millfield windmill issue4
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Millfield WindmillTRANSCRIPT
S U M M E R 2 0 1 0
WI ND M IL L
T h e
STAFF PROFILEJEREMY HALLOWS
STAFF PROFILEJEREMY HALLOWS
FOCUS ONMILLFIELD SWIMMING
SCHOLARSHIPS ABROADTHE MILLFIELD VOICE
WORLEY HILL
FOCUS ONMILLFIELD SWIMMING
SCHOLARSHIPS ABROADTHE MILLFIELD VOICE
WORLEY HILL
S C H O O L M A G A Z I N E
75TH ANNIVERSARY
EDITIONPHOTOS ‘FROM THE ARCHIVE’FORMER HEADS’ REFLECTIONS
THOUGHTS: PRESENT DAY MILLFIELD
75TH ANNIVERSARY
EDITIONPHOTOS ‘FROM THE ARCHIVE’FORMER HEADS’ REFLECTIONS
THOUGHTS: PRESENT DAY MILLFIELD
1The Windmill Summer 2010
Contents
2 On Being MillfieldCraig Considine
6 The Draw of the USKate Rance
10 Staff Profile: Jeremy Hallows Hayley Thompson
12 Millfield Swimming: Happiness is Swimming Fast!Jolyon Finck
14 The Millfield Voice Mick Day
16 From the ArchiveDick Shilton
Jill Wallis
18 Why Millfield Has Succeeded: 75 Years of Rapid ProgressPeter Johnson
19 “You have to be adventurous here and launch out”Christopher Martin
20 Some Impressions of Millfield Brian Gaskell
21 House Profiles: Kingweston,Martins & Mill HouseHayley Thompson
24 Pupil Art GallerySarah Key
25 Outstanding Pupil WorkMegan Owens
Meghan Griffiths
Olivia Colthurst
Pandora Yates
27 Thoughts About Present Day MillfieldVarious
31 Worley Hill: A Rite of Passage for Year 9 PupilsHayley Thompson
33 An Interview with BossStephanie Jenkins
Leonard Lewis
t is hard to believe that we have
reached the end of another academic
year. For 75 years Millfield pupils have
been walking these beautiful grounds and
watching the campus expand – a new
academic building here, an additional
sporting facility there – step by step.
I feel privileged, along with others, to have
studied here as a pupil and returned as
staff. It is a remarkable perspective to have.
You know the school has changed, you can see many of the changes, even over
a short period of time. However, on occasion you find yourself saying ‘some things
never change!’ You see a spontaneous football match start up or a Frisbee take
to the sky on a sunny afternoon; pupils raise their hands to take on another
extracurricular commitment when really they have so many already; or a crowd
gather at the athletics track to show support for the Millfield team, cheering as
proudly and exuberantly as ever!
In this issue, we continue to explore many aspects of school life. Why is it that
Millfield students find happiness in swimming fast? How does The Millfield Voice
act as a platform for student expression? What is it about the individual boarding
and day houses that differentiate them? The answers to these questions and
many more can be found within these pages. In addition, we get a glimpse of
what it would have been like to be on campus in the early days with photos
sourced from the archive and memories from former Headmasters. Many
thanks to all those who have contributed articles, images and quotes. They
make for a vibrant and interesting issue – enjoy!
Hayley Thompson
We would love to hear from you if you have any comments or suggestions.
Please contact us on: [email protected]
Message froM The eDITor
I
Above: 1960s class photo
2 The Windmill Summer 2010
By Craig Considine Headmaster
On Being Millfield
It is full of interesting vignettes of Milllfield life
from 1935-2007. The book closes with a
sonnet written by Tom Wheare, Headmaster
of Bryanston, who upon admission of Millfield
to the Headmasters’ and Headmistresses’
Conference (HMC) wrote:
My heart leaps up as I explore your school.
It is a glorious place where children may
Lead lives in which achievement is the rule:
Loved, guided, they make progress every day.
From Boss’s first adventures until now
It’s offered education of the best:
Excluding none from courses that allow
Low-fliers to feel cherished with the rest.
Do other schools appreciate how much
Is possible for those in such a place?
Not just the pupils but the staff can touch
Heights that could be described as states
of grace.
My sonnet sounds admiring hymns of praise.
Chris, here’s a school worth serving all
your days.
A diamond anniversary is certainly something
to celebrate; the 75 years of education and
life at Millfield have been as multi-faceted as
any precious stone. Daniel Defoe wrote that
“The soul is placed in the body like a rough
diamond, and must be polished, or the lustre
of it will never appear.” Perhaps this best
describes so many Millfieldian experiences.
This quote would resonate loudly with
many of the OMs that I have met in the
last two years. The ‘polishing’ takes place
in many different areas of school life. It is
worth reflecting on some of these key areas
to examine how Millfield continues to evolve
as it polishes each facet of a Millfieldian soul.
Recent developments have brought about
a significant change to Millfield and the
way that pupils interact. The fact that
the school accommodates 950 boarders
with 800 living on site has changed the
experience of boarding at Millfield enormously.
Those that put pen to paper often refer back
to their boarding houses away from campus,
the staff who looked after them and the
experiences they had. The experience at
Kingweston, St Anne’s and Walton remain
similar to that. All other boarders, however,
now share much in common – as they live on
campus – and the pulse of community,
therefore, runs strongly though the veins of
young Millfieldians.
Above: Studying in the library (1980s)
Millfield circa 2010 will understandably be a very different place
to 1935 when Boss Meyer envisioned our amazing school in
sleepy Somerset. Governors, tutors, pupils and the broader
Millfield community have formed a remarkable environment that
we enjoy daily. We develop our current understanding of the
school’s history by relying on key storytellers. One such source of
the life and times of Millfield is Christopher Martin’s excellent
book, ‘A School for All Seasons’.
3The Windmill Summer 2010
Millfield has always been about nurturing
individuals to help them fulfil their potential
and emerge with more maturity. We aim to
provide a blend of self-discovery and common
experiences that are constructed to challenge
each individual pupil to be the best they can
possibly be, presenting them with unlimited
opportunities for their development. With this
in mind, this year has seen the development
of a number of programmes within the school:
The Year 9 Programme
“I see that it was inevitable that the Millfield
experiences were harrowing for the likes of
me. It was a shock to be cast away for twelve
weeks at a time in the company of my peers,
young boys, mostly as raw and unused to
community life as I was myself.”
John Miskin (1941-1946)
Boarding life is far less Spartan than it was in
1941. The boarding houses are well equipped
and pupils have all modern conveniences.
But what of the attitudes of young people
towards each other and the psychology of
social integration when young people are
placed? Though John Miskin’s reflections do
not conjure Golding-esque images of Ralph
and Piggy around the campfire they do none
the less talk of the pain of acceptance within
social groupings. This ‘pain’ remains part of
the boarding school equation. Pupils meet
one another, posture and invent themselves
in this context, playing their part at various
levels within the hierarchy that is the
boarding house.
However, the way in which young people are
inducted into houses and boarding school
differs from the days of yore. The aim in the
early weeks of boarding at Millfield is first and
foremost to ensure that each young person
forms connections that will support them
through the early days of their involvement at
Millfield. These initial friendships with their
peers and supportive relationships with staff
are critical and will greatly influence each
person’s time at the school.
The roadmap for Year 9 is held by their Group
Tutor. Group Tutors are often Assistant
Houseparents and this means they are always
accessible. These tutors are specially selected
for their capacity to work with junior pupils. It
is a time of supporting and nurturing as pupils
work through the uncertainties and anxieties
of a new school. Many pupils will engage with
school routines, people and spaces
immediately and progress rapidly. Others
require a greater degree of shepherding and
the programme ensures that we maintain an
environment that pupils feel safe in. Next year
all Year 9 pupils will be involved in activities
on Tuesday afternoons. These activities will
expose pupils to music, art, drama,
community service, technology and media
production.
The Windmill Summer 20104
Community at Millfield
“As a German student visiting the UK for the first
time when I came to Millfield in the Sixth Form,
it was the sense of community binding people
together which first struck me as special.”
Dorothy Deger (1996-1998)
Millfield is classed as the largest independent,
co-educational day and boarding school in the
UK and this year we have reviewed facilities for
day boys and have determined that it is critical
for day houses to have their own space.
This allows the formulation of a sense of identity
based upon ownership and connection with
others. This has precipitated a move to two day
houses rather than the existing three. We have
allocated the current Boys’ Day House Centre
as Great House and the Physics Annex, located
next to the Dining Hall and overlooking the
Gareth Edwards Pitch, as Mill House. House
staff will have offices in these spaces to provide
easy points of reference for pupils.
The Girls’ Cottage has also been improved this
year to provide girls in The Lakes and Overleigh
with better facilities. We are continuing to review
the facilities to provide more space for our
day girls.
