Millfield Voice Issue 182 April 2019

MILLFIELD

VOICE

Nยบ182 - APRIL 2019 ISSUU.COM/MILLFIELDVOICE

We are well and truly on the home straight towards the finishing line. This term has started the long list of ‘lasts’ that our current Upper Sixth will be experiencing.

I have been speaking to Izzie Shellard in my tutor group who has just completed her last dance show. She was understandably emotional at the prospect that something that has taken up such a huge proportion of her life will cease to be such a pivotal focus once her revision programme really takes hold.

What needs to be remembered is that learning does not end or begin with your school career. It is a lifelong process which means

Sixth Form Chemistry pupils had the opportunity to learn how to grow their own diamonds in a lecture from Professor Paul May from the University of Bristol. that some of the activities that you start at school will launch you into varying directions and you never know when one interest will lead you into an activity that will become a major part of your life.

This is why editing this magazine is such a privilege as it becomes

a record of the vast amount of learning both in and outside the classroom that is part and parcel of being a Millfield pupil and the diversity of experience that prepares you for life beyond.

Mrs Coelho

This term, pupils joined in with climate change protests across the country to try to raise more support about environmental concerns.

and issued with a pair of brown boots. When everyone had their kit, we were taught how to care and look after it and to ensure that we presented ourselves to a high standard when wearing it.

Shortly after kit had been handed out, we began to learn some basic drill manoeuvres. For example, turns and some basic marching. Whilst doing this, we learnt about the Army unit we are affiliated with, the Welsh Guards. We learnt some history about the guards. For example, the first recipient of the Victoria Cross in the Welsh Guards was Robert James Bye in 1917. As well as this, it was interesting to hear about jobs in modern day warfare that the Welsh Guards carry out.

Towards the end of the Winter term, it was announced that Millfield would have its very own CCF unit. From the moment it was announced, there was a large interest in the activity as it offers many experiences that you would not be able to do anywhere else without actually joining the military.

In the first few weeks of the MAP, the kit was handed out to us. We were issued with a full set of MTP uniform which will keep us warm and dry in the coming months. We were also given a beret with the Welsh Guards cap badge on

The other activities we have completed as a unit include shelter construction. We were taught how to erect a strong, tactical and warm shelter that would keep us from the elements whilst providing us with a vantage point to engage any enemy threatening our position.

Secondly, we also found out what people in the armed forces do when they are on exercise with regards to eating and refueling after a day in the field. We were shown how to cook our ‘boil in the bag’ meals whilst leaving minimal trace of our presence in the area. This was interesting as it is a world away from the meals we are provided with at school.

MARKING THE FIRST TERM OF THE CCF by Sam Curwen

It is hard to imagine doing any of this in the middle of a war zone or other hostile areas which the Welsh Guards operate and we greatly enjoy the skills we are learning along the way.

make the most of their time at school and to really celebrate being part of a multicultural community.

The Headmaster also alluded to Millfield’s international beginnings in 1935 and assured all of those present that this diversity of culture and atmosphere of curiosity, understanding and tolerance is still very close to our hearts.

We were lucky enough to hear Angel Chen (Year 11) play an authentic Guqin, a traditional Chinese stringed instrument, which was met with a standing ovation from the audience, and Miss He offered a whistle stop tour of history, ethnicity and culture of China.

The evening would not have been complete without the now expected Nigerian dancers and of course the catwalk of pupils in traditional national dress. All in all, it was a wonderful evening of fun, and a great way to celebrate our international pupils.

by Mr Winkley

was delicious and well-received by all.

The 2019 International Pupils’ Association Dinner was again wellattended this year with over 260 pupils from more than 60 different nationalities, as well as a good number of staff, many of them ‘internationals’ themselves.

Chartwells had also prepared a popular Chinese drink called ‘Bubble Tea’ – a tea-based drink with milk, hints of fruit and caramelised sugar, all served with tapioca balls, which originated in Taiwan in the 1980s and is much nicer than it sounds! - which helped to create a fusion feast.

