Education

How has technology changed your job?

Daily writing prompt
How has technology changed your job?
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How has technology changed your job?

I suppose I must begin by saying that, having retired fifteen years ago, I no longer have a job. So, Technology has not changed my job at all. However, when I was actually working full time, technology made an enormous impact on my work.

Keeping up with the Jones’s! I travelled to Oaxaca, Mexico, on a faculty exchange program in 1995 and was astonished to find that the Escuela de Idiomas of UABJO, had better computer and technology features than I did in my home university. I was way behind the Oaxacans in what I taught and how to deliver it. How to catch up, that was the question!

In 1996, I started a Multi-Media Certificate at the University of New Brunswick, completing it in 1999. As a result of this certificate, my beloved and I built our first web pages and produced our first Quevedo Online Bibliography. This also enabled me to start teaching a course entitled Mexico Online. This course took place in the university’s computer laboratory and, instead of requiring written papers, it asked the students to create their own web pages and to do their own online research.

This was the first step into the brave new world of WebCT, Blackboard, and the many other web platforms that rapidly became available, often at great cost to the student. Student costs – well, they skyrocketed. So, I did my best to cut them down. Texts, especially literary texts, in online format, for free. A formal course outline, online, discussed with the students each term, and changed in accordance with each class’s particular needs. This guaranteed that teaching and learning were both flexible, and did not become bogged down by the trap of the one course, set “in electronic stone” for all eternity. This is a trap into which far too many teachers fall. The everlasting course, as it was in the beginning, is now, and ever shall be, taught without further changes and with no end, amen. No thought, no development, and knowledge a static state.

But technology also changed the teaching environment. We began with the static classroom with rows and rows of desks looking down on the stage where the professors, at the podium, performed their annual circus acts of passing knowledge from their notes to the students’ notes, without it passing through anybody’s head, as my first prof in my first university once told the class.

Then we moved to the chairs and tables classroom, where the professors could, if they chose, wander among the students, get to know them by their names, and create a dynamic small group teaching environment in which each individual received increased professorial attention if and when needed.

Enter Technology. The Computer screen replaced the black, green, white board (I have scrawled with chalk and marker pens on all of them). Classrooms became fixed spaces again. And the computer program doubled with, or replaced, the formal lecture. Static knowledge delivered to stationary students sitting and passively watching.

They were called smart classrooms. My favorite moment of the day? When I stood up and asked the class if this was indeed a smart classroom. Yes sir, they always replied. I would tap on the wall and ask the wall – “What’s two plus two?” The class would wait and wait. No answer. I would ask again. No answer. “Not such a smart classroom, then,” I would tell them.

Technology is great, as a tool for genuine teaching and learning. But it brings problems with it, as we are beginning to find out. Brainwashing, false information, erroneous material that misleads, quite often deliberately … Quis custodiet ipsos custodies? Who shall police the police? Who shall program the programmers? Perhaps the Romans, all that time ago, had it right. Caveat emptor – buyer beware.

Tell us about your first day at something — school

Daily writing prompt
Tell us about your first day at something — school, work, as a parent, etc.
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Tell us about your first day at something — school

