The
Perkin Post March 2019
In this edition
This Term in Pictures Editor’s Letter
‘You’re Going To Hell,” – A Reality, Or Just Aged Morals? Page 3 - 4
Violence In Protests - A Tool For The People? Page 5-6 The Invasion From Within Page 7 The Power Of The Past Page 8 Learning from our mistakes? Nuclear Science in the Modern World. AND and interview with our new teachers Paes 9 A Spark Of Fire - Interview with the Author Page 10 Sports Snapshot - BTEC PE at William Perkin AND Spring football synopsis Page 11
The question of how humanity has learnt from the past is one that still consumes us today- it inspires us, it can disappoint us. Whether we’re lamenting on how there’s not enough change, or championing the gradual transformation of our civilisation from the past centuries, decades or just year by year, our fascination with learning lessons from the past knows no bounds. This has been what we as writers in the Perkin Post, have sought to explore this term through the fires of revolutionaries, the aching futility of unceasing Brexit negotiations and even questions on how faith has irrevocably changed. Yet, these are changes far from just within politics and human nature, but also within our school- how we have metamorphosed into a greater community from the bricks and wood we started from just years ago. Perhaps then, upon reading this and reflecting, you might decide what you have learnt from the past and how you can use the lessons to shape your future. -Vanessa
WP fashion show On Wednesday, we were delighted to the opening of the much awaited fashion show. Here there was a myriad of artistic and expressive designs, each with their own take as to how fabric should be manipulated and adjusted for different items of clothing. Under the dim lights, we hesitantly awaited the arrival of each design. With every new entrance, as fellow year 12s and teachers confidently strolled across the stage, we were even more curious as to the meaning behind the pieces. The year 11 textile students’ abilities and efforts were clearly noted by their pieces, which encapsulated the time they had all put in. We all await next year’s designs, with as much anticipation and zeal- teachers’ participation included!
I’m A Teacher Get Me Out Of Here
J Miss Long, Miss Reif, Miss Dar, Mr Barnsley, Father David and Mr Chugg were all chosen as contestants for this thrilling show. Their first activity was putting their feet in a tub full of creepycrawlies which were a malevolent mix of maggots, cockroaches and worms, all alive and wriggling. Miss Long was frightened when the bugs started crawling all over her feet . The second round was when the teachers had to eat ‘delicious’, dead chocolate maggots and some other ‘tasty’ bugs that tasted like cheese & onion or salt and vinegar in 10 seconds; a few teachers said that the food was actually good!In the third round, the teachers had to retrieve a star from a box with bugs. Some teachers took their hands out multiple times before retrieving. In the last round only Miss Reif and Mr Chugg were left to fight it out in the last challenge set before them. They had to eat an octopus’ heart! Miss Reif gave up and had no intentions of doing this, but Mr Chugg did it, and fortunately Mr Watts stepped in for Miss Reif because the children cheered him on.
‘You’re Going To Hell,” – A Reality, By Vanessa Or Just Aged Morals?
