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Health, Hygiene and Illness

Health

From the beginning of the schools, it would appear to have been recognized that children had to be healthy to go to school. Thus local school nurses would have regular, usually weekly, clinics (and be available when needed); and a doctor would check on those children with special problems and hold a medical inspection of each child usually once throughout the year. The parents of each child were invited to be present at such an inspection, and many of them when their children were in the infants’ school would take the opportunity to do so. This participation was much less observed once the children reached the next school.

In addition, for several years, a dentist would have weekly clinics for the children of Knowles School, and those of other schools in the vicinity. (100 toothbrushes were once made available for pupils to buy - and 90 were sold. One comment in the 30s noted that the children’s teeth were generally in poor condition.) Nurses would also check vision, and prescribe visits to an optician if it was felt that a pupil needed glasses (for which some pupils would get financial help in the 1930s).

Every visit of a medical nature was recorded in the early Log Books, but by 1979, health concerns are no longer mentioned by the writers.

Hygiene
Hygiene is of concern mainly in the discussion about head lice, called vermin in the early years of the century. Regularly throughout the year, the children would be seen by the nurse, and their hair examined. If lice were seen, letters about the infestation would be sent home to the parents, and treatments prescribed. If the infestation was not cured, children would be excluded from school until the problem, had been resolved. It is noted that children of particular families would often be singled out because of this constant problem.

Illness
Illness is a further issue for school attendance. For the first 50 years of the century or so, epidemics of childhood diseases swept through the school: chicken pox, measles, whooping cough and mumps. There would be occasional cases of scarlet fever, diphtheria, colds and flu - noted that the pandemic of influenza that swept around the world in 1919 is not mentioned in the Log Book of that year. When an epidemic was diagnosed by the doctor, children in the infants school who had not had the particular disease would be excluded from school for several weeks, and in the case of a severe outbreak, the entire school would close for as long as six weeks.

Diphtheria began to be noted more regularly in the 1920s, the first death from the disease being recorded in the Infants School in March 1925. In December 1924 there was an outbreak of diphtheria when 36 children were suspected of having the disease.

The Log Book of Bletchley Road Council Girls School, beginning in 1929, is more precise in the discovery of illness and other medical problems; rheumatism; anaemia; enlarge tonsils; curvature of the spine; flat feet etc. The school is also providing cold liver oil and malt (administered by the headmistress) to children who need the extra nutrition to gain weight or to improve their health.

A Health Campaign with talks and film was held in 1938 at the Girls’ School (no further details).

And in 1969, in the log book of Leon County Junior School, there is the first recording of a visit by the school psychologist to see a pupil.

In the later log books from 1965, physical health is no longer an issue: much more concern is being paid to mental and behavioural difficulties.

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Attendance
As noted elsewhere, the attendance at school in the early part of the century, at least for the infants school is dependent upon several conditions: weather and illness, and also family matters. School meals were not offered at the girls’ school until 1935, so children would go home for their midday meal (no mention of a meal for children who lived too far away to eat at home) - and might not return.

Infants’ School - In 1909, the school registered 323 children from the ages of 3 - 7: 172 boys, 151 girls. The average number of children in each class in that year was 46, with the largest class containing 60 pupils. Average attendance varied from year to year - from 217 in 1896, to 253 (excluding the babies) at the end of the school year in 1909. So actual attendance at school would vary from 90% to 50% or lower at times of epidemics.

‘Visitors’ (appointed)/the Local Care Committee/school managers - visited the school regularly, and always noted in the log book that the school attendance record for the day was correct. Upon the attendance it would appear, depended the amount of money the school received: 21/4 plus ‘fee grant’ for each child over 5; and 13/4 for each child under five. In 1913, in order to encourage attendance, the class with the highest numbers by percentage for the week would display a red banner in the classroom. Such numbers would, of course, be affected by illness: thus in 1913, the school doctor demanded that 49 children be excluded because of illness, giving attendance of under 60% when authorities would be notified. In April of that year, it was noted that of 265 days of school, 43 days the building was closed because of measles. And from June 1, 1912 to June 30, 1913, the school was closed for 13 weeks 2 ½ days. And on June 30 1914, the head teacher recorded that attendance over the previous year had been affected by 3 epidemics, leading to a grade 5 classification for the school. It was suggested that a class hit by an epidemic be excluded from average attendance figures and the roll. In 1915, children under 5 were no longer admitted to the school; but by 1917, there were 74 children in the preparatory class.

The school year began in June at that time, with school holidays in the month of August.

