”. It didn’t come as a surprise, then, when Nomi gave up her 007 status, and requested, “Permission to reinstate Bond.” Taking a step back, everyone in the cinema knew that Bond would reclaim his role as the one ‘true’ agent 007. In which case, what was the point of putting Nomi there in the first place? It feels somewhat tone-deaf that we should be expected to cheer when a young black woman gives up one of the most prestigious positions in film, after training for years, in favour of a semi-retired white man. By the end of the movie Nomi’s character was reduced to a somewhat halfhearted attempt at progressiveness. Instead of having a female Bond, or even another character ‘just as good’, the writers temporarily handed over his power before snatching it back just in time for the end credits to roll. There is another significant issue in Bond films with the villains. More noticeably than any other franchise, Bond makes a habit of villainising those with facial disfigurements. Across the span of 25 films, the vast majority of antagonists are disfigured in some way: Ernst Blofeld is missing an eye, and a grand reveal in Skyfall shows Raoul Silva removing dentures to show the disfigured lower half of his face. Sometimes these physical differences are played for laughs: in The Man with the Golden Gun, Bond disguises himself as Scaramanga by applying a fake third nipple. However, this association between disfigurement and immorality, prevalent in film and literature alike, does more harm than good. The implication is that outward imperfections must always reflect a traumatic past, or worse, an inward evil or corruption. Often, the disfigurement of Bond villains is typically tied loosely into the plot or justified by a tragic backstory, but this only begs the question of why no-one on Bond’s side ever shows physical effects resulting from their own trauma. For lots of people with visible facial differences, this kind of damaging representation is the only time they see characters like themselves on screen. When many regularly experience judgement or hatred in real life, a change in the way their differences are portrayed is never too much to ask. Before No Time To Die came out, the charity Changing Faces penned a letter to its producers. It ended with a request for them to stop the use of this trope in the future, and asked: “For the next Bond movie, let’s have a character, the hero, the strong sidekick or the intelligent love interest, who also happens to have a visible difference. Because we are not just your villains.” It’s clear that the Bond movies are making recognisable attempts to adapt to the modern day, but there’s still progress to be made in every regard. I firmly believe that Bond’s history of disfigured villains is tradition taken too far, showing that some aspects of the classic Bond DNA are wearing thin. More must also be done to combat the lingering misogyny surrounding women in Bond. There’s a distinct sense that recent changes are too little, too late; why else did Monica Belluci’s 51-year-old Bond girl spark so much attention, when Daniel Craig was a similar age at the time? I believe that the Bond franchise will always be male-centric to a certain degree, but therein lies the importance of creating more female characters who can truly share the spotlight. Yes, James Bond is trying to move with the times, but more can always be done. THE OUNDELIAN 2022

OSCAR

Marcus Raudnitz (L U6)

SCAR is our School radio station, led by the pupils under the supervision of Mr Gardiner. Situated on the top floor of our music school in the historic Gascoigne building, OSCAR has its own recording studio, broadcast room, and director’s office. It is a unique extracurricular activity because it is the longest running school radio station in the UK and is the only station entirely led by under-18 year olds. With the constant disruptions of lockdowns and distancing measures and the departure of Mr Pettitt (the much loved lord and overseer of the top floor of the Gascoigne building), the future of OSCAR had hung in the balance. With our backs against the wall, the OSCAR directors have been trying to revive and revitalise the station and all that it has stood for in the past. The fantastic thing about the OSCAR broadcasts of previous years is that they had showcased the best of pupil imagination. OSCAR is a platform run by pupils and the shows represent their passion for 30

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performance and journalism. Each broadcast is directed by a team committed to guiding, administrating and organising the project in a broader sense. Therefore, when Mr Gardiner took over the station, it was agreed that it was really important to maintain the pupils’ ability to run things smoothly. Thus, it came as a bit of a shock when our first broadcast was so frequently punctuated by nose-diving computer crashes. In an attempt to resolve these issues, OSCAR received some major CPR treatment. The computers were replaced, the music platform was updated and a team of committed directors were made ready to carry OSCAR’s flame forwards into another broadcast. This summer, OSCAR returned for a very limited six-day run, the purpose of which was to train up the directors, to trial a live music takeover night and (most importantly) to get the voices of the pupils back onto the airwaves. Trialling the revived system helped lay the groundwork for future broadcasts and hopefully will mean that the autumn broadcast of 2022 will be the longest and smoothest since the station was stalled by Covid. The last two years have been tough, but OSCAR is moving forwards with the wind in its sails.

IT IS A UNIQUE “BECAUSE EXTRACURRICULAR ACTIVITY IT IS THE LONGEST RUNNING SCHOOL RADIO STATION IN THE UK AND IS THE ONLY STATION ENTIRELY LED BY UNDER-18 YEAR OLDS”

ARTS & CULTURE

ohan Dahiya has been awarded the position of Principal Tuba in the National Youth Orchestra (NYO). In September of 2021, I sat down with him to talk about this achievement and to discuss the demands of this role. Rohan explained that in an orchestral context, the principal seat is the position that leads a section of instruments. He earned this position through an audition process in London that included a solo performance and various group activities, designed to determine those musicians who possess the required synthesis of technical and leadership abilities. There have been some challenges: Covid had recently disrupted face-to-face ensemble playing, Rohan has been playing for the NYO for only a year and the tuba section of the NYO is unusually large. Despite these challenges, Rohan was able to stand out and earn his place at the principal seat.

“Playing at the Proms during the summer was going to be a highlight, especially having missed out last year” Rohan said that what the NYO has taught him is that the tuba is a surprisingly adaptable instrument, one that should not be underestimated, thus making the challenges ahead pleasantly unpredictable. He explained that he will be receiving specific leadership training but that at the time, he was gazing into an exciting horizon

of unknown prospects. He said that playing at the Proms during the summer was going to be a highlight, especially having missed out last year. This would add to his already impressive collection of venues that he has played at across his NYO and NCO career, including Birmingham Symphony Hall, Bridgewater Hall, Barbican Theatre and the Southbank Centre. Rohan plans to continue to play beyond his time at NYO but he said that what makes this orchestra really quite special is the fact that it is ‘totally teenaged. You go to see people of your age play’. Rohan thanked his tuba teachers from Oundle and especially Mrs Hudson, who first introduced him to brass instruments when he was in Laxton Junior School. Rohan acknowledges the passing of his playing’s infancy and welcomes the next stage in what will hopefully be a long and meaningful relationship with music.

Rohan Dahiya: playing the principle seat tuba at The National Youth Orchestra Marcus Raudnitz (L U6)

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Crosby House play: The 39 Steps – what is it like to direct a House play? Charlie Martin (C U6)

n January 2022, I directed the Crosby House play of The 39 Steps, adapted by Patrick Barlow from a 1935 film version, which itself was an adaptation of the well-known 1915 book by John Buchan. The plot follows Richard Hannay, an ordinary, innocent man who becomes caught up in a murder investigation, and flees by train to Scotland, where he attempts to hide from the police. The play follows a slightly altered version, mixing the serious plot line with slapstick physical comedy, deliberate errors and even the odd corny joke. After my Housemaster, Major Mansergh suggested the idea of directing a House play I was slightly daunted by the prospect and unsure about the quality of what we would produce. I wanted something funny, but something that also had a strong storyline. The 39 Steps seemed perfect – its comedy is 32

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not overly stupid, but instead is integrated into an already well-known plot. Naturally, one of the first things I did was run a set of auditions, and I whittled down about twenty-five interested people to a group of nine. One of the selling points of the play version of The 39 Steps is that over 150 characters are played, in theory, by four actors. In order for this to be a successful House production, I wanted more people involved than that, so I spent most of one exeat weekend devising a complex spreadsheet detailing every scene that every character was in, and painstakingly working out who could play which characters without them clashing at any point. I decided we would not ask a girls’ House to lend us an actor, as some Houses do, but would have some Crosby boys dress up as girls. The only near-miss

that I had to stick with was the character of Annabella Schmidt, who is murdered and dies on Hannay’s armchair, and in the next scene becomes a milkman, and then returns for the next scene as Annabella’s corpse, supposedly in the same place she was left beforehand. Happily, we were able to style this out as one of the “deliberate mistakes”, and Annabella comes back onto the stage with a glass of whisky before suddenly realising she was supposed to be dead and rushes back to the chair. After distributing the scripts, the next task was one over which I had less control: line-learning. The 39 Steps has a chunky script, and my cast had a tough job of learning the entire play. But they did manage it, despite a few tense moments along the way when I wondered whether we would get to where we needed to be. Philip

ARTS & CULTURE

Tomkinson, playing Hannay, managed not only to learn a lengthy monologue for the beginning of the play, but also a speech for a political rally lasting several minutes. By the run-up to the production he was even able to correct everyone else’s lines when they made a mistake, and fill in for them when they weren’t there. My principal piece of advice to any House directors is to do your best to get lines learnt early, but accept that it won’t be perfect. We know what Oundelians are like with deadlines; it will all turn out OK in the end. We had a job on our hands returning from the Christmas holidays with two and a half weeks left to stage the play. Up until then, we had been rehearsing with scripts in the House library for 10-15 minutes every evening, and we had done a Zoom runthrough before New Year. It was now time to step it up a gear. We started to think about blocking and stage direction for the first time while rehearsing in the Stahl studios with a few of the props that we would go on to use in the real thing. It was not until eight days prior to our dress rehearsal that we were able to start rehearsing on the Stahl stage. The first five or six days were some of the most painful of my time at Oundle. This is because we had to not only organise stage directions, but coordinate with sound and lighting, and ensure that the story and the comedy was not being lost by too much concentration on the technicalities. As we ramped up into the final week, 5-10pm rehearsals were now an everyday occurrence. I thought that finally, after weeks of worry, this could go quite well. Thankfully, as is always the way, our hours of hard work paid off, and the dress rehearsal on the Tuesday was fantastic. When I woke up on the morning of 19 January, I was suddenly slightly nervous that the result of all my effort in the last

WE RAMPED UP INTO THE FINAL “ANAS WEEK, 5-10PM REHEARSALS WERE NOW EVERYDAY OCCURRENCE. I THOUGHT THAT FINALLY, AFTER WEEKS OF WORRY, THIS COULD GO QUITE WELL” month or so was being performed to the public that day. I called everyone to the Stahl at 5pm, ran a few rehearsals and sent everyone to the fantastic wardrobe team to be transformed. After a brief warm-up on stage, it was time for me to become one of the audience. That was a truly bizarre feeling; almost like giving up one’s own child and suddenly having no control any more. At the same time, a strong dress rehearsal had convinced me that I could trust the cast and crew to pull it off, and so I took my seat in the auditorium and tried my best to relax. I flinched at every slight mistake, although the audience would not have noticed. The performance was a roaring success, and we did it all again the next night. On the second night, we were lucky enough to have a visit from John Buchan’s granddaughter, Ursula Buchan, who has written a biography about John Buchan. Before the play began, she spoke to the audience for a few minutes about Buchan’s life, his work and legacy. During the production, I did an interview in which I was asked a number of questions about the experience of directing a House play. I emphasised the House spirit that it fostered, the friendships that were formed across year groups, and the challenges of directing my own peers. Despite the intense schedule and hard work required, all of

these things made directing the play all the more enjoyable, and the reaction of the audience made it all the more satisfying. The process of directing a House play is by no means a walk in the park, but it is an extraordinarily rewarding experience. So, would I do it again? Let’s not go that far. But it is something I would encourage everyone to have a go at if you get the opportunity. Whether it is directing, acting or helping backstage, it is a memory that will stick with you forever. There are several people to thank in this process: my Housemaster, Major Mansergh, and deputy, Mr Arnold, for all their help, the extraordinary cast and backstage crew who made the show the success it was and Ivan Quetglas and his team for the wonderful photography. Most importantly, though, the incredible team at the Stahl. Naomi Jones, who helped me get the initial planning in order, Emma Hildebrandt, for administering ticket sales and creating our programme, Paul Laughton for working on lighting and production, Rebecca Cox on sound, Joanne Henderson for the incredible outfits, Max Richardson for running the filming, and of course George Mullen for his work on the set and for his numerous late nights waiting for us to finish rehearsing in the final weeks. All of these people worked extremely hard to make it a success. THE OUNDELIAN 2022

What makes a great column? Iris Diggle (N U6)

hat do you look for when reading a column? Entertainment, education, maybe the chance to see the world from a new perspective? When I asked myself the above question – during my year of writing for The Oundelian – Caitlin Moran was the writer whose work sprang to mind. Caitlin Moran – Crowded House fan, feminist, writer, screen director – is fabulously witty, piercingly sharp; a columnist that everyone should know. Some readers might, at times, find themselves at odds with her observations: promoting Germaine Greer’s opinion that readers should all ‘take a moment to taste their menstrual blood’ is undoubtedly a slightly fringe view. I predict that Moran’s view of boarding schools as being ‘beyond weird’, ‘from Mars’ and bringing ‘awful societal disadvantages’, might not sit too comfortably with readers of The Oundelian. 34