The food, which was Turkish-themed in recognition of one of our larger nationality groups – we currently have 20 Turkish pupils, many of them now in their final year at Millfield -

The guests received some wise advice from the Year 13 pupils speaking on this occasion (ImaraBella Thorpe and Myles Wapakabulo) who urged the younger listeners to

“The Headmaster also alluded to Millfield’s international beginnings in 1935 and assured all of those present that this diversity of culture and atmosphere of curiosity, understanding and tolerance is still very close to our hearts.”

team finishing in just under 50 minutes, and the other team finishing with five seconds to go on the clock! This was a lot of fun, and I would definitely recommend it. We then were allowed some free time at “Stefansplatz”, to get lunch and buy some souvenirs or chocolate. Our next stop was to watch the play we had come all the way here to watch; Der Besuch der Alten Dame (the visit of the old lady). The play was magical, with a quick interval for a few snacks and a break, which we all found unnecessary, as the play was so exciting, we just wanted to keep watching. As the play ended, it started to dawn on me that this fantastic experience was almost at an end.

I could see by the faces of my classmates that I was not the only one sad that the journey was coming to a close. We went to the Rathaus Café for a

In March, myself and five other boys, accompanied by our two German teachers, set off on a three day journey to Vienna. After a small breakfast in the airport, we boarded our flight and set off to Austria.

Although the flight was tumultuous and bumpy, we landed safely in Vienna, just in time to drop our bags off at the hotel before taking a train to the “Naschmarkt”, which is a crowded marketplace full of good food, for a tasty lunch of Viennese specialties. Our bellies now full, we took another few trains to the Schönbrunn Palace, a magnificent piece of baroque architectural design, with over 1400 rooms. We visited the whole palace. One of the rooms was a room that Mozart had stayed in.

After this visit, we went back to the hotel for some well-earned rest, as we were all still tired. In the evening we went to my personal favourite of the trip: The seven - Stern-Bräu, a renowned Austrian Brewery and restaurant. We savoured some amazing “Wienerchnitzel”, a Viennese traditional meal of

“The play was magical, with a quick interval for a few snacks and a break, which we all found unnecessary as the play was so exciting, we just wanted to keep watching. As the play ended, it started to dawn on me that this fantastic experience was almost at an end. I could see by the faces of my classmates that I was not the only one sad that the journey was coming to a close.”

breaded veal cutlet. This was, of course, accompanied by a traditional Austrian beer. After this filling dinner, we made our way back to the hotel for a good night’s sleep.

On Sunday, we were woken up later, around 8:30 for a small continental breakfast before the much anticipated “Escape Room”. One hour to escape a room by finding clues and tricks. We were split into two teams for this, with my

quick break and some traditional Viennese pastries. Dinner was at “Fromme Helene” a good restaurant downtown, but that was incomparable to the wonders experienced at the restaurant the day before. The day (and trip) ended in a quick ride back to the hotel, a scary movie in our room and a good night’s sleep.

I would like to say thank you to the school for allowing this amazing trip, and a special thanks to Mr. Chalkley and Mrs. Samuels

for accompanying us on this wonderful journey. It was a pleasure and I am looking forward to a possible trip next year! If you are in Year 11 and thinking of studying German, I would strongly recommend doing it at A Level. It is a wonderful experience and a good subject to study.

Millfield Head Boy Oska Zaky has achieved a second place award for his A level Media Studies music video at the Moving Image Awards, hosted at the British Film Institute in London.

Oska gains accolades at National Media awards

Upper Sixth pupil Oska’s music video for the Jon Bellion song ‘80’s Films’ was submitted alongside hundreds of other films and was shortlisted for the Best Music Video category in December 2018.

The WJEC Moving Image Awards, which are designed in partnership with the British Film Institute, recognise and reward the UK’s most talented young film-makers. Oska hopes to pursue a career in professional music and plans to use his videography skills to present his original songs.

Millfield Teacher i/c Media Studies, Aimee Coelho, said: “The Media Department at Millfield has a proud history of supporting pupils to pursue their creative talents on both a practical and academic level. With the media industry being the second fastest growing industry in the UK, we are keen to help our pupils to reach their pathway to success. This is the second time a media pupil has reached a national final in the past year and we are really proud of Oska’s achievements.”

Pupils and staff got into swim of things this term, raising money for a local charity to enable them continue to provide help and meals for homeless people.

Over one hundred local children and adults also took part in the annual Glastonbury and Street Lions Club Sponsored Swim which raised over £2850. Two staff teams and two house teams provided

by Abbey and Southfield joined in the sponsored swim which took place at Millfield’s pool.

The proceeds will be split equally between

y e n o m e s i a r st s e r v e r m a H m i t e w S re t S r fo

Street Harvest and the Lions club’s charity account.

