Kick Starting the Muse
I would be a rich woman if I received a pound each time someone tells me, “I could write a novel.” I usually ask why don’t you write it. More often than not the reply is, “I don’t have time.”
Time is the factor which separates writers from would be writers. There is always something which beckons a writer whether it is a mundane task such as doing the laundry, which I should make a start on right now, or accepting an invitation.
I would be even richer if I received a pound each time someone asks, “Where do you get your ideas from?” When the writing is not going well I’m tempted to smile and reply, “From the supermarket.” Actually, that’s not quite as far fetched as it seems. I’ve often overheard partial conversations that trigger an idea or seen a face which seems to step out of a historical era, a Roman soldier, a Norman Knight, a Mediaeval lady, a Franciscan monk, a Cavalier etc.
Potential material to kick start the muse is all around me and in non fiction, biographies and autobiographies. I am a historical novelist so my muse responds to something I read about times past, which must then translate itself onto the computer.
Stephen King wrote. “Don’t wait for the muse. This isn’t an Ouija board or spirit world we are talking about here, but just another job – like laying pipe or driving long-haul trucks.”
So, how have I trained my muse? I have always understood the importance of having a place to write in which my muse and I can settle down. Once it was at a desk in the corner of the living room, today it is the smallest bedroom in the house which I have converted into an office.
After long hard battles my sometimes reluctant muse now understands that I have a regular writing routine. I rise early in the morning, deal with some e-mails, edit the last few pages of the previous day’s work in progress and then write until 10 or 11 a.m. Later in the day I work from 4 or 5 p.m. to 8 or 9 p.m., and sometimes my muse prompts me at night with an idea.
Anyone can establish a writing routine. The important thing is to write for set periods whether they are long or short. For example, if we write half a page a day we will have finished a novel by the end of the year. A bonus is that the muse will respect this and, as the saying goes, knuckle down to work.
My muse stays with me most of the time. When I’m doing housework, gardening or shopping Muse helps me to plot and plan. Recently, while at the health suite enjoying my time in the Jacuzzi, my muse and I have been considering the sequel to my novel, Sunday’s Child. We have been tossing ideas backwards and forwards, rejecting some and building on others. By the time we settle at the computer or the laptop we will have a plot and theme.
Regardless of whether we are published or unpublished, if we are determined, with the help of our muses, we will find the time and space to write.
Rosemary Morris
Historical Novelist
Publisher MuseItUp
Tangled Love January, 2012
Sunday’s Child June 2012
False Pretences October 2012
Showing posts with label New Releases Tangled Love 27 01 2012. Show all posts
Showing posts with label New Releases Tangled Love 27 01 2012. Show all posts
Sunday, 18 December 2011
Saturday, 22 October 2011
The Little Madeleine by Mrs Robert Robert Henrey
I have just re-read The Little Madeleine by Mrs Robert Henrey which relates the joys and sorrows of Madeleine, a French girl loved by her mother, who earned a living as a talented seamstress, and her father, ‘a picturesque figure from the Midi.’
"Mrs Henrey’s autobiography is the story of her girlhood in Montmartre and the wasteland near the Paris fortifications, or city walls, where the apache wielded his knife. Her father was a picturesque figure from the midi. Her mother toiled as a talented seamstress, who made ‘adorable’ clothes for Madeleine."
The autobiography brings to life the people and scenes of her childhood along with its few joys and many difficulties. The author never indulges in self pity and reveals impoverished childhood with touching honesty whether writing about a street musician murdered by apaches, her experiences in the 1st world war, her intermittent ill-health probably due to being under-nourished and her determination to excel at school
As a historical novelist I enjoy reading about eras which have gone with the wind.
"Mrs Henrey’s autobiography is the story of her girlhood in Montmartre and the wasteland near the Paris fortifications, or city walls, where the apache wielded his knife. Her father was a picturesque figure from the midi. Her mother toiled as a talented seamstress, who made ‘adorable’ clothes for Madeleine."
The autobiography brings to life the people and scenes of her childhood along with its few joys and many difficulties. The author never indulges in self pity and reveals impoverished childhood with touching honesty whether writing about a street musician murdered by apaches, her experiences in the 1st world war, her intermittent ill-health probably due to being under-nourished and her determination to excel at school
As a historical novelist I enjoy reading about eras which have gone with the wind.
Sunday, 9 October 2011
Writing Historical Fiction
Writing Historical Fiction
Historical fiction embraces different periods.