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Her thoughts about education are well worth reading, though. Moran was homeschooled from her early childhood, and lived in a Wolverhampton council house, which she co-inhabited with her eight siblings, with one of whom she had to share a bed. Critics wrote that her ‘part memoir, part rant’ How to Be a Woman (2011) might just be the ‘funniest intelligent book ever written’. The funny and intelligent sides of her book are continually salient, most often being one and the same. Her weekly column Celebrity Watch documents the sometimes ridiculous lives of the public figures populating the average Instagram feed. Each week, through a combination of one-liners and amusing comparisons, she chooses the most ludicrous celebrity stunts and ranks them from ten to one, from most to least sane. Her satire can be lethal: this is a column that regularly compares Boris Johnson with the

likes of Kim Kardashian. Indeed, Johnson was placed in the number one spot for several weeks, ousted in the end by Brooklyn Beckham. ‘Readers, I am sorry. I’m aware this is now the 11th week in a row that our prime minister has been at the top of a chart more generally designed to discuss ridiculous celebrity/pop cultural behaviour. I’ve tried to write about something else — I really have. But honestly — in the winter of 2022 all roads lead back to Boris. The snake’s tail is eaten by the snake’s head. Britain has become… an ouroBoris.’ Whilst it is a light-hearted take on sensationalist celebrity mania, this weekly column is also satire at its best. It is a sometimes shameless but always witty laugh at the nonsensical world of the internet, where someone can be famous just for being famous. But it is also a laugh at a world in which politics can seem as absurd as the front page of a tabloid. We need more writers who aren’t afraid to laugh at the ridiculousness of what they see around them, and at the way they themselves fit into this web of human interactions. Humour, when used appropriately, has the ability to expose the worst of the things we observe or experience, as well as the unhealthy culture of celebrity worship that Moran dissects. In How to Be a Woman, Moran is gently amused by her younger self, whilst simultaneously criticising the factors that made growing up a working-class girl in the 90s so difficult, and the problems she still sees around her nowadays. So, if you find yourself new to her work, How to Be a Woman and her twice-weekly columns in The Times are a good place to start. You can find her books in the Cripps Library, her columns online, and interviews with her all over the place. Her Desert Island Discs episode comes highly recommended. We could all do with more humour, feminism and intelligence in our lives. Caitlin Moran’s columns combine them all into one.

“

CAITLIN MORAN – CROWDED HOUSE FAN, FEMINIST, WRITER, SCREEN DIRECTOR – IS FABULOUSLY WITTY, PIERCINGLY SHARP; A COLUMNIST THAT EVERYONE SHOULD KNOW”

ARTS & CULTURE

Where the Wildflowers Grow Iris Diggle (N U6)

n November, Pippa Thompson and Max Lee co-curated an exhibition in the Yarrow Gallery, Where the Wildflowers Grow. To put the exhibit together, they contacted the grounds team, Art teachers and the English department, who helped the many ideas fall into place. The exhibition brought together work from different year groups and showcased pupil-created work from Oundle School, Prince William School and The King’s School, Peterborough. Work by Oundle teachers and Old Oundelians was also included. The only criteria was that entries had to have wildflowers or nature as their theme. Upon arrival at the gallery, visitors were greeted with a video edited by Susan Atwill that showed the insect inhabitants of Oundle’s beehives. The exhibition included many mediums – poetry, photos and prints and paintings were hung on the walls, and sculptures were displayed around staircases and mantelpieces.

The exhibition aimed to educate visitors about wildflowers, as well as the threat to the natural world. Just 3% of the world’s land remains ecologically intact with healthy populations of all its original animals and undisturbed habitat. The restoration of vulnerable areas previously inhabited by wildflowers will help to restore biodiversity that is necessary to continue food production on our already overburdened soil. Wildflowers encourage pollinators, and pollinators keep us afloat by allowing a new harvest to be collected every year. It is said we have only sixty harvests left before the soil is depleted. If we want to reverse this trend, we will have to rethink our land use and how we produce food. Reducing the use of pesticides will be key; fewer chemicals means more insects, and this can only be a good thing for future generations. Pippa says: ‘Whilst wildflowers were the central theme of the exhibition, we were also keen to celebrate a wide range of habitats, and draw attention to the animals and insects that rely upon them.’ Oundle’s grounds team have been planting wildflowers in areas around the school. Some of the many projects include the back of the Sports Centre, a strip beside the Astros, and patches around the Patrick Engineering Centre. In the summer, these areas are painted with colour, in contrast to the bare earth of November when the Yarrow Gallery offered up the experience of a flowering summer in one of the bleakest months.

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Ringo: the real Starr Nathan Raudnitz (L 5)

“W

as Ringo Starr really a good drummer?” This ruthlessly controversial question has been thrown around for decades. The doubtingThomases of our world will have you believe that Ringo was simply a lucky guy who just happened to be in the right place at the right time. Through the 1970s, when John Bonham of Led Zeppelin and Stewart Copeland of The Police took to their respective kits and exploded onto the scene, people said: “Ringo Starr? Nah. Not powerful enough.” Through the 1980s, when Neil Peart of Rush was blistering across his 30+ piece drum set, people said: “Ringo Starr? Nah. Not fast enough.” The 90s gave us the likes of Dave Grohl of Nirvana and Jimmy Chamberlain of Smashing Pumpkins. “Really? Ringo Starr? No. Not heavy enough. You are so uncultured.” I have drafted this article about five times so far, each time striving to develop a more sophisticated way in which to systematically destroy the Ringo heretics and prove his worth. But then I thought: “What is the joy of Ringo Starr? Why do we who love him, love him?” It is his unbelievable sense of fun. And I have concluded that systematic destruction probably is not that much fun. Ringo would not approve – systematic destruction is not peace and love, whatsoever. So, I am saying: “Stuff it! Let’s be childish and have a good time.” Peace and love!

R – Reliable

“I’VE GOT BLISTERS ON MY FINGERS!” screams Ringo in an exhausted paroxysm of pain and effort during the furious climax of Helter-Skelter on The Beatles’ White Album. Ringo was a pro: from eight-hour sets under the low brick canopy of The Cavern Club in Liverpool to headlining the sweet open air of Shea Stadium, Ringo could be counted on as a stalwart for the band to rely on. The new Disney+ documentary, The Beatles: Get Back, directed by Peter 36

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Jackson, provides a wonderfully clear picture of the band’s reliance on their drummer. They do not question his judgement; they do not attempt to influence him; in fact, he hardly utters a word. Ringo listens with unbreaking concentration, letting the feel of each song drift seamlessly under his fingers, much as a bird might traverse the currents of the wind. Alternative titles to this section could have been R – Reverse ageing, as he seems to look younger now than he did in the 90s. Or possibly R – runs his own Instagram.

I – Integrity

“If you can do this [plays the floor-tom and kick drum in a simple slow swing – the opening of Come Together] and have people dancing… you are a f***Ing bad-a*s!” says Nirvana drummer, Dave Grohl with an ecstatic grin during a video interview collection entitled World’s Greatest Drummers Salute Ringo Starr hosted by the Rock ‘n’ Roll Hall of Fame. The integrity of Ringo lies in his ability to sit within any song and provide not just the right groove, but the right tone and feel from a catchy tune to a Beatles classic. “He’s a song drummer,” said esteemed session drummer, Jim Keltner: “[drummers] that sit down and they hear the song and then they play appropriately for that song.” There is neither any sense of vanity, nor any air of self-service when it comes to Ringo. It is all about the song. Alternative titles to this section could have been I – I cannot believe that there is anyone in the world who honestly dislikes this man.

N – Nice Guy!

Peace and love! Ringo has been dedicated to the cause of peace and love since the world began. His grand scale philanthropic work awarded him a knighthood for extensive charitable contributions to AIDS awareness, sea-life conservation (particularly to support

ARTS & CULTURE

the octopus’ garden), world poverty and the creative arts, is only overshadowed by his amazing ability to form personal friendships with everybody and anything he comes across. The overwhelming picture of Ringo Starr which emerges seems to suggest that he is music’s greatest mensch. From the laughter he shares with Marc Bolan of T-rex in their near-lost 70s arty film Born to Boogie, to the tears he sheds when interviewed about his last conversation with George Harrison, we receive the image of an ever sensitive, appreciative, kindly soul who should be treated with nothing but the utmost sensitivity, appreciation, and love. Peace and love, Ringo. Alternative titles could have been N – No, really…? There are people who do not like Ringo Starr?

G – Groove

Groove: the unexplainable, intangible quality which binds a band together. The expression of soul created when a room is ignited by the shared passion of a group of musicians, searching for a sound which conveys something of humanity. Groove is art, and just as any other form of art, it is not inherent in everybody. Groove was

“What is the joy of Ringo Starr? Why do we who love him, love him?”

inherent in Ringo Starr. We can hear the creation of groove in full swing in the studio through Ringo’s part on She Said, She Said on the album Revolver. George picks out a simple melody on the guitar to alert us of the band’s presence. Ringo then takes the track by the scruff of the neck by picking up the tension with a hot fill then dropping us into the wide stereo groove of the main riff, creating a perfect base over which John can deliver a signature spaced-out vocal: “She said/ I know what it’s like to be dead/ I know how it feels to be sad/ And she’s making me feel like I’ve never been born.” By picking out the spaces and switching to a more constant rhythm, Ringo navigates the middle-eight flawlessly, moving with the shift in timing in the guitar line. This capacity to work with the band in forming the twists, turns and gliding undercurrents of the song has helped Ringo to produce countless iconic drum parts which have lasted decades beyond their creations.

O – Originality

“It is that sloppy… swampy… falling down the stairs kind of sound… It is the coolest thing… EVER,” says Abe Laboriel Jr, closing the curtain in the Rock ‘n’ Roll Hall of Fame interview collection. Ringo’s playing truly is a phenomenon in and of itself. The way in which he falls just behind the beat, then flings himself back in front of the band like the world’s grooviest boomerang. The distinctive lines and patterns inherent in Ringo’s style produce a picture which could only be recognised as a signature Ringo Starr piece. A mess of assorted styles and cultures, collected into the perfect package for each song. From the established pop classics of the early days such as Love Me Do and I Wanna Hold Your Hand, to the drum track which inspired the whole of the 1990s dance/trip-hop scene, namely, Tomorrow Never Knows, Ringo was always producing the next original composition to part the red seas for every great drummer behind him. So… is Ringo really a great drummer? *Fade to black* THE OUNDELIAN 2022

By Emily McParland (D 21)

By Christine Chin (W 4) 38

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ARTS & CULTURE

By Emily Gough (L 5) THE OUNDELIAN 2022

By Ruth Meynell (Sn U6)

By Lucy Stubbs (N U6)

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ARTS & CULTURE

By George Strutt (F U6)

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By Sofiia Strokina (K U6)

Art Scholars

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ARTS & CULTURE

By Grace Ford (L 5)

Art Scholars By Charlotte Finney (D U6)

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By Sofiia Strokina (K U6) By Max Lee (S U6)

By Betty Zhang (Sn 5)

By Lucinda Yang (Sn 3)

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By Honor Adams (K L6)

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Artists at work

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By Hilda Bowden (K L6)

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F E AT

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U R E S

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Swifts and their flight Iris Diggle (N U6)

They’ve made it again, Which means the globe’s still working, the Creation’s Still waking refreshed, our summer’s Still all to come – These lines are taken from Ted Hughes’ Swifts, found in his Season Songs. This poem describes the swifts that perennially return to the skies above Hughes’ house. He takes delight in their flight. Their ‘flickering’ and lashing ‘slide’ in a unanimous movement, paints a picture of energy and hopefulness at the start of summer. Swifts are migratory birds that travel to the UK to summer and breed, spending the other part of their year in Africa, and covering a distance of over 3,400 miles on the journey – not just once, but twice a year. However, the most remarkable fact about swifts is their flight itself. Weighing about the same as a Cadbury’s Creme Egg – but with very small feet and boomerang-like wings – they never, ever land on the ground. They spend the whole of their life, almost without exception, in the air. They eat, drink and even sleep on the wing. The swifts of the type we can see above Oundle are the fastest of all birds when flying level, although Oundle’s Peregrine Falcon could beat them in a dive. One of my favourite moments of the evening is watching the flock of swifts that play in the air above New House. Their movements are agile, and their song is light and delicate. Their presence is one that can never fail to bring me happiness. What have they seen on their long journey across the Sahara and North Africa, the Mediterranean, Southern and Central Europe, the English Channel, up through the midlands, and over the A1 to Oundle? Now it is the summer of 2022 – my last in Oundle – and I am seeing the swifts over New House for the last time. Hughes’ poem ends with the description of a fledgling, grounded after its first flight, that was never able to make it to full maturity, despite the poet’s efforts to revive it. Swifts are facing threats at all stages of their journey, not least in the UK, where more and more nesting sites are destroyed annually as eaves and soffits on buildings are lost in favour of more modern designs. 50

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It is impossible to ignore the fact that these exceptional birds face more acute threats on each return journey. This is even without consideration of the environmental decline that is threatening every part of their food chain. We must make every effort to ensure that the flight of the swifts will remain in our skies, because their loss will be unspeakable; something that we simply cannot allow ourselves to cause. Please scan the QR code to hear the swifts above New House, June 2021.

