One day in Rugby School
Today is Saturday, 19th October. I am pleased to be one of these famous rugbeians, to feel this special atmosphere. At least two centuries of Rugby’s history are written in the stones and other monuments to tradition that stand around the School Close – where in 1823 a local lad called William Webb Ellis first ran with the ball and invented the game of rugby football. Then, the players were more numerous: in 1839, when Queen Adelaide visited the School, it was School House (75) versus The Rest (225). Today, innumerable tourists visit the ‘home of the game’ and rugby teams from all over the world can be seen training against the distinctive backdrop of Butterfield’s Chapel.
At the head of the Close stands The King’s Oak, planted by Edward VII in 1909, beneath which the Heads of School watch the School file into Chapel every morning. Behind it rises the battlemented skyline of School House where the Head Master has his study – he still sits at Bishop Percival’s desk – which boys and girls enter by a spiral staircase at the foot of a tower. Rugby’s greatest Head Master Dr Arnold (1828–42) instigated this practice so that boys could see him privately and the tradition continues today. Arnold is famed for ridding the School of its Flashmans and emphasising subjects that were a good ‘preparation for power’. He treated his senior boys as gentlemen, increasing their power and duties so that they shared with him responsibility for moral tone as well as technical discipline. As Arnold himself put it: ‘First religious and moral principle, second gentlemanly conduct, third academic ability.’ Masters were expected to supervise as well as teach; the dames' houses were abolished and pastoral care was born.
Inspired by what he had read about Arnold and the British public school system, de Coubertin visited Rugby several times during the 1880s as part of a fact finding mission. He concluded that organised sport could be used to raise the aspirations and improve the behaviour of young people. This idea fuelled his vision for universal amateur athletics which culminated, in 1896, in the first modern Olympic Games in Athens. Throughout his life de Coubertin fondly remembered his visits to Rugby and repeatedly highlighted the influence of its most famous Head Master. According to one world-expert on the history of the modern Olympics, “Thomas Arnold was the single most important influence on the life and thought of Pierre de Coubertin.”
As usual, I woke up at half past seven, then the senior boy who looks after our dormitory came to usher us to the canteen. We have eight people sleeping through here. He usually says, what events will be on each day and some other useful information. On Saturday we have only a half day and afterwards there are some extra activities. We have a full day on Monday, Wednesday and Friday and that is hard work. But, in general, I really enjoy it. And then Sunday is free time. This morning the senior boy announced that we would have a rugby match next week, so all our team must be on a training field at 6 p.m. After this instruction we dressed up and went to the canteen to have breakfast at 8 o`clock. The defining feature of Rugby is a strong boarding ethos with pupils at School seven days a week. Living together in a boarding House, especially sharing meals together, is an essential part of learning to live happily in a community. The boarder/day ratio is 80/20 (the boy/girl ratio is now fixed at 55/45). The typical menu might offer a choice between turkey steak and two vegs; pizza; baked potato with salmon mayonnaise; a sandwich, roll or salad. In addition, children can choose to have milk, juice, soup and bread, vegetable and fruit. Chips are still available, but no more than twice a week. Our canteen provides fresh chilled water. As for today`s breakfast, we had a steak with orange juice and a cherry pie at last. Boys, girls and staff come to Rugby from a wide range of backgrounds, from home and abroad. The staff collectively have considerable experience and wisdom. The boys and girls have vast potential. All have curiosity and ability.
Whilst we have collective aims, everyone is treated as an individual: all boys and girls are encouraged to develop their talents and to use initiative to do so.
As an individual everyone is part of a larger group – a year group in a House, the House itself, a class, a team, the School community and Rugby town. We wish all members of the School to think of others at least as much as of themselves, giving as well as receiving, trusting others, being tolerant of those with different views and habits, respecting all around as individuals and caring for their well-being.
These are demanding expectations, but within the School community there is much support to achieve them. We believe a friendly and happy atmosphere brings out the best in all of us and we encourage a spirit of co-operation and generosity.
And then we went to chapel at half past eight where we had a short service before the lessons. We go there on Tuesdays, Thursdays, Fridays and Saturdays. A well-balanced individual needs a sense of spiritual awareness along with academic achievement and physical ability. The experience of holiness, an understanding of right and wrong, and respect for the worth of each human being; these things are the invisible glue holding our community together. These values are learned in every part of our lives, but the School Chapel and the activities connected with it are a particular focus for our spiritual development.