Prehistory, Ancient civilisations such as Egyptian and Indian, Classical (Mainly Greek and Roman History)Biblical, From the 1st century to the 20th century, Multi-period, Timeslip, Historical Fantasy, Alternative History, Children and Young Adult.
Historical Fiction can also be divided into different genres.
Fiction based on the lives of people who lived in the past.
Adventure, Romance, Crime, Thrillers and Whodunits, Mysteries,Military
These can be further divided into subgenres.
Arthurian, Mediaeval, Tudor, Elizabethan, Stuart, Georgian, Regency, Victorian, Edwardian, 1st World War, 2nd World War, Sagas, Pyschological Thrillers, Gothic (and Horror), Colonial U.S.A., Colonial, Civil War, American and its subgenre Native American Frontier, Canada, Australia, New Zealand, Pirate and Naval.
More classifications can be found in Sarah Johnson’s Historical Fiction, A Guide to the Genre in which a chapter on sagas she includes authors from Africa, Asia, the Middle East, Latin America and many others.
Whichever period a historical novelist chooses to write about, research is vital. The reader needs to experience the sights, sounds and smells, visualise costume and places and enjoy the reconstruction of the era the novel is set in.
I don’t think any historical novelist can get every detail about life in the past correct but she or he can research conscientiously and, without drowning the reader in facts, convey past times as accurately as possible. Failure to do this means the reader loses faith in the author. There are examples which caused me to lose faith.
In the first example, the author referred to a tea gown spread over a crinoline in the Victorian era. The Victorians did not wear gowns called tea gowns over crinolines. Tea gowns were worn by Edwardians and were not spread over crinolines.
In the second example, in the days when mediaeval castles and keeps did not have windows, a knight in full armour scaled the castle walls, (how did he find footholds?) to the turret where his lady was imprisoned. After he climbed in through the window, the lady greeted him with smile and asked. ‘Would you like a nice cup of tea and some eggs and bacon?’ Well, she might have been referring to herb tea and I’m daresay they ate eggs with bacon but the reference seemed too modern.
Historical fiction embraces different periods.
Prehistory, Ancient civilisations such as Egyptian and Indian, Classical (Mainly Greek and Roman History)Biblical, From the 1st century to the 20th century, Multi-period, Timeslip, Historical Fantasy, Alternative History, Children and Young Adult.
Historical Fiction can also be divided into different genres.
Fiction based on the lives of people who lived in the past.
Adventure, Romance, Crime, Thrillers and Whodunits, Mysteries,Military
These can be further divided into subgenres.
Arthurian, Mediaeval, Tudor, Elizabethan, Stuart, Georgian, Regency, Victorian, Edwardian, 1st World War, 2nd World War, Sagas, Pyschological Thrillers, Gothic (and Horror), Colonial U.S.A., Colonial, Civil War, American and its subgenre Native American Frontier, Canada, Australia, New Zealand, Pirate and Naval.
More classifications can be found in Sarah Johnson’s Historical Fiction, A Guide to the Genre in which a chapter on sagas she includes authors from Africa, Asia, the Middle East, Latin America and many others.
Whichever period a historical novelist chooses to write about, research is vital. The reader needs to experience the sights, sounds and smells, visualise costume and places and enjoy the reconstruction of the era the novel is set in.
I don’t think any historical novelist can get every detail about life in the past correct but she or he can research conscientiously and, without drowning the reader in facts, convey past times as accurately as possible. Failure to do this means the reader loses faith in the author. There are examples which caused me to lose faith.
In the first example, the author referred to a tea gown spread over a crinoline in the Victorian era. The Victorians did not wear gowns called tea gowns over crinolines. Tea gowns were worn by Edwardians and were not spread over crinolines.
In the second example, in the days when mediaeval castles and keeps did not have windows, a knight in full armour scaled the castle walls, (how did he find footholds?) to the turret where his lady was imprisoned. After he climbed in through the window, the lady greeted him with smile and asked. ‘Would you like a nice cup of tea and some eggs and bacon?’ Well, she might have been referring to herb tea and I’m daresay they ate eggs with bacon but the reference seemed too modern.
Spinach and Curd Cheese Curry
I am writing a novel set in Queen Anne’s reign in which the hero lived in India for some years. He became a vegetarian and this is one of the recipes he brought back to England. I hope you will enjoy the receipt – as he would have called it - as much as he did.