“Now it is the summer of 2022 – my last in Oundle – and I am seeing the swifts over New House for the last time”

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Overcoming my fear of writing Emilia Giacco (L 5)

riting had always played a major role in my childhood. As a toddler, I would perch on the kitchen table and scribble on a piece of paper, imitating my older brother as he did his homework. On my first day of Reception, I wrote a letter to my teacher about how excited I was to be starting school. Every Monday, I wrote about my weekend in my exercise book. As a talkative child with infinite energy, writing gave me (and my mother) a moment of calm. I do not know exactly when my fear of writing started. When I was about thirteen years old, my self-esteem started to waver. I started to worry that someone reading my work might find it appalling and this anxiety brought an influx of perfectionist tendencies with it. When lessons moved online due to Covid, I started to use a laptop for my schoolwork. I could now change any word while writing without having too many crossings-out that could render my work illegible. What should have been a gift, made my writing process wholly laborious as I questioned every word I wrote. My relationship with writing mutated uncontrollably and developed into a paralysing fear. Completing pieces of coursework was initially an immense challenge as I was unable to write more than two lines without sobbing. History essays were the ultimate obstacle, as I constantly policed myself about the quality of the analysis I had included. By the end of Fourth Form, I had truly

had enough. While English and History completely fascinated me, the major writing element of both subjects was putting a dampener on things. The time came to choose my School Wednesday Afternoon Activity for Fifth Form. Community Action and CCF are the dominant options that most pupils opt for, so I had initially gravitated towards picking one of those. That was until I spotted the opportunity to join the editorial team of The Oundelian, the School’s annual flagship magazine. I would be writing articles for the entire school community to read. Like any self-respecting crazy person, I decided to do the thing that most horrified me. I emailed Dr Raudnitz, who oversees The Oundelian, and sent in a last-minute application. To my surprise, I was accepted. Come September of Fifth Form, it was time for The Oundelian’s first meeting of the new School year. I was full of trepidation – I would be one of the youngest in the group, surrounded by better writers. Despite this, I was at once put at ease. The group was small, made up of a handful of Upper Sixth pupils, and about ten Lower Sixth and other Fifth Form pupils. It was warm. The closeness of the group was mirrored by

the apt setting of Dr Raudnitz’s classroom, nestled at the top of Old Dryden. We began to conjure up ideas for the year’s edition, ranging from a debate about Debating to an exposé of the Laundry. I was comfortable. I was going to be writing for the joy of it. At the time of writing this, it has been four months since I joined The Oundelian and I have been able to reflect on my time so far. It may surprise you to know that taking part in The Oundelian and being a member of the CCF are not direct opposites. There is a similar feeling of camaraderie when the Upper Sixth eagerly help us to edit our articles. We are all writing articles, bound by a common understanding of writer’s block. There is a sense of leadership, too, as we are given total freedom to come up with ideas, research and pursue our interests. The benefits of taking part in The Oundelian have been vast. Inside the classroom, I have noticed that writing pieces of coursework no longer brings a sense of catastrophe. Ultimately, it has been a freeing thing; by writing outside the classroom without the confines of a mark scheme, I have been reunited with my love for English.

WE BEGAN TO CONJURE UP IDEAS “FROM FOR THE YEAR’S EDITION, RANGING A DEBATE ABOUT DEBATING TO AN EXPOSÉ OF THE LAUNDRY”

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Staff favourite movies Izzy Jessop (L L6)

If you’re lacking inspiration about what film to watch next, why not try these recommendations straight from Oundle’s very own teachers…

Dr Raudnitz (SER)

My favourite film is When Harry Met Sally (1989). I saw it in the cinema when it came out and it became a family favourite, one we’d congregate around when it was on in the holidays and which we gradually learned chunks of by heart. It’s the perfect romcom, with touches of old Hollywood charm. Its fast-moving dialogue is full of witty sparring, undercutting its schmaltzier elements. I love it!

Mr Roberts (HR)

I remember watching Local Hero (1983) when I was an undergraduate and I have watched it many times since then. It is described as a comedy drama but it is not just a whimsical, light-hearted film. There is humour but also something more profound in terms of determining what we value and take for granted in life. The sense of place is of considerable importance; it is the nature of human relationships and our interaction with the immediacy of our environment that shape our lives. 52

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The plot is as follows: a young and rather brash executive from a Texan oil company is sent to Scotland to pay-off the inhabitants of a coastal village, so that his company can develop an oil refinery. He views this as a simple task but when he gets to Scotland, and meets the local folk, and starts to gain an appreciation of the environment, the situation becomes more complicated. Throughout the film, there is some breath-taking scenery of the west coast of Scotland to enjoy, and a brilliant sound-track of music written by Mark Knopfler, but it is the characters who provide the richness of human spirit that delivers the real impact.

Miss Harrington (CIH)

I’m going with Bridesmaids (2011) – hopefully this won’t tarnish my reputation! It’s one of my favourites because when I went to see it at the movies I was weeping with laughter for most of it – surprising given that there is some toilet humour in it which is not usually my thing – but I also found it incredibly touching. It is obviously about a wedding, but the real focus is on the female characters, their strong bonds and the challenges their friendships face. Overall, the characters are all so lovable (especially Melissa McCarthy and Chris O’Dowd) and it is my go-to after a tough week!

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Mr Allard (JMA)

My favourite movie is Where Eagles Dare (1969). As the film poster declares, ‘One weekend Major Smith, Lieutenant Schaffer, and a beautiful blonde named Mary decided to win World War II. They must do what no army can do… go where no army can go… penetrate the “Castle of the Eagle”, nerve-centre of the Gestapo, and blow it up!’ It might not be profound film-making, but with the brilliantly unlikely pairing of Richard Burton and Clint Eastwood, more double-crossing than you can shake a big stick at, a climactic fight to the death on a cable car, and a three-figure body count, what more could Hollywood provide?

Mr Burlington (MB)

This is a difficult question, to which I’m afraid I have no straightforward answer and to which many of my answers are probably a bit low-brow! The last time I was asked (many years ago) I was still able to say The Life of Brian (1971) – with tongue firmly in cheek – and whilst I think there is much to be said for some brilliant comic and satirical set-pieces, some of the content has not aged at all well. Good Will Hunting (1997) remains a film that is remarkable for a number of reasons. It deserved its Oscars for Damon and Affleck’s screenplay and for Robin Williams’ sublime performance. The credits for this film bring two other contenders to mind. The first of these, The Nightmare Before Christmas, remains one of my favourite films for kids – Danny Elfman’s music and Tim Burton’s animation are brilliant.

Rev Cunningham (BJC)

I am in no doubt as to my favourite film – it is Enchanted April (1991). Set in 1920s London and Italy, the story revolves around the lives of four very different women. It has a stellar cast – Miranda Richardson, Joan Plowright, Josie Lawrence, Polly Walker, Michael Kitchen, Alfred Molina and Jim Broadbent. Why do I like it so much? It is about overcoming adversity, hope and redemption.

“Good Will Hunting (1997) remains a film that is remarkable for a number of reasons. It deserved its Oscars for Damon and Affleck’s screenplay and for Robin Williams' sublime performance”

Mr Burman-Roy (SBR)

Although I greatly enjoy watching almost all genres, if I were pushed to make a recommendation then I would choose Lagaan (2001). The poor villagers taking on the cricketing soldiers is pure sporting drama but then you throw in romance, wonderfully catchy songs in the musical style of the classic Bollywood movies, all set amongst the backdrop of the grandeur and ruthlessness of the British Raj. You cannot help but become emotionally involved and cheer on, if not champion, the rag-tag underdogs as they play for their honour and their lives. A heart-warming film which you will reflect on and think about still many days after watching as you replay the songs and scenes in your mind.

Mr Raftery (DPR)

There is a reason why The Shawshank Redemption (1994) appears on the top of so many “Best Movie of all Time” lists, despite having been something of a box office flop when released. It tells the story of Andy Dufresne (played by Tim Robbins), who is wrongly convicted of the murder of his wife and her lover, and sentenced to two life sentences at the Shawshank State prison. There he suffers the worst brutalities of prison life but also forms an unbreakable bond of friendship with prison inmate and contraband smuggler Ellis “Red” Redding (played by Morgan Freeman). Notwithstanding many dark moments, it is a story of courage in the face of adversity, and hope against all odds, and is truly uplifting. In my opinion, it captures the essence of true male friendship (as opposed to tacky bromance) better than any other movie I’ve seen. Freeman is probably my favourite male actor of all time – he even played Nelson Mandela in Invictus – and this is without doubt one of his finest performances.

Madame Fonteneau (SF)

I have a lot of favourite films but think I would choose Au-Revoir Les Enfants (1987) by Louis Malle. This autobiographical film is based on the actions of a Catholic priest and headmaster who sheltered Jewish children during the Holocaust. This moving and profound World War II film depicts a child’s experience of civilian life in Nazioccupied France. Important themes such as the loss of innocence, the challenges of friendship, the courage, the heavy consequences of decisions on people are realistically and sensitively tackled. Louis Malle’s ability to add tension without increasing the pace is just fantastic. Truly a film to watch.

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Ukrainian crisis Charles Aldous (G U6)

hursday 24 February 2022 will go down as a cataclysmic day in history. Russia’s President Putin shocked the world with his launch of a full-scale invasion of Ukraine. The fact that a democratic sovereign nation could be attacked caused many worries at Oundle. What has emerged, though, is a sense of unity. Ukrainian and Russian pupils put politics aside and stayed friends despite these troubling times, and the town and School united under a common cause. The Market Place rally where both Oundelians and town residents gathered to stand in solidarity against the war is a great example of this. Fundamentally, this war will benefit neither country. The history books show us that in war, no one is ultimately victorious. I asked two pupils from Ukraine and Russia for their thoughts about the war.

Sofia (OO) from Ukraine

“When the events were building before the invasion, Ukrainians were the calmest. The world has massively underestimated the fight that Ukraine would put up and at the end of the day it’s taken an invasion of a country for the world to start being proactive, even though the situation has been escalating since 2014.”

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Milana (U6) from Russia

“The current situation is very shameful and upsetting for many Russians. People don’t understand that it’s worrying not only for Ukrainians but Russians too. Russians for centuries have had links to Ukrainians and a lot of Russian families consist of a mix of the two. We Slavic people (Ukrainians, Belarusians and Russians) are all one people with similar traditions; it’s sad to see relationships deteriorate because of politics. Russian people are not of the same mind as the president, this is exemplified through the mass protests that were held in Russia, and people attempting to help their Ukrainian friends/relatives flee, or through making donations such as food, clothes and medicine to those in need of it in Ukraine, although at times they face consequences such as prison and fines for simply aiding Ukrainians. Xenophobia has spread like a wildfire across the world. Russians who want nothing but peace are being unjustly threatened, accused and discriminated against in work placements, education systems and elsewhere. This is deeply upsetting as the ordinary Russian people do not wish any harm. Not only is this xenophobia worrying, but the economic sanctions have caused international businesses to shut their factories and stores, leaving people without basic needs such as sanitary towels. Prices in shops have surged, meaning that a loaf of bread can now cost up to £10. This has had a profound effect on Russia’s lower class as they cannot afford the most basic foods. For Russians living or studying abroad it has been difficult, as well. Those who go to American universities are being denied visas simply due to their nationality and the actions of their president. This is potentially ruining many Russians’ futures and careers. The Ukrainian-Russian war is a tragic event which will hopefully end soon. The Russian people stand with our fellow Ukrainian brothers and sisters and pray for better times.”

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The UK’s strangest university degrees (and where you can take them) Will White (L L6)

you need to know about surfing and the coast. It is a three-year course based in the beautiful location of Newquay, enabling you to expand your understanding of coastal geography and the environment, perspectives of surfing, health and fitness, and all you need to know about media and events. No worries if you cannot surf, it is not required (although, it is helpful). Have you decided you want to grab a hold of one of these limited places? The UCAS course code is CF68.

o, you’re in Lower Sixth and everybody else seems to have a five-page university list with everything written A-Z in the order of tariff points and distance from home. Maybe you’re even in the Upper Sixth, with deadlines very much approaching, and you’re still not sure what degree you can truthfully say you want to take. No matter where you’re at with decision making, this shortlist of the UK’s strangest university degrees will almost certainly not answer those questions, but hopefully it will help you forget about the looming dread for a few minutes.

Viticulture and Oenology

Piping Degree

You would not be a fool to assume this is about the intricacies of plumbing, or maybe some other engineering-focused career. Well, it’s not. The National Piping Centre (together with the Royal Conservatoire of Scotland) offers a four-year degree dedicated to the Scottish Highland Bagpipes. You would leave this institution with a BMus (Bachelor of Music) educating you about everything from the history of the craft to how you could become a professional Piper. If you are a dedicated musician and this traditional form of music is your interest, the UCAS course is 251F, and you should be thoroughly excited to grasp this unique opportunity.