Day pupils are also being given the opportunity
to be more involved in Millfield life. They may
attend supper and then utilise the Library for
evening prep until 8pm. Additionally, we have
moved away from ‘house groupings’ to focus
more on individual houses for house activities
which has been a welcome change for many
day pupils.
The boarding houses moving on site has
changed the way pupils spend their time and
interact. For many, their house environment is
centrally located and within easy reach.
Consequently, we believe it is important to
consider appropriate opportunities for social
interaction and time and space for focused
study and house activities. The balance
between social, academic and fun experiences
is what makes a school great and this requires
consideration as we move into next year.
Academic Programme
“I went to Millfield for one term, which was
enough for me to be taught sufficient Latin
to gain entry to Cambridge.”
Fenton Rutter (1939-1940)
The classroom has always been central to
life at Millfield. Regardless of whether pupils
are here to enjoy the social, sporting or
cultural components of life in Somerset, the
academic aim is still to obtain entry to a
particular tertiary institution. The Universities
of choice have broadened (in line with the
increased difficulties of obtaining a place)
and young people these days are greatly
enamoured with GAP years. Regardless of
what our pupils do immediately after their
A levels, it is clear that parents still want their
children to achieve grades that will allow
entry to the best possible higher education
institutions. For some, aspirations centre on
Universities such as Oxford, Harvard or
Yale. Still others see Durham, Bristol, Bath
or St Andrews as offering their academic
challenge. Musicians dream of entry to the
Royal Academy of Music, while thespians
look to the Royal Academy of Dramatic Art
(RADA). Artists pursue places at Slade or St
Martins and sportspeople consider options
at US Universities. Millfield is able to
accommodate this broad range of
aspirations.
Excellent teaching is the stock trade of all
teachers at Millfield. The top 100 pupils
continue to achieve to a very high level and
those below achieve to the best of their
ability. In the classroom target setting is a
key component in ensuring pupils achieve
their potential. In 2010-2011 the school will
move to a 55 minute lesson length in order
to maximise learning time. Significant
measures have been taken to recognise
academic achievement and we have
appointed a Head of Academic Enrichment.
These are positive steps that are helping to
develop a stronger culture of supporting
and nurturing academic excellence. Of
course not all Millfieldians are looking for
Oxbridge entry and through Learning
Support and excellent differentiated
teaching all pupils can achieve their
potential and their goals.
The Windmill Summer 2010 5
Sports at Millfield
“Did I have fun at Millfield? It was
unforgettable, incredible, amazing and I loved
every minute of it.”
Henry Wodehouse (1970-1973)
It is a common thread in ‘A School for All
Seasons’ that many pupils had a tremendous
focus on sport at Millfield from the early days.
The current programme retains sport and also
the Millfield Activities Programme (MAP),
house sport and activities. However, the house
sport and activities programmes have changed
this year to ensure increased levels of
participation. To achieve this some activities are
played in house groupings and others are
played as individual houses. The pupil
response has been truly Millfieldian with
wonderful enthusiasm and joie de vivre
surrounding the swimming, athletics and cross
country events; the 8 x 200 metre relay at
the House Athletics was the epitome of selfless
commitment to house success!
School sport continues to be multi-faceted,
allowing pupils the opportunity of sustaining
either a competitive, recreational or health and
fitness programme. This offering has each
pupil’s health and wellbeing at its heart. It is
also focused on their connectedness to other
people in the school. Much of the research
around youth mental health issues centres
upon the importance of ‘affiliation and
connectedness’. To ensure our pupils are
developing both physically and emotionally and
achieving their goals, we believe that belonging
and team connection in sport augment the
strong connections that pupils develop in their
tutor and house groups.
Year 9 have a directed choice into major
games. This directed choice is important, as
while we are looking to develop sport specific
skills, we also recognise the importance of a
broad athletic programme that establishes
neuromuscular pathways that underpin future
success in one or more sports. In Year 10 and
11 pupils may choose more broadly but there is
still a requirement for all pupils to be involved in
the games programme. In the Sixth Form
seniors lead by example and enjoy the facilities
and sports on offer. However, we understand
their commitment to their studies and higher
education. Some pupils decide to focus on
health and wellbeing activities rather than a
regime of competitive sport. As in all things at
Millfield we try to accommodate each person’s
needs and interests.
In conclusion, I am drawn to Timothy Fok’s
entry in ‘A School for All Seasons’:
“Am I a better man for having endured
Millfield, of which I cherish fond memories, if
only because it was an integral aspect of my
life? The only answer I can muster is what
Chou En-lai is supposed to have said to a
reporter when asked his verdict on the value
of the French Revolution: ‘After only 200
years, it is surely too early to judge.’”
Timothy Fok (1960-1965)
If 200 years was too soon to assess the value
of the French Revolution then perhaps the
jury might still be out on Millfield. But this
would be to ignore the amazing souls that
have been polished during 75 years of our
amazing school in Somerset. The changes
that are currently taking place continue the
evolution of Millfield, which we know will
continue in structure and nuance. There is
no doubt that the value of Millfield is
highlighted by the great successes of its OMs
as well as the thoughtful deeds of those that
live quiet lives as members of their
communities. We look forward to continuing
this shaping in the knowledge that the rough
diamonds we polish will retain their lustre for
many generations to come.
The Windmill Summer 20106
By Kate RanceSub-Editor
The Draw of the US
nselm Barker, Advisor for US
University Admissions at Millfield,
is thrilled with Millfield’s strong
tradition of applications to US Universities. He
said, “There is a steady succession of pupils
interested in applying and we regularly have
20 successful applicants each year. Some
do have the opportunity of scholarships,
yet I believe the draw is of unrivaled
facilities and diversity of studies.” Applying
requires dedication and resolve, as
alongside regular A level studies pupils also
have to sit SATs and submit UCAS
applications as normal if they wish to apply to
UK institutions alongside their US University
choices. Notably, taking SATs at Millfield is
easy, as we are one of only five centres in
the UK.
In recent years, Millfield has been very
successful nominating pupils for the
Morehead-Cain Scholarship, a four-year
undergraduate scholarship to The University
of North Carolina at Chapel Hill (UNC-CH).
This year Christy Lambden has been awarded
a Morehead-Cain Scholarship. He is the fifth
Millfieldian in 15 years to do so. Christy is
naturally delighted and is relishing the idea of
studying in the States “It’s fantastic! I was
really inspired to apply for the scholarship
because it holds many of the same beliefs I
hold, the most important being giving back.”
The John Motley Morehead Foundation
was founded in 1945 with the Morehead
Scholarship Program established in 1951.
This became the Morehead-Cain Foundation
in 2007 following a $100 million gift from
the Gordon and Mary Cain Foundation.
The scholarship programme champions
leadership potential and strength of character,
and it invests in the potential of young people;
charging individuals with making a difference
in the world. Successful candidates are
expected to demonstrate moral force of
character, scholarship, physical vigour and
leadership.
Christy joins the ranks of Galahad Clark,
James Haggie, Robert Squire and Hayley
Thompson who have completed their studies
at UNC-CH. Galahad Clark left Millfield in
1994 and graduated from UNC-CH in 1999.
He is now Managing Director of Terra Plana,
an eco-shoe manufacturer. James Haggie left
Millfield in 2000 and graduated in 2004. He
is currently pursuing a career in Law. Robert
Squire left Millfield in 2001 and graduated
in 2005. He is working in Finance. While
Millfield’s most recent Morehead-Cain Scholar,
Hayley Thompson, left Millfield in 2005 and
graduated in 2009. She is back in the UK
working as Editor for this magazine while
developing plans for the future. Four years in
the States provided her with unparalleled
opportunities to pursue her interests on the
University campus and abroad. Hayley
reflected on her time away, “I couldn’t have
wished for a better or more life changing
experience.”
In addition to our pupils gaining merit
scholarships, such as the Morehead-Cain,
many pupils go to the States on sports
scholarships. This year, James Disney-May
will be taking up a swimming scholarship at
Auburn, Alabama. He said, “It was a natural
progression to choose a University with the
same criteria that I had when looking for
a school. Swimming is so important to me that
I needed to find a place where I could
continue to work as hard as I possibly
could. Auburn will provide me with that
opportunity.”
Ross McAuliffe will also be embarking upon a
swimming scholarship. He will be taking up a
place at Northwestern. He agrees with James
that “I had to be strict with the direction I
wanted to go in and applying to a US
University was the right thing for me.”
More pupils educated at British schools are applying to
American Universities as generous scholarships and top-quality
facilities compete with, or outdo, British institutions. With the
introduction of University top-up fees in 2006, the US
Education Advisory Service (USEAS) says that inquiries from
British students have risen sevenfold. What is the draw? Why
are Millfield’s top pupils sometimes choosing US Universities
over UK institutions?
a
Above: Christy Lambden, recently awarded aMorehead-Cain Scholar
7The Windmill Summer 2010
Although similar University programmes are
available in the UK, such as the ones at
Loughborough and Bath, Ross admits that the
standard of the top American programmes is
second to none. Northwestern, renowned for
its swimming programme, is also one of the
best academic Universities in America. Ross
judges that he needs a good degree for when
he eventually stops swimming. He will most
likely be majoring in Mechanical Engineering.