Originally, the outcome of morality was clear: a life destined to Heaven or Hell. Yet currently, we have unearthed a state of uncertainty. Civilisation, having rapidly ploughed through our biblical notions to new soils of liberty, experimentation and opinion has left behind the once most feasible notions on the afterlife. Leaving instead the sombre question: where did it all go wrong? Initially, it was biblical scripture that informed our terror-stricken outlook. In the Bible it seemed we would all get our comeuppance in the end; all to be sentenced, whether it would be to “everlasting life” or, for the sinners (“The cowardly, the unbelieving, the vile,”) to Hell. Hell: the ultimate abyss of “shame and everlasting contempt.” This according to Daniel 12:2 is what the sinful ought to receive- the “darkness, where there will be weeping and gnashing of teeth," ( Matthew 8:12). Of course, we feared this blistering Hell. Each word- “blazing”; “fiery lake”; “fire”- engrained itself within us, like a blueprint of our identity. Each phrase, had seethed with righteous contempt. Hell, in its most macabre sense, started to form the basis for our notions on mercy, on justice; It seemed to dictate the consequence of right and wrong. Suddenly, theology was shaping our conscience, binding to our immoral civilisation’s necks like a noose of moral conduct. Fearing hell, suddenly became part of our DNA. Arguably as philosopher Bertrand Russel argues, this must be as religion is “based primarily and mainly upon fear,” (1927 lecture ‘Why I am not a Christian.’) Russel noted how religion accumulated from this “terror of the unknown,”- “fear of the mysterious, fear of defeat, fear of death,” and particularly on how we feared the brutal afterlife. Asserting strongly that these doctrines, which focused on the afterlife, had resulted in believers living a life entrenched by unnecessary fear. Centuries later, it’s no wonder the manifestation of hell was intrinsically linked to how we perceived everything. From the medieval age to the Renaissance, it lingered within every echelon of society. Literature, politics, art- waves of this deep-rooted obsession had swept upon all. Perhaps Dante’s Inferno best illustrates this, the 14th century Epic poem, where we traverse through the nine circles of hell- each embattling a different sin. Here, the Divine Comedy also fixates on this eternal conscious torment: this “city of woe” and “eternal pain.” Yet it was canvas that truly came to a life of its own. Grotesque paintings, or ‘Doom paintings’ as they were labelled in the 12th to the 15th century, depicted Christ sending souls to heaven or hell. Splayed across Church walls, they were encouraged by the Church to ‘encourage’ humans against sin. Encouragement or stoking fearyou can decide for yourselves.
Even other painters, notably Hieronymus Bosch works seem to all dance in hues of black and incardine to capture our unsavoury end. Even today, his triptych ‘The last Judgement’ still adorns our pop culture- from horror franchises like Silent Hill, to David Bowies short film for Black Star. Nevertheless, our outlook on religious punishment would slowly metamorphose. From the 19th century, the age of Enlightenment started to expand, whereupon reason and rationality was advocated above all things. Luigi Galvan’s galvanisation of frogs legs, for example, introduced questions upon reanimation. Concurrently, Romanticism had also started to flourish, bringing the sense that ideals as opposed to rules should be followed; Romantics held a conviction for liberty. Instead of fearing hell, poets and artists sought new avenues of thinking. Lamenting strongly, on how the punishments Christianity were perceived to pose, would be “binding with briars” their “joys and desires,” (as Blake remarks in ‘The garden of Love.’) Instead of fearing hell, scientists sought to fuel their curiosity. Gradually, hell and heaven’s importance started to subvert. Even now, 70% of young adults in Estonia, Sweden and the Netherlands categorise themselves as non-religious, with only 7% of the UK’s youth identifying themselves as Anglican. It’s almost ironic to think it’s this religion, religion which once influenced the foundation of our morals, would now start to distance from our ethics. Clearly then, the clarity heaven and hell once evoked has erupted into a hubbub of opinion; there is a spiritual conflict personal to us each. Whether it be with discovery and scripture, or with the desire for guidance against the seeking of our expression. Maybe it’s because of this, how our morals differ from person to person, that a greater choice has been posed. A choice which is dividing us all- should we really live a life consumed by fearing punishment and hell, or seek liberty? A life wishing to make “a heaven out of hell’, and fearing making a ‘hell out of heaven.’
Violence In Protests - A Tool For The People? By Divna 11I Violent protests: a thoroughly controversial subject which now recently resurfaced in our discussions. A dividing reality due to Emmanuel Macron’s increased fuel tax. A devastating reality, for the 280,000 demonstrators which took to the streets of France. The “Gilets jaunes” (yellow vests) is a movement which campaigns against fuel taxes, the cutting of taxes for the upper class and for higher minimum wage. A violence stemming from general dissatisfaction among the public that has been long brewing against Macron’s right-wing policies, which people claim are being disguised as centrism. But what is particularly poignant about these protests, and perhaps what brought them under the light of controversy, was the said aggressiveness which was needed to foster the attention of the French government- smoke bombs, vandalism, sirens. This was anything but a peaceful protest. It was a manifestation of anger and fatigue- and certainly not the first time that France has seen such a furor. In 1968 France saw not a political, but an enormous social uprising. From what began with simply university students gradually rose to 10 million strikers and protestors demonstrating for social change: a change from the hierarchical authoritarian society. Their slogan bore the phrase “free the imagination”. This again was a significantly violent protest: the night of the 10th of May, known as the ‘night of the barricades’ was where protesters confronted the police and set fire to cars, leading to a myriad of wounded people. Not to forget the French revolution, arguably one of the most important events in history. On the surface, a united working class- tired of blistering poverty, tired of the dismal quality of life saturated with work, tired of being starved of income- against a hypocritical upper class. A class which was gloating in its greedy consumption of wealth. The result: 40,000 deaths, 300,000 arrests and an overthrown bourgeoisie. Clearly, violent protests seem to continuously reoccur in history, but are they a force for good or bad?