Girls’ School. The school employs an attendance monitor for absentees, so every child is now obliged to be in school every day. One child, for example, entitled to leave on Dec 21st, but who obtained a job starting on the 19th, was fetched back to school until the specific leaving day. In 1927, class sizes vary from 42 - 51 - and children from the barge workers and a visiting circus will be admitted during their stay in Bletchley/Fenny Stratford. (Students attended school until they were 14, increasing to 15 in the 1930s.)

The attendance rolls were affected by the arrival of a class of evacuees from St Paul’s School, Islington in Sept 1939, with the onset of WWII, bringing numbers up to 340 though the class met separately with its own teacher. By 1943, the numbers had declined to 327.

Leon County Junior School: The reorganization of Bletchley schools resulted in a drop of pupils to 264, increasing by 1974 to 284. These pupils were organized into 9 classes.

Knowles County Middle School: in 1975 there were 10 classes and 11 in 1976. But by 1984, total attendance was falling to 215 and fewer (there are now 7 Bletchley schools).

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Events
Through the century, Bletchley School has been the venue for local and national elections, and would close for the day. As an infant school, there were a few school-wide activities noted, it was recorded that soldiers were marching down Bletchley Road for manoevres in September 1913. Empire Day was celebrated each year with the National Anthem being sung in addition to a special empire song. In 1909, Empire Day was celebrated on the same day as Ascension Day, when children were allowed to arrive late at school if they had been to church.

The Infants’ School was also closed for 2 half-days in the summer for local Sunday School treats provided by the Wesleyan and the Baptist churches. Each year a prize day is also held - no specifics recorded; and the children would be invited to concerts put on by the girls’ school. On April 27, 1910, extra playtime was allowed to see an aeroplane on the same day that there was a fire drill. Each year also Christmas would be celebrated with a party and a school concert (this continues at least until the reorganization of the schools in 1965, with children singing carols, and are given sweets and an orange by the teaching staff while the senior girls would often contribute a play).

King George V’s coronation in 1911 provided an occasion for various festivities held in the community as the school was closed for the day.

Two years later, in September 1913, the children watched soldiers on manoeuvres - but there is no mention of the beginning of the war in 1914. Later on, however, it is noted that the children are collecting funds for various military charities (continuing into the 1920s) and by the autumn of 1916 are collecting blackberries, chestnuts and acorns during school hours which were sold for school funds/charitable activities.

At the Girls’ School, many of the same activities continue: Sunday School treats, the annual celebration of Empire Day, Christmas parties and concerts. The students are now older and getting involved in more activities. Parents are now invited for an Open Day and a special Parents’ Day held in July 1926 with a concert when the parents contribute £2.5s for school funds. Parents are also more involved in the school, raising money through the next few years for various school needs.

The first mention of a Harvest Service appears on September 5, 1928, when produce is sent to a Newport Pagnell institution and the Bedford Hospital, and flowers to sick children in Bletchley.

In 1928 is the first mention of Armistice Day, when a short service was held - and the children brought pennies for buying literature about the League of Nations. Each year following this, November 11 is remembered in a service. In 1927, the service included a wreath being laid at the War Memorial; and in 1928, poppies were bought and worn by the children.

Empire Day in 1928 was celebrated with a dance display (possibly country dancing and a maypole) and the flag was saluted, while Earl Haig flags were available for sale. And in February 1929, 147 pupils went to the ‘Picture Palace’ to see a film on Africa. On April 11, the girls were practicing for the May Day Festival and the Crowning of the May Queen, with folk dancing and a maypole. But the girls are also encouraged to raise money on behalf of charitable foundations, whether for the Bletchley Hospital fund, Dr Barnardo’s, or the British Sailors Society. One concert was given in 1941 at Stewkley Village Hall in aid of the installation of water in the local school.

By 1933, there has been an expansion of school visits outside the immediate area. On June 23, there is an excursion to Blackpool and a school camp at Teignmouth organized, while in September, the children attended an Air Force Display at Loughton by Sir Alan Cobham. The girls were also being taken on excursions to acquaint them with local businesses in 1934: a milk factory, demonstration of electric and gas appliances; the Post Office, Bletchley station, and Printing Works. And visit the Bletchley Traders Exhibition in 1938. And there were further demonstrations of the cinematograph after school at the Boys’ School. Further excursions to Southsea, Northampton and Aldershot for the Tattoo followed in 1934.