He said, “Millfield has guided me through
the long and complicated application
process, something that not many schools do.
My coaches have also given me great
support and helped me contact coaches
in America.”
Max Smith is also eagerly anticipating August
when he will be embarking on a golf
programme at Tennessee. He commented,
“They start Uni during our summer holidays
so I’ll finish my exams, say goodbye to
Millfield and then I’m straight out there. I
wouldn’t have it any other way. I’m thrilled to
be going…it’s going to be hard work but it’s a
great opportunity.” Max decided to go to an
American University primarily because of the
golf programme they offered and the support
given to their student athletes. The level of golf
that is played in the States is the best at this
age level and it also enables Max to play
competitively throughout the winter months.
He said, “I visited Tennessee in October and
fell in love with it. Within the University itself,
I already have friends out there which will help
me settle in. Also the tournaments that the
golf team play are very strong and this will
help me massively to improve as a player.
There is also a very impressive support
network academically to help me get through
my exams.”
As with many of the pupils interviewed for this
article, Max believes that there is not a
programme in the UK with a similar structure.
Max also thinks that the American Universities
have far higher State funding than the UK
ones, which enables them to invest more in
their athletes’ development (Tennessee are
currently building a new golf practice facility at
around $2m).
Max went on to say that “Millfield helped me
to get in touch with a company called
ProDream USA which in turn helped me to
understand and get recognised in the
American system. They also helped me to get
prepared and sit my SATs which are very
important. The Careers and Higher Education
Department here also helped me by sending
off grade certificates to the University and
liaising with them about my application. I was
very lucky in the respect that as I performed
better in tournaments outside of school, the
US University coaches became interested in
me and began to get in touch with me directly.
However, the initial support and guidance
came from Millfield.”
Cinda Long is hoping to attend Michigan Ann
Arbor in the next semester and reiterated the
sentiment that Millfield helped her throughout
the application process:
Above: James Disney-May, Boys’ Swimming Vice-Captain (photo by Simon Wright)
“I feel that Millfield
would have supported
me 100% whatever I
decided to do. As a
school they really give
you the best advice
possible.”
Above: Max Smith, Boys’ Golf Captain
The Windmill Summer 20108
Rami Sarayrekh will be taking a place at
Boston University next year, specifically
enrolled in the College of Arts and Sciences,
where his goal will be to major in Economics.
Rami said, “The decision to go to the US was
influenced by the facilities Universities offer, as
I am a keen sportsman, and also by the range
of studies to choose from, especially the fact
that in my first year I will be taking eight
different courses.” Boston offers ‘Core
Curriculum’, which allows students to take
eight courses in the first year, providing them
with experience in a number of subjects before
selecting and committing to their major for the
remainder of their studies.
A former Millfield pupil, Olivia Bryant, who left
Millfield last summer, is taking up her place at
Stanford this year. Olivia has both an academic
place and a place as an official Stanford
athlete. Stanford University is regularly ranked
among the top five Universities in the United
States and among the top 20 Universities in the
world. Olivia achieved three A grades at A level
in History, Mathematics and Music and was
heavily involved in music during her time at
Millfield, playing the guitar and piano as well
as singing. She is an immensely talented
athlete, competing in numerous events and is
very eager to take up her place this year after
enjoying a gap year.
Another OM, Chris Pedrick completed his
A levels and left Millfield in 1995 to take
up a football scholarship at Dartmouth. In
reflection he said, “Sporting scholarships of
this nature just weren’t available in the UK at
the time. I had to look at things objectively;
I had a talent which could enable me to get a
scholarship to one of the world’s best
Universities…Millfield really spoilt me in terms
of facilities. The UK Universities didn’t offer
what I was looking for.” Chris is now far enough
into his career that he has a clear goal and
focused direction. He noted, “I now work for a
financial company in London and I definitely
wouldn’t be where I am now without the
degree from Stanford and initial direction
from Millfield.”
Attending a school with world class facilities has
opened many pupils’ eyes to looking beyond
the UK when choosing a University. It is true
that many of the scholarships on offer in the US
just are not available in the UK and it is clear
from speaking to many Old Millfieldians who
have studied there that they see that it has
given them advantages they could only
have dreamed of. There is maybe a hint of
sadness that UK Universities cannot offer
talented individuals a similar style of
programme here in the UK. It will be interesting
to see where pupils are drawn to study in the
future, be it the UK, the US or another country
that excels at providing for the ever-changing
needs of our pupils.
Above: The historic Old Well at The University of North Carolina at Chapel Hill
The Windmill Summer 201010
eremy grew up in Worcestershire,
where he stayed until the end of his A
levels. Having pursued subjects of
interest to him throughout his time at
school, not following any particular path, he
was free to explore a variety of University
course options. Inspired by the likes of David
Attenborough and ‘Life on Earth’ in the mid
70s, he migrated north to Sheffield and
enrolled on a Zoology degree.
University was a formative experience that
shaped his interests. He said, “An engaging
tutor in his first year – Ian Henderson, a
Professor of Endocrinology – was the right
kind of academic, he was completely normal
for a start. He would ask interesting questions
that instead of pulling an answer out of you,
would make you ask five or six other
questions. Vibrant conversations drew you
into the course matter.”
Pursuing this degree Jeremy had the
opportunity to do research for a thesis project
exploring ‘the effect of simulated microgravity
on salivary cortisol concentration’. This
involved simulating microgravity’s pressure
stress in the upper body. Whilst it sounded
complex, the reality involved persuading a
participant to lie on a table with their feet up
in the air so that fluid drained into their thorax
and head (rather than the more expensive
parabolic air flights that create microgravity for
about a minute when flying in an arc!). To find
out more about this project and its outcomes
– as there is a lot to learn – you will have to
ask him yourself…
When asked if he was encouraged to pursue
his research endeavours further, Jeremy said,
“My head was briefly turned by the
endocrinology of eels, maybe it could have
been a lifelong passion (laughs).” He was a
keen football player and cricketer at University
and said that “Graduation tied in with a time
when I was playing a lot of cricket, I graduated
and continued playing cricket. I also had the
opportunity to work with my father who was
starting a business. He was working as an
Organisational Development Consultant and I
helped him with this work for 18 months.”
Whilst working for his father’s consultancy,
Jeremy started to give some lectures about
teamwork and began to consider teaching as
a future career path. Having enrolled on the
PGCE course in 1992 he had “An amazing
experience starting out teaching in one of the
most deprived areas of Rotherham – a small
school, with challenging pupils and
challenging parents – where there was an
incredible spirit among the staff that created a
culture of support and down to earth advice
for someone starting out.”
So why Millfield? “In 1995 there was a small
and grotty advertisement in the Times
Educational Supplement advertising a Biology
Teacher position at Millfield, I came down to
have a look, having heard about the school
and its good reputation. I fell primarily for the
people at the school that created a positive
atmosphere and gave me a warm welcome.”
Jeremy said that he thought he would only
stay a few years but he has come to spend 15
years at Millfield! In this time, he has held a
number of positions and as a result he has felt
a sense of renewal time-and-time again.
Although he started off teaching Biology,
Jeremy has also spent the last eight years
teaching Psychology.
When asked what makes a good teacher,
Jeremy replied saying “to be a good teacher I
think you have to vary what you do. I have never
been a great believer in the comfort blanket of
dictated or copied notes even though it may be
reassuring to the pupils. Actually, they need
time to discuss, evaluate and reflect on topics –
especially in A level Psychology – in which
material has to be understood as much as
committed to memory.”
At Millfield, Jeremy has spent many hours
coaching and refereeing for school football
teams at all age levels. One of his most
memorable refereeing experiences involved
“A season with Mansell and Woosnam as the
strike force, it made for some good tales! Also,
it was very strange to stand on the touch line
with Mark Knopfler and have a one-to-one
conversation for an hour…because we were
the only two stupid enough to stand in the
freezing cold February weather at Malvern
College, there was just nobody else around.”
Currently, Jeremy is really enjoying working
with Junior League Cricket – for those who
miss out on selection for the U14 squads –
where he helps to develop potential among
pupils who have not necessarily had much
experience playing cricket. Other roles that
By Hayley ThompsonEditor
Jeremy Hallows tells us about his University days and his initial experience starting out as a
teacher. He has held a variety of positions at Millfield since he joined the staff in 1995. Most
recently Jeremy has taken on the role of Senior Master.