Tournament Golf

Do not be alarmed if you are as musically talented as a cat lying across an out-of-tune piano. For the pupils who have made full use of the sports facilities at Oundle, there is a chance this degree in Tournament Golf could take your interest. At Cornwall College, the University of Plymouth has partnered with the Tournament Golf College to offer a BSc

(Bachelor of Science), an MSc (Master of Science), and an FdSc (Foundation Degree) in this field. The undergraduate degree is a three-year course, offering winter training in Portugal to extend the variety of tactics, strategy, and determination you will gain. Do not be alarmed if you had yourself set on another degree and now have this stealing your interest. You can also take it as a oneyear top-up course, where you will study it in the third year only. Why not consider this instead of that Law Conversion course? If this pitch has sold it to you, the UCAS course code is 2M5C.

Surf Science

Alright, what if land sports are not your forte, and neither is music? Again, the University of Plymouth at Cornwall College offers an FdSc focused on everything

Don’t worry if you have no clue what either of these means. You certainly aren’t the only one. Plumpton College is back on this shortlist to offer Europe’s only wine-focused degrees taught in English. You can achieve a BSc, BA, or an FdSc, thoroughly learning the chemistry, biology, and microbiology of winemaking. As well as this, you will learn vineyard management by undertaking a placement in a commercial winery anywhere in the world. It is a three-year course and, do not be alarmed, wine tasting is an extremely relevant part of it throughout. It is awarded by the Royal Agricultural University and can be found under the course code P610. Let us only hope that, if you take this, you have the finest experience possible. This list is unique, but it certainly does not end here. So, if you are still scrolling through searching for degrees to take at university, do not give up yet, since there are still unusual ones out there. This list does cover something for everybody, though, meaning that you should be fully prepared to add this to your A-Z spreadsheet. Whatever you decide to do, ensure you will enjoy it. And, please do not blame any decisions you make on me! THE OUNDELIAN 2022

Psychology of fonts Will White (L L6)

ow often do you consider the font you’re using or reading? Aside from the occasional experience of stumbling across a dreadfully inappropriate use of chiller, or reading a website consisting of entirely Comic Sans MS, it’s very unlikely you give it much thought. In Oundle, the majority of prep is required to be printed in Times New Roman. How many fonts are overlooked, and do they really matter?

The personality of fonts

How do you read this font? Is it different to this? If so, why? The most significant reason for this is down to what is described as ‘font personality’ which is made out of its boldness, its angle, its SIZE, and its association. Our brains are very quick at picking up visual traits of writing, therefore when you’re deciding on a font to use for a very important presentation, or alternatively trying to write an invitation for a wedding, it’s essential to enlist a font that resembles the sensory experience you seek to provide. People tend to associate slim or light fonts, such as Source Sans Pro Light, with elegance, beauty, and cleanliness, therefore they are often used in cosmetic branding, expensive events, and luxurious getaways. Similarly, fonts in which the letters touch, such as Vladimir Script, are recognised as 56

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easily flowing and smooth, often visualised similarly to refined handwriting, making the experience more personal and lavish. On the other hand, short, bold, condensed fonts, such as Impact, are direct, striking, and assertive. They are commonly used in businesses which want to inspire confidence in their reliable service, or presentations where they thoroughly believe in their agenda and are prepared to convince you. Likewise, wide fonts, including Gill Sans Nova Ultra Bold, demonstrate power and certainty due to their visibility, and when they are written in CAPITALS, they are read as LOUD and important. In comparison, condensed fonts with little space between the lettering and more height to them, such as Arial Nova Cond, are guaranteed to be used in advertisements for modern, lightweight technology such as slim phones, due to their visible association with lightness and portability. Are you trying to sell a high-priced car with lots of room? Grandview Display—a tall and spacious font—would be your way to go, and really demonstrates that relaxing drive.

Fonts from your childhood

Not only do our brains see visual traits in words, we can be subconsciously taken back to previous experiences of fonts. A significant reason for Comic Sans MS

being so despised is due to its connotations of childishness—no wonder, that it’s the most used font in primary schools. Similarly, common fonts such as Calibri, Arial, and Helvetica, are so easily recognised that they are viewed as secure and simple, whereas a font such as Euphemia might just not visually sit right. Although uncommon fonts, when used in branding, are subliminally recognised as innovative and unique. If you saw a word, such as “hello”, but in the font of Cadbury’s, what would be the chances you’d recognise it? How about McDonald’s, Coca-Cola, or Nintendo? This is another example of the impact of association of fonts. It’s even found that fonts that resemble Fraktur are viewed as aggressive and unapproachable, releasing strong negative emotions from readers, and this is due to it being the font from Nazi propaganda posters.

Times New Roman?

In newspaper publications, fonts like Times New Roman were widely used because they are the easiest to read when printed. Due to its historic use, Times New Roman is widely perceived as more elegant and scientific, hence its widely continued use. The difference between this font and other popular fonts, such as Calibri, is that Times New Roman is a serif font, whereas Calibri is sans-serif. This simply refers to the extra flicks on the letters that, when reading on paper, naturally flow with the direction of your eyeline. However, when displayed on devices, serif fonts become more challenging to read. This is due to screens being made of pixel grids, in which the flicks

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on serif fonts don’t easily fit, therefore they become challenging to view against the rest of the interface. It is not generally known that serif fonts are viewed as more aggressive. Therefore, fonts such as Times New Roman are more likely to be judged and create a negative response towards the text. Next time your work is marked low, blame it on the font.

How do fonts affect performance?

So, fonts affect marketing and response of readers, but how about actually working in the font? Some people swear productivity increases when typing in white to hide progress, similarly blue is supposed to be the easiest colour to remember information from, and size 12 to 14 allegedly increases memory ability. Easy-to-read fonts that we recognise as familiar are the easiest to forget, and grey is harder to read therefore forces the reader to focus more and digest the information. Remember how hated Comic Sans MS is? The free-form of the letters and its distinction from typical fonts enables writers’ performance to increase. Tried and tested, if you are struggling to progress in a piece of creative writing or an extremely serious essay, change the font to Comic Sans and allow your mind to flow more easily. You stop reading it as a finalised piece and instead interpret it as a work-inprogress, allowing your mind to ease into the challenge. Remember to change the font back before you hand your work in, though!

Fonts and neurodiversity

It is common knowledge that certain fonts are easier for dyslexic people to read, but why is this? Serif fonts are reported as less readable for neurodiverse audiences. Instead, fonts that resemble handwriting and increase the distinction between letter pairs such as “mm”, “rn” and “oa”, as well as a clear differentiation between “b” and “d”, are more suitable to use. Taller fonts that create a separation from ascenders and descenders also ease the process of reading and limit letters swimming across the page. Highlighting important pieces of information with relevant colours can also break down text and limit the challenges faced. Most of this comes down to varying the height, width, and weight of letters to enable legibility in fonts, which is why a lot of dyslexic people report that handwriting is easier to read. Fonts which generally achieve this are Open Dyslexic (very sans-serif, free to download online), Arial (clear and simple), and, of course, everyone’s absolute favourite font: Comic Sans MS.

Oundle’s Christmas lights

Iris Diggle (N U6)

s the wind flows with a blistering chill past my face, I stagger on through the bitter gale that has blown me past the beckoning warmth of Old Dryden’s classrooms. I nearly trip over the hem of my culottes, which have grabbed my ankle in a shower of water from the roadside puddles that are just on the point of freezing. Looking upwards, the black sky is marred by a film of slanted rain that shows the three-dimensionality of the air above me. I turn the corner past the Laxton postbox, and bow my head anew against the wind that is wrestling incessantly with my scarf. I realise I am fighting a losing battle, and a moment later the scarf blows in erratic loopthe-loops over the road, along the vertical walls, over the rooftop and away. But not quite yet, it seems. It has been ensnared on a string of lights so delicate they seem otherworldly. They are like cobwebs spun by a spider, one masterful in the art of creating webs from brightness and light. They curl around the war memorial and bejewel the trees outside Bramston. They brighten the limestone walls of the market square, whose warm yellow colour serves to enhance the soft glow above, whilst creating a staccato reflection in the water below. These Christmas lights are a sight I never fail to marvel at on my treks through the town centre, often leading me to take unnecessary detours. The memory of this year’s lights will be bittersweet – they are my last at Oundle, filling my final Michaelmas term with a soft but shining glow. As a pupil, these lights will be my last. But I know I will come back to see them again, and they will prove to be just as magnificent on each return visit.

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O P I N

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OPINION

N I O N

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The problem with J K Rowling Izzy Jessop (L L6)

aving sold over 500 million copies of Harry Potter worldwide and touched a multi-generational audience with her writing, it would have been all too easy for JK Rowling to reside in the public consciousness as a beloved figure. Yet for many, the warmth and comfort her writing once offered is now tarnished by her controversial views which evoke a broad range of reactions; hailed by some as a martyr for free speech and victim of cancel culture, but denounced by others as a threat to transgender rights. There’s no denying that in the increasingly accusatory world of cancel culture, it has become difficult to get to the bottom of exactly why celebrities provoke such polarised reactions. Indeed, the labelling of the ‘snowflake generation’ as easily offended and chronically online can sometimes lead to a dismissal of real issues; if only young people are upset, can it really a problem? Amidst storms of Twitter threads and increasingly hostile debate, Rowling’s name often goes viral. In truth, she makes valid complaints about her treatment online, where she faces accusations of bigotry, receives death threats and misogynistic abuse. The abuse is unfortunate for those, myself included, who believe in the importance of recognising the damaging impact her rhetoric has on transgender people. One major reason Rowling’s comments about transgender issues are so hotly debated is that transphobia does not always attract attention. Rowling frequently professes sympathy for trans youth and often paints herself as an ally. Yet the cause which she has embraced in recent years is nonetheless hard to stomach: the opposition to the Scottish Gender Recognition Reform Bill, legislation seeking to simplify the gender recognition process for trans people. This political stance, as well as other comments about transgender issues, has earned

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Rowling the label of TERF (trans-exclusionary radical feminist). One of the most significant problems when trying to decrypt TERF-aligned thinking is that the name itself contains the word ‘feminist’. Their hostility towards transgender women is supposedly derived from a feminist desire to protect cisgender women and their rights. Rowling is undeniably a feminist as regards the rights and issues of these women; when reading her tweets and essays, insightful statements about women’s safety can be found mixed in among transphobic talking points. Her conviction that she is defending the safety of natal women is not unique, having clearly been strengthened with time and conversation with like-minded people. There is a revisionist tendency to assume that for someone to be bigoted, they must be an ignorant or have a deep-rooted hatred for certain minorities. Yet this is not the case: many TERFs are in fact highly educated people, staunch in the conviction that they are on the right side of history.

In December 2019, Rowling tweeted her support for Maya Forstater, whose employment contract was ended after tweeting that ‘men cannot change into women’. Forstater took her former employer to tribunal, seeking the protection of her gender critical beliefs under the Equality Act of 2010. She won her case as the Employment Appeal Tribunal felt that her assertion of the importance of biological sex could viably be protected under UK law. However, she also claimed that ‘No change of clothes or hair, no plastic surgery, no accident or illness… no declaration can turn a female person into a male, or a male person into a female’, a statement which implies that gender transitioning is ultimately futile. Rowling’s tweet used the hashtag #IStandWithMaya and claimed that Forstater was forced out of her job for saying that ‘sex is real’: a euphemistic and inaccurate summary which reduces the transphobia of Forstater’s words. Indeed, this vague affirmation that ‘sex is real’ is frequently used by JK Rowling and other TERFs in opposition to trans activism. While not immediately offensive, it is portrayed as a voice of reason in contrast to hysterical trans activists who deny the existence of biological sex. In reality, the reason many trans people seek to transition is due to a painful awareness of how their sex differs from their gender identity. In the same tweet, Rowling feigns liberalism. ‘Dress however you want. Call yourself whatever you like.’ Yet this reduces the transgender experience to a change of name and dress, in the same way that being gay is often dismissed as a lifestyle choice rather than a sexual identity. Rowling claims elsewhere that gender critical women such as Forstater and the late Magdalen Berns (whose tweets about trans women included profanity-laden abuse and accusations of perversion) are hugely sympathetic towards the trans community, casting aside their bigotry. Evidently, the gender critical