Spinach and Curd Cheese Curry
¼ kilo paneer – curd cheese
½ kilo baby spinach
¼ kilo fresh or frozen peas
3tablespoons olive oil or vegetable oi
2 tablespoons of finely grated ginger
1 or 2 chillis optional.
Juice of one lemon
Salt to taste
Pepper to taste
1. Cut curd cheese into cubes. Deep fry until golden brown and put in a bowl of cold water to keep it soft until needed.
2. Shred and cook the spinach until tender in four tablespoons of water. Add more water if necessary to prevent it burning.
3. Cook the frozen or fresh peas.
4. Heat the oil in a large pan. Add the ginger and chillis and stir fry for one minute. Add the spinach and peas with the salt and pepper. Cook for two or three minutes on a high heat stirring all the time. Add the curd cheese and, if necessary a little water to keep the ingredients moist, and cook for two minutes. Turn off the heat and stir in the lemon juice. Serve with lemon wedges, chappatis and or rice with or without a dahl, a spiced soup and green salad tossed in lightly salted yoghurt.
Spinach and Curd Cheese Curry
¼ kilo paneer – curd cheese
½ kilo baby spinach
¼ kilo fresh or frozen peas
3tablespoons olive oil or vegetable oi
2 tablespoons of finely grated ginger
1 or 2 chillis optional.
Juice of one lemon
Salt to taste
Pepper to taste
1. Cut curd cheese into cubes. Deep fry until golden brown and put in a bowl of cold water to keep it soft until needed.
2. Shred and cook the spinach until tender in four tablespoons of water. Add more water if necessary to prevent it burning.
3. Cook the frozen or fresh peas.
4. Heat the oil in a large pan. Add the ginger and chillis and stir fry for one minute. Add the spinach and peas with the salt and pepper. Cook for two or three minutes on a high heat stirring all the time. Add the curd cheese and, if necessary a little water to keep the ingredients moist, and cook for two minutes. Turn off the heat and stir in the lemon juice. Serve with lemon wedges, chappatis and or rice with or without a dahl, a spiced soup and green salad tossed in lightly salted yoghurt.
Sunday, 18 September 2011
Reminiscences. The Three R's from 1910 to 2011
Reminiscences.
The Three R’s from 1910 to 2011
My father was born in 1909 and privately educated until the school leaving age of fourteen. He had a natural grasp of mathematics and could solve very complicated sums without recourse to pen and paper. He enjoyed reading newspapers, was captivated by cinema, particularly cowboy films. And I remember him reading cowboy books and thrillers. However he was never a hands on Dad who read stories to me.
My maternal grandfather, who lived with us as well as my grandmother, who lived with us after their house was bombed during the Second World War, was the one who read most to me. I remember sitting on his lap enjoying my favourite children’s magazine, Enid Blyton’s Sunny Stories. As soon as I could read I delved into her many children’s books such as The Far Away Tree and The Wishing Chair, which my own children enjoy. Later I enjoyed her adventure series The Famous Five and her stories set in boarding schools. Now, I am able to search for them on Kindle and share them with my grandchildren
Many years ago, my mother, Lucy, and grandfather stood on Highgate Hill near the stone in memory of Dick Whittington, Lord Mayor of London. He held her hand and told her flying machines would never amount to anything. Towards the end of her life, Lucy, who was born in 1910 and left her body in 2010, commented on the amazing technology developed in her lifetime and wondered how it will advance in the future.
Recently, my grandson asked me what life was like when his great-grandmother was a little girl. ‘You have to be kidding me,’ he said after I told him her older brother listened to the wireless by manipulating a crystal and a length of cat gut. (Apologies to cat lovers but that is what he did.)
My grandson can no more imagine a world without television, dvds, sat navs, computers and internet than my grandfather could imagine international flights. My grandson studies computer technology at school, and has his own password. He also depends on google and composing his work on the computer for his homework. His great grandmother attended her local elementary school in Holloway, London, England.
A year before Lucy’s birth, her baby sister, Kitty rolled off the bed and broke her neck. It is understandable that after Lucy nearly died of pneumonia my grandmother molly-coddled her. The slightest illness meant Lucy missed school. As a result her spelling suffered and there were gaps in her general knowledge. However, she loved reading and always looked forward to the children’s annual in her stocking at Christmas.
The daughter of late Victorians with their fascination with death, Lucy’s favourite book, when she was a small girl, was Ferdie’s Little Brother. So far as I know Little Brother was an unbelievably angelic child. When he died after a long illness, Lucy enjoyed weeping buckets.