J
Staff Profile: Jeremy Hallows
“To work alongside
your father is
something of a lost
treasure; to see what
that side of my
father’s life was like
was a privilege and
time well spent.”
11The Windmill Summer 2010
Jeremy has held include: Liaison Tutor at
Kingweston, Director of Studies for the Easter
Courses, PSE Coordinator for the Sixth Form
with Dr Skinner, member of the Sixth Form
Social Committee, Assistant Houseparent at
Warner, Houseparent at Warner, Staff
Development Coordinator, Head of Year and
Senior Master.
Related to his current position as Senior
Master, Jeremy said:
“The didactic approach to managing pupils is
losing its clout and we are in an age of
promoting conversation, reflection and reason.
The ‘one approach fits all’ days have gone; there
is a need to attend to each pupil’s situation and
needs and work to better understand the
complex relations that surround them at school
and at home…My experience with pastoral care
at Millfield was invaluable, as I was able to see
the interactions that take place between pupils,
parents and staff round the clock. I rely on that
knowledge and experience now.”
“It is interesting to be in a position where I am
able to review the day-to-day processes of the
school and work to create a context for the
right behaviour; it links in well with my
understanding of psychology as well as my
earlier consultancy work.” Jeremy has had to
balance this role with his Head of Year position
for the Lower Sixth, in addition to his teaching
and coaching roles. He said that “I have
never had a dull day at Millfield, it is just
so varied.”
In his free time and during the holidays,
Jeremy enjoys spending time with his wife
Donna and their four children. He said, “They
certainly keep us entertained and busy with
all the activities and interests they have at the
moment!” He also enjoys playing cricket for
Street on occasion, when the opportunity
arises. Additionally, he is active in a local band
playing guitar.
In terms of the future, Jeremy can see many
opportunities for how the school can develop
and progress beyond its 75 years. He said,
“We are good, but we should be amazing in
terms of how the school operates. At the
moment, it is a challenging time for fee-paying
schools; we have to be ahead of the game in
terms of the opportunities we provide for our
pupils. We have to ensure that the Millfield
name is one that Universities and employers
want to see. I think we are a school of choice
for many and we are in a good place in
terms of casting a critical eye over what we
are trying to achieve at the school at
every level and every category. Ongoing
critical appraisal will be important to continue
the development of an ever-changing and
improving school like the one the Founder
envisioned.”
“My current role is
focused on the day-to-
day processes of the
school; the types of
records we keep, how
we respond to trends
in behaviour and how
we administer rewards
and sanctions.”
The Windmill Summer 201012
ith talented pupils arriving at
the school needing a swimming
pool to train in and coaching
staff to help them along, Jack ‘Boss’ Meyer
saw to it that a pool was created and staff
were employed to champion the dream. In the
first picture on page 13, you can see public
works boys helping to make the school’s first
swimming pool from what was the Clark’s
fishpond at the time.
As more swimmers joined the ranks a new
facility was built and the initial pool was
reverted back to a fishpond. The new pool was
named ‘The Greenhouse’ or ‘Paddy’s Pool’
after Paddy Garrett who went on to become
GB Swimming Coach. The facility was the
best around, even if occasionally ducks and
frogs did creep in from outside to take up
residence in the depths! This pool started out
life with a blow-up roof and was later replaced
with a permanent roof that could be removed.
Paddy McArdle (former Maths Teacher and
Master in Charge of Swimming) used to carry
a giant roll of adhesive tape with him at all
times to fix holes that were created when the
blow-up roof used to fly away into nearby
hedges and require rescuing!
Helen Gouldby (neé Bewley), the Prep School
Swimming Coach, tells me that this was the
‘Golden Era of Millfield Swimming’, when “We
trained in The Greenhouse and did weights in
an area that resembled a military hanger but
served its purpose…the 80s were great, you
just have to look at all of the Olympians we
had at that time.” Glancing over the names on
the Honours Boards in the current dining
room we see the following individuals that
represented England in the 80s, some
competed across a range of Games: Duncan
Goodhew (1976, 1980), Suki Brownsdon
(1984, 1988), Ian Collins (1984), Neil Harper
(1984, 1988), Paul Howe (1984, 1988,
1992), Helen Bewley (1988), Caroline Foot
(1988) and Mark Foster, (1988, 1992, 1996,
2000, 2008).
What drew Helen here was “The coaching
at Millfield, it was the best along with the
facilities…but it was also the people to train
with, everything was won by Millfield. To train
with the best you had to train here.” At this
time the squad was made up of about
20 swimmers. In recent years the squad
has increased, so that today our current
Swimming Team is made up of just over 100
swimmers that are involved in regular training
between the Senior School and Prep
School. These swimmers range in age from
10-18 years old. Additionally, we provide
training for Old Millfieldians up to 22 years
old. Along with coaching and support
staff, the Millfield swimming programme
receives administrative and managerial
support from the school via the Director of
Sport, Headmaster and others.
We have formed links with British Swimming
and receive funding from them. The current
swimming programme has also gained
international recognition, and as a result we
now see overseas internationals joining the
Swimming Team. We aim to keep on
improving our facilities and training
programme to maintain our reputation as one
of the best places to train, live and learn.
Given the breadth of talented swimmers
emerging from the Millfield ranks, there is no
doubt that Millfield Swimming’s reputation for
excellence is set to continue. The 2010-2011
season will bring with it a volume of positive
change, including many new swimmers and a
new coach. As the 2012 Olympics loom, the
resurgent generation of young Millfieldian
swimmers have but one thing on their
minds – success!
At Millfield, we know that happiness is the
opportunity to be part of a great team working
towards a common goal. We know that
happiness is stretching yourself to your
personal limits, because you get the best view
from the edge. We also know that happiness
is being able to put on your team hat with
pride, knowing that others understand what
the emblem means. At Millfield, Happiness is
Swimming Fast!
By Jolyon FinckDirector of Swimming
The swimming programme at Millfield has gone from strength
to strength since its inception. The facilities have always been
second to none, along with the coaches that have helped able
and committed individuals achieve great success nationally and
internationally. Our programme ensures that each swimmer
achieves their potential and has fun in the process.
W
Millfield Swimming: Happiness is Swimming Fast!
13The Windmill Summer 2010
Public works boys helping to make a swimmingpool from the Clark’s fishpond (1937)
Paddy’s Pool with cover, assistant coach Lyn Lewis (1968)
Paddy’s Pool without cover, coach Paddy Garrett (late 1960s)
Swimming competition in the current 50m pool – the only privately owned 50m pool inBritain! (2008)
The Windmill Summer 201014
When did The Millfield Voice publish its
first issue?
The Millfield Voice is a continuation of the
Millfield Newspaper, which was run for many
years (around 20, I think) by Bruce McLean.
When he handed over the reins in April
1998 I took them up and the paper was
re-launched as The Millfield Voice.
Why is it called The Millfield Voice?
Bruce suggested a change of title and one
day this name just came to me. It is a vehicle
for the expression of the pupils’ opinions, as
well as an opportunity for them to write about
their experiences; with that in mind, the title
seemed appropriate.
What would you say are its aims?
We are here to report on what has been
happening in this vast community and to
provide a forum for informed debate about
issues which matter to our pupils and staff.
How does it achieve these goals?
People write things. There is always so much
going on, so many experiences to relate, that
By Mick DayPhilosophy Teacher
As the ‘Editorial Consultant’ for The Millfield Voice – our pupil
run newspaper – I was asked to respond to a series of questions
to explore the intricacies of the newspaper, past, present and
future. My responses to these questions are set out below. I
hope they give you insight into the history and current workings
of the newspaper.
The Millfield Voice
“The Millfield Voice
gives us as pupils
leverage to air our
opinions on both school
and global affairs.”
Christy Lambden,
U6 CWT
15The Windmill Summer 2010
Factory Shop The Old School House Kilver Street Shepton Mallet Somerset BA4 5NF T. 01749 340 583
DISCOVER THE ORIGINAL MULBERRY FACTORY SHOPIDEAL FOR THAT SPECIAL GIFT
we are never short of material. The team,
interested pupils plus me, meet twice a week
(Monday and Saturday breaktimes) to discuss
the content for the next issue and away they
go to write.
Has the magazine always looked this way?
We have had lots of facelifts! It is interesting to
look back over old issues and see how much
it has changed.
How often is it published?
Think of it as a monthly magazine: we produce
ten issues each year, so if you eliminate July
and August that pretty much works out right.
Who is involved and what is their time
commitment?
I’m the ‘Editorial Consultant’, so I help to pull
the whole thing together in terms of the actual
content of the paper. My wife, as Designer and
Publisher, actually constructs the paper. Paul
Hobson manages the print run; he is
amazingly flexible and prints it for us in
what seems like an instant. Also, we cannot
forget pupil involvement, without which the
magazine wouldn’t exist. Pupils write and
submit articles to fit in with print run
deadlines.