Royal occasions through the century result in school holidays: for the Duke of Kent’s wedding in 1934, for the Duke of Gloucester’s wedding, and for the funeral of George V in 1935; and for Princess Anne’s wedding in 1973 - while the boys listened to the proclamation of Edward VIII as king via the wireless. The coronation of George VI on May 12 was the occasion for another day’s holiday. On May 5, 1937, Coronation beakers were presented to each child provided by the Coronation Committee. On Armistice Day of 1936, the girls listened to the service at Cenotaph at the Boys’ Department, while 20 girls attended St. Martin’s Church.

A number of the girls also have been taking part in music festivals organized in schools throughout North Buckinghamshire as well as sports competitions in the county.

By 1938 fire drills were a regular feature of school life: on March 10, 1939, 318 children evacuated the school in 1 minute 10 seconds. And on September 4, 1939, war was declared. The first public air raid alarm sounded in September 1940, while the district was warned that 800 children would be arriving on the following Sunday. The hall and two classrooms were prepared for 200 children and 8 staff in the staff room for sleeping quarters, but most of the children had found billets, and only 35 registered at the school. Gas mask drills were organized each day immediately after prayers - the very first mention of such services.

In 1941 is the first recorded recital given by BBC musicians; and they were also entertained with a percussion band and a puppetry programme - this programme continued to entertain schoolchildren, parents and friends for the next several years. Further reminders of the war came through War Weapons Week in Bletchley when £204 was collected by pupils for National Savings Association. By 1943, contributions to the NSA had risen to £369, £269 above the target; and a ‘Wings for Victory Week’ was being held, with an exhibition of children’s work displayed in the Temperance Hall.

Leon County Junior School
The extensive programme of outside activities continues through the following years: visits to summer camp; museums; to London, to Brittany, France; Ivinghoe; 3-day Environmental Studies Programmes; various business enterprises in the area; theatres in Watford, Northampton, Oxford and London; and many others. The process of modernization also continues: the need for Road Safety lectures and competition; sales of 2nd had books and toys; a visit by the queen in 1966; more film shows; even a visit to London airport. By 1970, the Parents Association organized a summer fair to raise funds for school activities; and the school organised a Bonfire and fireworks party for 4th year classes.

Knowles County Middle School:
The school continued to raise money via concerts and musical evenings for charitable organizations, such as Christian Aid, a charity in Bangladesh, an elderly people’s Christmas event; the NSPCC; and the Boys Farm in India among others; and a float entered for the Stony Stratford Book Fair Competition - ‘Bearly Afloat’ - in 1976, indicating that Bletchley was fully involved in community activities as well as school work. And in December 1976 the school held a bazaar and raised over £200 for the Spastics Society, £60 for local old people, and money for school funds.

In 1977, a Jubilee Party was held with a Jubilee Hat competition, each child receiving a jubilee crown - all financed by a sponsored Spell-in that raised £650.

The downside to contemporary life was illustrated by the school being broken into on several occasions from 1975, resulting in vandalism, flooding and damage to books; the rifling of teachers desks and filing cabinets smashed. Small amounts of money were stolen in addition to a lot of damage done to school property.

And changes to the local population became apparent through the issue of the need for English Language teaching for immigrant children in 1968 indicating the arrival of Italian families in Bletchley. By 1978, Asian children were beginning to move through the education system, providing further need for interpreters and multi-cultural activities.

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Teachers
The motto for the Bletchley Road Infants School was: "A Live Child in a Live School". In 1909, it employed 7 teachers: 3 certificated (including the headmistress Isabel Walker), 3 un-certificated, 1 supplementary teacher and 1 pupil teacher on apprenticeship. All were women; some would be married, but most were single. Students are called scholars. An un-certificated teacher was permitted to teach 45 children; a certificated teacher could teach a class of 60.

Teachers were encouraged to advance academically, and as children were educated to the age of 7 at the infants school, there was a need to specialize in such areas as physiology with hygiene, geography, chemistry, comparative religion, Biblical history, education, and French.

The life of a teacher was not an easy one. The inference that teachers stayed in 'digs' for example, is given by one teacher requesting to arrive late on a Monday morning as she wished to spend the weekend at home. Also that some teachers are 'delicate', often being ill, thus creating staffing problems: one teacher requested time off for a 'complete rest' after school had been closed for 3 weeks. So no teachers were available to fill-in for absentees. Apart from teaching, the women had to attend to the fires in their classrooms during the cold months, and to help clean the school, repair books, prepare writing materials, scrape and clean plasticine boards, overhaul stocks when school was closed for epidemics. Or they are seconded to other schools in need of staff. They also had to attend lectures about such topics as physical exercises or toy-making on Saturdays. The head teacher commented that teachers who write their reports after school are doing no more work than those who write their reports during the dinner hour (when scholars are not at school). The assistants are also responsible for the tidiness of her cloakroom.