We all have our favourite childhood stories. My daughter never tired of Dr Seuss’s Are You My Mother and I agonised over the orphan Heidi, and the heroine of The Wide Wide World in which the child, whose mother is approaching death, is sent to live on a farm with a harsh aunt. Such stories taught me that life is not always a bowl of cherries but did me no harm. (In fact I am sure they did me less harm than a lot of the modern television cartoons do to modern day children.) And Ferdie’s Little Brother did not harm Lucy.
Lucy used to read either the Penny Plain or the Twopence Coloured children’s magazines and, as a teenager, enjoyed a magazine called Peg’s Paper. My grandfather, who enjoyed reading the classics, asked her what she got out of it. Years later, my mother asked me what I got out of women’s magazines and told me Grandfather would have disapproved. By then she preferred to read Dickens and in later life enjoyed biographies, thrillers and amongst many others Jeffrey Archer’s novels. Unlike me she had no interest in either fantasy or historical fiction, something I could not understand. We were as different as ‘chalk and cheese’ but dearly loved each other.
In spite of her poor school attendance little Lucy, who was always hungry and ate the carrot intended for a still life art class on the way to school, received a basic education before she left school when she was fourteen. However, throughout her life Lucy regretted the gaps in her education, blamed her mother for allowing her to miss so many days at school, and was determined that I should receive the best possible education.
I attended private primary schools and passed the scholarship examination to grammar school where I enjoyed English Language, English Literature, History, Geography and Religious Studies – subjects that have interested me all my life. However, I was hopeless at Mathematics, which annoyed my father, disliked Physics and Chemistry and was revolted by Biology when I was expected to dissect a frog.
My greatest love has always been reading, closely followed by organic gardening and knitting and sewing. At the age of ten or eleven I enjoyed children’s historical novels – Geoffrey Trease and Jeffrey Farnol were two of my favourite authors. At school I studied the classics with enthusiasm and branched out on my own. I remember an English Literature class when the teacher asked each of us what we had been reading. I said I was reading Hardy’s Tess of the d’Urbevilles and was deeply insulted when the teacher accused me of lying, doubtless because she thought I was too young to read it. However, although I did not understand all the adult material in the novel, I enjoyed the prose and emotion and wept buckets over Tess’s tragic fate.
Since earliest childhood I have read widely and made up stories. I still enjoy reading for pleasure and for researching my historical novels. Computer technology changed my method of writing and Kindle, which I embraced with delight, will transform some of my reading. It is very convenient to carry a small device on which so much reading material is stored. No longer will I go on holiday with a dozen books and a small stack of magazines taking up my baggage allowance.
Not only does Kindle have many advantages, I am looking forward to my novels being published on it and know my lovely mother would have been delighted for me.
Rosemary Morris
Historical Novelist
New Releases.
Tangled Love set in England during Queen Anne’s reign, (1702 -1714). 27.01.2012
Sunday’s Child set in England in the Regency period. 06.01.2012
The Three R’s from 1910 to 2011
My father was born in 1909 and privately educated until the school leaving age of fourteen. He had a natural grasp of mathematics and could solve very complicated sums without recourse to pen and paper. He enjoyed reading newspapers, was captivated by cinema, particularly cowboy films. And I remember him reading cowboy books and thrillers. However he was never a hands on Dad who read stories to me.
My maternal grandfather, who lived with us as well as my grandmother, who lived with us after their house was bombed during the Second World War, was the one who read most to me. I remember sitting on his lap enjoying my favourite children’s magazine, Enid Blyton’s Sunny Stories. As soon as I could read I delved into her many children’s books such as The Far Away Tree and The Wishing Chair, which my own children enjoy. Later I enjoyed her adventure series The Famous Five and her stories set in boarding schools. Now, I am able to search for them on Kindle and share them with my grandchildren
Many years ago, my mother, Lucy, and grandfather stood on Highgate Hill near the stone in memory of Dick Whittington, Lord Mayor of London. He held her hand and told her flying machines would never amount to anything. Towards the end of her life, Lucy, who was born in 1910 and left her body in 2010, commented on the amazing technology developed in her lifetime and wondered how it will advance in the future.
Recently, my grandson asked me what life was like when his great-grandmother was a little girl. ‘You have to be kidding me,’ he said after I told him her older brother listened to the wireless by manipulating a crystal and a length of cat gut. (Apologies to cat lovers but that is what he did.)