Undoubtedly, the initial student social justice protests resulted in enormous unrest. It cultivated complete pandemonium among the government, just as the French revolution and the reign of terror did, but, more importantly, brutal deaths of many innocent people. The aggression of the recent Paris protests, according to some, have violated order; they have brought injustice to those whose properties were ruthlessly vandalised. Instead many are left questioning whether a peaceful protest would be better. A much more ethical solution to the pressing issues that the public face, these are argued to be as effective as the more violent ones. Yet, the May 1968 protests, a series of events fueled by violence, have been described, by people who have lived through it, as an exceedingly important event. It was the unison of intellectuals, factory workers, women and gay rights activists, at a time in which webs of social hierarchies shaped society. It was the sheer exhilaration of marching together and fighting for a cause which shaped it, which fueled their conscience. And potentially, this did make a difference. The relationship dynamic in French society was altered: bosses respected their workers more, professors were more courteous towards students and the French youth held the freedom of speech and had platforms to articulate their ideas. Similarly, the French revolution, which was (and still is) incredibly controversial, was in fact a success. A success by people who achieved their aims and overthrew the government. Did the countless peaceful Brexit and anti-Trump protests really make any difference? Or a difference, at least, to the extent of the French revolution? Certainly not. But equally, did the recent fuel tax protests also make a difference? Although the fuel tax was lifted, some may argue it wasn’t necessary to engage in violence and aggression over such a subject. After all, has anything really changed with Macron still sitting comfortably in his seat as president, still upholding his low tax-for-rich pro-large businesses attitude? Ultimately, it comes to whether we as a society want to unite in peace. Whether we would prefer to stay quiet on several government decisions despite personal disagreement. It depends on whether we choose to take physical action and make our voices immanently known with violence, despite the risk of gross disorder, division and the collateral damage that comes as a result, wounding all that could come with it.
The Invasion From Within By Hasti 11K
With the date for Brexit ever looming, and the establishment’s laughable management of Brexit, calls for a second referendum are ever present. Remaining is the most poignant of all questions: has the UK learnt anything, from the past decades of EU history? While many call for a second referendum, few talk about the undemocratic nature of a second vote. Imagine an election was held, and a result was produced that the current government didn’t like, resulting in the repeat of the election until the result they desired was attained. This would be absurdly undemocratic. Riots would fill the streets: no one would stand for it, with the government left to face accusations of being a dictatorship. However, this doesn’t seem to be the case with Brexit. Instead, thousands of people are calling for a second referendum- all because they didn’t like the democratic outcome of the 2016 referendum. There are thousands of citizens within the UK willing to violate the democracy of this country as to get their way. This is not democracy. This is a dictatorship painted in the blood of democracy. Yet, such undemocratic tactics have been used by the EU before. In 2008, Ireland threw a referendum on the Lisbon Treaty, which arguably had compromised national sovereignty, in turn resulting its rejection by the Irish public (a majority of 53% having been against the treaty). In order for the treaty to become law, all member states had to ratify it, and so the EU lobbied for a second referendum. This was held in 2009, and consequently the treaty was allowed through. This was a blatant desecration of the corpse of democracy. Yet the most disgusting part, is that it wasn’t even the first time. In 2001 Ireland held a referendum on the Nice Treaty and rejected it. Once more the EU lobbied for a second referendum and the following year, the treaty went through. In 2005, two referendums were held in France and the Netherlands on the Treaty establishing a Constitution for Europe. Here the EU “convinced” the governments of both countries to ignore the democratic choice of their people. A shocking reality, that chose to favour the will of a multinational parliamentary body. Surely then, in order for democracy to be maintained within the UK, the referendum must be adhered to. Thus, anyone advocating for a second referendum to overrule the initial one - because they didn’t get the result they wanted- should be viewed with caution. They are willing to ignore democracy, the fundamental basis of freedom, and natural order to enforce their will on the UK. The UK, where the majority does not want that will enforced upon them.