The teams each swam for 25 minutes raising sponsorship from the number of laps completed in the time. There was plenty of noisy support from friends and families who came along to watch the event!

The spokesman for the Lions, Peter Warburton, said “Once again this event has received excellent support from a number of local schools, clubs and organisations and we thank the swimmers and their sponsors for their support. We are most grateful to the headmaster at Millfield School for making the pool available to us for the event and for arranging for the life-guards who were on duty for the morning.”

Millfield staff have been regularly helping out at Street Harvest, which meets at Elmhurst School to provide food and companionship to homeless people in Street every Sunday.

by Jasmine Nobbs This term several students were given the opportunity to travel to West Buckland School, in order to receive training to become anti-bullying ambassadors. After arriving promptly, we were escorted into a hall with various other schools and awaited instructions. While we waited, we made the most of the free merchandise already on our tables.

Our first task was to discuss what the Diana Award really entails and what it means to be an ambassador. We also considered our aims for our school and what we hoped to learn from this experience, as well as understanding the forms that bullying can take.

Following our debrief, we were split into two groups to complete an assortment of activities designed to help appreciate our differences and educate us on the acceptance of diversity in Millfield and across other schools. This allowed us to interact with members from the various schools and got us socialising with students we’d never met before.

These tasks included quizzes, problem solving and eventually led to our very own Jami and Uzi acting out rather powerful, yet humorous, examples of how an ambassador could intervene when the need arises.

After engaging with these tasks, we discussed ways of how to offer support to someone experiencing bullying and the methods we could use to prevent it. Then, we came up with ideas that a school could use to help the prevention of bullying. We also discussed aims that we could potentially adopt to help us gain the four tiers that make up the Diana Award. These are community, respect, well-being and internet safety and you have to show proficiency in each part in order to progress.

As a group, we decided to meet once a week during break time to plan our next step to earn these awards and look at future opportunities to implement them.

My highlight of the day, which I’m sure many will agree with, was definitely the compliment post it notes we exchanged. Essentially, we were all instructed to write a kind note or comment on a post it and stick it on the intended person. It was wonderful to see the pure joy and gratitude a few thoughtful words could bring to a person, although it was evidently noticeable that some people had quite a fan base.

Despite it being a long day, I think I can speak for all those involved it was an incredibly important and worthwhile experience that I was thrilled to be invited to. I would like to offer my thanks to Mr Middleton and anyone involved with the organisation of the trip.

Dance Show whir Wonderland

This year’s Dance Show celebrated the various intricacies of Alice in Wonderland as spectators were delighted with a variety of styles.

Sixty-four pupils performed along with two pupils running lighting and another acting as stage manager.

A great variety of performance styles from classical ballet to contemporary styles were celebrated over four nights. This challenged the dancers both mentally and physically, by demanding stylistic differences to be developed and understood in the way that the movement was performed.

Upper Sixth pupil Izzie Shellard said: “The dance show is one of my highlights of the year and although it’s really hard work, I greatly enjoy showing off the hard work and many styles that we learn throughout the year.

The atmosphere of the dance show is one you can’t beat and this makes it all worth it.”

rls into

the gallery. I would have loved to see how it stands naturally, however, I would probably also like to see it remain in this composition.

I believe that it has increased its complexity, while introducing different angles of the sculpture and its direction. I was inspired by her piece from the point at which it was at the beginning of its construction, to the point where it was presented.

Not only has it expanded our knowledge on some US history in the 1800’s, it has also encouraged our creative processes by making us think, analyse and then create.

by

REGINA MINNAKHMETOVA

The artist Deborah Davis was invited to talk a little about her work and the work of others in the Atkinson Gallery this term.

Initially, we were introduced to the theme of the exhibition which was “Memory.”

During the talk we spoke about different works of art and their contribution to the theme of memory.

Pieces of art that interested us as a group were the following; Fell by Ellie Hall, Padlocks by Sharron McLeod, Catacomb Mammets (Sancti) by Sara Jayne Harris and Unit-01 by Will Cunnington.

Personally, I loved “Padlocks”. In my mind the simplicity within “Padlocks” emphasised a deeper meaning as it symbolised the connection between love, trust and promises. This is why padlocks are often were used by couples when

Leading artist visits art scholars to talk about her inspirations

Another work of art which we all loved was the wooden showing their love to each other. Deborah sculpture of a skeleton, which brought up also highlighted how breakable love is, controversial points of view. hence the piece being made out of glass.