The Chaplains do their best to get to know the boys and girls by sharing meals, visiting the houses and involving themselves with all the school's activities. They also share the teaching of the younger pupils, giving them regular contacts with the entire E and F Blocks.
On Monday, Wednesday and Friday, the school day begins with a ten-minute service
in chapel for all – usually a hymn, a prayer and a short talk, sometimes given
by members of the school.
Every Sunday there is a chapel service for the whole school, usually in the
morning. The aim is to provide an act of Christian worship which allows those
attending to move between the roles of observer and participant.
At 9 o’clock the lessons started: I had two History lessons and one Math lesson.Rugby school is not completely an academic school – it gives us knowledge how to improve and use our erudition, but not only the last one! For instance, at math lessons we are taught how to solve and use different types of equalizations: linear, quadratic, cubic, rational, root and many others. To my mind, in the real life I will be able to form equalization and work on it only using a text of a problem. At Physics lessons we also view typical themes, but with an aim to look at some additional instants. This time our group is preparing for our future exams. We do lots of exercises, especially on languages, read concentrated-studying literature, stay after the main lessons for extra ones and I have a large amount of delivering material. As a rule, I used to have much spare time in evenings, but these days are very strained. Today’s History lessons were boring enough and exhausting as well, so I went to the next one with an unpleasant feeling of tiredness. At the third lesson we revised systems of equations – and it was found out that I didn’t remember that. And to hell with it! The teacher, Mr.Andger, called me to the interactive board in intention to make me solve one. I felt a bit nervous, so I could write down only one. By the way, Rugby School is an innovative school. We have all modern facilities we need to study: a huge library, a sports center, gyms, a drama studio, music and computer classes and the language lab where we can record own conversations, watch videos in a different language, type in other languages, write essays or letters to the pen-friend in neighboring schools. New technologies take an important place in our contemporary life, and our school pays a particular attention to this problem. .The pupils here work hard and are worked hard and it is important that they leave the school with the best possible examination results. Most do and that is as it should be. None of the teachers though must forget that there are many fundamental qualities which are not examinable: curiosity, shrewdness, initiative, an awareness of beauty, a sense of humour, a sense of responsibility and a gift for friendship. These and other basic qualities need to be developed in an institution which regards itself as educational. It is their belief that these qualities are more likely to be developed in a School such as this which is a proper boarding school, a total community, because the development of many of these qualities requires time and commitment.
Our academic facilities are excellent. Most classrooms are fitted with interactive white boards and a fully resourced ICT network is available across the campus via wireless connections. We have a state of the art language laboratory and the recently modernised Science Schools boast wonderful resource areas for the pupils to investigate each subject independently. The Temple Reading Room (library) is an outstanding resource – with computers, printers, digital media and of course a wide range of books – and is much used by pupils and teachers alike. A strong emphasis on engaging pupils in their own learning and in making the academic experience a creative and enjoyable one is underpinned by a range of societies and lectures for pupils of all ages. Debates, language days, ‘book week’, brains trust discussions, science forums, subject-based societies of all sorts provide opportunities for pupils to develop their own research, communication and thinking skills in a lively and challenging environment. We have developed a suite of courses to support the teaching of Extended Projects in the Sixth Form and in Years 10 and 11. These are designed to promote stretch and challenge. They give our pupils unparalleled opportunities to develop their own ideas and creativity in an academically rigorous framework.
Well rounded individuals
The richness of our curriculum and the diversity of extra-curricular opportunities, encourage our pupils to become well rounded individuals, supportive of others, capable of making reasoned judgements and able to deal positively with the challenges that will face them as adolescents and as adults. Respect for self, others and the world in which we live are dominant themes expressed through Chapel services, PSHE (Personal, Social and Health Education), the taught curriculum, Sport, Drama, Music, clubs and societies – and of course through life in the Boarding or day Houses. The range of charitable activities available on a Thursday afternoon reinforces the importance of personal responsibility and community values.
We have been closely involved in developing the Cambridge University Qualification which aims to replace A levels with more academically rigorous programmes of study. Heads of Department have selected the A level courses they deem to be most appropriate and academically satisfactory in their subject area. We are therefore offering a mixed economy of standard A levels, Pre-U courses and international A levels in the Sixth Form. We are determined to provide as rich and as challenging an academic diet as possible.