Teachers in 1911 were also expected to fill in report books, make lesson notes, sharpen pencils etc and to do these activities at home in their own time.

North Buckinghamshire Education committee provided teachers with copies of all the rules and regulations of education, and with various educational supplements through the years. In 1912, for example, teachers were supplied with books on the Montessori method of teaching; in 1914 with advice on methods of teaching music. There were occasional teacher conferences in Aylesbury (though no mention of means of transport or whether they have to attend on their own time). And they supervised the pupil teachers, who spent 3 weeks with each teacher in turn, including the head teacher who was responsible for a great deal of teaching as well as examining pupils and various administrative asks.

Teachers had other concerns: in 1913, one involved the qualifications of teachers being recorded in the log books - and the issue of privacy. The head teacher pointed out that the log books were read by HM Inspectors and the managers - and that the information was recorded in Aylesbury also.

By 1916, there was a cut in staff, leading, as the head teacher remarks, to larger classes and less individual attention. By 1919, in the absence of the teacher, 2 older children (from the girls’ school) took the class for a week.

In June 1920, there was a staff meeting to discuss the syllabus; and to assert the need to have continuity of teaching encouraging new teachers in particular to pencil out a year’s work plus revision. Girls’ School - With a new head teacher arriving in 1927, staff meetings occurred more regularly - every three months or so. And in 1927, it is noted that a student teacher in the Girls’ School would be earning £40 a year.

Class size was 40-50 pupils for each teacher; and by 1930, there were 6 teachers with classes of from 30-39 pupils. In 1935, class size varied from 33-46, with 7 teachers including 1 temporary, increasing again in 1937 to 40-46 pupils per class. More emphasis was being placed on specialization, including a class for domestic instruction. However, after one school inspection, it was reported that specialty teachers were not generally trained in that specialty.

Conditions improved gradually: teachers were given 1 hour per week in 1936 for the purpose of marking. And they were given time off to attend special courses, like advanced geography, given in Oxford in 1937. One teacher in 1939 was given a leave of absence for 3 months to attend a course in arts and crafts in Leicester.

In June 1938, the school enrolled boys and girls in a Mixed School, and gained a headmaster and a male deputy head, though largely retaining the women from the previous school. By 1940, a number of male teachers were working at Bletchley Road - and as a consequence of the War, were being called up on active service. In 1941, there are two men and 8 women teachers. There is a small effort to inform teachers about Russia and the United States during 1-day courses in 1941/2.

By 1944, there remain 8 teachers and the headmaster teaching a total of 329 students in classes of 31-49. And in September, a teacher is seconded for a group of pupils considered to be retarded. Some of the teachers through the coming years would be ordered by the N. Bucks Secretary of Education to teach for a limited time as supply teachers at other schools in the North Bucks area.

Leon County Junior School By 1965, the staffing shortage was serious, especially as staff continued to go on special courses - women teachers are often absent caring for sick family members. A teacher for ‘backward’ readers continues to be necessary; and in September 1968, an Immigrant Unit teacher was appointed for the children of Italian parents. Two months later, there was a 1-day course for teachers of Immigrant children in Birmingham.

In 1969, there is a mention of the risk of rubella for pregnant teachers, as one teacher is given full pay and leave of absence after having a contact with rubella. In 1970, the Language Unit sponsored a course on the education of immigrant children for 20 students doing practical work.

Knowles County Middle School: School continued with the reorganization of the school into First and Middle Schools in 1971, while staff meetings continued to discuss future organization, staffing and activities. Boys’ and girls’ activities teachers were appointed while discussions continued on how to record pupils’ progress etc.

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Industrial Action.
This issue comes to dominate the log books from 1969. In November 1969 occurred the first strike by 12 members of staff (10 of them returning in mid December). 3 remaining staff members would report to school as usual. In June 1971, two teachers ‘withdrew their labour’ for the day. In 1973, one teacher is on strike. In 1977, strike action was called with regard to financial cuts for education. 3 teachers remained in the school for the day. By March 1978, the issue of staff being on dinner duty arose: only 7 staff were willing to do it, and 6 of them were members of the NUT which was preparing for action: ‘No supervision until pay claim is resolved’. Thus the decision was made that there would be no school meals served, and students would be able to leave the premises at lunchtime.

‘Another term of discontent’ was noted in the log book on April 1979 over teachers’ pay, and further sanctions against such activities as meal supervision were threatened. Continued refusal by the government to consider changing its policies over pay etc led to the ‘TUC Day of Action’ on May 14, 1980 when 3 members of staff responded to the appeal by the NUT to protest the ‘attacks on the Education service’ by being absent without pay.