Freya had pointed out Therefore, it shows the fragility of "The the irony within this love and how this feeling isn’t fact that it’s been work was due to continuous nor is it limitless. made out of wood, using its presentable Later on, Deborah natural resources, harming appearance introduced us to her the environment, yet making in respect to sculpture under the name the sculpture seem so perfect, its source of of UCA Farnham which in polished and harmful. Many would my opinion was the best material. The say that the position of the skeleton one in the room. She has fact that it’s places emphasis on our current worked from “icons and been made mainstream culture” where environmental situation, out of wood, she recreated the Statue of showing no hope and no using natural Liberty in the reminiscence effort in making it resources, harming of liberty from oppression. Her better." work wasn’t shown in the intended the environment, way due to the height allowance of yet making the sculpture seem so perfect, polished and harmful.

Many would say that the position of the skeleton places emphasis on our current environmental situation, showing no hope and no effort in making it better.

While analysing the work, we all sat down on the side of the sculpture, in order to recreate its position and create the same sense of hopelessness. I guess we were all successful in the recreation of this, due to our busy day and our lack of effort at the end of it! We all found the talk incredibly engaging and would like to thank Deborah Davis for visiting and inspiring us.

THE HISTORY OF GREAT BRITAIN IN TEN QUOTES

VIII

BY PETER HARDING

“A dull, decent people, cherishing and fortifying their dullness behind a quarter of a million bayonets.”

George Orwell, Burmese Days In the 17th Century, England had begun her era of colonisation, and despite her loss of the States in 1776, it was still a formidable power: large areas of Canada as well as Australia were under British control by the time of the Revolutionary Wars in France.

It was the defeat of Napoleon in 1815, however, that paved the way for Britain to fully pursue her territorial ambitions in her century of global supremacy that followed: the Pax Britannica.

the River Danube in Walachia, threatening the Ottomans’ Balkan territories. They then demanded control of the 12 million Orthodox Christians in the Empire. Nicholas refused the changes to the ultimatum that the Ottomans had requested and prepared an invasion. The Ottoman Empire, followed by the British and French, declared war on Russia.

Ottoman defence prevented the Russians from making great

of support from Indian rulers and were eventually defeated by the East India Company’s superior forces in 1858. In the same year the East India Company was dissolved and its powers were transferred to the British Crown, bringing formerly East India Company-controlled territory as well as the vassal states ruled by local chieftains under the British Raj. Queen Victoria declared herself Empress of India on 1 May 1876.

After the Napoleonic Wars, Britain gained After the unification of the German Empire Malta and South Africa and by 1818 the in 1871 both Britain and France were wary East India Company had achieved British of her colonial ambitions in Africa. In 1884superiority on the subcontinent. The 85 the Berlin Conference was held with Company acted mostly independently representatives from thirteen European of the British Crown, possessing its own countries as well as the United States private military and controlling the trade in an attempt to ensure common trade in the region, especially in opium with the between the imperial powers in Africa the course of the Chinese. China had previously banned and effectively formalised the ‘Scramble opium in 1810, but the British continued for Africa’ that occurred towards the 19th Century, Britain to traffic it into the country. Eventually end of the 19th Century. Following the in 1839, the Chinese seized and Conference, the rate of colonisation had transformed herself destroyed 20,000 chests of British of Africa by Britain, France, Germany into the most powerful country opium in Canton. The British and Belgium increased dramatically, responded by launching military with Britain conquering Mahdist on planet Earth, with unrivalled attacks against China by land Sudan, Zanzibar, the Zulu military prowess and economic strength and sea and gained possession Kingdom and the Boers. By of Hong Kong. By the end of 1902 approximately 90% of that manifested itself through the vast the Opium Wars in 1857, the continent was under stretches of land she had conquered and Britain had been able to European control. establish more than 80 the influence she wielded on the world stage.” treaty ports, where Over the course of the foreign trade could 19th Century, Britain occur freely, and gained had transformed a large influence over the advances into the Balkans, and Britain and herself into the most Chinese economy.