The academic results speak for themselves with the raw data masking impressive ‘value-added’ figures. The teachers challenge and cajole by turns with the ultimate aim of equipping pupils with intellectual curiosity, a love of learning and the skills to move forward in life with confidence. Their aim is to help pupils achieve their best and we have high expectations of a good work ethic and a desire to do well. Pupils in the Lower School are setted according to ability, so teachers can pace their delivery most effectively. We have an experienced Learning Development Department which offers support to many pupils including those with specific learning difficulties and those who have problems in getting to grips with particular aspects of their studies. The tutorial system underpins both pastoral and academic support ensuring that each pupil is treated as an individual and that all are encouraged and supported as appropriate. Regular internal reports form the basis of these tutorial conversations and of target setting, the dialogue between tutor and tutee helping to encourage a personal sense of responsibility and engagement in the learning process. The School monitors pupil progress with care and parents are informed if concerns persist.
After a nervous math lesson I went for a walk in our school’s park. It is very long: about 2 thousand footsteps. There is a lake with swans and a hundred of old tall oaks. Soon it was a time of eating and I walked to the canteen. We had a rice soup, mashed potatoes and a cutlet with vegetables. At 4 o’clock I had to come to my geography courses: I had to pass my work about economic development of the UK and afterwards I went to the Rugby section. Our Games programme is extensive and an integral part of life at School. It offers a broad range of sporting opportunities, with a carefully nurtured balance between performance and participation. The most able sportswomen and men have every encouragement and support to achieve excellence, while almost all the pupils will represent the School in a competitive fixture during the year whatever their ability or enthusiasm.
The main Games sessions are on Tuesday and Saturday afternoons when all pupils are involved, but every other weekday afternoon will be used for some coached Games activity for a variety of age groups. Those pupils playing for teams in the major Games will generally train three times each week with a match each Saturday. Pupils in the F and E Blocks (Year 9 and 10) are expected to play the major Game in each term. Pupils in the D Block (Year 11) and above may choose from a wider range of options including the major Games, minor Games and recreational Games.
In addition to that, I would like to mention our Combined Cadet Force which was formed in 1860 and to this day plays an important part in the life of the School. Although it runs primarily on Thursday afternoons in school, there are at least two activity days each year that may involve overnight camps. The cadets make good use of the school’s extensive grounds up at Springhill but many activities take place off site such as live round firing and obstacle courses. In addition cadets can pursue the Duke of Edinburgh’s Award Scheme, initially by attending the annual week long Fremington Camp.
While the CCF is run along military lines it is not a precursor to military service or seen as a promotional organisation for the regular army. What is provided is an environment and focus whereby our pupils can acquire leadership skills, team working capabilities and camaraderie through discipline, service and adventurous activity.
Pupils usually enter in the E Block (Year 10), after passing a short trial at the end of the F Block (Year 9), and sign up initially for two years. Some of our senior cadets stay for four years and it is also possible to join in the D Block (Year 11) or LXX (Lower Sixth). All cadets undergo a rigorous first term of training where they learn a variety of essential skills such as weapon handling and camp craft. All lessons are taken by more senior cadets who have worked their way up through a structured hierarchy. This enables the better cadets to lead sections of up to eight cadets or platoons of three sections in the full range of CCF activities.
As for me, I am fond of rugby.The Rugby game is the symbol of our school. It was invented here. During a game of simple football in 1823, William Webb Ellis ran with the ball in his hands instead of kicking it. But that wasn’t allowed. His friend didn’t like him, because they thought he had spoilt things. But finally, in 1871, this idea grew into the first international march between the teams of England and Scotland. The players try to bring an oval ball to an H-shaped gate (the ball must fly over the crossbar. You can kick it but there are some limitations that make this less effective. If attacking player brings the ball to the check zone and after touch the ground, his team gets 5 points. You can use a special kick called “conversion” which has to be done from a point on an imaginary line that parallel to the side one. I love the game very much, so I can’t miss any our exercises. This day we worked especially hard, because, as I said, we’re having a match next week. We finished late: it was almost 8 pm. Next, after a light supper, I went to our dormitory. We have some wardrobes nearby walls and our beds close to windows. There are drawers for the thing we use – I put there some papers about geography control work. Tomorrow, it will be Sunday, I will need to go to a church with others in the morning and after that I think I’ll be free.