OPINION

mindset Rowling defends is often not as level-headed or evaluative as its name implies. In June 2020, Rowling also mocked the use of gender-neutral language in an article which referred to ‘people who menstruate’. This terminology aims to include transgender men and non-binary people who might still menstruate, but Rowling’s sarcastic reply: ‘I’m sure there used to be a word for those people. Someone help me out. Wumben? Wimpund? Woomud?’ claims that anyone with a uterus must be a woman. Her justification was that she finds inclusive terms such as this ‘dehumanising and demeaning’ due to their focus on genitalia rather than identity; there is something ironic in this, as the misgendering of trans people (ie, calling a man with a uterus a woman) can lead to a similar feeling of dehumanisation. Additionally, recognising that many people get their periods, not all of them women, helps to destigmatise menstruation and its trivialisation as a women’s issue. Although this use of broader terms may feel somewhat odd at first, it is an unobtrusive step which helps to accommodate trans people. In objecting to and mocking this language, Rowling achieves very little beyond demonstrating a sense of entitlement. Additionally, Rowling has written that she refuses ‘to bow down to a movement that I believe is doing demonstrable harm in seeking to erode ‘woman’ as a political and biological class’. She pushes the narrative that activism seeking trans liberation somehow does damage to the definition of ‘womanhood’. The logic of this is lacking: cisgender women are no less female due to the existence of trans women. Natalie Wynn, a trans youtuber and political commentator, said about JK Rowling that “feeling threatened is the distinctive psychological experience of bigotry”. Although not actively preaching hatred, Rowling’s self-described ‘intensely personal’ interest in trans issues is typically characterised by concern at equality activism founded on very little factual evidence. As previously mentioned, Rowling’s more controversial views are often difficult to separate from the valid feminist causes she also shows support for. The greatest evidence of this appears in the lengthy 3,600-word essay Rowling penned in retaliation to the backlash, which she entitled ‘TERF Wars’ on Twitter. What makes this essay so difficult to read is the mix of statements in support of transgender people (‘I believe the majority of trans-identified people not only pose zero threat to others, but are vulnerable…’) and fearmongering about the ‘dangers’ of transgender activism. For example, Rowling frequently brings up her concern that laws making it easier for

transgender people to be issued gender recognition certificates will allow male rapists access to women’s bathrooms, posing as women. Her concern about the reality of sexual harassment for women, citing her own experiences of sexual assault, is undeniably valid. However, Rowling’s rhetoric is often composed of straw-man arguments which place disproportionate emphasis on this risk. She suggests the new laws pose a threat to natal women as they ‘throw open the doors of bathrooms and changing rooms to any man who believes or feels he’s a woman’, a statement which is in itself transphobic: Rowling does not say the threat comes from men pretending to be women, but that these predators believe they are women. If this is the case, why does she refer to them so firmly as men? Note dangerous echoes of the transphobic idea that trans women are only ‘men in disguise’. Transgender people already fear harassment or hostility in single-sex spaces if they do not pass as cisgender, and Rowling’s views perpetuate this hostility among cisgender women by reinforcing the stereotype that transgender women are predatory invaders of women’s spaces. Additionally, Rowling’s insistence that this legislation will endanger women is far removed from the reality surrounding

thirty-two people assigned female at birth were referred by the NHS for transitioning treatment in 2009, in comparison to 1740 in 2019. When we consider how far trans visibility and acceptance has come in the last ten years, this increase does not seem disproportionate in any way. As stated in The Guardian: ‘According to the Scottish Trans Alliance, it is estimated that less than 0.1% of under-18s in Scotland have been referred to a gender identity clinic, and the majority of them will receive psychological support at this stage. STA also reports that the numbers of people de-transitioning are “a handful”.’ Finally, accusations of Rowling’s transphobia are founded in her writing as well as her presence online. Her fifth novel under the pseudonym Robert Galbraith, Troubled Blood, features a sexual predator and serial killer who cross-dresses in order to murder his female victims. Although the villain is clearly a man, this taps into a cinematic history of associating crossdressing (and, by vague and outdated association, transgenderism) with perversion or psychopathy. The image of the serial-killing man in a dress, which appeared first in Alfred Hitchcock’s Psycho (1960), has been inevitably co-opted by transphobes and associated with a negative portrayal of

“

ROWLING’S USE OF STRAW-MAN RHETORIC IS ALSO CLEAR IN THE WAY SHE CHOOSES AND PHRASES EXAMPLES TO SUGGEST PEOPLE ARE MAKING HASTY DECISIONS TO TRANSITION”

public bathrooms. No-one stands outside a toilet stall demanding a gender certification certificate. Instead, people are allowed entry based on their visual femininity, a problem previously brought to light by butch presenting women who have experienced hostility. If a male predator wanted to enter a women’s bathroom, there would be no need to obtain a gender certificate – he merely needs to look feminine enough. As such, Rowling’s opposition to these laws does more harm to transgender people than it helps cisgender women. Rowling’s use of straw-man rhetoric is also clear in the way she chooses and phrases examples to suggest that people are making hasty decisions to transition. She draws on seemingly shocking figures, writing in her ‘TERF Wars’ essay that there has been ‘a 4,400% increase in girls being referred for transitioning treatment’. Yet her use of statistics is misleading: this increase only looks huge because the numbers involved were so small to begin with. Only

trans women. As a result of all this, I don’t believe that JK Rowling should be regarded as a martyr for free speech, allegedly shunned for failing to keep up with ‘woke culture’. She is an intelligent and educated woman who has clearly done her research and then chosen to push rhetoric which undermines transgender activism. While she is staunch in her conviction that she is protecting her narrowly defined idea of ‘womanhood’, she has ultimately done more harm than good in opposing the Gender Recognition Reform Bill. Rowling pokes fun at being called a TERF, yet her defence of so-called gendercritical ideology is perceived as a threat by the majority of the trans community for good reason. Although I regret the extremity of abuse she has received online, something which no-one should endure, I am still utterly unable to support her while she uses her fame and influence to perpetuate a negative image of trans people and oppose their liberation. THE OUNDELIAN 2022

The Oundle tie rebellion: lessons on misinformation Eva Morgan (D L6)

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OPINION

n Friday 29 April 2022, a rebellion formed, grew, and collapsed. Following a rumour that Sports Ties awarded to boys for achievements were being abolished in the uniform reforms, a controversy was brewed, anger snowballed, troops rallied, a motto devised, confrontations plotted, emails (of varying politeness) sent, and Instagram was set up @SaveOundleTies. The ability of Oundle pupils to respond passionately to a decision with (mostly) rigorous logic should be lauded. However, for this boisterous rebellion there was one catch: the case was entirely untrue. When the lifespan of a rebellion is little under twelve hours, it is easy to forget. However, the tie rebellion was a concentrated microcosm of how society is managing information. There are three recommended steps to tackle misinformation:

1: Check the source

Friday started like any other Friday: joy at the end of the week and despair at a full day of lessons. So what sparked the outrage that would characterise the day? Over the course of the year, the School Uniform Committee, composed of Sixth Form pupils, had reviewed the school uniform. I am a member of this committee, and we aimed to review the Oundle uniform in terms of gender equality and sustainability. Ties were discussed with regard to gender equality, but absolutely no decision about Sports Ties was made. The new uniform prospectus was compiled and sent out to pupils at 7am. Sports Ties are bought separately from the main school uniform, and so were not featured in the uniform prospectus designed for Oundle parents. However, a hasty early morning reading led to a creative interpretation of this publication. ‘Prospectus’ became a synonym for ‘Rules’, and so the shocking idea that Sports Ties were being abolished was born.

2: Check the author

The first email arrived at 2.43pm. Passion had turned into action; the battle had begun! People who feel under threat often act rashly and the rumours about Sports Ties fuelled a heated response. It is unpleasant for anyone to receive angry emails. It is particularly unpleasant if you are sitting in the library, trying to finish a

“A world with more information is a world with more misinformation. It is up to us to analyse the story for accuracy”

prep, and have absolutely no idea what is going on. I was apparently a ‘tiny minority oppressing’ the will of the people. What was interesting was the assumptions about authorship. Although the School Uniform Committee has an equal gender membership, the majority of emails were directed at the girls. And as the evening went on, mainly directed at me. While slightly flattered that many pupils consider me the sole overlord of school uniform policy, it is worth analysing why, for a boy’s uniform issue, the girls were singled out as responsible. There was a feeling that if a man’s situation was worsened, women were the culprits. While I doubt that those emailers actively and consciously targeted the girls on the committee, a lesson from this rebellion is that there is subconscious bias in all of us. As an extension of the outside world, Oundle is naturally vulnerable to the same gender stereotypes and inequalities as everyone else. If we do not actively analyse our own behaviour, and question our default response, progress is rendered stagnant.

3: Analyse the story

It is slightly funny that it took misinformation to rouse the school to action on uniform policy. However, it is important to note that this rebellion was the first time in recent history that Oundle saw cross-school engagement with the issue of gender equality in the school uniform. The question of an alternative to the Sports Ties for girls – so that girls have equal public recognition for achievement – has been raised before. The volume of discussion throughout the Oundle tie rebellion suggests that pupils truly care

about Oundle and their School experience. Not everyone responded with anger, and there were many who emailed constructive views on gender equality. The argument was: surely gender equality should be strived for by offering girls a reward, rather than by depriving boys of one? Rather than eliminating Sports Ties, items that recognise participation in a particular field, why not give girls an equivalent? The debate included suggestions about what a girls’ equivalent could be. The problem with this rebellion was not the issue about ties or gender equality. The debates and hasty angry emails were ultimately debunked because they were based on falsehoods about the status of Sports Ties. In the words of a former president, it really was “Fake News”. A world with more information is a world with more misinformation. It is up to us to analyse the story for accuracy.

Verdict

What matters is the will to express our concerns about issues that affect us constructively, not destructively. Had Sports Ties actually been abolished, those who raised objections politely and coherently would have had a better chance of reversing the decision. A constructive argument is much more powerful than a veiled threat. It is unlikely that the Oundle tie rebellion will be memorialised in School history books. In a few years all the outrage will be forgotten. But misinformation will remain, and even rebels need to check sources and authors, and analyse the story. So, if you want to start a rebellion, at least check the facts.

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What is Pride?

Pride exists to celebrate diversity in sexuality and gender. It’s a landmark of the progress society and the law have made regarding the acceptance and support of LGBTQ+ people, but it’s also a reminder of what we are yet to achieve. Pride festivals take place across the world encouraging people to come together to acknowledge and represent the individuality of people today, and throughout history. It’s typically celebrated in June, however Pride festivals occur throughout the summer.

History

On 28 June 1969, two police officers raided the Stonewall Inn, demanding to ‘check the sex’ of the customers. The resistance shown to the visitors led to what is now known as the Stonewall Riots, which gave rise to a new ambition for Gay Liberation to radically change the way LGBTQ+ people are treated. The first Pride event was organised by Brenda Howard, a bisexual activist, in New York City on 28 June 1970. The first march was called the Christopher Street Liberation Day March after the name of the road the Stonewall Inn is on, and had elements of both celebration and protest.

Soon, events were established all over the world.

We Don’t Need Pride

In recent years, the argument that we don’t need Pride anymore has been rising. Some say it’s because the LGBTQ+ community now has equality, therefore it’s unnecessary. Others claim there should be a “straight Pride” because it should be about love and that a focus on LGBTQ+ people is no longer needed. But, Pride is still as relevant as it ever has been, enabling the normalisation of sexuality and gender diversity, the freedom to express identity in a safe space, the representation of a community that is still marginalised, the remembrance of the difficulties to get to where society has reached, and a chance for money to be raised for LGBTQ+ charities.

Normalisation

Same-sex marriage is legal in just over 30 countries, meaning it is still illegal in over 160. In over 70 countries it’s illegal to be gay, with 11 countries making it punishable by death. In 13 countries it is illegal to crossdress. These are the statistics that show, by law, the discrimination LGBTQ+ people in the

world face today. Pride not only celebrates the freedom of LGBTQ+ people in countries where it is legal to be themselves but gives the confidence for people to march together in Pride Protests in countries where they can be punished. The media has recently picked up on the Pride Parades occurring in India and Uganda, fighting for more rights for LGBTQ+ people. It shows that standing together and being proudly part of a movement, even where it is dangerous, benefits the LGBTQ+ community across the world.

Representation

Representation is having characteristics you can identify in yourself displayed on a larger scale. For many LGBTQ+ people, seeing Pride Parades occurring in the streets in their hometowns and in the media allows them to see people celebrating something they may have feared or disliked about themselves. Many people have shared their experiences of seeing their gender or sexuality represented, of beginning to realise that it’s okay to be themselves and that they don’t have to hide this. For some people, representation also comes through seeing personalities on social media, films,

The importance of Pride Will White (L L6)

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OPINION

TV, etc. which is particularly important for LGBTQ+ youth, with 13% of 18-24 year olds attempting suicide in 2018. Stonewall.co.uk has more statistics demonstrating the high number of mental health problems in the community due to discrimination-based reasons. If Pride is helping people to accept themselves, it can only be beneficial for the community.

Remembrance

Pride is also a time to remember LGBTQ+ people who have fought for LGBTQ+ rights throughout history. These include: Karl Ulrichs, the first gay person to publicly speak out for homosexual rights; Magnus Hirschfeld, a gay man studying gender and sexuality whose library for his Institute for Sexual Science was burned by the Nazis; Audre Lorde, a self-proclaimed ‘black lesbian mother warrior poet’ who first openly published her work in 1934, and many more. Also, those who lost their lives due to their gender or sexuality, such as Harvey Milk, the first openly gay person elected to public office in the USA, who was killed by Dan White, a fellow City Council board member, and Alan Turing, an English mathematician who committed suicide after he was prosecuted for homosexuality and

chemically castrated as a punishment. It’s not only about remembering famous names, though, but also the number of people who have been killed in hate crimes or who have lost their lives to suicide due to not being accepted. These are people who should not be forgotten.