France launched an attack on Russia’s powerful country on planet Earth, with naval base at Sevastopol on the Crimean unrivalled military prowess and economic The growing power of the Russian Empire Peninsular in September 1854. The strength that manifested itself through the was a threat to the British, who feared Russians were repelled and Sevastopol vast stretches of land she had conquered that she would attempt to invade India. placed under siege. It fell after eleven and the influence she wielded on the world The decline of the Ottoman Empire in months, and in March 1856 Russia made stage. At the time of the death of Queen the 19th Century also posed problems, peace, ending the Crimean War. Victoria in 1901,400 million people lived as Russia was prepared to capitalise and under the rule of the British Empire, nearly expand southwards. A dispute concerning In India, the actions of the British led to a quarter of the planet’s population at the the Christians living under Ottoman rule huge resentment: in response to social time. Great Britain had become an imperial exposed this fear between Russia and reforms, high taxation and poor treatment hegemony, but would have to endure the the rest of Europe: Napoleon III of France of Sepoys (Indian soldiers who served tension, take part in the destructive warfare persuaded the Ottoman Sultan to confirm in the East India Company army under and witness some of the worst atrocities France’s control over the Roman Catholic British Officers) a rebellion broke out in ever to befall the human race in the century holy places in the Holy Land. In 1853, Tsar 1857. Mutinying soldiers captured several that followed, altering the landscape of the Nicholas I responded by moving forces to cities including Delhi, but there was a lack modern world forever.

“Over

All Roads Lead to Milton Keynes

“It was a return to the Sir Gareth Edwards pitch and a carnival atmosphere in the early spring sunshine, drums beating and crowd singing, an early strike calming the nerves and putting the team on the road to a 3-0 victory and a night out in Milton Keynes”

by Mr Peabody enter the fray until the later rounds and, as one of the nation’s premier footballing schools, Millfield had a bye into the second round.

Despite the long journey, the 1st XI cruised past their opponents and were rewarded with a home game against Eton College – from this stage on there would be no easy opponents, but once again Millfield dominated and secured a 4-1 victory and a home tie against Brook House College.

The game was still only seven minutes old, the thousand strong crowd still excitedly exchanging good natured chants across the terraces.

On the pitch, perhaps still overawed by the occasion, perhaps unnerved by playing in front of so many spectators in a fantastic stadium, neither side had yet settled down, a scrappy first few minutes as both sides probed and jostled but failed to dominate. Millfield conceded an innocuous free kick just inside their half and lined up to repel the attack.

The ball was swung into the penalty area, confusion reigned as to who was to clear, and the ball bounced and bobbled its way into the net.

Royal Russell one Milfield School nil.

Momentarily the stadium was silent, bemusement befell Somerset’s finest – this wasn’t how the dream was supposed to end.

The dream was born on the outskirts of Manchester back in sunny September when the Millfield Football 1st XI made the long journey north to play Cheadle Hulme in the second round of the Independent Schools’ FA Cup (ISFA Cup). The 1st XI compete in a number of competitions: ESFA Elite – open to all schools in England, the HUDL League – a competition for the top eight footballing Independent schools in the country, and the ISFA cup. It is the latter that is the jewel in the crown, the top competition for Independent schools’ football, the one that all the coaches want to win. Eighty schools entered the competition in 2018-19, a straight forward knock out competition with games decided on the day, using extra time and a penalty shoot-out if a winner did not emerge after the regulation eighty minutes of play. Just like the FA Cup, the top teams don’t

With the 1st XI’s traditional Kingweston Pitch 1 still suffering from the ravages of the hottest, driest summer since ‘76, history was to be made as the 1st XI played on campus for the first time in 15 years, gracing the Sir Gareth Edwards Pitch with the beautiful game – football was coming home.

And what a game it was! With Millfield kicking off as comfortable favourites, the visitors twice took the lead, leading 2-1 at half time and a cup upset looked a real possibility. Millfield had the better of the second half and pulled level before missing a golden opportunity to clinch victory in the last minute of the match, seeing the ball rebound viciously back off the post. However, Millfield then scored twice in extra time to emerge eventual 4-3 winners.

The quarter-final was an even more tense affair, playing away at Shrewsbury School, the game was goalless after normal and extra time, leading to the lottery of a penalty shoot-out. The tension only mounted as, even after 100 minutes of fast, competitive football, penalty after penalty was dispatched with calm aplomb by players from both sides.

Eventually, Shrewsbury blinked first

and Millfield secured a home semifinal v Repton College, courtesy of an 8-7 penalty victory.

It was a return to the Sir Gareth Edwards pitch and a carnival atmosphere in the early spring sunshine, drums beating and crowd singing, an early strike calming the nerves and putting the team on the road to a 3-0 victory and a night out in Milton Keynes.