My father held my hand all the way to the convent. I wiggled, squirmed, dug in my heels, but it did me no good. Too firm, his grip, too determined his grim, muscled chin. When we arrived, he dragged me up the gravel path leading to the stark, red-brick building, and jangled the bell that hung from an iron clasp. He kept a tight hold of my hand as the bell’s echoes faded away into the interior corridors. A tapping of feet, and the wooden door opened just enough to let a small, four-year old boy in. My father pushed me through that gap. I turned to wave good-bye, only to see his back as he walked rapidly down the drive.
            “Come along, child, we’ve been expecting you,” a figure in flowing black robes with a white wimple framing her face emerged from the shadows.     The nun closed the door and banished the sunlight. “Welcome,” she said. “Wipe your feet.”
            “It’s not raining. My shoes are clean.”
            “When you enter this convent, you do as you are told. Wipe your feet. Blow your nose and dry your eyes. You should be ashamed: crying at your age.”
            A rough brown coconut mat lay by the door. I stood on it and moved my feet backwards and forwards, sniveling as I did so.
            “Now follow me.”
            The nun walked down the shadowy corridor, her leather sandals flip-flapping against the polished wood floor. The scent from the highly waxed boards rose up and flooded my nostrils. I looked down to see my face distorted by the floor’s polished woodgrains.
            We approached a classroom from which a babble of young voices echoed down the corridor. The nun opened the door and all chatter stopped. She led me to an empty seat on a wooden bench and there I sat. The nun went to the teacher’s desk in front of the class.
            “Class: you will all stand. I ordered you to be silent in my absence. You were talking when I opened the door. Who started the talking?”
            My new classmates stared silently at their feet.
            “I heard voices, many voices. Who started talking? Was it you? You? You?” She stabbed her finger at the class. Nobody said a word and nobody moved. “Will someone tell me who was the first to disobey my orders?”
            Silence.
            “Then I shall punish you all. You will kneel on the floor. You will raise your arms to shoulder height. Like this.” The nun imitated the arms of Christ as he hung from the Cross. “You will recite ten Hail Mary’s,” she turned to me. “Your new classmate will count them. His name will now be Joseph, a good Catholic name that will help him establish his convent identity. Joseph: you may stand, not kneel. Class, begin.”
            The piping of shrill voices chorusing a prayer filled the room.

I looked at the girls as they knelt there, arms out, all dressed alike, and I realized that I was the only boy in this particular class.

Have you ever performed on stage or given a speech?

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Have you ever performed on stage or given a speech?
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Have you ever performed on stage or given a speech?
I began teaching in 1966 and continued until 2009. In those 43 years of academia, I performed on stage almost every day and gave speeches at least once or twice per class. I began as a top down teacher – I had all the knowledge, and I shared it with the individuals in the class room who had oh-so-much-less knowledge than me.

One morning, later in my career, I looked at myself when I was shaving. I looked deep into my own eyes and asked myself the vital question – “What are you teaching?” I looked at myself, razor in had. My mind was as blank as the look on my face, covered as it was with shaving soap. Then I awoke to a new world – I was not teaching a subject, I was teaching people, real, live human beings who were searching for knowledge, real knowledge, not just book knowledge.

Up until that point I had looked upon teaching in the same way as most of my colleagues did, filling empty heads with knowledge. As one of my old professors, in my first university back in the UK, once told us, after a senate house lunch swilled down with expensive sherry – “Knowledge is that which passes from my notes to your notes without ever passing through anybody’s head.”

That was the day I got down off the stage. I stopped giving speeches – aka lectures – and I asked the people in my class what they wanted to know. The answers surprised me. That was the day I began my teaching career, my real career, teaching people to become better learners, self-teachers, and hence better people. I stopped teaching my subject, and started teaching my students. I taught them how to teach themselves, how to assess the teaching material they were using, how to express themselves verbally and in writing, how to think critically for themselves, how to question everything, including me.

In short, I no longer taught them. I introduced them to Chaos Theory, how to teach themselves, how to assess their own work, how to develop the skills necessary for life-long learning, and how to love the pursuit of knowledge, for its own sake and for their own self-development.

The day I made that decision, I left the stage, retired as an actor and a speech maker, and became a teacher, a real, live teacher, of real, live human beings. It was one of the best days of my life. When I meet my former students, I realize that the stones I cast that day are still rippling round the universal pond of knowledge. Long may those ripples continue to enrich the world of teaching and learning.

Who is the most famous or infamous person you have ever met?

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Who is the most famous or infamous person you have ever met?
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Who is the most famous or infamous person you have ever met?