My grandson can no more imagine a world without television, dvds, sat navs, computers and internet than my grandfather could imagine international flights. My grandson studies computer technology at school, and has his own password. He also depends on google and composing his work on the computer for his homework. His great grandmother attended her local elementary school in Holloway, London, England.
A year before Lucy’s birth, her baby sister, Kitty rolled off the bed and broke her neck. It is understandable that after Lucy nearly died of pneumonia my grandmother molly-coddled her. The slightest illness meant Lucy missed school. As a result her spelling suffered and there were gaps in her general knowledge. However, she loved reading and always looked forward to the children’s annual in her stocking at Christmas.
The daughter of late Victorians with their fascination with death, Lucy’s favourite book, when she was a small girl, was Ferdie’s Little Brother. So far as I know Little Brother was an unbelievably angelic child. When he died after a long illness, Lucy enjoyed weeping buckets.
We all have our favourite childhood stories. My daughter never tired of Dr Seuss’s Are You My Mother and I agonised over the orphan Heidi, and the heroine of The Wide Wide World in which the child, whose mother is approaching death, is sent to live on a farm with a harsh aunt. Such stories taught me that life is not always a bowl of cherries but did me no harm. (In fact I am sure they did me less harm than a lot of the modern television cartoons do to modern day children.) And Ferdie’s Little Brother did not harm Lucy.
Lucy used to read either the Penny Plain or the Twopence Coloured children’s magazines and, as a teenager, enjoyed a magazine called Peg’s Paper. My grandfather, who enjoyed reading the classics, asked her what she got out of it. Years later, my mother asked me what I got out of women’s magazines and told me Grandfather would have disapproved. By then she preferred to read Dickens and in later life enjoyed biographies, thrillers and amongst many others Jeffrey Archer’s novels. Unlike me she had no interest in either fantasy or historical fiction, something I could not understand. We were as different as ‘chalk and cheese’ but dearly loved each other.
In spite of her poor school attendance little Lucy, who was always hungry and ate the carrot intended for a still life art class on the way to school, received a basic education before she left school when she was fourteen. However, throughout her life Lucy regretted the gaps in her education, blamed her mother for allowing her to miss so many days at school, and was determined that I should receive the best possible education.
I attended private primary schools and passed the scholarship examination to grammar school where I enjoyed English Language, English Literature, History, Geography and Religious Studies – subjects that have interested me all my life. However, I was hopeless at Mathematics, which annoyed my father, disliked Physics and Chemistry and was revolted by Biology when I was expected to dissect a frog.
My greatest love has always been reading, closely followed by organic gardening and knitting and sewing. At the age of ten or eleven I enjoyed children’s historical novels – Geoffrey Trease and Jeffrey Farnol were two of my favourite authors. At school I studied the classics with enthusiasm and branched out on my own. I remember an English Literature class when the teacher asked each of us what we had been reading. I said I was reading Hardy’s Tess of the d’Urbevilles and was deeply insulted when the teacher accused me of lying, doubtless because she thought I was too young to read it. However, although I did not understand all the adult material in the novel, I enjoyed the prose and emotion and wept buckets over Tess’s tragic fate.
Since earliest childhood I have read widely and made up stories. I still enjoy reading for pleasure and for researching my historical novels. Computer technology changed my method of writing and Kindle, which I embraced with delight, will transform some of my reading. It is very convenient to carry a small device on which so much reading material is stored. No longer will I go on holiday with a dozen books and a small stack of magazines taking up my baggage allowance.
Not only does Kindle have many advantages, I am looking forward to my novels being published on it and know my lovely mother would have been delighted for me.
Rosemary Morris
Historical Novelist
New Releases.
Tangled Love set in England during Queen Anne’s reign, (1702 -1714). 27.01.2012
Sunday’s Child set in England in the Regency period. 06.01.2012
Saturday, 10 September 2011
From Highgate Hill to Kindle
From Highgate Hill to Kindle
When my mother was a small girl, my grandfather, Charles, stood holding her hand on Highgate Hill. Together they watched one of the first aeroplanes fly overhead. He looked down at Mother and said: ‘Nothing will come of those flying machines.”
Born within the sound of Bow Bells, the eldest of eight children, Charles was a scholarship boy at Westminster Boys School and sang in the choir at Westminster Abbey. Unfortunately, due to his father’s death, Charles had to leave school at the age of fourteen and find a job so that he could help my great-grandmother financially. Nevertheless, he acquired a lifelong love of reading, and I believe he would have been very enthusiastic about Kindle and other such devices.