By 1985, discontent had increased despite a small (‘unsatisfactory’) pay claim in 1984; and the NUT was ‘ready to take action’. The Chief Education Officer of Buckinghamshire wrote to the headmaster to remind the staff of their contractual conditions of service, which the local NUT branch firmly rejected by letter in February 1985: members would continue to teach, but would no longer take part in any voluntary activities. As a result, the Authority asserted, teachers would not be paid for any time if they went on strike, and fined if they refused to cover for absent colleagues etc. etc.

In June 1985, the NUT ‘escalated’ their action. The government will give no more cash to teachers without a new contract, including appraisal - and set a deadline of mid-July for agreement; which was not forthcoming. In October, the log book records the results of industrial action: ‘closed at lunchtime; clear after school with no recorders, chess club, football etc. No staff meetings, guidelines meetings et al.’ On October 31st occurred a half-day strike by all staff, repeated on December 12th, and again on January 28th 1986.

By June 1986, the action was mostly over, so that school lunches, for example, were again being served. And staff meetings were held once again, as well as teachers organizing and accompanying students on many day outings and extended visits to places of interest.

During the 1980s, parents began to assert their rights to comment on the effects of individual teachers on their children, so that the headmaster begins to act as a mediator.

Greater demands were now being made on staff: many children who would have previously been accommodated at special schools were now being prepared for mainstreaming: partially sighted and hearing, mentally and physically disabled children. In addition their own, activities with the children was being monitored carefully, while there was increasing attention being paid to the needs of the children of immigrants.

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Exams/Tests/Inspections
From the beginning of the log books, testing of pupils in the schools ranked highly whether in-class or to enter the next level of schooling. In each term at the Infants’ School the head teacher would be responsible for testing each class, though it is not clear whether every subject was chosen. In addition, members of His/Her Majesty’s Inspectors visited regularly: no mention is made in the log of whether or not there was a lot of preparation of class material for those visits. Inspections also included medical visits by the local nurse and doctor.

Infants’ School. Because the school year stretched from Easter to Easter, most scholars who were then 7 would be ‘promoted’ to Bletchley Boys or Girls Schools, depending upon their test results. The names of those who were not ready were sent to the local Education Authority, with the reason for their non-promotion (often due to absences from extended illness or family situations). In February 1909, the head teacher tested classes for singing, reading, and memory drawing.

HM Inspectors arrived in June for a short visit: they critiqued not only the student achievement, but also the teaching methods used in the classroom. (Note that there are up to 60 children each class). The following year, in March, HMI returned to Bletchley for three days, giving further suggestions for teachers: it was felt that drawing, recitation, retold stories were presented well, but numbers teaching could improve, and better and brighter pictures were recommended. Also, scholars should be instructed not to use their fingers on the page while reading, after the early stages. HMI also noted the poor state of the urinals in the school.

HMI visits were made in 1912 in July, September, and December; then again in July of 1913, accompanied by a 6-day medical inspection (mornings only) of scholars. The head teacher comments that the two inspections occurring together led to continual disruption. At this time, HMI again critiqued teaching methods; they also recommended the purchase of a piano and that the oblong desks should be replaced by more suitable ones.

The pattern of inspections and testing continued in a similar manner through the following years: in 1920, a member of the Bletchley Road Schools Care Committee is present each day for the medical inspection. At this time, it is also noted that parents would also be present for their children’s medical examinations.

Girls’ School
The emphasis shifts from class testing to individual examinations. The girls would come from the infants at 7 years of age, staying in the girls’ school until they were 14, at which time they would be eligible to take the examination for further education at Wolverton Commercial School, Wolverton Grammar School, or the Cedars School at Leighton Buzzard. A small number of girls would take the scholarship examination in Arithmetic and English each year and if they passed would then take an oral test: in 1928 for example, 3 girls took the oral, and 2 received scholarships. In 1929, two girls received scholarships to Cedars, while 6 girls attended the Commercial school in Wolverton. By 1931, the number of applications for scholarships had increased to 16, 9 of whom moved on to the oral tests. And in October of that year, there was a ‘glowing’ HMI report: “cheerful industry”, “sound and useful though unpretentious training”. HMI recommended that there be improved equipment for geography, history and science; and more dictionaries to be made available in the school.

The applications for further education continued at about the same level, though a pre-scholarship intelligence test for all older pupils was introduced in 1934 when 77 girls sat. The results however were similar: 2 girls gained scholarships, with 6 special places (not noted, though it is assumed that these girls would be given places at the school but have to pay for their education).