First, some definitions. What exactly does ‘met’ mean? I met you yesterday, for example. How long was the meeting? A nod and a passing of ships in the night? A stop and a handshake and a brief conversation? Or a genuine meeting of minds when people know each other reasonably well and can be considered ‘friends’? Infamous – that is relatively simple. Meanings, in my quick check, include – well known for some bad quality or deed, eg an infamous war criminal. Well, I have certainly never met any of those, not that I am aware of anyway. What does famous mean? Here’s one definition – famous implies little more than the fact of being, sometimes briefly, widely and popularly known. How wide is widely? How popular is popularly? Never mind. Let’s give it a go.

Brief encounters – I met several famous people briefly. Gento, from Santander, the Real Madrid soccer player and possibly the best winger of his time. John Charles, the Welsh soccer player, born in Swansea, and a good friend of my father. I met him once, briefly, in a Cardiff Street and my father presented me to him. Federico Bahamontes, the first Spanish cyclist to win the Tour de France. I met him, very briefly indeed, outside his bicycle shop in Toledo.

Longer encounters – these include the Spanish poet, Jose Hierro, who taught me Spanish, over three summers, in Santander at the UIMP. I also met Jose Manuel Blecua at that university and he introduced me to the poetry of Francisco de Quevedo. At the University of Toronto I had the good fortune to take courses from Erich von Richthofen, Geoffrey Stagg, Keith Ellis, J. H. Parker, and Diego Marin, each of them famous in their own way, with excellent academic reputations and publications. At Bristol University, I briefly met Jorge Luis Borges, whom I met again at the U. of T. a couple of years later. Academia and literature formed a happy blend in which to meet people who were famous within their own fields.

The same is true of the sporting life. While enjoying Cross-country running at Bristol University and while running for Bristol Athletic Club, I met Martin Hyman, Basil Heatley, Eddie Strong, John Boulter, and several other athletes of international renown. The same thing with rugby. Names that I can drop include Don Rutherford, Full Back for England and the British Lions, with whom I took a coaching course at Bisham Abbey. Welsh rugby personalities that spring to mind include Ray Williams, Billy Hullin, ‘Buck Rogers’, and several other luminaries of whom Alun Priday, Dai Watkins, and Elwyn Williams spring to mind.

But does any of this matter? I remember going to a poetry reading in Avila, Spain. This is what happened after the reading.

After the Reading

Many names were dropped and lay scattered on the floor.
Some of them broke. Others bounced back to their feet
and walked around stiffly, smiling unhappily.

Sugar and saccharine, unnamable sweetness, honeydew melon,
all lay on the ground, with empty shells, hollow metaphors,
accumulated clichés, vague imagery, the blanched bones of poets
that once wore life’s armour of grammar and blood.

When the cleaner came, she summoned a broom
and it swept away the remains:
dust without love, cigarettes butts and smoke,
nothing and nothingness, emptiness, empty nests, shadows of dreams,
living words, dead, now lying in a common grave.

The meaning of meaning – meeting and knowing, famous and infamous, names pulled from a hat like a rabbit and then dropped to the ground where they prick up their ears and scamper away. Yes, I have (briefly) met several famous people. But I know only a few really well. Sometimes, I wonder if I ever really met them, or knew them, and then I ask myself, did any of them know me, or remember me at all? Maybe that should be the larger question!

Fake News!

Fake News!

A long time ago, wrapped in the stifling chrysalis of academia, a friend of mine tried to flutter her wings by making a joke at a very serious conference. She was delivering a paper on one of my favorite Spanish poets, in which she examined the sundry variants of a sonnet that the poet first wrote in 1603, then re-wrote in 1613, revised again in 1627-28, and revised a couple more times before its final revision in 1643, about two years before his death (1645).

At the end of her paper, she was caught off-balance when faced by an apparently serious question from the audience “Did the poet make any more revisions after 1645?” In an effort at humor, she replied, “Well, actually, no. But when they were carrying his body to the church for the funeral, he popped his head out of the coffin and proclaimed in a loud voice ‘Hell, no, I won’t go. I haven’t finished revising the poem yet.’”