Grandfather was fortunate to be born in time to benefit from the liberalism of the Prime Minister, Gladstone. Many people were opposed to mass education because they feared it would teach the workers to think for themselves, decide their lives were unsatisfactory and revolt. (The upper classes were always frightened of revolution.) However, the Education Act Reform Bill allowed schools to be set up by the Education Department in any district where provision was either inefficient or suitable; and from 1880 onwards it was compulsory for children to attend school until they were twelve years old.
When there were insufficient schools for the number of children a School Board was created and required to provide elementary education for children from the age of five to twelve.
Although parents had to pay school fees in the Board paid poor children’s fees.
By 1873 40% of the population lived in areas where education was compulsory. Fortunately for my grandparents they both lived in such an area, Charles receiving an excellent education and Annie’s a good one.
Annie’s father had been a rich man but he ‘took to the bottle’ and brought his wife and thirteen children to the ‘breadline.’ My great-grandmother earned a living as a midwife and Annie, her eldest daughter, was expected too help. However, my great-grandmother always found the pennies for her children to go to school but, (almost unbelievable to modern ears) one of Annie’s teacher’s said: ‘Oh, Annie, if you always come to school with a baby strapped to your back, your back will become crooked. Can you imagine what would happen today if a primary school child arrived in her classroom with a baby on her back? Leave aside IT studies, the world of e-books and print on demand, it is obvious there is an enormous gulf between schools for poor children in those days and modern day schools.
Annie valued her rudimentary education, and she always enjoyed reading, as she put it, ‘a good novel’, the more she cried over the sad or heart-touching parts the more she enjoyed it. She wept bucket loads over Little Nell in Dickens Old Curiosity Shop and admired Sir Walter Scot’s hero, Ivanhoe and wept over Rebecca’s unrequited love. Not bad for a child who carried a baby brother or sister on her back to school.
Had Annie been born earlier she might not have attended school until she was twelve years old. I think she would have learned the three r’s at school, but once she mastered the basics great-grandmother would have kept her at home to help. Fortunately, Annie mastered reading, writing and arithmetic, was taught domestic science and enjoyed gymnastics and art and crafts.
Annie could not have imagined future advances in education but I wonder if she valued her schooldays far more than many children do today. In England the powers of schools to expel unruly students have been eroded. Teachers’ means to discipline children have been reduced to the point at which disruptive children regularly prevent the rest of the class from learning. (I am not the only one who thinks that the abolishment of corporal punishment is praiseworthy, but in the United Kingdom teachers should be allowed to restrain violent pupils.
Most of today’s children enjoy far more material benefits than Charles and Annie could have ever hoped to enjoy, but this does not automatically mean their lives are either happier or more enriched. Certainly, good conduct as well as the attainment of academic standards was stressed and valued when Charles and Annie were at school. It was taken for granted that all children – unless they had a learning disability - would be able to read when they left school. I do not have statistics to prove it but believe those children who completed their elementary education unable to read were a tiny minority. Sadly, this is not true today. There are frequent articles in the newspapers and mention on television news broadcasts about children who leave secondary school unable to read at the age of sixteen.
The following gives me an idea as to the basic education Annie received.
The following are the six Standards of Education contained in the Revised code of Regulations, 1872
STANDARD I
Reading One of the narratives next in order after monosyllables in an elementary reading book used in the school.
Writing Copy in manuscript character a line of print, and write from dictation a few common words.
Arithmetic Simple addition and subtraction of numbers of not more than four figures, and the multiplication table to multiplication by six.
STANDARD II
Reading A short paragraph from an elementary reading book.
Writing A sentence from the same book, slowly read once, and then dictated in single words.
Arithmetic The multiplication table, and any simple rule as far as short division (inclusive).
STANDARD III
Reading A short paragraph from a more advanced reading book.
Writing A sentence slowly dictated once by a few words at a time, from the same book.
Arithmetic Long division and compound rules (money).
STANDARD IV
Reading A few lines of poetry or prose, at the choice of the inspector.
Writing A sentence slowly dictated once, by a few words at a time, from a reading book, such as is used in the first class of the school.
Arithmetic Compound rules (common weights and measures).
STANDARD V
Reading A short ordinary paragraph in a newspaper, or other modern narrative.
Writing Another short ordinary paragraph in a newspaper, or other modern narrative, slowly dictated once by a few words at a time.
Arithmetic Practice and bills of parcels.
STANDARD VI
Reading To read with fluency and expression.