Young Minds, Mermaids UK, Stonewall, and plenty more, allowing them to have the opportunity once a year to raise a large amount of money to support their causes. These range from helping get LGBTQ+ youth off the streets, providing mental health support, crisis lines, text support, and more.

Freedom and Expression

Pride at Oundle

Oppression is where there’s pressure to act, behave, dress, etc in specific ways in order to conform to societal norms. Pride benefits the LGBTQ+ community because it gives a safe space for people to freely express their gender identity and sexuality, without having to fear being targets of harassment. One in five LGBTQ+ people in Britain experienced hate crimes or incidents relating to their gender identity and sexuality, as polled by YouGov in 2017. The benefits for mental health to know you are safe are plentiful, therefore making Pride an important event in the year.

Charity

Pride also gives the chance for LGBTQ+ charities to share who they are, their missions, and gives them a chance to raise money. Examples for London Pride include Samaritans, Equality Now, Pride in London,

Pride at Oundle would be an incredible opportunity to normalise gender diversity and sexuality, likely reducing homophobia, transphobia and biphobia and so improving the mental health of LGBTQ+ people at School. It could include the use of decorations at School, as well as fundraising for charities through games and bake sales. There have been and always will be LGBTQ+ people in society, including at work and School. The best way to benefit the community would be to show support and normalisation, destigmatising diversity and improving the mental health of many people. LGBTQ+ people exist, and there is nothing wrong with that.

Links for support:

Young Minds: www.youngminds.org.uk Stonewall: www.stonewall.org.uk Samaritans: www.samaritans.org Mermaids UK: www.mermaidsuk.org.uk

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S C H L I 66

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SCHOOL LIFE

O O L F E THE OUNDELIAN 2022

A 24-hour row

Rachel Johnston (D L6)

he Oundle School Boat Club 24-hour row began at precisely 1pm on 23 April. Fourteen rowers from the Fifth Form and Lower Sixth, along with Miss Morris and Mr Aston, settled in for the long haul, where we would take turns on the machines, with a shift every six hours. Disaster struck on the morning when one rower dropped out due to illness, but substitutes were on standby to step in at the last minute. Troy, a survivor of a brain tumour who is part of our Community Action outreach, kicked it all off, and reminded everyone why we were doing this. Energy was high as everyone got comfortable for 24 hours. Free time was divided between playing badminton, shooting (and missing) basketballs, watching some reality TV and movies, and supporting our fellow rowers on the machines. Arranged along one wall was a table of snacks, laden with everything that one could possibly want to eat. Trips to pick up a Haribo packet or two were frequent. Supporters came in and out all afternoon, pushing the rowers to show off what we are capable of in the boat club. There were even late-night surprise visits from Mr Mansergh, Mr Langsdale, Madame Brighton and Mr Thomas. 68

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When pizza was delivered, everyone demolished the food, gathering the energy that we all needed to keep up. Entertainment and support continued as everyone finished their first shift, and the second round of rowing began. People started drifting to their makeshift beds (blankets moved around into a somewhat comfortable position) around 11pm, but there were the few that stayed up until much later. Music filled the sports hall the entire time, ranging from Mamma Mia at 1am, to YMCA and Macarena at various points in the morning. Another One Bites the Dust was played about twelve times. Mr Aston was right in the middle of the action, supporting and correcting technique for the whole 24 hours. He never even dozed off, and was still cracking jokes until the very end. Spirits and energy levels picked up at sunrise as the goal drew nearer. At 7am, as the very last shift started, the end was in sight and people kept pushing, even though we were well ahead of schedule, just to see how far we could get to as a group, as if the entire 24 hours was a race that we were all determined to win. Just as it had begun, Troy rowed the final stretch and brought it to an end with all the support behind him. Families and friends had gathered in the sports hall for the last bit, and applause and cheering echoed throughout the hall as the clock reached zero. After 24 hours of consistent rowing from fourteen pupils, 337,181 kilometres was covered, which is 15km more than the target of rowing from the source of the River Nene to The Wash and back again. This charity event raised £2,701.98 for The Brain Tumour Charity, a cause that means a lot to pupils and staff at Oundle.

“

SUPPORTERS CAME IN AND OUT ALL AFTERNOON, PUSHING THE ROWERS TO SHOW OFF WHAT WE ARE CAPABLE OF IN THE BOAT CLUB”

SCHOOL LIFE

Beekeeping at Oundle Nellie Ferrand (Sn U6)

here are many activities an Oundle pupil can undertake on a Wednesday afternoon. Some pupils choose to give back to the community through volunteering, some take part in CCF. The beekeeping team have chosen to give back to nature, something that is often forgotten at our age. I am not trying to make us sound superior, and in fact, quite the opposite. Rather, I want to draw awareness to the curiosity that beekeeping inspires in us. Watching a species work so closely intertwined, each bee having a specific job, is astonishing and inspirational. Every Wednesday, just as the cadets parade around their grounds, we parade down to Heron Rogers Woods, dressed in suitable attire (three pairs of socks and shoes preferably covering our ankles), with our white hazmat-esque suits tucked under our arms. Once we are “suited and booted” as we like to say, we amble down to the hives. The amble is superbly picturesque

with elegant fingers of sunlight projecting onto the woodland floor through the trees. There is a liberating feeling of leaving School life behind and stepping into nature. The sound of birds and the whispering of leaves dancing around each other is refreshingly simple but holds such a relieving power. Sometimes the bees are not delighted to see us, even when we bring them their sweet refreshing sugar syrup. They can make a slightly unnerving rigorous buzzing noise when they all become angry. Nevertheless, it is always a pleasure to attend to their needs, whether that be removing the beautifully capped frames bursting full of honey in summer or getting them all cosy for winter. Much like them, we each have jobs at the hive. One person will smoke out the hive, two will open the top, a few will carry out the relevant jobs for that session and I will stand at the back observing with unmatched respect but an undeniable fear. Although the weekly tasks are not necessarily hard

“There is a liberating feeling of leaving School life behind and stepping into nature" and do not demand too much energy, they are rewarding because being a part of this small habitat is simply beautiful; watching the bees “do their thing” is wonderful, and spending an afternoon outside with some friends is what is needed to forget the pressures of the week. When we leave the hives, there is an indescribable feeling bouncing between the six of us - rain or shine, we are always in a good mood. I regret not joining the beekeeping squad sooner, but one day I may even have a few hives of my own and I will be thankful for these memorable Wednesday afternoons.

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An Oundle particular Nathan Raudnitz (L 5)

Leigh Guirlando

“S

eason of mists and mellow fruitfulness,” ran through my mind as Marcus and I trekked through the autumn fog. Yes, I know that there is a difference between mist and fog but, “season of fog” doesn’t scan quite so well; a fact which I’m sure Keats was well aware of when writing his ode. The air felt thick against one’s cheeks, rich with the sweet scent of fallen flora from the autumn trees. Every few seconds, a car sped past with its eyes wide open, beaming ahead in the struggle to find a hint of whatever sat five feet… ten feet… twenty feet ahead. We were walking at quite some speed, synchronised in quick step, determined to reach the door of Laxton House before register came to a close and the gates of Physics swung open. Every fall of the boot summoned a small splash from below as a small patch of dew was disturbed in the early morning rush. My dad and I had been saying only ten minutes prior just how much faster time seems to pass on a School morning when one has so many things to do and so few minutes in which to do them. You can wake up as early as you like, yet it’s still somehow 8am by the time you’re in the kitchen, ready to sit down to a nice, peaceful breakfast. In my experience, if there is a breakfast at all, it is rarely peaceful. I recall a single morning this term on which I woke up, got out of bed, stuck on Harvest Moon by Neil Young 70

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and actually managed to eat breakfast in an unhurried manner. It is currently week four, if I am not very much mistaken, and that is still the only morning on which such serenity has been achieved. In fact, I have taken to getting up earlier and earlier in a bid to relive the peace of that breakfast. After all, it is perfectly disagreeable to eat Marmiteon-toast in an agitated manner. The butter would probably get on my cuffs. I turned to Marcus, intending to inquire as to whether he had anything on today that was particularly worth mentioning, but found myself muted by the sight of Sanderson, near invisible through the thick blanket of fog which shrouded its walls in a new-found sense of deep mystery. Very gothic indeed. Unfortunately, a large crack in the pavement caused by an over-enthusiastic tree root broke my concentration, extracting an unpublishable exclamation from betwixt my lips as I tripped, fell and crash-landed. Ouch! This did not help the general mood as time was already slipping away at an unbelievable rate. A chill ran up my sleeves as the cold air closed in, making me shiver a little, having heaved myself up off the concrete and turned back to Marcus, who was looking a touch shocked at the sudden nature of my departure from our loose conversation. It’s 8.12am, back in our stride, rushing past SciTec. The hazy shadows of other children,

teens and adults swim into view through the foggy streets, all making their way to House or Chapel or assembly. Everybody was moving in a rather frantic manner, stumbling around with their folders full of handouts, spreadsheets, receipts and whatnot, depending on the destination to which they were hurrying. They were all desperately trying to be punctual, yet simultaneously endeavouring to retain some level of dignity, clutching a freshly dry-cleaned suit or a soft, flowing skirt. The Pink Floyd lyric, “hanging on in quiet desperation is the English way”, came to mind. We raced through the churchyard and up to the door of Laxton, still chatting loosely about a lecture that we had both attended a couple of nights before about the famous London fogs of past generations, and the somewhat romantic nature with which they were regarded by the public: “a London particular” or “the London Ivy”. We branded the morning an “Oundle particular”, with all the affectionate irony we could muster. A red-breast whistled from one of the tall yew trees outside Laxton as I clasped the icy door handle and pulled it open wide. It would have been nice if some swallows had gathered and twittered in the skies, but no such thing occurred. The Keats theme will have to be left open-ended. It’s 8.20am, just in time.

SCHOOL LIFE

“N

on vuoi una giacca? Don’t you want a coat?”, my dad calls out from the front door. I have heard this a thousand times before. I look up: dark grey clouds. “Non mi serve – I don’t need one”. My defiant words cut like knives, and he retreats into the house. I can already feel the ramifications of my mistake, but I leap into the car, even so. As I get to the Gascoigne car park, the first few drops of rain start to cascade, each splash mocking me. My walk to Laxton is littered with them now, and my hair begins to lose the shape that I just meticulously crafted. It’s Thursday, so my first lesson is Physics. The laboratory feels colder than outside. I rub my hands together in a desperate bid to warm them up. As Mr Bradnam explains the concept of heat transfer for us (which is rather ironic), my hands are starting to tremble and purple flecks seep into my palms. Cold. Cold. Cold. That one word haunts me. But it’s time for Arabic now, and Arabic always cheers me up. In those fifty minutes of Physics, the path between SciTec and Adamson has become treacherous. The rain is not relenting. A myriad of First Form pupils, clutching their satchels with both hands, are venturing to the same place as I. We are comrades in battle, with one common plight and one common mission: reach Adamson in the driest state possible. My hair is soaked and the curls that I have not seen since I was four are starting to form. I find an empty seat in A9 and open my exercise book. My hair is dripping. The Arabic writing on the page swirls and twists and turns like a tsunami, until I cannot make out a word.

It is the afternoon now, which translates as time for netball. I yank my bib over my head. It reads GS – goal shooter. I take my place on court and I remember my endless love for this game, despite the rain. Young Emilia would be so proud of me. I smile. In a flash my teammates and I work together effortlessly, and I find the ball in my hands. It’s 1-0, Oundle vs The Rain. I raise it purposefully and think back to the words of my coach last session. “Aim for the back of the ring, Emilia”. Preparing to shoot, I look up. My smile is short-lived as a Machiavellian raindrop infiltrates my eye and I am temporarily blinded. I launch the ball and miss. By some strange twist of fate, I am told another player is going to substitute me for the next quarter. Thanks, raindrop. After Games comes Orchestra. I am a bass-playing Queen Boudicca in armour, unveiling her sword (her bow) from its sheath (her case), preparing for a duel with third position. Except, instead of armour, I am wearing drenched tracksuit bottoms. Very classy. The next ninety minutes are gruelling – an appalling combination of a bass three semitones flat and indefinitely numb fingers. The day has taken its toll on me. The orange streaks of the sky I had wondered at this morning have abandoned me and been replaced with darkness. At least I can watch the stars while I walk home. They are beacons of hope, thorns in the side of winter. Like hot showers. Hot showers are like home. Like hugs. Like bonfires. Like Matron. Like minestrone soup. Invariably comforting. My skin is crawling, desperate for the scalding water to latch onto my skin. With my last crumbs of energy, I open the front door. To my dismay, Dad exclaims, “Ma quanto sei bagniata! Ti serviva una giacca. You are soaked! You should take a coat next time.” I bite my tongue and nod as a way of acquiescence. I do not tell him that tomorrow morning my pride will swallow me once more.