This off-hand academic pseudo-joke was greeted with a babble of excited voices and an elderly fellow scholar clapped his hands, exclaimed “Wonderful!” and, in the ensuing silence, asked her what documentary evidence she had for this astonishing revelation, hitherto unknown to the academic world. If she was off-balance before, she was clearly reeling at this stage: a punch-drunk amateur academic swaying before the hypnotic fists of Dr. Muhamad Ali. She smiled sweetly, said she would produce the proper evidence at the appropriate time, and left the podium.

Later, sharing drinky-poos with the some fellow scholars, I listened to her as she made excuses for her strange sense of humor and I smiled as she explained the situation to them. They were not amused. “You, madam, are an acknowledged expert in your field,” one of them told her. “Your fellow academics trust you and believe you when you make such statements. You must be very careful about what you say.”

Fake news, indeed!

Now I must make an apology on my own behalf. Alas, if you read one of the blog items I posted recently, you might be puzzled by the Gazunda tree. I am forced to admit there is no such thing, to the best of my knowledge, as a Gazunda tree, not in the main square in Oaxaca, nor anywhere else in the world. Of course, when it rains people have been known to go under certain trees to use them as an umbrella and thus to take shelter from the rain, but this is the full extent of the origin of the name: the tourist or the golfer or the walker or whatever goes under (say it fast — Gazunda) the tree when it rains. There is nothing more to the Gazunda tree than that little joke.

And this brings us to a really serious series of questions: how do we know things are true? How do we establish the truth of a statement? Why do we believe some people and not others, some facts and not others? How do we choose between a series of alternate truths all of them presented as factual realities when, in actual fact, not all of them are true? This leads us on to the basic foundations on which our knowledge is built: how do we distinguish between scientifically established facts, and hearsay, and gossip if we are ignorant of basic scientific knowledge and principles?

To this we must add the triple increases that threaten us. These are (1) the increase in the availability of real scientific knowledge that bombards us every day with fresh facts and new information; (2) the increase in sources of information and the easy access to those sources; (3) the fact that many of these sources, far too many in my opinion, present us with a fictional or heavily biased version of a pseudo- or alternate truth. And yes, in light of telling the truth, the whole truth, and nothing but the truth, we are indeed entitled to question the existence and indeed the very meaning of these words: truth and alternate truths.

Such questioning is present in the writings of some of the early-modern philosophers. This is exemplified in the following passage that comes, I think, from René Descartes:

“There is no earth, no heaven, no extended body, no magnitude, no place and that nonetheless I perceive these things and they seem good to me. And this is the most harrowing possibility of all, that our world is commanded by a deity who deceives humanity and we cannot avoid being misled for there may be systematic deception and then all is lost. And even the most reliable information is dubious, for we may be faced with an evil genius who is deceiving us and then there can be no reassurance in the foundations of our knowledge.”

“There can be no reassurance in the foundations of our knowledge.” These are chilling words and present us with the unfortunate fact that unless we ourselves, each one of us, to the best of our abilities search out the absolute truth about all we hear, say, and do, we are indeed lost and we must wander in the dark with no light to guide us. ‘A sad life this, when beneath the axe, we have no time to check our facts.’ 

Name the most expensive personal item you’ve ever purchased (not your home or car).

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Name the most expensive personal item you’ve ever purchased (not your home or car).
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Name the most expensive personal item you’ve ever purchased (not your home or car).

I began by checking the meaning of item and found the following – an individual article or unit, especially one that is part of a list, collection, or set. Then I started to think about the meaning of meaning. Is an education an item? Is it an individual unit? Can it be considered part of a list, collection, or set? Let’s put it this way – I started school when I was four years old. I continued until I was 18. Along the way I collected many items of knowledge and many certificates to prove it. Then I went to Paris for a year to perfect my French – now that was an expensive adventure, I can assure you of that. Next came Santander, Spain, for a whole summer, to do for my Spanish what Paris had done for my French. I guess I didn’t really pay for these items, as my parents did, though I helped a little, with odd jobs here and there.