The Power Of The Past by Shamima
Deciphering the past has been the occupation of many historians and scientists since the beginning of time. As well as fossils and artefacts, literature and writing are very vital and straightforward ways of analysing the culture, politics and history of a certain era. The Ancient Worlds of the Romans and Greeks were such a prominent epoch of time- formulating the foundations of society today. However, historical accounts and ancient ruins can only tell us so much: the facts. Literature helps us understand the emotional aspects of society. For an example, Ovid’s ‘Metamorphoses’ was one of the greatest works from the classical era where there were “fifty rapes in fifteen books” (Richlin, 2003). Throughout all the books, and specifically in Book 10 with the venereal voyeurism of Pygmalion, Ovid highlights the fear of emasculation in a patriarchal society of Ancient Greece- demonstrating to us how misogynistic and hubristic civilisation was at the time through mythological and real-life accounts. Although the chauvinistic political system of Rome can tell us how male-controlled the classical period was as well, literary pieces such as the ‘Metamorphoses’ delve into authentic lives of people portraying the perspectives of both men and women- reflecting the nature of the time. Skip a couple of centuries, historians still struggle to amass the essence of the mundane lives in the Tudor and post-Tudor periods as well. Thankfully, as well as having great and revolutionary monarchs with hectic politics, the 16th and 17th centuries were renowned for their acceptance of the Romantic movement which included a “cultural rebirth” of literature and the arts as well. The Romantic era gifted the births of many prominent poets and writers such as Wordsworth, Coleridge and Rousseau. In Wordsworth’s poem ‘I Wandered Lonely as a Cloud’, he encapsulates the beauty and serenity of Nature as he states that “a poet could not be but gay// In such a jocund company.” This very pleasant account of the sublime of the natural world contrasts with pre- Romantic and Enlightenment thinkers such as Newton himself who once quoted simply that “to explain nature is too difficult a task for any one man or even for any one age”- contradicting with Wordsworth’s whole four stanza poem. This shows how literature encapsulates humanity’s raw and vulnerable emotions of the time from Newton’s pragmatic certitude to Wordsworth’s idyllic speculation. Finally, one of the most tragic yet monumental periods of time also led to a literary boom: the world wars. During a time of oppression, destruction and violence, historians and civilians needed more than just what the newspapers told them about the war but real-life recounts of ordinary people as well as soldiers. Wilfred Owen was a well-known war poet with poems such as ‘Exposure’ and ‘Dulce et Decorum Est’, depicting the despotic conditions of being in the frontline- educating people today about the almost forgotten atrocities. Also, ‘The Diary of Anne Frank’ profoundly documents the life of a Jewish victim of the Holocaust- providing an insight to the unimaginable lives and terrors millions of innocent people had to endure. Frank was surprisingly quote optimistic about her experience, claiming that “In spite of everything, I still believe that people are really good at heart”- emphasising the plethora of emotions many different people would have been feeling at the time and what the news would not have stressed.
Learning from our mistakes? Nuclear by Danyal Science in the Modern World. In 1945, two atomic bombs dropped on Hiroshima and Nagasaki in Japan. This was in order to bring about Japan’s surrender in the second world war. Japan did surrender a few days after, but it resulted in 202,118 deaths and the start of the new Atomic Age. It was Rutherford’s research that lead the splitting of the atom in 1917 in a nuclear reaction and later he realised the energy released from the atom was enormous. In the 1930’s Otto Han and colleagues discovered nuclear fission – which lead to the development of nuclear technology. Einstein encouraged USA to research nuclear weapon before the Nazis did. USA did develop the bomb and dropped it in two cities in Japan. At the end of the war, Einstein spoke out against the nuclear strikes on Japan, arguing that they were unjustified and motivated by US−Soviet politics. He regretted having urged an atomic weapons program in the US. Since then Nuclear fission has now been developed to produce energy, as levels of fossil fuels reduce. It is meeting the increasing demand for energy, it minimizes environmental pollution and helps reduce global warming. However, the devastation USA inflicted on Japan by dropping two atomic bombs, was brutal enough to ensure that the whole world remains weary of atomic bombs/nuclear weapons, it makes sure people remember what damage it can do and how radiation affects people. This historic event is something that has taught everyone.