Writing A short theme or letter, or an easy paraphrase.
Arithmetic Proportion and fractions (vulgar and decimal).
I assume that my paternal grandparents, George and Florence, were expected to achieve the goals set out above. However, George was a younger member of an old established West Country family of landowners. He received a superior education, enjoyed reading the Bible and studying politics newspapers, magazines and journals. He pasted cuttings about topics of national importance and the First and Second World wars in large leather bound scrapbooks. Yet his country roots always remained with him. By the time he married, he had moved to Kent and owned no more than a large back garden where he enjoyed keeping chickens and grew fruit and vegetables. Possibly, he would not have been deeply interested in computer technology. On the other hand, he might have enjoyed downloading articles, printing them and sticking them into his scrapbooks.
Florence, daughter of an architect, received a reasonable academic education at school, and, at home, a thorough education in deportment, social airs and graces and all matters domestic including sewing. Florence’s skill with the needle was much appreciated; she sewed for herself, her family and for church bazaars. One of my happiest memories is sitting on a stool at her feet stitching bugle beads onto chiffon. ‘Fairy stitches, tiny fairy stitches,’ she used to say to me. Thanks to her, I have always enjoyed sewing and knitting.
Today, ‘liberated’ women have a multitude of modern conveniences, career opportunities, access to television, computers, the world wide web, e-mails, Amazon, kindle etc., but, by and large, are they as contented as my grandmothers, who had the love of good men and took pride in their domestic skills? What, I ask myself, would they have made of modern technology?
In 1902, seven years before my father was born and eight years before my mother was born, the School Boards were abolished and Local Education Authorities replaced them. For the first time, secondary school education to the age of fourteen became compulsory. Would my grandparents have enjoyed further education? Regardless to the answer, I know Charles would have been as amazed by online publishing as he would have been by modern aircraft, although he stood on Highgate Hill with his small daughter’s hand in his and told her: ‘Nothing will come of those flying machines.”
When my mother was a small girl, my grandfather, Charles, stood holding her hand on Highgate Hill. Together they watched one of the first aeroplanes fly overhead. He looked down at Mother and said: ‘Nothing will come of those flying machines.”
Born within the sound of Bow Bells, the eldest of eight children, Charles was a scholarship boy at Westminster Boys School and sang in the choir at Westminster Abbey. Unfortunately, due to his father’s death, Charles had to leave school at the age of fourteen and find a job so that he could help my great-grandmother financially. Nevertheless, he acquired a lifelong love of reading, and I believe he would have been very enthusiastic about Kindle and other such devices.
Grandfather was fortunate to be born in time to benefit from the liberalism of the Prime Minister, Gladstone. Many people were opposed to mass education because they feared it would teach the workers to think for themselves, decide their lives were unsatisfactory and revolt. (The upper classes were always frightened of revolution.) However, the Education Act Reform Bill allowed schools to be set up by the Education Department in any district where provision was either inefficient or suitable; and from 1880 onwards it was compulsory for children to attend school until they were twelve years old.
When there were insufficient schools for the number of children a School Board was created and required to provide elementary education for children from the age of five to twelve.
Although parents had to pay school fees in the Board paid poor children’s fees.
By 1873 40% of the population lived in areas where education was compulsory. Fortunately for my grandparents they both lived in such an area, Charles receiving an excellent education and Annie’s a good one.
Annie’s father had been a rich man but he ‘took to the bottle’ and brought his wife and thirteen children to the ‘breadline.’ My great-grandmother earned a living as a midwife and Annie, her eldest daughter, was expected too help. However, my great-grandmother always found the pennies for her children to go to school but, (almost unbelievable to modern ears) one of Annie’s teacher’s said: ‘Oh, Annie, if you always come to school with a baby strapped to your back, your back will become crooked. Can you imagine what would happen today if a primary school child arrived in her classroom with a baby on her back? Leave aside IT studies, the world of e-books and print on demand, it is obvious there is an enormous gulf between schools for poor children in those days and modern day schools.
Annie valued her rudimentary education, and she always enjoyed reading, as she put it, ‘a good novel’, the more she cried over the sad or heart-touching parts the more she enjoyed it. She wept bucket loads over Little Nell in Dickens Old Curiosity Shop and admired Sir Walter Scot’s hero, Ivanhoe and wept over Rebecca’s unrequited love. Not bad for a child who carried a baby brother or sister on her back to school.