These adventures were followed by 3 years of undergraduate studies. They were covered in part by my local government authority, for which I am eternally grateful, also by my parents, and then I too assisted, again with odd jobs and summer work. Next came graduate school, at the University of Toronto. This was financed by my earnings as a Teaching Assistant and then a Teaching Fellow. My beloved and I got married in Canada, and she found work and also assisted with graduate school and the general cost of living. Assisted? She carried me along when the work load grew too heavy.

Then there was a Canada Council Doctoral Fellowship that helped finance two more years of study in Santander, Spain, where I completed manuscript research at the Biblioteca Menendez y Pelayo. This was followed by my first job, as a lecturer, at the University of New Brunswick, Canada. I taught full-time while completing my doctorate, but my education did not stop there.

I pursued coaching certificates with the National Coaching Certification Program of Canada and soon related coaching methods to in-class teaching methods. This revolutionized my teaching. As did a Certificate in Multi-Media Studies (at UNB), followed by courses in Digital Film and Video. Then came a Teaching Certificate from IATHE – the Institute for the Advancement of Teaching in Higher Education (based in Ottawa, but no longer extant). My Certification process was topped off by a Certificate in Creative Writing from Humber College, Toronto.

All of these degrees and certificates cost money. All contributed to the list of items that go together to form my education. But a personal education, in the meaning I give to the word, goes way beyond an accumulation of certificates. It is a life -long process of growth, personal development, and understanding, of reaching out to other human beings and helping them to create their own lives and their own paths to life-long learning.

Has this been expensive? You bet it has. But its worth is priceless compared to remaining static and enmired in a past knowledge that never develops and never grows, as sometimes – I might even write ‘often’ – happens when learning stops with the acquisition of the Ph.D.

When asked what I teach, my reply is always the same – “People, real, live people.” And that is something that I continue to do whenever and wherever I can. “To know the cost of everything and the value of nothing” – I scarcely remember – nor do I care to know – what cost I paid for each step along a road along which I am still travelling. But I do know and totally appreciate the value of the continuing education that I working so hard to buy.

What was your favorite subject in school?

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What was your favorite subject in school?
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What was your favorite subject in school?

I never had one. I hated every school I attended with a passion. I hardly passed an examination during my school days and I remember, in Mathematics, dropping from Level I, to Level II, to Level III. I failed the first exam in Level III and earned this comment on my school report “Now I know why he descended to Level III.” I still have those school reports, incidentally, complete with the signatures of the Masters of my – limited, very limited – universe. How I appreciated Pink Floyd’s The Wall, when I first heard it. “We don’t need no education, we don’t need no thought control, no dark sarcasm in the classroom, hey, teacher, leave those kids alone. You’re just another brick in the wall.” And yes, I built walls around me, many of them. But I survived.

Another comment from that report: “He has read widely and indiscriminately – I do hope it has done him some good.” That reading included the complete works of Jean-Paul Sartre and Albert Camus, lots of Andre Gide, the theatre of Jean Anouilh – some of which I saw live in Paris -, an immersion in the Existentialist philosophical movement, the complete plays of Corneille, Moliere, Racine, Beaumarchais, a variety of French Poets, including Apollinaire and Jacques Prevert, a selection of Spanish poets, novelists, and playwrights, and a series of modern-(ish) British poets, including John Manley Hopkins, Wilfred Owen, Dylan Thomas, Vernon Watkins, and ‘indiscriminate others’! I wrote a great deal of poetry at that time, some of it in imitation of Francois Villon and Gilbert Chesterton (of whom I read many works as well).

Alas, my enthusiasm was not appreciated, especially as I scorned many of the texts that I was forced to read for my examinations. I should add I also scorned the limited, authoritarian interpretations of them that were forced upon us. The slavish imitation of ‘teacher’s remarks’ gained an A+. Any attempt to think outside the authoritarian boxes built oh so carefully for us, earned an F-.