What opportunities are there for pupil and
staff involvement?
Vast. Pupils just need to turn up to the
meetings and chat over what they want to do.
Sometimes they just send me the article right
out of the blue, which is fine too. We’ve often
had excellent staff contributions, indeed
regular articles from staff, and these are
always welcome as well.
Are pupils able to express themselves freely
through The Millfield Voice? How much are
their articles censored?
There is little censorship. We have a zero
tolerance policy towards personal abuse,
obviously, but I can’t, over the last 12 years,
actually recall anyone submitting an article
containing anything that was inappropriate. I
prefer to restrict myself to reviewing spelling,
punctuation and grammar; it is the pupils’
paper, not mine.
Have there been any other pupil driven
magazines on campus before The Millfield Voice?
There have been a few pupil driven magazines
over the years. Neville Galvin’s Millfield Choice
was justly infamous.
“It has helped me
realise my hopes to
be a journalist.”
Cameron Lambden,
9 MDL
The Windmill Summer 201016
From the ArchiveThis selection of images shows various aspects of the school in the ‘past’ and ‘present’. The
facilities may have changed slightly but the essence of Millfield still shines through as
pupils go about their day and engage in similar activities.
DesIgN & TeChNoLogy:
CaLIsTheNICs:
LaboraTorIes:
1930s 2009
1930s 2009
1930s 2009
17The Windmill Summer 2010
Many thanks to Dick Shilton (Millfield Archivist) and Jill Wallis (Librarian) for providing these images.
rIDINg:
sChooL shop:
house aThLeTICs, LoNg JuMp:
sTroLLINg Through CaMpus:
1930s 2009
1980s 2010
1960s 2010
1960s 2010
here were many moments during my
time at Millfield when I wondered
what our Founder Jack 'Boss' Meyer,
would have thought of the 21st century version
of the school. On balance I think he would have
been pleased. If he met the current pupils,
spent a few hours in the school and felt the
warmth of the welcome and the enthusiasm of
the staff he would know that he was in the right
place: one altered and developed but not
changed in the areas that really matter.
Boss dared to be different and that is perhaps
the key reason why Millfield has established an
extraordinary reputation in such a short time:
and 75 years is a very short time in the world of
British independent boarding schools. His
vision was of a place in which all types of talent
were respected and supported. He desired to
find something which helped every pupil to gain
in confidence and self-esteem and aimed to
provide the range of activities and subjects to
underpin this philosophy. This does not seem
so unusual now, but in the 1930s it was
innovative and exciting.
Introducing co-education, welcoming overseas
pupils, awarding sports scholarships,
recognising the problem of dyslexia and
providing extra support to those who needed
it raised even more eyebrows. Jack
succeeded in creating a community in which
there was a fascinating mix of pupils and staff.
That mix is still treasured and has led to the
creation of the Millfield Foundation which
seeks to ensure that such variety can
continue in perpetuity.
I was also subjected to some teasing; I like to
think (perhaps rather naively) prompted by
admiration more than jealousy. The Head of a
well known school once said to me in a
somewhat cynical tone of voice that he
supposed we would be building an ice-rink
next. I enjoyed telling him that we were
currently doing a feasibility study because
an OM had expressed interest in providing
funding for such a project. The silence
was golden...
So what is the secret? Well, there is more than
one. Millfield has continued to dare to be
different. It has sustained an entrepreneurial
spirit and a willingness to take risks. It thinks
big and has a self-confidence born of a strong
belief in what it is doing and its place in the
educational world, yet it is not complacent. It
continues to be innovative but remains true to
our Founder’s philosophy. It welcomes
individuals and attempts to give them room to
flourish. Above all, it seems to have the knack
of inspiring great loyalty from those who are
part of its community.
A grumpy pupil who was not a natural fan of
school life, once told me that she supposed
that if she had to be at school then it might as
well be at Millfield. I took this (particularly
from this young lady) as a compliment. I
was right: she was in floods of tears at the
Leavers’ Ball.
The Windmill Summer 201018
T
Why Millfield Has Succeeded: 75 Years of Rapid Progress
Fellow Heads often
used to ask me to
explain the secret of
Millfield’s success. I
confess to finding it
rather flattering to be
asked the question...
By Peter JohnsonHeadmaster 1998-2008
19The Windmill Summer 2010
By Christopher MartinHeadmaster 1990-1998
“You have to be adventuroushere and launch out”
Editor’s note: ‘A School for All Seasons’
(2007) by Christopher Martin is available
for purchase from the school shop and
via the Old Millfieldian Society website:
www.omsociety.com
Look out for Christopher Martin’s new book
of memories of his time at Millfield, ‘Head
over Heels’, that will be published this
summer. This book will be available for
purchase from: [email protected]
he pupil who told me this had hit the
nail on the head. In a school where
all the numbers are big except class
sizes, there is perhaps little room for the faint
hearted. So here’s the riddle: does Millfield
somehow attract by osmosis those with gifts to
be shared and the will to share them, or does
the school somehow imbue its pupils, once
assimilated, with the vigour and grit to launch
out? Either way, it is the fact that the young
people here develop the ability to make more of
themselves than even they might have expected
on arrival that seems to me, from my Olympian
height of retirement, to characterise our school.
It’s not of course just the pupils who are
possessed of such promethean energy. Millfield
always seemed to attract teachers with the will
to give so much more than might be asked of
them in a more conventional school. I was often
in awe of the sheer depth and variety of interests
that teachers from all disciplines brought to our
daily life together. A glance at the MAP options
will prove my point: everything from Body
Conditioning (whatever that is) to Wine Tasting,
an admittedly mutually exclusive combination. I
have always assumed that independent schools
in general and perhaps Millfield in particular
trump educational provision elsewhere by virtue
of our teachers’ enthusiasm to offer their pupils
so much more than merely – “merely” –
academic ambition. Thus together, all those who
inhabit the campus term by term contribute to
a palpable zest for success that gives the place
its electric buzz, its restrained sense of purpose,
its soul, if you like, to which pupils past and
present and teachers offer their loyalty.
This, together with the fact that Millfield gets so
close to offering personalised tuition within a
personalised curriculum, while elsewhere the
dead hand of uniformity weighs so heavily on
the shoulders of successive Education
Ministers, makes our school stand out from
the herd. All this was at the heart of my
conviction from day one that I had the best
job in education.
None of this is easy to prove for it is in a large
part immeasurable. Educators today like
measuring things; success against targets,
objectives, milestones, all registered against the
sound of the regular thud of pupils’ feet as they
trudge once again towards the examination
halls. Change is endemic at Millfield, though
very often feared elsewhere. As a US general
said, “If you don’t like change, you’re going to
like irrelevance a helluva lot less.” So change
we did. The measurable things are easy to list:
the Meyer Theatre and connected Mathematics
complex, the swimming pool, a PSHE
programme for all, the tennis centre,
membership of HMC, the usual span of
sporting triumphs, developing the campus as a
sculpture park, the water based hockey
pitches, the equestrian centre, Oxbridge results
that astonish other schools, and so on.
But it is invariably to people that my thoughts
turn when asked, as now, for my memories of
Millfield. The Grange girls playing hectic football
after prep as the shadows lengthened over their
pitch; snow ball fights where the seniors were
quicker to lose their street cred than the more
self conscious juniors; Tutors’ discretion periods
with everyone sprawled out among the daffodils
in the sunshine; the House Song competitions,
Mencap days and athletics finals – my three
favourite events in the calendar when the entire
school was involved in one way or another and
which seemed to draw out the corporate best
from people.
As the focus of memory narrows, I remember
with delight vast numbers of individual people,
but the ramblings of a former Head are not what
you want here. So I leave you with an instruction
that Jack Meyer, our Founder, gave me on one
of the only three occasions that we met before
his death in my first year at Millfield: “Give
everyone a chance.” It’s a good basis for any
school, and he exemplified it in ours.
T
The Windmill Summer 201020
Some Impressions of MillfieldBy Brian Gaskell Headmaster 1986-1990
A note from the Editor: during his time at
Millfield, from 1965-1990, Brian Gaskell
had a variety of appointments: Head of
Mathematics (1965-1972), Director of
Studies (1973-1986), Housemaster (1973-
1983), Deputy Head (1978-1986) and
Headmaster (1986-1990).
he Founder Headmaster, R. J. O.
Meyer, who liked to be called ‘Boss’,
appointed me over a brief and
informal telephone call to teach Mathematics in
1965. I remember feeling a bit wary at the time
as the school had already attracted media
attention and the BBC had filmed two
‘Panorama’ type programmes, no doubt
intrigued by the charismatic Headmaster and
by the fairly large number of famous celebrities
amongst the parents. The fact that, at £1000
per annum, it was the most expensive school in
England also attracted attention.