New (Terrific) Teachers: A Brief Interview By jaana
Mr Wong History Teacher Why did you decide to become a teacher? I decided to become a teacher because I had a great teacher and he inspired me. Also I like History. What’s your favourite song? Come fly with me – Frank Sinatra Why did you come to William Perkin of all schools? Because of Mr Chugg What’s your favourite book? A murder of Quality – John Le Carne What’s your favourite word? Flamboyant because I love to say it all the time.
Miss Williams English Teacher Why did you decide to teach English at William Perkin? I chose William Perkin because when I came to visit the school, the students were polite and welcoming. What is your favourite book? My favourite book is ‘The Time Traveller’s’ by Audrey Niffenegger What’s your favourite song? My favourite song is Bohemian Rhapsody by Queen because it is so different to all other songs and great for Karaoke. If you weren’t allowed to teach English, What would you have taught? If I didn’t teach English, I would have taught History instead.
A Spark Of Fire - Interview with the Author by Taerin
Did you know that we had a magical author in the school? Last week we had the exciting opportunity to meet her and ask her all about her inspiration and her fantastic book. 1. How long did it take for you to write the book? Two Years, but I had the idea when I was 15. 2. How do you feel about releasing your book and why? It felt like a dream come true. I had wanted to do it all my life. 3. Have you had any feedback from your book? Full of magic, intrigue, mystery and love. If you loved Harry Potter, you cannot go wrong reading this. 4. Where did you get your inspiration from? Books like Harry Potter by J.K. Rowling, His Dark Materials by Phillip Pullman and Neverwhere by Neil Gaiman. 5. What is the book about? This book is about magic, friendship, prejudice and overcoming fear. Where do you like to write? 6. In my writing room, which has maps and pictures of characters. 7. Who do you write for? I write for young adults. 8. Who do you recommend your book to? Anybody who likes Harry Potter and magic. 9. What genre is your book? Fantasy 10. How old were you when you started writing? Since before I could write, I made stories with my teddies. 11. How did you get your book published? ‘It took lots of hard work and perseverance. I wrote to publishers and I had 26 rejections, but one publisher took a chance and accepted me. 12. Do you make lots of money from your book? No. You earn lots of money if you are famous. 13. What’s your favourite childhood book? The Magic Faraway Tree by Enid Blyton.
Sports Snapshot - BTEC PE at William By Jathusan Perkin Over the past 6 weeks, the year 10 BTEC sport students, have been delivering lessons to the rest of the class without any help or assistance from the teacher. These lessons are part of their qualifications for sports science. The students have been planning their own lessons for four weeks and this has taken lots of time and commitment. These lessons have really helped the students on the BTEC course with their coaching skills. After the students have taught their lessons, they have had so much confidence in speaking in front of a large audience and had more knowledge on the topics they had taught. “BTEC Sport is a course that gets you the same qualifications you would get if you were doing GCSE P.E. But you do more practical work rather than sitting in a classroom and doing boring work. My students really enjoy this course and don’t regret choosing it. It has also helped them gain confidence and understanding of what it feels like to coach a sports class.” – Mr Flynn, P.E teacher and BTEC Sport teacher.
Spring football On Thursday the 31st of January, William Perkin year 7 football team were against Featherstone. This was a tough match where we had a massive victory. The score was 5-0.The man of the match was Jedye. On Monday the 4th of February, the mighty William Perkin year 7 football team were against Ealing fields, who are another school in our trust. This was a very challenging match. Ealing fields were a good,strong opposition. However, the William Perkin year 7 football team had a good win of 6-3. The man of the match of this game was Danial.