But, if I had to choose one subject, it would be Myself. Protecting that self, developing that sense of self, growing into myself, understanding myself, and finally, having left those schools, those ideas, and that country far, far behind me, becoming the self that I am – and have always wanted to be. “What do you want to be when you grow up?” “I just want to be me.” And I am, thank heavens. And it’s a good job too, for, as Oscar Wilde once said “Everyone else is taken.”

What are you most proud of in your life?

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What are you most proud of in your life?
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What are you most proud of in your life?

The young lady in the photograph above. We met, at a boarding school dance, in England, when we were both seventeen years old. We have been together ever since. Why am I so proud of her? Let me count the ways.

When she discovered my love of Spain and the Spanish language, she took time out from her own career in order to learn Spanish. When I asked her why she was learning the language, she replied ‘because if I am going to be with you, I want to share your life, and that means loving the things you love.’ We became engaged in Santander, Spain, on her 21st birthday. Then, the following year, when I received an offer to study and teach at the University of Toronto, she promised me that if I called her, she would come out and join me.

I called her as a Thanksgiving Gift from my Canadian family. She packed up her clothes and her career, bought a wedding dress, and travelled to Toronto that December. We got married on Christmas Eve. We had very little money. We didn’t have a wedding photographer. Nor did we have a honeymoon. I guess we never needed one. We had just enough money put by to last us until the end of January. So, First week of the New Year, she set out in search of a job. A qualified Diagnostic Radiographer, she was hired by the Doctor’s Hospital in Toronto, and she financed my graduate studies for the next three years.

Our next adventure was a Canada Council (as it was back then) Doctoral Fellowship that took us back to Spain where I completed the research for my thesis at the local library, with its trove of manuscript documents. We returned to Canada after two years, and took up residence in Fredericton, New Brunswick, where we still live. Her adventurous life led her to a certificate in accountancy, taken via a correspondence course. Then, she presented me with our daughter. We bought an American Cocker Spaniel and she started showing and grooming dogs, becoming Show Secretary of the Fredericton Kennel Club. She trained and groomed two Canadian Champions, an ASCOB (Willy) and a Parti-color (Smudge).

Our daughter decided she wanted to be a gymnast. Parents were requested to ‘get involved’ with the local club and my beloved became a gymnastics judge. She rose in the gym circles and became first provincial judging chairperson and then a nationally qualified judge, officiating at the National Gymnastics Championships and also at the Jeux du Canada Games.

She travelled with me to Oaxaca, Mexico, and fell in love with the Pre-Colombian Mexican Codices that we found there in abundance. She studied them carefully and then taught me all about them. I, in my turn, introduced them to my own students. When I took my first Multi-Media Courses at the University of New Brunswick, she followed them with me. The result was two-fold – our first web page which she built with with HTML, no templates in those early days, followed by our online Quevedo Bibliography. This, about ten years later, morphed into the online searchable data base that she built with the assistance of the technicians at the Digital Library in Harriet Irving Library.

Now, we are growing old together – such sweet sorrow. this Christmas we will celebrate 57 years of marriage. And yes, my beloved is still my most valuable Christmas present – and the person of whom I am most proud. I remember the old Worthington beer advertisement. “Behind every good man, there’s a good woman.” The cartoon shows a lady carrying a bottle of Worthington.

My beloved has stood behind me all my life. She has carried for me, not a bottle of Worthington, but the burden of assisting, helping, encouraging, supporting, carrying the load when it became too heavy for me. She has been a silent partner in so many ways, but one without whom I would be nothing.

If you had a million dollars to give away, who would you give it to?

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If you had a million dollars to give away, who would you give it to?
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If you had a million dollars to give away, who would you give it to?

The key word here is “who”. Who suggests an individual – children (just choose one and make the rest jealous), grandchildren (copy the above), a friend (wow, that would make the family happy). So, let us choose another set of words – If you had a million dollars to give away – what would you do with it? Now that’s a better question.