Days of rain Emilia Giacco (L 5)

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Squash

Emilia Giacco (L 5)

Fives

Charles Aldous (G U6)

n the Michaelmas and Lent Terms, the Oundle Fives team enjoyed a very promising season. Highlights included a triumphant victory over Radley and a hard-fought battle against Bedford. Gabriel Woodhull as Captain of Fives gave resolute and confident leadership to the teams. The fact that many of our players had not played before did not stop the boys from putting on competitive games. It is also worth thanking Mr de Garis and Ms Brown who took over the management of Fives this year. They provided instrumental coaching to the pupils, and the game has gone from strength to strength under their leadership.

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hile rugby and hockey have always dominated the sports narrative at Oundle, more and more pupils have been trying out the minor sports. In the Michaelmas Term of Fifth Form, I opted for squash as my sports option. My prior experience in the game was none: I was a total beginner, with nothing but my dad’s vintage squash shoes to fall back on. An email from Mr Raftery, Head of Squash, declared that I needed two more things: squash goggles and a racket. A quick trip to Sports Direct kitted me out and I was ready for my first session. I had to learn all the basic concepts, even the need to warm up the ball before playing. My goal was to reach a standard which would allow me to put up a good fight in a match, whether or not I could win it. But the first session opened a Pandora’s box of weaknesses: my serves were short, I could not sustain a rally and the concept of hitting the ball to the back of the court was beyond me. Each session was comprised of some careful coaching by Carol, the professional coach. I learnt to bring my arm further behind me before hitting the ball. Most importantly, I was able to implement it in my matches against the others in my group. Soon enough, I was moving from the bottom of my group to sitting comfortably in the middle. I was improving consistently: my serves were going to the back of the court, the ball was hitting the wall higher up and going out less often. Having practised and practised, I was due to play against Uppingham in the Girls 1st team in November – judgement day was approaching. Was my short squash career going to crumble before my eyes? But the atmosphere on the day was brilliant. My teammates’ cheers echoed against Uppingham’s walls when I hit a good serve. There were words of encouragement from Mr Raftery when I lost the first game, and some more when I lost the second. I started to turn it around, going on to win the third game and the fourth game, bringing the score to 2-2. I lost the final game 11-9, and lost the match 3-2. Despite the loss, I was proud of my progress. I was finally capable on the squash court. The squash season was full of so many thrills. Having learnt new skills, competed in matches and made new friends, I cannot work out what the highlight was. But I can say that the rush of trying something new, coupled with the extraordinary coaching of Mr Raftery, Carol and Mr Morrison, made my first experience of squash outstanding.

Image: Mr Quetles

SCHOOL LIFE

Hymns of the evenings By Marc Wang (C U6)

he gravel paths leading to the School Chapel have been walked many a time: sometimes in the morning, with the singing of songs and praises rousing groggy minds, sometimes on a Sunday evening, watching the white-robed choir make their candlelit procession. Held every Monday, Friday and Sunday, come wind, come weather, the Chapel service is a constant of Oundle life. The building itself is magnificent. Standing proud and imposing amid stretches of green lawn, the Oundle Chapel is a statement of the grandeur of the school’s architecture. But it is the pupils who imbue the building with life when the blue hymn books are opened, rows upon rows are on their feet, and voices burst forth in triumphant song. Loud and resonant, they can surely be heard from far away. Yet, the singing is not confined to the Chapel. Hymns are sung by rugby teams before pivotal matches, by hikers undertaking the Duke of Edinburgh expeditions in need of morale, by

anxious Upper Sixth before their A level examinations, and by the author himself who once, upon hearing a surprising melody in House on a winter night two years ago, ventured into a dorm room to find his year-group gathered there, singing – as if by synchronous action. We sang Lord of the Dance, I Vow to Thee, My Country, and Jerusalem. The music rang through a house divided by pandemic restrictions, and gradually more pupils came and joined us, and the night was permeated with a sense of unity and pride. Powerful and profound, it is no wonder that hymns evoke feelings of comradery and spirit. Many pupils see Chapel this way, too, finding in the sermons reflections of their own daily life, and able to appreciate the ecclesiastical grace in accepting the bread of life and wine from the chalice. Yet, even the less devotional enjoy the singing of hymns, and can see the value in praying for those in need: in the moment to bow their heads and keep silence, they find, in these times of war, a time of peace.

Hymns were conceived and composed in reverence of God, but perhaps they do not have to be sung in His name. The qualities of hymns – metrical in form, poetic in style, spiritual in substance – can be applied equally well to other things: some sing to allay their own worries, others for the problems of the world, and still others sing merely to hear the strength of their own voices. The attentive Upper Sixth pupil will remember what Reverend Cunningham said when we were but newcomers: that we will grow to miss the Chapel when we depart. There is no question, now, to what has happened in the past five years that we have been here. The initial resistance to a thing, has gradually morphed into understanding and appreciation; not unlike the attainment of faith itself. Many who are leaving will never again pray under stained glass windows, but this shared experience will be treasured and carried in our memories as melodies. In the future, upon hearing a single familiar note, we will remember the nights in a darkened Chapel, the illumination of a hundred candles and the sound of a thousand voices; in such moments, salvation seems close at hand. THE OUNDELIAN 2022

The Clare Society Izzy Jessop (L L6)

lthough the Clare Society is by no means an unfamiliar name at Oundle, it has undergone a considerable transformation this academic year. Commonly known as the means through which the English department invites visiting speakers, the same name now applies to an entirely pupil-run society. Comprised of around a dozen L6 pupils united by a passion for literature, Clare Society meetings have been a highlight of the year, offering a weekly opportunity to come together and talk about what interests us most.

A friendly atmosphere…

One of the defining qualities of Clare Society is its intimate and welcoming atmosphere. ‘For some people, speaking up in class can feel daunting,’ one member said, ‘and I often wonder if I’ve misinterpreted the text or am about to say something ridiculous. But in Clare Society there isn’t the same social barrier and it’s easy for anyone to share their thoughts.’ The pupil-driven nature of the society also helps create a sense of community which extends beyond our weekly meetings. Thanks to the boundless enthusiasm of Jennifer Yang (L6), there’s always something to do: afternoons at Coffee Tavern making posters, exploring Ms Giurlando’s rare book collection, compiling a list of book recommendations or even engraving poetry on newly gathered fallen leaves. Although we were initially a little dismayed to hear our shiny new society labelled as ‘an L6 book club’, I can now fondly say it contains an element of truth.

“The pupil-driven nature of the society also helps create a sense of community which extends beyond our weekly meetings” 74

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The society claims the best elements of a book club: a group of friends getting together to discuss and discover new literature.

Wide-ranging material…

The main benefit of choosing our own topics is that discussions held within the Clare Society are consistently varied and thought provoking. From the poems of Carole Ann Duffy to Italo Calvino’s Invisible Cities, the breadth of material covered means that no one session feels the same. In venturing beyond the syllabus, there also is a guarantee that whoever leads the session does so out of genuine interest in the topic of choice. After reading it for the first time over the Christmas holidays, I became utterly entranced by Virginia Woolf’s Mrs Dalloway. I was documentarywatching, essay-reading obsessed, and knew that the best place to let that interest flourish was in the Clare Society. Coming back to School, I signed up to lead my

first session, on ‘Ageing and Femininity in Mrs Dalloway’. There was an immense satisfaction in the whole undertaking: choosing an extract, pre-empting which parts might spark debate and finally talking it all through with an audience of genuinely interested people.

Open to all…

Regardless of our aspirations or interests, investing in literature is undeniably a means of becoming more sensitive to the world around us. There is no better way to absorb a vast sum of differing human experiences than through reading. Poetry or prose, modern or ancient, English or foreign, there is always something to be gained. In fact, the diversity of interest among members is one of the Clare Society’s strengths. We pride ourselves in exploring the intersection between literature, art, history and philosophy, and a couple of our most loyal members are even full-time STEM pupils! As an opportunity to learn more about great works of literature, offer my own opinions, and spend time with interesting and interested people, the Clare Society has produced some of the best memories of my L6 year. In whatever form it takes next year (and almost certainly with a broader attendance), I’m sure it will continue to be one of my favourite hours of the week.

SCHOOL LIFE

The Feminist Society Rachel Johnston (D L6)

he beginning of this year marked the foundation of the first Feminist Society that Oundle has ever seen. The Society welcomes everyone, and was introduced to focus on the role of feminism within the School. The main aims of the society are to raise awareness about feminism, correct the misconceptions about feminists, highlight the issues that face pupils and understand how feminism can advantageously influence Oundle, and the greater world as well. This year more than ever it is clear that feminism is still widely needed in our world, and gender equality is still something we all need to strive for. Feminism is often described, especially amongst the privileged in the Western World, as a movement of the past and something that isn’t necessary for the continued development of society. This couldn’t be further from the truth. One needs to consider the world as a whole, and the greater inequalities in other countries, cultures and societies. And even if we did only talk about the role of feminism in the UK, there are still inequalities present. Legally, women and men are equal in the UK, but a general imbalance is still very much present. March 2021 saw the kidnapping and murder of Sarah Everard by Met Police officer Wayne Couzens. This sparked a safety debate throughout Britain, especially concerning the common dangers facing women. Claire Barnett, executive director of UN Women UK, said: “This is a human rights crisis... it needs addressing now.” Fighting for women’s safety is a fight that everyone needs to be involved in; it isn’t just for women, it’s a general human rights issue that requires everyone’s effort to invoke change. The Feminist Society hopes to educate pupils about why feminism is so relevant today, and how getting involved on even a simple level is beneficial to the movement as a whole. When it comes to statistics, the numbers are nothing short of shocking. For instance, 97% of women in the UK aged 18-24 have experienced some form of sexual harassment. There has been debate over the accuracy of this percentage, but the point is that the number is much closer to 100% than 0%, and that in itself is wrong. Many girls under the age of 18, including those who attend Oundle, also experience sexual harassment, so it is a very personal and topical issue that is crucial to address at School. Furthermore, there is often a misconception about what sexual harassment is. Understanding it is a good first step to eradicating what has been almost normalised in our society. Sexual harassment is defined as ‘unwanted behaviour of a sexual nature’, which can include a multitude of things, but primarily actions that violate one’s dignity, make one feel intimidated or degraded, or create a hostile or offensive environment. A statistic that isn’t talked about enough is that only 4% of women in the UK report incidents of sexual harassment. This is the case for multiple reasons, but there is serious doubt over the capability of authorities to handle situations like this successfully and respectfully. Additionally, there is the sad truth that 45% of women don’t feel that reporting an incident would change anything or be successful. The Feminist Society hopes to open

this discussion about how to deal with sexual harassment, or even assault, and understand that it isn’t normal. An important thing to remember when considering feminism is that it doesn’t only benefit women, and its only aim isn’t just to improve women’s lives in general. Feminism is the striving for gender equality, and while this may focus primarily on women, it can actually progress the way society in general sees men, as well. For example, by breaking down the patriarchal and misogynistic elements in society, feminism is both positively developing the prospects of women and minimising the role that toxic masculinity plays in our social construct. The expectation that men should always be strong while talking about their emotions, has been identified as one of the reasons that suicide amongst men in the UK is three times more common than amongst women. In many societies, and for generations, parents and adults have told sons that ‘boys don’t cry’, and they are conditioned not to show emotion, which unfortunately carries on into their adult life. Feminism has encouraged more open communication about mental well-being, which has therefore helped men understand that asking for help when one is struggling is perfectly alright. This typically goes unacknowledged, and it is important to talk about because it can promote feminism as a movement that can improve the way every person lives. Feminism supports full social, economic, and political equality for women; it is not that women are in any way the superior gender. The Feminist Society helps to empower everyone to speak up about feminism, but to do so in a respectful way that encourages discussion about benefits and further actions. It is for everyone and anyone who is interested, and wants to spread awareness of how feminism is vital to the development of society.

AN IMPORTANT THING “CONSIDERING TO REMEMBER WHEN FEMINISM

IS THAT IT DOESN’T ONLY BENEFIT WOMEN AND ITS ONLY AIM ISN’T JUST TO IMPROVE WOMEN’S LIVES IN GENERAL”

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New Ventures

‘V

by Marc Wang (C U6)

entures’ refer to business ventures, and for Oundelians, it is the name of a Wednesday Afternoon Activity for select Lower Sixth pupils, run by teacher of Mathematics Neil Salvi, with the aim of introducing them to the business of entrepreneurship. Over the course of a year, pupils learn about the various stages of the entrepreneurial process. I was fortunate to be a part of the experience. Every Wednesday afternoon, Mr Salvi described techniques to spot market opportunities, and analyse different types of investment start-ups. We debated the viability of emerging firms, were awed by the surprising success of seemingly radical ideas, and spent long hours poring over notes detailing the Google Glass debacle, discussing its failings, and what could be learned from them. The course covered the entire journey from ideation to managing company finances, and gave us a feel for what an MBA would involve. The course was practical, too. Pupils were asked to interview an entrepreneur, and tasked to produce three business proposals, preparing one of them for a pitch. The result of bringing together ten pupils with vastly differing interests was a multitude of vastly different ideas, including: a hospital-based 3D printer network; the production of medical equipment; an online learning platform for the elderly, and a reimagining of the workings of retail transactions. Advocating ideas both exciting and original, each of us felt a little bit like the real thing, when at last we stood up to deliver our six-minute pitches.