After teaching at a conventional state Grammar
School, I was fascinated to be greeted at the
door by a butler and also surprised by the
unorthodox classrooms. There was a relatively
large number of ‘Old Boy’ staff appointments,
retired military officers, ex-colonial staff and
even several former distinguished Headmasters.
The mixture of mature staff on their second
career innings combined with trained teachers
obviously impressed Her Majesty’s Inspectorate
on their full inspection in the mid 60s for they
gave the school a very good report.
I started out as Head of the Mathematics
Department, with over 30 colleagues, all older
than I was at the time. In my opening week, I
spent more than half a day simply visiting the
classrooms, some in huts, some in living rooms
in houses in Street and two in changing rooms
in the cricket pavilion (one chap taught in his
car, but he was in a different Department).
One of my early memories involved ‘grouping
meetings’. These meetings were chaired by
Boss and for some reason I was chosen to join
a small number of teachers who discussed
each pupil’s academic programme, one by
one, to decide which group they entered and
what their subjects and targets should be.
These meetings were held from mid-August
until the start of term and usually went on until
2am daily!
It was surprising to find that there was no
conventional timetable; pupils simply queued
up to see each Head of Department to arrange
their own individual timetables. I think there
were about 600 pupils at the time, and as
most needed Mathematics, it took over three
weeks for me to see all the pupils that had
requested to take Mathematics classes. This
system meant that a group would contain a
mixture of abilities and even ages.
There were several other unusual features,
most of which reflected the personality of the
Headmaster. If the morning was sunny and
warm, the Head of School was allowed to
approach Boss and ask for a ‘Sunshine
Period’. This meant that the final period of the
morning was cancelled subject to tutor’s
discretion, though I don’t remember many
teachers being brave enough to say no.
At Christmas, members of staff were given
bottles of sherry and chickens. At Easter their
children received Easter eggs. Another vivid
memory I have is that at breaktime, pupils
were able to collect buns from Mrs Meyer at
the pantry window of Millfield House. I also
remember that on Monday and Wednesday
afternoons, games were held before lessons
so that by the last period folk were slightly
sleepy and some a little bit smelly, this applied
to pupils too!
The school started on a more orthodox footing
in 1971, when under the new Headmaster,
Colin Atkinson, a structured school timetable
was introduced, staff appointments were more
conventional, and the building programme
was given a boost.
This article has encouraged me to look
back on my career at this incredible school,
set as it is, in such beautiful surroundings.
I feel very humbled to have worked so
closely with such talented people – of all
ages – and to have been given senior titles
including the Headship in my final few years.
I feel fortunate to live near enough to see
the school’s continuing growth in so
many ways.
T
21The Windmill Summer 2010
efore Kingweston started out life as a
Millfield boarding house, it was a
home and place of employment for
many. In 1745, the estate was bought by
Caleb Dickenson who transformed the
surrounding area, rebuilding the village that
had developed in the 8th century around
agriculture. In 1780, Kingweston House was
built by Caleb’s son William, with the present
church on the site built by Francis Dickenson
in 1855. For nearly 200 years Kingweston
House was the home of the Squires of
Kingweston. During World War II the house
was also used to accommodate evacuees.
Kingweston has been a boarding house since
January 1946, when it was rented, along with
some of the playing fields, from Mrs Joy
Burden, the last descendent of the Dickenson
family. Her brother Caleb was heir to the estate
but died during World War II. Kingweston
House and grounds were officially given to the
school in 2006. In April that year a spectacular
event was organised to thank Mrs Joy Burden
for her kind gift and to celebrate the Diamond
Jubilee of Kingweston as a Millfield boarding
house, gathering people connected with the
house over the past 60 years.
Kingweston is the oldest boarding house that
is still on its original site. It has always been a
boys’ boarding house that has provided great
facilities for pupils living there as well as the
rest of the school. In recent years, the house
has been refurbished to create more single
rooms. The dining room, the swimming pool
and the 18 hole flat golf course (designed by
a golf architect) are unique features.
Trevor Greenhill and his wife are coming to the
end of their 12th year as Houseparents. Trevor
reflected, “The wonderful grounds allow the
boys to enjoy the space to play and let off
steam. On a summer’s day, it is one of the
most beautiful places in the world…I love the
house, village and the landscape. It has been
a wonderful place for my family to live; the
family-feel of the house has been an important
aspect of Kingweston for us and the boys.” He
also noted that four members of staff have
been with the house for over 30 years!
By Hayley ThompsonEditor
All houses at Millfield seem to have unique and interesting histories, whether it is how they
received their name, moved from location to location or developed their character. Thus, three
houses have been selected at random and profiled here. I have enjoyed the opportunity to find
out more about their past and present day developments.
b
House Profiles:Kingweston, Martins & Mill House
Kingweston House Diamond Jubilee (1946-2006): Mrs Joy Burden is pictured here, right of centre, surroundedby former pupils of the house, as well as Peter and Chrissie Johnson and former and current Houseparents.
KINgWesToN
The Windmill Summer 201022
MarTINs
artins is a relatively new house. It
was opened in September 1998.
The house was named after the
retiring Headmaster, Christopher Martin.
Originally it was intended to accommodate the
boys from Ivythorn when it closed. However
the boys from Ivythorn transferred to Walton
(which is still a boys’ boarding house today,
located off campus in the village of Walton).
This resulted in the displaced Walton girls
taking up residence in the newly developed
boarding house; this transition was an exciting
development for the girls that moved on
campus and had a new house to make
their own.
The Houseparents, Nick and Deb Gabb, have
enjoyed living in the house since its inception
(prior to being Houseparents at Ivythorn for five
years). In stating what is unique about Martins,
Deb said, “The girls of course. You always get
some interesting characters. However, the
building itself is unique due to the layout and
size.” Along with this, Deb noted that the house
is a vibrant and fun place to live. She said that
“The Martins girls have added their own touch
to the house over the years picking the colour
schemes, so there are some really bright rooms!
There is also a great suite for the Head of House
that is located on the third floor.”
Since it was built, an art room has been created
and a number of single rooms have been
added so that it can house up to 56 pupils.
Relating to its location on campus, Deb said, “It
is in the best position, near enough to the
centre of campus but still in its own enclosed
space.” It is in easy reach of the swimming
pool, athletics track, golf course, stables and
many of the other houses that are located
on-site, some built prior to Martins and others
much more recently.
M
“Martins is a reallyrelaxed house to be inin. The Houseparents
and Assistants aresupportive of us as individuals.”
Upper Sixth, Martins
MILL house
ill House, on the edge of Barton
St David, became a Millfield
boarding house for 20 boys in
September 1963. The first Housemaster was
John Traill (1963-1968), succeeded by Roger
Cryer (1968-1970) and John Davies (1970-
1978). Reflecting, John Davies said, “These
were idyllic days, an old mill, with a stream
flowing underneath the main dormitory, in
matchless rural Somerset and only 20 boys,
allowing easy interaction with my family in a
wonderfully relaxed environment.”
Mill House closed in 1978 as Boss Meyer
(Founder Headmaster) owned it and the lease
had expired. Pupils transferred to ‘Holmcroft’
in Street and other houses in locations closer
to the Millfield campus. Being based in Street,
the boys could easily walk to school and
return when they needed, to pick up games
kit or relax between classes and activities at
school. Holmcroft still exists as a boys’
boarding house today, although it moved
on-site in 2002 along with many of the other
boarding houses that were based in Street.
For approximately 30 years the name ‘Mill
House’ disappeared from the Millfield
vocabulary. The name was revived in 2008
when day house names were revised.
Previously day houses were named after
their Houseparents (e.g. Cookson, Eagle, etc.)
but this meant that names changed in
accordance with staff changes. To allow for
more continuity, it was decided that day
houses should have fixed names. In 2008,
pupils were allowed to vote for the name of
the house they wanted to take on. They were
allowed to select a name from the array of
Millfield boarding houses that existed in
Street, Glastonbury and other nearby areas
before many of them closed. Mill House was
one of the names that was brought back to
life, along with Great House and Rookery
(boys’ houses) and The Lakes and Overleigh
(girls’ houses).
As of next year, there will be just two boys’ day
houses, Mill House and Great House. Both of
these houses will be given their own physical
space on campus; Mill House will be located
in the Physics Annex and Great House in the
Boys’ Day House Centre. Phil Cookson,
Houseparent of Mill House, said, “Providing a
physical base for day boys will allow them to
enjoy a sense of place they have never had
before on campus. Day girls have The Girls’
Cottage, which is a great place for them to
gather, leave their belongings and chill out.” In
painting a picture of what the Mill House
space will look like, Phil said that there are
plans to create a mix of workstations, social
spaces, storage facilities for their belongings
and a kitchenette area for the boys to make
drinks, among other facilities. As a day house,
Mill House will continue to provide support
and opportunities for day boys to pursue their
interests and be actively involved in school life.