Look at the painting above. Bas Bleu was the name given to French women intellectuals who often wore dark blue stockings to show their difference. But check out Moo’s bas bleu – she has blue stockings, but not shoes. No shoes is a sign of poverty (or extreme holiness). I’ll go for the former. I would give that bas bleu and all her colleagues and lookalikes a chance at some security and a more secure intellectual future.

How? I would set up a needs-based scholarship fund for female students with special needs – indigenous women from the first nations, single mothers who need help, support, and encouragement, older women returning to the university, some of them with little or no financial support. This, I believe, is one of the most important things we need to do to improve our university system. A million dollars at invested at 5% would return $50,000 a year. That would provide five scholarships at $10,000 for five financially deserving women.

Can it be done? Of course it can. I know. I have already set the wheels in motion for such a fund to be established when my beloved and I have had our last twitch and fallen off the perch. Alas, the sum invested is a lot less than $1,000,000. I wish I had more to give. But every good thought counts and every dollar, to a person in need, is a step along the way.

What TV shows did you watch as a kid?

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What TV shows did you watch as a kid?
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What TV shows did you watch as a kid?

Well, first of all I want to define the age group that outlines the meaning of ‘kid’. Here’s one definition: What age range is a kid? Children (1 year through 12 years) Adolescents (13 years through 17 years. They may also be referred to as teenagers depending on the context.) If we start with the 1-12 year old age group, then I can safely say I had no favorite TV shows as a kid, quite simply because during those years, we didn’t have a TV. Ipso facto, not having a TV, I couldn’t watch one.

That said, our first family TV was bought by my maternal grandfather in June, 1953. It was very small, black and white, very grainy, and was the only one on the street where he lived. I remember all of us crowing into the sacred room where the TV stood and watching the Coronation of Queen Elizabeth II. I was 9 years old at the time. I don’t remember much about the Coronation, but it was my first TV show.

Early TV. In the beginning, there were black and white sets. The BBC had only one channel. It came on from 12 noon until 1:30 or 2:00 pm, then shut off until 5:00 pm when it opened for evening programming until 9:30 pm or 10. I was safely tucked into my bed by then. And since I visited my grandparents at odd times, I rarely saw any TV shows. I do remember Sooty, a hand puppet, hitting Harry Corbett, the puppet-master, with a hammer (!), and I have vague visions of Muffin the Mule, a string puppet, dancing on a piano.

By the age of nine, I had been removed from my first boarding school and was attending my second. There were no television sets in boarding schools in those days. So, guess what? There were no favorite programs. In the holidays, with both parents working, to make enough money to send me to boarding school, as they so frequently told me, I often spent time with aunts and uncles (no TV) or with my paternal grandmother (no TV). The bungalow was our favorite summer residence, and that didn’t even have running water or electricity, let alone a TV set. It had one radio, an item of religious importance, that ran off a battery, and was for the sole use of my uncle. It sat on a high shelf and was untouchable. One bungalow in the bungalow field actually had a telephone, and that was only used for emergencies.

So, in the age group I am writing about, age 1-12, I rarely, if ever, saw a TV set and I certainly had no favorite programs. Radio programs, yes. But that is a different story, one that tells of a single radio in the dormitory, to the sound of which, eight or ten or twelve boys, in rows of beds, fell asleep to the sound of music. It also tells of prowling masters who would enter the dorms and switch the radios off. I will not go into the horrors of boarding school life during those formative years. I have done that elsewhere. But the shows that I remember were all true life horror shows where real flesh and blood, in the 6-12 age group, suffered appallingly, at the hands of older boys and brutal masters. But those shows, and I remember them well, were never seen on TV and were denied vehemently by the perpetrators, boys who had been bullied in their turn, and masters who claimed they were only doing their duty and making men of us. Men, indeed, and an adulthood that I, among many others, never wanted to enter.