Through reorganisation, the school became a Mixed school in 1938 to include the boys, and 16 scholarships were awarded and 10 places made available in 1940 (no mention as to which schools). As a reward for these good results, the whole school was given a holiday on November 1st. This result was repeated in 1941, when 12 scholarships were awarded, and 15 places made available. The school was again rewarded with a day’s holiday on September 26. In 1943, there were 14 scholarships, 28% of those awarded in total, and 5 places, 26% of those awarded, while one evacuee received a scholarship, 1 out of 4. The day holidays also continued as rewards for good results.

In one medical clinic that took place in the girls’ school in 1934, however, the doctor reminded the reader that among the scholarship students were girls who had severe learning difficulties.

HMI inspections also continued through these war years, though their reports have not been made a part of the log book. (Note: The 1944 Education Act came into force in 1945, but this is not mentioned in the log book.)

Leon County Junior School. In November 1965, there is noted a visit from HMI; and in January 1966, the preliminary selection examination involved 136 children; and in March, 35 children sat the 11+ examination with the result that 15 places were made available at the Grammar School. Further pre-selection verbal reasoning tests for 55 children were held on January 24, 1967, and on February 21, a second selection test was given (no results noted). By 1971 selection exams disappear from the record presumably due to the reorganisation of schools into the Comprehensive pattern - also not reported in the log books.

There are occasional specific medical inspections- dental in 1968, educational psychologist visit two children in March 1969. And school medical officers and dentists are noted as visiting in 1972. There are no records of official inspections either of HMI or medical personnel in the Knowles log book after 1973.

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Curriculum
Because the log books tell us of four different levels of schools, the curriculum inevitably varies. The youngest children at the turn of the century would have fewer materials to learn with in comparison with the middle school children of later years. But the emphasis on learning is just as important to the teaching staff.

Infants School. The curriculum for children ranging in age from 3 - 7 consisted of:

1. Reading, taught by the phonic method, with coloured chalks used in word building. Primers and Readers and story books were provided by the school.
   
2. Numbers, Arithmetic and Tables, built up from the Ball frame or scholars’ apparatus (no explanation given)
   
3. Composition: pupils taught to answer in sentences
   
4. Recitation: pupils must
   a) Be able to understand the meaning of what is being said
   b) Their intelligence cultivated
   c) Their memory stimulated
   d) Their elocution encouraged and occasional dialogues take place.
   
5. Singing with daily practice in the upper divisions (5, 6, 7) using the tonic sol-far method.
   
6. Sewing and knitting is taught, with a large hemming stitch being learned at 6 years.
   
7. Drawing: 1. free form taught in mass and outline.
   a) Upper classes use free arm boards (presumably boards placed on the walls around the room).
   b) Lower classes use chalk.
   c) Babies use sand, a brush, plasticine, and observation.
   
8. Expression and memory drawing.
   
9. Nature drawing in coloured chalk.
   
10. Physical education: Swedish exercises, dumbbells, light bells; breathing exercises, dances e.g. maypole dancing, Sir Roger de Coverly etc.
    
11. Kindergarten classes would learn by doing in all subjects.
    
12. 1911: Senior girls are given classes in laundry and housewifery work.
    
13. In 1913, woodwork is being taught on two afternoons a week.
    
14. A further description of classes: the articulation of sounds in reading; reading observation lessons; mental numbers; singing; recitation; storytelling; oral composition, drawing; games; and scripture (this is the first mention in the logbook of religious education).
    
15. In 1918, there was a class in boot-lacing and in 1919, there is an instruction that script should be taught for writing rather than manuscript.
    

Practice:
All infant school classes were 20 minutes long - thus a teacher cannot hear everyone read when there are 58 children in a class. When there are 40 children, ½ a minute can be given to each child for reading aloud.

It is reported that the average time given to the 3 Rs per week is: Literature 7 hours; Writing 2 hours, and Numbers 2 hours.

1912: Application made to the school managers for new musical instruments; the whole school also assembles to practice singing such music as the National Anthem.

The youngest children use plasticine, used on boards, and the children soften the plasticine themselves; when there is no money for new material, oil is kneaded into it to make it usable.

Over the next several years, the log book tells the reader that Physical exercise is to teach rhythm through dancing; that height of buildings etc is assessed through the length of shadows; that knitting and raffia work replaced sewing with calico cloth.