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Mr Salvi gave generous feedback to the ideas the class brought to him. ‘But it’s never so easy,’ he was quick to say, showing us an infographic roadmap full of bumps and crevices which illustrate the winding road to success. He also talked about the price of failure and the resilience to be gained from it. The course is well-suited for the business-minded, as well as the idealistic who are looking for an opportunity through which to develop ideas. Perhaps none of us will go on to become successful entrepreneurs (how many ever do?), but the skills and experience gained from the course will serve us well. A venture, after all, in a much broader sense reflects a journey, and the intention behind New Ventures is best summed up by the line which first introduced me to it: ‘Make Journeys. Attempt them. There’s nothing else.’

PUPILS WERE ASKED TO INTERVIEW AN “ENTREPRENEUR AND TASKED

TO PRODUCE THREE BUSINESS PROPOSALS, PREPARING ONE OF THEM FOR A PITCH”

SCHOOL LIFE

The grounds and gardens By Marcus Raudnitz (L U6)

ow does one balance high standards with a job that needs doing? This was a key topic of conversation when I went to speak to the Grounds and Gardens department. I wanted to understand how this team balances the challenges of blending the horticultural seasonal changes with the School year, and how they support the network that makes up Oundle School. The Grounds section look after School’s pitches, woodlands and lawns. The gardeners manage the gardens of Cobthorne and the public and private sides of the Houses. If one section of either Grounds or Gardens is behind schedule, then the other will assist; they form two separate departments that act as one team. Together, the groundskeepers and gardeners help to maintain Oundle School’s 70 acre campus. Combining the horticultural season with the academic year comes with a fair few challenges. For example, one would be hard pressed to find a summer flower in the wild that cared about the deadline of Speech Day, and so many of them will sleep in until late July. This

means that only the weather can determine whether certain flowers will spring to life before Speech Day in early July, which makes the appearance of the school gardens difficult to predict at this time of year. Moreover, after the marquee on Two Acre is taken down, the Grounds and Gardens department have around six and a half weeks before the pitch has to be ready for pre-season training. This requires a programme of renovation, fertilisation, irrigation, pitch marking, constant cutting, raking and spiking. It’s a quick turnaround. Just as an Oundelian would notice not having lunch or clean bed sheets, they would notice having grounds that cannot be played on or gardens that have been left uncultivated. The Grounds and Gardens department help to keep the School functioning as it does. It must be noted that their part in this School-wide network is particularly impressive given how the nature of their role is changing. Due to climate change, the last four years have brought periods of both extremely dry and extremely damp grounds, and it has led to unexpected pests, such as crane fly, while the pesticides that have traditionally been used to get rid of these insects have been made illegal. Furthermore, as some of the playing fields have been developed for housing or sports facilities, the remaining pitches are stretched to their maximum capacity, making the maintenance for different seasons more difficult. The Grounds and Gardens team are committed to a high standard of horticulture and they are able to adapt this to the School calendar. They provide us with a consistent quality of gardens, lawns, woodlands and pitches. This is why the Grounds and Gardens team are an essential part to the system that makes up Oundle School.

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The Green Team’s letter to Kwasi Kwarteng Iris Diggle (N U6)

n November, Oundle’s Green Team organised an event in the Cloisters during breaktime to mark COP26, the critical summit that many believe could have been the turning point in our efforts to reverse climate change. We sent a letter, signed by over 120 pupils, to Kwasi Kwarteng MP. Kwarteng is the business secretary, and one of the top negotiators in the plans for the potential oilfield, Cambo, that has recently received controversial attention. Our letter, inspired by Greenpeace’s own letter, asked him to cancel the plans for Cambo oilfield:

Please bear in mind that by 2050, when sea levels might be a catastrophic three feet higher, most of the signatories of this letter will only be in their 40s. Across the country up to 80,000 people, including many from your own constituency, have come together to call on your government to reject the Cambo oil field plans. On top of this, over 160,000 have called for your government to commit to no new oil or gas licenses in the North Sea. We speak for a generation who, at this point, can do very little about climate change but will have to live through your decisions. Please, do the right thing – cancel Cambo.

After an only moderately successful COP26, it is important that the UK becomes the “world leader” in climate policy that Boris Johnson so vociferously claims it to be – we will be guilty of terrible climate hypocrisy if this new project is allowed to go ahead. Moments after hosting COP26, we cannot give out the “do as we suggest, not as we do” message to every other country around the world that has pledged to cut the use of fossil fuels.

We never received a reply from Kwarteng. However, the Green Team was delighted to hear that plans for the oilfield have been put on hold, if only temporarily. Oil giant Shell pulled out of the deal, citing that the economic case for investment was “not strong enough”. Siccar Point Energy, the business behind Cambo, paused plans for development after Shell took its leave from the project. Maybe our letter was the last straw that

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toppled plans for Cambo oilfield. Whilst this is unlikely, I do still believe that the thousands of signatures on other petitions and letters calling for the government to take action were an important factor that led to the development being paused; nationwide aversity to one particular project certainly lowers economic incentives for all Big Oil. Whilst it is true that we are not in a position to make a complete switch to green energy – we still largely rely on fossilfuelled power – I strongly believe that now is not the moment for our government to be planning huge new oilfields, especially oilfields that have the potential to deliver 170 million barrels of oil. Cambo was backed by a government simultaneously hosting COP summits – whilst promising to be a world leader in the fight against climate change. As a wealthy nation with the ability to take the risk of investing in new, green projects, we need to set examples – and examples are not set through hypocrisy.

SCHOOL LIFE

Proctor: skiving to shop Will White (L L6)

heist with the uniform committee. On Wednesday 1 December at 1.30pm The Proctor, Mr Heath, snuck five pupils out of School after lunch to commit the ultimate getaway: shopping at Rushden Lakes. An anonymous tip revealed that this three-hour long event took place as part of the Uniform Review Committee’s exploration of possible uniform reforms to increase sustainability and equality. Apparently this journey occurred under the supervision of Mrs Watt. We suspect they couldn’t rely on Mr Heath not to run off to shop for Christmas jumpers. The planning for the heist spontaneously began at one of the committee’s meetings, when Mrs Crofts from Schoolblazer suggested that scanning the high streets for jumpers and shirts could be useful for reviewing the possibilities. “I like a good shopping spree,” Mr Heath muttered sincerely. Eyes immediately turned towards him, and plans began to form. The pupils and the two members of staff swept into one of the School’s minibuses, trekked along the road for the 28-minute journey (according to Google Maps) and arrived at the shopping centre. They parked, slid open the doors, stepped out in their school uniform, and strode into Primark to form a huddle.

Here, they once again met up with Mrs Crofts, discussing the items of clothing they were going to hunt for in order to present the uniform reform to the Head the following week. Mrs Crofts proposed meeting by the Christmas decorations in ten minutes after speedshopping through jumpers. This was the plan that went ahead with much success. However, a leak reveals that The Proctor quickly disappeared from sight. When he reappeared at the Primark exit, Mr Heath stood proudly holding up a Christmas jumper, fumbling with a switch at the bottom. The lights wrapped around the reindeer’s antlers lit up, and the jumper twinkled proudly. The group agreed it was a necessary purchase for him to make, as his true intentions for this journey were revealed: Mr Heath was skipping Wednesday afternoon to go Christmas shopping. (But it was a fantastically festive jumper.) After travelling around the shops of Rushden Lakes on a variety of speed-shopping sprints, the group bid farewell to Mrs Crofts and thanked her for the getaway. It was a very valuable and insightful experience, truly “providing the committee with the items they needed to present their ideas to the Head”. It really was, and they’ll be able to reveal more soon! The group snuck back into School just before 4.30pm, slipping through Cloisters and back into their dedicated days, as though they had never been away at all.

“When he reappeared at the Primark exit, Mr Heath stood proudly holding up a Christmas jumper, fumbling with a switch at the bottom"

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Whole School assembly Charles Aldous (G U6)

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SCHOOL LIFE

hat a joyous and momentous occasion! On the first Monday of term the whole Oundle community gathered in the Sports Hall for an assembly. For many of our international pupils this was our first assembly for eighteen months, whilst others rejoiced in not having to wear a mask. Yet what I found most significant about such an assembly was that it really did demonstrate the community spirit of the School. With every Oundelian and member of staff in one room at one time, it contributed to the bonds which we all hold dear. Mrs Sarah Kerr-Dineen stated this was the first assembly of this magnitude this century. She told us how immensely proud she was that something like this could have happened despite the misery of the previous year. Her speech centred on reminding Oundelians of the values of fairness, kindness and respect in everything that we do. Values that Oundle is known for throughout the world. What is particularly interesting about the whole School assembly is looking back in time and seeing how they used to be so important in shaping Oundle life. Take Mr David Turner, a former Housemaster, who has served on the staff list since 1988. He fondly recounts that when he joined, the Third Form to Sixth Form used to meet every Tuesday in the Great Hall for an assembly with the Headmaster. This year the whole School assembly was naturally a fair bit larger, reflecting the growth of the School over the years; it included First to Sixth Form, but Mr Turner’s idea of the past still gives us a great lesson. This is because thirty years ago, Oundle still demonstrated this collective spirit – our ‘esprit de corps’. The School can thus be happy that it has carried on this tradition despite the economic and political challenges of the past twenty years. Hopefully in the future these assemblies will be just as important.

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SCHOOL LIFE

Spectacles of an Oundle education Thomas Caskey (L U6)

his year marks my fourteenth year under the umbrella of an Oundle Education – a reasonably long tenure for a member of staff, let alone a pupil. During this time, I have had the opportunity to experience five School plays, thirteen speech days, over 150 School fixtures, approximately 2,830 Shool lunches (of varying quality), and no public exams. What’s more, I have enjoyed innumerable school concerts, twelve Field Weekends, five international trips, and 1.5 years of lockdown and mask-wearing. Some of these, however, might be indistinguishable from those of any other large boarding school. Many other schools have Astros and tennis courts. All schools feed their children (I hope). Some schools even offer learning in classrooms and music in orchestras. All of these things are important, but they are not unique. Other aspects of an Oundle education, however, are truly distinctive. Some are found only here at our School, others are notable for their scale, or unparalleled in the prowess with which they are undertaken. It is these special moments which make Oundle the vibrant, diverse school with which we are all familiar. Here, in both words and images, is a small catalogue of those spectacles and experiences which my peers and I believe are truly unique to Oundle. Importantly, however, this is but a short selection of the moments and experiences at Oundle which define the School. It would not be possible to list them all – nor should we try. Most significantly, this is because the majority of these unique moments are not rare occasions or grand celebrations. Rather, they are the superficially humdrum, unremarkable aspects of Oundle life which leave an indelible mark upon individuals during the course of their education. It is the Thursday afternoon lunchtime concerts in St Peter’s for example – ordinary for their regularity, notable for the skill and ability of performers. It is the productive vols sessions where confusion and despair suddenly shift to understanding and confidence, or the late-night Colloquium on the Italian Mafia in a random classroom. As the Head often remarks, it is the pupils which make Oundle the School that it is. An Oundle education, whilst possessing certain common features and shared experiences, is a truly individual experience - reflective of the eclectic, vibrant lives which Oundelians lead both at School and beyond.

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The view of the Chapel fro m Milton Road on a frosty winter morning The stunning beauty of Chapel’s John Piper windows illuminate d at the School carol service The chorus of a whole-Sc hool Stahl production on opening nig ht The town’s War Memoria l on Remembrance Sunday as Oundle’s CCF Marching Band strides pas t A bustling Cloisters at 11a m as the School community return s from town (good weather required) The tranquillity of the Cri pps Library as golden shards illumin ate the bookshelves The clamour of a School debate, with Grafton as the oppositio n Whole School assembly in the new School Sports Hall The uproar of Two Acre dugout after a thrilling victory for the 1st XV The roar of our School com munity belting ‘Jerusalem,’ led by the magnificent boom of the chapel organ The SciTec drains during a torrential downpour - Oundle’s wa terfall The banks of the River Ne ne on a perfect summer afternoo n - or ideally tapping along in a rowing boat Producing, organising, and broadcasting an OSCAR show with frie nds on any topic or interest Gascoigne car park on a Thursday evening between 5 and 7 as OSJO’s groovy melodies and syn copated rhythms float down fro m the Recital Room Cobthorne garden and hou se - always an impressive sight Patrick Engineering Cen tre, bustling with activity The incessant flow of pup ils at SciTec crossing and through the town after period four House Shout in the Great Hall

“It is these special moments which make Oundle the vibrant, diverse school with which we are all familiar”

By Ruth Meynell (Sn U6)