And so on a Monday night in March, 500 Millfield supporters found themselves seated in the majestic Stadium MK, to cheer on the 1st XI in the final. But after seven minutes it looked like the dream was over, a goal down, the game plan out the window, the ball being hoofed long; this wasn’t how it was supposed to end, but it began to look like it would end this way. But slowly, almost imperceptibly, things began to change, belief began to return, the boys began to play the way they always play: with precision, with finesse, with purpose. And Royal Russell had no answer, camped in their own half they couldn’t get near the ball, their athletic keeper saving them twice, the crossbar once as Millfield pressure began to present opportunities. But football can be cruel and shortly before half time,

against the run of play, Royal Russell nicked the ball and broke from the back, with pace, slotting home to go into the break somewhat lucky to be 2-0 up.

Millfield emerged for the second half with energy and drive and within ten minutes a free-kick had been bundled into the net to pull one back – the dream was still alive with Millfield continuing to press for the equaliser, dominating possession and passing the ball crisply to create numerous opportunities, even seeing

the ball agonisingly cleared the line.

But, inevitably, the final whistle blew before the scores could be levelled.

And so, perhaps, the Corinthean spirit of the ISFA Cup was played out and personified that night, with both sides victorious, one by dint of the scoreline, the other by their mastery on the pitch.

On that cold Monday night in March the dream came to nothing, but memories were made that will last a lifetime.

by Uzi Okoli This year’s Science Week was themed around journeys and Millfield welcomed pupils from Millfield Prep and Elmhurst Junior School alongside our Year 9 pupils.

Making a Splash with Liquid Nitrogen for British Science week

Mr Hudson and Mr Wilson led an eye-opening show to mark the occasion for the Physics department.

I was certainly on the edge of my seat, wanting to participate in all of the nitrogen experiments. From banana breaking to flower freezing, the nature of liquid nitrogen seemed to stun the crowd. It turned fruits to stone and rubber tubing to brittle sticks.

“I was learning without a textbook and it was fascinating through and through.

I learned about the Leiden frost effect where the liquid nitrogen sits on its own vapour layer, practically levitating, to keep itself from boiling too quickly. I thought the cool cloud of nitrogen to be one of the most aesthetically pleasing things witnessed as it flowed around the theatre.”

Mr Hudson and Mr Wilson even performed a little sketch that involved a lot of sausages and fake finger smashing. This left a lot of us giggling with hysteria! I think by far my favourite bit was the ice cream made in minutes before my eyes. I mean, who doesn’t like ice cream?

Of course, I’d be silly to forget the show stopping pressure bottle explosions. I’m sure everyone enjoyed the bang, except a couple of students still stuck in class who wished to witness the explosion first hand.

If I could, I’d go back and watch the whole show again, and maybe stop for a second cone of ice cream. The liquid nitrogen show is a must see for all Millfield physicists.

In other events, Sharandy’s Birds of Prey visited to talk to pupils about the long journey birds undertake during migration. They brought a Tawny Owl, a Barn Owl and a Peregrine Falcon to the sessions and pupils were able to get close to the animals.

In Chemistry, pupils followed the energy journey of a light beam as it escapes from the sun, captured by plants through photosynthesis and transformed into everyday food substances. Pupils measured the energy in various food substances through combustion before burning jelly babies in a spectacular fiery conclusion to their sessions.

In what ways can the right to freedom of opinion and expression ensure Syria’s development?

Lower Sixth Kiera Bainsfair has received a commendation for her articulate HART (Humanitarian Aid Relief Trust) essay which will be published in Baroness Cox’s new book - ‘What ways can the right to freedom of opinion and expression ensure Syria’s development?’ Here we print it for you to read...

I hate maths. This expression of an opinion that has been entrenched within me since the meagre age of just twelve may seem harmlessly inconsequential - trivial perhaps. However, in a society defined by the ways in which we use and publish language to influence, dominate and interact, the right to freedom of opinion and expression’s value can never be overestimated. This essay will use the example of Syria, to demonstrate why, for any nation striving towards development, the right to freedom of opinion and expression is of paramount importance.

The right to freedom of opinion and expression enables all other human rights to be experienced wholly and productively, hence is the underpinning catalyst of proliferate development in a country. The rate of development within Syria against the extent to which the right to freedom of opinion and expression is permitted can be used to illustrate this relationship. Syria’s rate of development is restrained whilst rapid technological advance and globalisation should be paving way for newly emerging and flourishing economies.