Had Annie been born earlier she might not have attended school until she was twelve years old. I think she would have learned the three r’s at school, but once she mastered the basics great-grandmother would have kept her at home to help. Fortunately, Annie mastered reading, writing and arithmetic, was taught domestic science and enjoyed gymnastics and art and crafts.
Annie could not have imagined future advances in education but I wonder if she valued her schooldays far more than many children do today. In England the powers of schools to expel unruly students have been eroded. Teachers’ means to discipline children have been reduced to the point at which disruptive children regularly prevent the rest of the class from learning. (I am not the only one who thinks that the abolishment of corporal punishment is praiseworthy, but in the United Kingdom teachers should be allowed to restrain violent pupils.
Most of today’s children enjoy far more material benefits than Charles and Annie could have ever hoped to enjoy, but this does not automatically mean their lives are either happier or more enriched. Certainly, good conduct as well as the attainment of academic standards was stressed and valued when Charles and Annie were at school. It was taken for granted that all children – unless they had a learning disability - would be able to read when they left school. I do not have statistics to prove it but believe those children who completed their elementary education unable to read were a tiny minority. Sadly, this is not true today. There are frequent articles in the newspapers and mention on television news broadcasts about children who leave secondary school unable to read at the age of sixteen.
The following gives me an idea as to the basic education Annie received.
The following are the six Standards of Education contained in the Revised code of Regulations, 1872
STANDARD I
Reading One of the narratives next in order after monosyllables in an elementary reading book used in the school.
Writing Copy in manuscript character a line of print, and write from dictation a few common words.
Arithmetic Simple addition and subtraction of numbers of not more than four figures, and the multiplication table to multiplication by six.
STANDARD II
Reading A short paragraph from an elementary reading book.
Writing A sentence from the same book, slowly read once, and then dictated in single words.
Arithmetic The multiplication table, and any simple rule as far as short division (inclusive).
STANDARD III
Reading A short paragraph from a more advanced reading book.
Writing A sentence slowly dictated once by a few words at a time, from the same book.
Arithmetic Long division and compound rules (money).
STANDARD IV
Reading A few lines of poetry or prose, at the choice of the inspector.
Writing A sentence slowly dictated once, by a few words at a time, from a reading book, such as is used in the first class of the school.
Arithmetic Compound rules (common weights and measures).
STANDARD V
Reading A short ordinary paragraph in a newspaper, or other modern narrative.
Writing Another short ordinary paragraph in a newspaper, or other modern narrative, slowly dictated once by a few words at a time.
Arithmetic Practice and bills of parcels.
STANDARD VI
Reading To read with fluency and expression.
Writing A short theme or letter, or an easy paraphrase.
Arithmetic Proportion and fractions (vulgar and decimal).
I assume that my paternal grandparents, George and Florence, were expected to achieve the goals set out above. However, George was a younger member of an old established West Country family of landowners. He received a superior education, enjoyed reading the Bible and studying politics newspapers, magazines and journals. He pasted cuttings about topics of national importance and the First and Second World wars in large leather bound scrapbooks. Yet his country roots always remained with him. By the time he married, he had moved to Kent and owned no more than a large back garden where he enjoyed keeping chickens and grew fruit and vegetables. Possibly, he would not have been deeply interested in computer technology. On the other hand, he might have enjoyed downloading articles, printing them and sticking them into his scrapbooks.
Florence, daughter of an architect, received a reasonable academic education at school, and, at home, a thorough education in deportment, social airs and graces and all matters domestic including sewing. Florence’s skill with the needle was much appreciated; she sewed for herself, her family and for church bazaars. One of my happiest memories is sitting on a stool at her feet stitching bugle beads onto chiffon. ‘Fairy stitches, tiny fairy stitches,’ she used to say to me. Thanks to her, I have always enjoyed sewing and knitting.
Today, ‘liberated’ women have a multitude of modern conveniences, career opportunities, access to television, computers, the world wide web, e-mails, Amazon, kindle etc., but, by and large, are they as contented as my grandmothers, who had the love of good men and took pride in their domestic skills? What, I ask myself, would they have made of modern technology?
In 1902, seven years before my father was born and eight years before my mother was born, the School Boards were abolished and Local Education Authorities replaced them. For the first time, secondary school education to the age of fourteen became compulsory. Would my grandparents have enjoyed further education? Regardless to the answer, I know Charles would have been as amazed by online publishing as he would have been by modern aircraft, although he stood on Highgate Hill with his small daughter’s hand in his and told her: ‘Nothing will come of those flying machines.”
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