There is also time given to handwork: paperwork, needlework, knitting, raffia work, with the children creating blue bags, iron holders (with handle), dolls’ frocks and hats; wool mats; bags; handkerchief sachets; needlebooks; doll covers; slipper bags; kettleholders; and small and large raffia bags.

Girls School
1927: Subjects taught include drawing; drill; needlework; nature study; copy writing; all English subjects of grammar and composition; and specialties of literature, history and geography. Later are added domestic classes of cookery, laundry and housewifery - where each girl is given a cap and apron. By 1933, 60 girls are meeting 3x a week in these domestic classes.

Music classes are also held: in 1931 a violin class is offered to 12 students. By 1937, the school owns a gramophone, where records are requested from the managers for records for music appreciation. And the head teacher receives copies of ‘Hymns of the Kingdom’ with a tune book.

Handicrafts: The head teacher raised angora rabbits: the girls spun the wool, and knitted up the resulting yarn. The spindles for spinning were made by the boys in the handicraft center, and a spinning wheel obtained. The wool was also used for weaving.

Physical Education: almost every term, there is a report on physical education, with exercises etc being recommended and the students observed - it was considered a very important class, it appears.

At the beginning of World War II, a class on Farms and Farming was held (perhaps reflecting the necessity for increased agricultural production.

Leon Junior School & Knowles County Middle School
The log book now shows a very different kind of curriculum. The school in 1965 has a mixed boys and girls attendance, and other classes are required besides the traditional curriculum; such as a Cycling Road Safety Course, and Road Safety. Road Safety became a competitive activity between all the schools in the district for a number of years. Biology is now taught at the 4th year Junior School level, and the programme developed at the school was demonstrated to 2nd year students of the North Bucks College of Education in 1967.

Physical Education classes are enhanced by swimming lessons at the ‘new’ local swimming pool (noted in 1966) and they are started when the temperature of the water is 61ºF. Music lessons for the violin were begun in 1965; and additional classes for the cello begun in 1973. By 1976, an orchestra with woodwind and cello instruments, recorders, and guitar took part in a carol concert; and music lessons for brass instruments were begun in 1981. Additionally in 1976, a drama advisor for the county organized 6 drama sessions for the 1st year classes.

Meanwhile the population had also changed with the immigration of a number of Italian families. A priest from the Italian Catholic mission began classes in Italian 2xweek in 1968. Later in the year, the Italian Consulate organized classes for the children of Italian immigrants when a child had a grasp of English.

Handicrafts continued to be taught, with arts and crafts displays taking place regularly through the years; the school also owned a kiln for pottery sessions.

Science had become more significant in the curriculum, with Junior Science Days held, and a Science Fair organized with and at Leon Secondary School in 1973.

Unfortunately for this survey, there is no specific curriculum given in the more recent log books to compare with the earlier class programmes - but there is a sense of increasing outside activity occurring in the school.

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A Selection of School Trips since 1965
London:
Science Museum,
Natural History Museum,
Planetarium & Science Museum
London Airport
Transport Museum at Clapham
London Tour eg the Tower of London
Victoria & Albert Museum
Tutankhamun Exhibit
Maritime Museum at Greenwich
Hatfield House
British Museum
&Jesus Christ Superstar’ performance
&Oliver’
School Proms at the Albert Hall

Longer visits to:
County French School in Brittany, France
Bucks School Camp in the Isle of Wight
County Environmental Studies at Wing
Countryside Studies Centre at Lillingstowe Dayrell
Langley Park Env. Studies Centre Camp
Shortenhill Environmental Studies Ctr.
Skiing trip to Chatel, France
Staithes, Yorkshire
Trip to Germany

Local visits: County Museums in Aylesbury, Tring, Central Museum, Northampton (boot and shoe room); Stacey Hill Industrial; Canal Museum.

Community Businesses etc: Farms; Fire Service Station; Police Station; Railway Exhibition in Bletchley; Ivinghoe Water and Wind Mills; Water Board Pumping Station at Foxcote; Milton Keynes Exhibition; Snowe’s Bakery; Ideal Poultry; Ante-Natal Clinic; Leather factory of Messrs. Pebody in Olney; Kembles piano manufacturers; Bucks Water Board plant at Maids Moreton.

Miscellaneous trips: The Woods at Little Brickhill; Children’s Theatre Group; Woburn Abbey Wildlife Park; Bow Brickhill; MK College of Education; Puppet Theatre at Oxford; Leon Comprehensive School; Stantonbury School; Whipsnade Zoo; St. Albans Roman remains; Luton Airport; Arts & Crafts Exhibit at Wilton Hall; Palace Theatre, Watford; Bletchley Library; Repertory Theatre, Northampton; Musical Instrument Exhibit at Wilton Hall; Rural Studies Exhibit at MK Centre; MK Developments; Warwick Castle; Luton Town football Club; Didcot Steam Railway; Day Trip to Boulogne; RSPB Reserve at Sandy, Beds.; the Air Museum at Shuttleworth; Luton Museum.