Syria’s rate of development is severely compromised - and perhaps negative - a testament to the impediments to growth the nation faces. One factor, however, not often explicitly alluded to when listing reasons for Syria’s impeded rate of development is the extensive censorship which precludes the freedom of opinion and expression of its population and press.

The right to freedom of speech and expression has the potential to ensure Syria’s development by terminating the calamitous civil war and all the deterrents to development this induces.

This can be achieved via the free-flow of ideas that begin to be discussed, debated, considered and implemented as soon as all of society are granted a platform, free of persecution, to freely express opinion. When people obtain the freedom and confidence to vocalise their opinions and perspectives, regardless

of their political affiliations or religious stance, formerly repressed voices are heard, bringing forth innovative solutions. When such ideas are collated, examined and debated, there is a substantially increased likelihood that a genuine and sustainable peace will be enabled, since it will suit the interests of a wider society. David Shearer, the Special Representative of the SecretaryGeneral, remarked, in reference to the conflict-affected South Sudan,“It is vital that the voices of all the people of South Sudan are heard so that genuine, inclusive and durable peace can be achieved”. This logic is applicable to the conflict-ridden Syria. When a greater tolerance for freedom of expression and opinion is established, and the nation becomes characterised by a sense of sustainable and inclusive peace, development can ensue. The number of civilians fleeing will also decrease, thus reducing the impact of the braindrain currently restricting the economy’s performance and development.

Another way in which absolute freedom of speech and expression can ensure Syria’s development is the reform of education which ensues. Since it is, essentially, the educated human mind that initiates each step towards social and economic development, and with an Organisation for Economic Cooperation and Development (OECD) report illustrating that, when every child within a nation has access to education, gross domestic product (GDP) is boosted by an average of 28% per year in lower income countries, it is indisputable that greater education is correlative with greater development.

However, education will only reach a sufficient standard to induce such development when freedom of speech and expression is enabled. Firstly, if freedom of speech has reduced conflict in Syria, the risk of infrastructure being destroyed via fighting will lessen. In turn, more education establishments may arise, thus widening access to education.

However, even if greater stability is brought about,

education will not inevitably ensue unless those who are already literate articulate the necessity for wider access to education. It will take the dynamic brawl between contradictory ideas that arises when freedom of speech is exercised to tear down the cultural barriers which actively restrain marginalised groups of society from gaining access to education.

For example, girls will not automatically gain access to education unless literate activists freely express reasons for why it is completely rational that education is made non-excludable, when considered in terms of development. Education is particularly essential, for the literary skills acquired enable the individual to understand issues which affect them and, more importantly, express their opinions freely and persuasively. Thus, when freedom of speech widens access to education, freedom of speech itself is elevated, and in turn, development is ensured.

Conclusively, Syria is not developing, economically or socially, as it should be, and its condition will remain largely the same until the population is granted greater freedom of speech and expression in the absence of fear of persecution.

Until the population can use their voice to diminish the conflict that is draining the country of factors of production, and until the population can learn to articulate themselves, the nation will remain in an unbreakable cycle of negative development.

How long have you been here and in what capacity?

I started at Millfield in September 2017 as Assistant Director of Music (Co-Curriculum) and a Liaison Tutor at St Anne’s with the Upper Sixth boys; a fine group of young gentlemen in the care of Mr and Mrs Williams. This year I have taken up the role of Assistant Housemaster at The Grange with Mr Kingsford and enjoy the role immensely.

When you were 14, what did you want to be?

When I was younger, I was intrigued with stockbroking after watching the 1987 film Wall Street staring Charlie Sheen, Michael Douglas and Daryl Hannah. I think I was more infatuated with the Hollywood take on life in the fast lane as a stockbroker and was quickly brought down to earth by a friend of my parents who was a Full-Service Broker and had his own business. He took me on for a month of work experience during the school holidays when I was 15. He told my Mum and Dad I wasn’t really cut out for the sector after I complained one day that I thought I’d be doing deals over business lunches rather than spending hours stuffing and licking envelopes with advertising mailouts to potential clients. I also played with the idea of being a chef and actually worked for a few years managing a large hotel and function centre in Australia on weekends whilst I was at university. The hospitality industry can be incredibly hard and stressful work as well as great fun. I later settled on my first passion of music and initially started as a freelance journalist primarily with Australian Provincial News. I loved the job but quickly realised it paid little, didn’t have the best hours and wasn’t always as glamorous as I thought it would be hanging out backstage. I had been studying and playing classical music from a young age and had valuable qualifications and experience in performance and education. After a bit of soul searching I figured teaching was tremendously rewarding, offered great holidays and enabled me to travel the world.