M
23The Windmill Summer 2010
Many thanks to Sarah Key for providing these images.
The Windmill Summer 201024
Grisaille Portrait Josephine Cottrell (L6)
Pupil Art Gallery
Metal Chair Phillipa Cochran (Yr. 11)
My World Olivia Petter (Yr. 11)
Another Culture Rebecca Welch (U6)
Ceremonies Charlotte Wiltshire (Yr. 11)
Cityscape Elliot Folland (U6)
Tidy Chair Harry Ketley (U6)
Mandela Fhiona Lamb (U6)Self Portrait William Farrell (U6) Figure Trio Genevieve Moody (L6)
By Pandora Yates,
10 NJB, Acacia
“Unfortunately girls, Sister Barbara
passed away about ten minutes ago.
We have to go bless her body
goodbye.” I looked at Phoebe, the
corners of my lips rose uncontrollably,
and my lips began to tremor. I kept
thinking to myself, just hold it in, just a
few more seconds and she will be
gone. Sister Gene eventually departed,
and my mouth burst open like a
balloon. A huge crackle came out.
Phoebe’s eyes turned towards me
squinting, and a huge wrinkle
appeared in the middle of her
forehead.
“Rosie you do understand what just
happened? Someone just died, and
you are sat here laughing?”
“Of course I understand the word
DEAD! But don’t you find it ironic how
it was that old bag?”
“I knew doing this was a bad idea. You
are never going to be serious enough
to pull this off.”
“It’s fine Phoebe, I promise I won’t let
the cat out the bag.”
“You better not.”
“Right girls, as you are in the year of
arriving at the big number 16, we are
going to send you off to get confirmed.”
Our Headmistress sounded very
tuneful today. It was probably because
her least favourite year was being
carted off, for two days and a night...
Caughtin Action
25The Windmill Summer 2010
Outstanding Pupil WorkFor a Year 10 GCSE Project, my class studied
short stories and then wrote their own. Pupils
tried to hook the reader right from the start,
by establishing a narrative voice, setting a
scene, and beginning to address a theme.
Here are the openings to a few stories that
were awarded A*.
Steven Cole
English Teacher
Mia’sBattlefieldBy Megan Owens,
10 SUS, The Lakes
Mia sat cool, composed, in control. Her
opponent slammed down the clock,
which let out a helpless groan. The game
was coming to its end. Spectators started
to gather and hover anxiously around her
board. She felt quite popular, in a weird
way, but very uncomfortable.
Mia noticed her stage for the first time
since the tournament began. The hall
was huge with carved marble pillars
which stretched to the ceiling, and thick
red curtains that cascaded to the floor.
SLAM. His move was expected, but Mia
still paused for a moment to re-evaluate.
She escorted her Queen to the seventh
rank. Her opponent’s shoulders dropped,
his eyes burning through the board, his
hands cupping his face. Suddenly, bang,
the arbiter knocked a file from his messy
desk that crashed to the floor, but Mia’s
attention was not stolen by this, but a
face in the crowd. His sea-green eyes
were scanning the board. His wavy
blonde hair tickled his collar. Her heart
was racing, but not just for the game.
Then he turned, and looked straight at
her. It was like a pile of cookies with a ‘do
not eat’ sign on them…
To Marsand BackBy Meghan Griffiths,
10 CHF, Martins
“Bye Lucy, be strong, act like nothing is wrong
and people will do the same.”
“Yes mum.” I slammed the door hard and
watched the shabby rusted car rock. I
wavered at first and then bravely walked
towards the front entrance of Hills-Brook
School. I could detect people looking at me
with curiosity as I walked head down. My eyes
were watering – from the absence of my
eyelashes, added to my tears building up –
making my vision blurred. My stripy orange
beanie covering my patchy head was all I had
to make me feel normal and accepted. Who
knew an intolerance to cane sugar placed you
in a completely separate world?
The icy chilled handle of the classroom door
sent a shudder down my spine. I was about to
enter a room where whispers would fill my
ears and eyes would be locked on my strange
appearance…
By Olivia Colthurst,
10 NJB, Acacia
This place just makes things seem worse than
they should be. I’m meant to just sit here and
listen to some stranger’s opinions that go in
one ear and out the next. I guess the only
reason why he doesn’t get bored is because
he gets paid. I should get paid for this too.
His name’s Andrew by the way. He’s a
psychologist. I know how it sounds but I'm not
actually here because I want to be, I didn't
have a choice. I'm here because I have to be.
It’s just another pointless court order...
The Signs
27The Windmill Summer 2010
Thoughts About Present Day Millfield
“I think boarding is especially good because
you get to know people who are in different
years which means you have a broader range
of friends. You develop close knit friendships
with everyone in your house.”
Stephanie Mazinyi, 11 ALS, Kernick
“My third term at Millfield is proving to be
equally busy and exciting. I enjoy the
relationships I have developed with my
teaching groups and the friendly and
welcoming atmosphere that the campus
environment offers.”
Anneka Reebye, Biology Teacher
“My Millfield Experience: I get up, dreary eyed,
and open the curtains to a cold and misty day
and think of another day at Millfield that has
just begun. I joined the Prep School in Year 8,
which I think helped ease the daunting
experience of coming to such a big school
where everyone is dressed smartly, wearing
suits and ties.”
“With so much happening at Millfield you can
always find something to do. Whether it’s
working in the library or playing a game of
football with some friends, you can always have
fun. This doesn’t mean to say that Millfield is all
fun and games. With me being in Year 10, our
GCSE exams are getting ever closer and the
constant barrage of work never seems to
slow down.”
“I think because Millfield is such a sporty
school the teachers feel it is important that the
pupils know that work is important too. I think
the sport at Millfield is one of the things that
make it so great. The facilities are some of the
best in the country which I think makes
people give sport a go when they otherwise
wouldn’t. This gives the school a reputation
that other schools don’t have and makes
Millfield unique.”
Toby Bedford, 10 AJG, Rookery
“What I love most about Millfield is its
atmosphere. There is an overall feel in the
school of every person here being able to excel
at what they love and are good at, whether it is
in sports, the arts (performing and visual),
and/or academics. You also meet the most
interesting and diverse people during your
time here. I really don’t think any other school
could offer one such an opportunity.”
Natasha Hotung, U6 LAS, Kernick
“Millfield is still a wonderful and stimulating
school in which to work. There have been
many changes to buildings, the curriculum
and our systems. At the heart of the school
the pupils are as lively and stimulating
Continued on page 28
The Windmill Summer 201028
(occasionally challenging) company as ever;
the staff are just as committed as ever but a
more professional group overall than when I
joined in 1979.”
Rob Decamp, Deputy Headmaster
“Delightful surroundings, remarkable facilities,
and pupils with a strong sense of spirit.”
Jill Cross, Secretary to Chris Daw – Estates
Manager
“Millfield pupils come and go but there is
always a buzz at this school. Our pupils love
nothing better than to perform and there are
many who have no fear of getting up on a stage,
or delivering a speech in public. They make
amazingly responsive audiences too. I admire
the guts and confidence of Millfieldians. Pupils
here know how to live life to the full and have
undying loyalty to the place where they spent
their formative years.”
Hillary Heriz-Smith, English Teacher
“I came to Millfield this year for the fantastic
equestrian facilities and opportunities it could
provide me, yet received not only that but great
help with my academics, and teachers that
really help me understand everything I find
difficult. I am now predicted four A grades at
AS, including English Literature, which is my
second language, leaving me wishing I had
done my GCSEs here too. I have enjoyed almost
every aspect of being here. The sport and
academics here are great and the social scene
is good too. There is so much organised to do
for fun during our free time.”
Kristina Karailieva, L6 JCW, Acacia
“To thrive at Millfieldyou have to plug into this
dynamo of energy –youthful, social, sporting,cultural, academic. Thereis no time for an easy ridebut if you embrace it allit can be a fantasticallylife-shaping experience.”
David Trevis, Head of the Library
“I have much to thank Millfield for, the best two
years of my life when I was here in the Sixth
Form, meeting John (Orchards 1988) my
husband, and presently for the most wonderful
education my children are receiving, and a
job! At Shapwick where I am currently a
Houseparent to 55 boys, I marvel at the
breadth of experiences the boys have, made
possible by a staff that go the extra yard to
enable these to happen.”
Emma Mallett, OM (Jackson House, 1988),
current Houseparent at Shapwick and mother
to three current Millfield Prep/Pre-Prep pupils.
“Coming to Millfield in Lower Sixth, I tried Judo
for the first time. I’m glad I did because I found
a sport I really love and met some truly
inspiring people.”
Sarah Bayliss, U6 LAK, Warner House
“Some of the areas around Millfield are really
beautiful at different times of the year and we
are very fortunate to be working and enjoying
these surroundings but I miss the area
outside the old dining room (now the Design
and Technology block) with rose arbours,
picnic benches and the outsized chess board
where pupils used to gather in breaks and
lunchtime…now they come to the library!”