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Children’s Services
In addition, there is an increasing awareness of social and academic needs of students through the last 40 years or so. The impact of the contemporary world is reflected in the logbooks: Thus more education specialists were being based within the school system: visiting specialists include: Educational psychologists: remedial reading practitioners; hearing counsellors; social service workers; welfare assistants; case conferences and Inter-Agency Group meetings for individual children through the Child Guidance Clinic; handicapped children assistants; Special School workers; Educational therapy Unit; Probation Officers, a Conference on Disruptive Behaviour; a Seminar on Drug Abuse.

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School Managers/Visitors/Board/attendance Officer
Bletchley Road Schools were initially called Board Schools as they were run by a local School Board of Managers of local people answerable to the Buckinghamshire Board of Education. It appears that the many visitors who frequently visited the Infant School (among them Lady Leon) checked the attendance record given by the head teacher, and the need for improvements to the building as well as noting suggestions from the staff. There was also a local Care Committee, with members also from the local community, usually including the local vicar. (There is no indication whether or not the Care Committee members were the same as official Visitors, though on one occasion they noted that more frequent medical inspections of the children were required.) They noted and signed each visit in the log-book.

In 1941, Managers noted in the Girls’ School log-book after the upheavals caused by the war and the appearance of evacuees in Bletchley that they are “much impressed by the atmosphere of cheerfulness and the efforts made by the staff to make school life a thing of joy”.

By 1965, the visits by the School Managers had become much less frequent, usually once a term; and by 1980, the Board virtually disappears from the record - there is one record of them in their new guise as School Governors.

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Head Teachers
Head teachers at the schools in Bletchley Road were dedicated teachers, and tended to stay in post for a number of years: the longest serving was Mrs Noble of the Bletchley Road Infants School who served for 27 years. Their contributions to the log books in the early years were largely comments about the weather, pupil attendance, teaching staff, and their attempts to keep up with the curriculum requirements legislated by the various Education Committees; issues already covered in previous links. The head teacher was also a teacher, being responsible for a particular class. As instructed, very few personal comments about school difficulties made their way into print although there were occasional notes; needed building improvements would be noted by the visitor/managers. And H.M.Inspection reports were quoted in full for the record.

Gradually the reader sees the influence of the needs of teachers being felt- for example the final provision of a room put aside specifically for the teaching staff in the 1930s at the Girls’ School. And also the need for smaller classes with the additional requirement for more teachers. There would be no substitute teachers at the infant school; occasionally pupils from the girls’ senior school would be running the classes of the younger children - something the head teacher would regret.

Through the expansion of programmes at the schools the reader can see the influence of the head teacher, his or her cooperation with members of staff, and the education requirements by local or national Education Committees. Thus by the 1960s there is an expansion of outside visits: environmental concerns, trips abroad or local business visits; and then the beginning of contemporary concerns such as sex education, cultural differences among the students, or learning problems diagnosed by professionals, and help offered to individual pupils.
In the 1980s, one of the major concerns of the head teacher is the labour relations issue with the teachers, well covered in the log book.

The impact of the world outside the school is sketchily covered by head teachers overall. The beginning of the First World War for example is not mentioned: it can only be inferred from later references to money being gathered by pupils for various service organizations. And the influenza pandemic following WWI does not appear to have afflicted the children in 1919 especially. There is quite a strong drive to involve students in some form of community action, whether raising money for local and national charities, or performing drama, concerts or selling their handicrafts on behalf of the school or community activities. This aspect of school activity has to be part of the head teachers’ personal concern that pupils feel themselves to be a part of the local community. And gives the local community an opportunity to be a part of their children’s education. This aspect of education was also evident by the 1980s when some of the parents begin to assert their personal view of teacher/student relations in ways not noted before in the log books, and head teachers then become mediators.

In many ways, the log books indicate that the requirements and school life in education have not changed a great deal through the twentieth century in the schools on Bletchley Road/Queensway. More awareness and community help for needy students perhaps, indicating the impact of the outside world on the school; a greater provision for ongoing specialized teacher education; or more parent involvement in their children’s education along with scarcer parent involvement in providing schoolwide activities. But the central concerns of the schools remain the same: providing as good an education for all students as is possible.

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