Thus, the whole form will study a novel related to the term's theme— with certain passages selected for close scrutiny—and various supporting novels will be suggested as additional reading for individuals. Poetry and drama will both be brought into play as the theme is more widely explored —the learning of poetry by heart is never set without an alternative, and extracts from novels will often be dramatised by the form. Small groups of two or three boys then set to work on various topics, and after these have been seen by the master, each boy draws on the material which he has collected for individual work. In this way, the boys are encouraged to read literature of a higher standard than the second-rate reading matter of the common rooms—the war comics and the smutty paperbacks—and in so doing, they develop a wider vocabulary, a sense of dramatic and poetic concepts, and a critical sense, all of which will be reflected in their own writing. Reading of vividly descriptive writing will be benefit at "0" Level, where two compositions are still required, and the story, pure and simple, is no longer acceptable. Work for the other langauge paper will have been incorporated into the theme work, except for the skill of précis writing, which is still developed separately, although the seeds are sown when the techniques of note-making are considered in the Fourth 'Form. Thus, by the time "0" Level is passed, each boy should have a varied background of literature behind him. The intention is that the Transitus year should be used to broaden this still further, although always with an eye on the "A" Level set texts—useful contrasts, as well as purely background material, may be provided at this stage. The "A" Level examiners still require a detailed textual knowledge and it is essential that an interest in literature be kindled before the textual grind is given the opportunity to kill it completely and utterly. "A" Level syllabuses seem to be moving towards a concern for enthusiasms, a welcome move, and one which is a logical development of the innovations recently made in the "0" Level English Literature syllabus, although further progress here is still to be desired. English is no longer a matter of mechanical learning: it is becoming more and more a matter of discovery, and of stimulation into worthwhile creativity. Further moves in this direction must be zealously sought after, but will be restricted as long as G.C.E. syllabuses remain as cramped as they are today. I.M.M.
OUTDOOR ACTIVITIES The last four years at St. Peter's have seen an increase in the interest
shown towards out-of-school activities. This is perhaps due to the fact that since the C.C.F. and Scouts became truly voluntary organisations and since the embarkation on the Duke of Edinburgh's Award Scheme, personal interest has been necessary for success. This has in turn resulted in a further awareness of what can be attempted in time not devoted directly to the school curriculum. Within the three groups such activities as canoeing, climbing, walking, sailing, shooting, gliding are prominent; yet these are only a few of the pursuits followed. 19