University of Bath.

What do you think is the most fascinating part of Music?

That’s such a hard question. It’s often followed by equally perplexing and thought provoking questions such as what’s your favourite song, band or genre and if you could play another instrument what would it be? I love the challenge of convincing students who need persuasion that they need music in their life. When I teach a topic within music I enjoy making the cross-curricular links to any other subject to prove the relevance and interconnectivity of our world to the students.

When recently taken to task by a Year 9 class I took great delight in making explicit the links to the multiple topics they called out to me. “The Violin”, one student challenged me. History and Geography in its evolution, technological development and integration in culture and the arts. Botanical and biological studies in the selection of flora and fauna in materials used to construct the instrument (describing ‘gut’ strings always gets a suitable repulsed

What did your school reports say about you as a student?

It depends on what age, which subject and who the teacher was. I loved Science and English when I was in school as well as the arts, especially music. I could be a model student when I enjoyed the subject and thought the teacher was interesting or dynamic but unfortunately upon reflection, I think I was also a bit of a handful if I thought the lesson was dull or the subject irrelevant to me or the wider world around me. I don’t think I was particularly backwards in coming forward in challenging those teachers whom I thought could ‘spice’ things up. I wish I could go back and do it all again some days as I loved school and now I always encourage the students I teach to make the most of every opportunity available to them. I would like to think that I embodied this enthusiasm and ability at all times when I was at school but I think my teachers may have also cited my direct and sometimes mischievous nature as a teenager on occasion as well.

as part of my previous role which was always something to look forward to as well. But I’d probably have to throw a curve ball and say my father. He sadly passed away last summer. He was my hero and I’d give anything to have one last supper with him.

Standout moment of Millfield so far?

There have been many huge events including the annual Polo Invitational, this year’s musical Sweeney Todd and watching some of the students in my tutor group battle it out on the Gareth Edwards Pitch in the 1st Rugby matches.

These amongst many other notable events have been incredible but I’d say watching Isaac Hughes who graduated last year and the students in his band doing a rendition of Purple Rain in last year’s Summer Celebration almost made me a bit teary. It’s a special moment when you get to see those you teach do something amazing and their performance brings the house down! I know those students will remember that performance and the response from the audience for the rest of their lives.

Mr Pierce Brown Assistant Director of Music

Where did you study?

response. Mathematics and Physics in the design and elements such as fundamental frequency equations and soundwaves. Religion in sacred music and the discussion of popular culture and cyclical trends in secular music, it goes on and on. All of this aside, I think the most fascinating aspect of music is its role in societies and how it induces the emotions it does. The famous quote by Victor Hugo best sums this up nicely as “Music expresses that which cannot be said and on which it is impossible to be silent.”

I studied a Bachelor degree in Secondary Music Education at Central Queensland University in Australia. I later received a scholarship to study at the Central Conservatorium of Music in the Xicheng district of Beijing through the Australian government’s Educator’s Knowing Asia programme. I’ve done a couple of postgraduate certificates in the UK and am currently completing a Masters in Education (Leadership and Management) with the

It depends what kind of meal we’re talking about. Mozart would be great fun, Aretha Franklin would have some amazing stories to tell and I had the most amazing dinner a couple of years ago with Josh Homme from the band Queens of the Stone Age which was pretty exciting. I used to regularly meet and dine with acclaimed Scottish violinist Nicola Benedetti

If you could invite anyone around for a meal (dead or alive) who would it be?

What do you do in your spare time?

I love to travel, scuba dive, drink wine and read.

Not necessarily in that order.

What are your hopes and ambitions for this academic year?

To be the best teacher I can for all of the students I work with and to support all of the Upper Sixth boys in St Anne’s and The Grange to the best of my ability. It’s a big year for them and my life is on hold during term time to give them 100% and help each achieve their desired outcomes to make those all-important next steps in their lives.

What’s the best piece of advice you have ever been given?

Life is not a dress rehearsal. There are no second chances and we only get one shot in the spotlight so go for it. If the show isn’t going as you expected then change your approach and lift your performance.