Page 25 - The Gonzaga Record 1986
P. 25
from exams should have been absent. But there were always some boys
who, having done well in their matriculation examination, were trying for
a scholarship. Their work in the sixth year consequently was largely
directed to the scholarship subjects. The school did try to insist that they
give serious attention to other subjects apart from the scholarship
subjects. But the world is real, and whatever the ideal, their major efforts
went into winning the scholarship. This was not a bad thing in itself, and
many bright boys benefited by being able to concentrate on their chosen
subjects. But while admitting that, one must also admit that it was a
derogation from the supposed conditions of this liberal sixth year. And
it was being done by the cleverest boys who would have benefited most
by a wide reading, wide ranging curriculum. However, let it be said that
these scholarship boys were always a minority of the year. Not every
goose is a swan. But it will be observed that for those boys at least, there
was a certain confusion of aims.
What of the rest of the class? There were always some who benefited
enormously from this liberal year. They read widely, under direction; they
learnt something about how to hunt out information on their own; they
endeavoured to synopsise the main argument of a book; they attempted
some personal judgements, based on knowledge, not just hearsay or the
dictated notes of a teacher. These were very valuable abilities to learn,
and there were always some boys who used the opportunity of a unique
year.
But the truth is that they were a minority. One of the most persistent
memories I have of the sixth year is the following: at every masters'
meeting when the discussion came around to the sixth year one heard a
lot of complaints. These varied from: 'a crowd of dossers' to 'a moral
collapse of good study habits acquired in the previous years'. The root
of the problem lay, of course, in the optimistic expectation of commit-
ment. To attain the ideal realisaton of the experiment would have
demanded a maturity that one is not going to get from the majority of
boys at that age. Some did respond with enthusiasm and to their own
enormous benefit. But taking the overall picture over the twenty years,
the experiment could hardly be called a success. At least, that's one man's
opinion. There is an ironic twist at the end of this tale. Some of the most
enthusiastic supporters of the sixth year experiment were boys who had
left the school. A few years in the university had a very maturing effect.
They could now see the point of the whole experiment, and thought it
a marvellous idea. Something it was not possible to persuade them of
when they were actually in the sixth year in school!
Thus we grow wise ... but who can hasten the process?
BUILDING OF THE SCIENCE AND SPECIALIST BLOCK
In June 1981 a decision was taken to face another building project. The
building of the eight- classroom block had relieved the worst of the
23
who, having done well in their matriculation examination, were trying for
a scholarship. Their work in the sixth year consequently was largely
directed to the scholarship subjects. The school did try to insist that they
give serious attention to other subjects apart from the scholarship
subjects. But the world is real, and whatever the ideal, their major efforts
went into winning the scholarship. This was not a bad thing in itself, and
many bright boys benefited by being able to concentrate on their chosen
subjects. But while admitting that, one must also admit that it was a
derogation from the supposed conditions of this liberal sixth year. And
it was being done by the cleverest boys who would have benefited most
by a wide reading, wide ranging curriculum. However, let it be said that
these scholarship boys were always a minority of the year. Not every
goose is a swan. But it will be observed that for those boys at least, there
was a certain confusion of aims.
What of the rest of the class? There were always some who benefited
enormously from this liberal year. They read widely, under direction; they
learnt something about how to hunt out information on their own; they
endeavoured to synopsise the main argument of a book; they attempted
some personal judgements, based on knowledge, not just hearsay or the
dictated notes of a teacher. These were very valuable abilities to learn,
and there were always some boys who used the opportunity of a unique
year.
But the truth is that they were a minority. One of the most persistent
memories I have of the sixth year is the following: at every masters'
meeting when the discussion came around to the sixth year one heard a
lot of complaints. These varied from: 'a crowd of dossers' to 'a moral
collapse of good study habits acquired in the previous years'. The root
of the problem lay, of course, in the optimistic expectation of commit-
ment. To attain the ideal realisaton of the experiment would have
demanded a maturity that one is not going to get from the majority of
boys at that age. Some did respond with enthusiasm and to their own
enormous benefit. But taking the overall picture over the twenty years,
the experiment could hardly be called a success. At least, that's one man's
opinion. There is an ironic twist at the end of this tale. Some of the most
enthusiastic supporters of the sixth year experiment were boys who had
left the school. A few years in the university had a very maturing effect.
They could now see the point of the whole experiment, and thought it
a marvellous idea. Something it was not possible to persuade them of
when they were actually in the sixth year in school!
Thus we grow wise ... but who can hasten the process?
BUILDING OF THE SCIENCE AND SPECIALIST BLOCK
In June 1981 a decision was taken to face another building project. The
building of the eight- classroom block had relieved the worst of the
23