Jill Wallis, Librarian
“I have been at Millfield for a long time, seven
years in fact, and I have enjoyed every
moment of it. The Senior School has a brilliant
atmosphere where you feel comfortable and
at home; feeling like you belong and are safe
on the campus. There are a huge variety of
people here with different interests and
backgrounds so anyone can fit in and still be
unique. With the amount of facilities and
opportunities offered to us, we can choose to
do anything we want, what suits us best but
also other things that could lead to new
interests that we didn’t know we had!”
Sophie Farrant, U6 SLW, The Lakes
29The Windmill Summer 2010
“Since I have been atMillfield, I have hada brilliant time. Thefacilities are out of
this world and the bestpossible. I have
excelled since I havebeen here and this is
due to the general makeup of Millfield.”
Jack Owlett, 10 HAK, Mill House
Continued on page 30
“I have been here three years and have
enjoyed the highs and lows of school life.
Every day walking around school I see new
smiling faces that I have never seen. Millfield
has exceeded my expectations and far
beyond. This school has definitely built me as
a character and broadened my horizons. I
love it.”
Joshua West, L6 DEA, Joan’s Kitchen
“As I write this, it feels like I have spent
‘another working day in paradise’! I just got
back from hosting lunch in the Chapel Garden
with a bunch of Design Teachers from all
over the south west...warm and friendly
conversation, sun beating down, a rustle of
leaves in the trees, heady fragrance of the
wisteria blossom in the air.”
Richard Smith, Design and Technology Teacher
“An inspirational mixing pot, with plenty of
history to support its forward looking
approach.”
Dr. Graeme Maw, Director of Sport
“I love Millfield, it is an amazing school. I feel
so privileged to be here.”
Alexandra Davies, 10 SGK, Abbey
The Windmill Summer 201030
“Within the varietyof sports offered at
Millfield, it appearsthat the needs of
individuals are met.Interacting with
coaches and pupilshas taught me a lot
about coachingtechniques preparing
me for a SportsPsychology MSc
degree.”
Calli Wray-McCann, Gap Year
Placement
31The Windmill Summer 2010
By Hayley ThompsonEditor
Engaging in participant observation, I hopped on the mini bus with a Year 9 Tutor Group (9 DHL)
bound for Long Wood, an adjacent site to Worley Hill, for a full morning of conservation work.
Shane Potts, the Millfield Conservation and Reserves Manager, guided us through the morning’s
activities. My goal was to discover what the ‘Worley Hill experience’ was all about and understand
its place within the school curriculum.
Worley Hill: A Rite of Passage for Year 9 Pupils
illfield’s work in nearby Worley
Hill began over 20 years ago,
when Geoff Brunt, a former
Physics Teacher, set out to recover the
grasslands that were a characteristic of the
area before people began planting non-native
conifer trees around the country. These
conifer trees grew unperturbed and
destroyed many of the original grasslands,
but the government was incentivising this
planting by giving people tax breaks.
At a time when we relied heavily on coal, the
government wanted to ensure they had a
reserve of timber for coal mine pit props.
Thus, the Forestry Commission was created
in 1919, and others joined in to help produce
bountiful supplies of timber quickly. An article
in The Independent on Sunday (2006) titled
‘Planting Forests is a Good Thing, right?’
notes that “The story of the great 20th
century conifer afforestation is rarely told, but
it was one of the biggest changes ever to the
look of our landscape.” It went on to
conclude that, “Planting trees is only a Good
Thing, sometimes,” as beautiful and diverse
woodlands were lost or degraded as a result
of this extensive planting programme.
In the 1980s, Millfield began a relationship
with the J & F Clark Trust in the Polden Hills
area when “Geoff and a small band of
volunteers began to clear small remnant
patches of calcareous grasslands” (report by
Shane Potts: Nature Conservation 2007-
2008). Geoff helped Millfield purchase the
Worley Hill reserve in 1991 and has since
gone on to help the J & F Clark Trust manage
other sites on the Polden Hills. Shane Potts
took over the management of Worley Hill and
six other sites in 2008. He helps to coordinate
Year 9 site visits and Duke of Edinburgh
Award participant activities, as some pupils
choose to do conservation work to fulfil a
portion of their Award requirements following
on from their Year 9 ‘Worley Hill experience’.
In continuing the work started by Geoff Brunt,
Millfield pupils have the opportunity to visit
Worley Hill (or another nearby site) with their
Group Tutor on a Wednesday morning. Noted
in the school diary each term are the groups
that have been scheduled to spend a
morning learning about Millfield’s ongoing
nature conservation work and participating in
related activities; by the end of the academic
year all Year 9 pupils will have undergone this
‘rite of passage’ and visited one of the
reserves.
Pupils are tasked with helping to fell trees,
making way for the light of day to reach the
ground and foster the growth of flowers, grass
and shrubs. The clearings created allow the
native flora to recover and provide habitats for
fauna ranging from insects to mammals.
Shane mentioned that “Worley Hill and nearby
Hatch Hill are highly regarded by conservation
professionals; they are considered the best in
Somerset for butterfly conservation.” This is
evident by the documentation of increased
numbers of rare species such as the Large
Blue on the Polden Hills.
The Large Blue was recorded as extinct in the
UK in 1979. It was recently reintroduced
from Swedish stock. By 2006 Large Blue
flying adults were estimated at “10,000 on 11
sites, which is the largest number seen in the
British Isles for over 60 years” (UK
Butterflies), that Worley Hill was one of these
sites is a testament to the school’s hard work
since the 1980s to reinstate grassland in the
Polden Hills. Shane confirmed this saying,
M
Continued on page 32
32 The Windmill Summer 2010
“Butterflies are an indicator of a healthy site
such as Worley Hill.”
Before my visit to the Long Wood site with
9 DHL, Shane ran through the geographic
and historic elements of the area with an
informative PowerPoint presentation. He gave
us an idea of the fauna and flora we might see,
an overview of the work we would be doing
and a safety briefing. The safety briefing was
repeated when we reached the site to pick up
hard helmets, gloves and tools. Additionally, a
demonstration of the proper way to cut the
trees helped us work safely and effectively with
one another.
At the site, it was not long before we were hard
at work, roaming the parameters we had been
given to explore and deciding which trees we
should cut. The morning progressed with us
working mostly in twos or threes to ensure we
could cut and carry the trees. Once a tree was
felled we would add it to a nearby pile of debris
and move on to the next tree. When I asked
Shane what would happen to the piles he
replied saying, “The accumulated debris will
provide a habitat for wildlife in the area, a
place they can find shelter and build homes.”
We were active throughout the morning,
stopping only to take a break for a packed
lunch. It was nice to be able to work hard
outside in good weather, breathing the fresh air
and chatting amongst ourselves. From asking
questions about the work we were doing, we
learnt that we were mostly cutting hazel trees
that were 20-24 years old (counting the tree-
rings). These trees had grown in the area since
the last time it had been cleared, although
there were a variety of other trees that were
both older and younger. Managing the seven
sites in the Polden Hills, Shane said that
Millfield base their work on a 16 year cycle.
Thus, the area that 9 DHL worked on will not
be cleared again in this way until 2026.
Shane commented on his experience, taking
groups like 9 DHL out to the reserves, saying
“It’s great to see pupils get into it. On the
whole the groups are pretty good…it is
interesting to see them interact in a different
environment – outside the confines of the
classroom – and develop an understanding of
ecology. It is valuable for them to understand
that actions have consequences; here they
can really see that the destructive action of
cutting down trees actually has positive
consequences. This is reaffirmed if they visit
the site at a later date.”
The ‘Worley Hill experience’ is a unique part
of the education Millfield pupils receive. In
some cases it will spur pupils to continue
engaging in UK or international conservation
work, or give them the desire to pursue more
outdoor activities. For others, it is just a good
opportunity to be in a different learning
environment with their friends. Oriana
Hooper, from 9 DHL, commented on her
experience at Long Wood saying, “It is really
good for teamwork. We worked together and
enjoyed the chance to be with our Group
Tutor outdoors, we can be ourselves around
him and we had lots of fun.” While another
member of the group, Caitlin Cooper said, “It
makes you use your muscles, working like
this outdoors.”
In the future, Shane is keen to see pupils visit
more often, building on their initial Year 9
experience. He is also interested in working
more with the Prep School and Pre-Prep, as
“It is a good way to get them interested and
give them valuable knowledge for their Year 9
site visits.”
Above January 1993, clearing up after the contractorBelow The same area in 2005
t started by accident really... well, not
quite an accident, but a miracle in a way.
My wife and I had been doing this sort of
thing in India for three or four years. I had some
twenty or thirty Indian princes, princelings, their
nephews and cousins aged three to twenty-
three and the whole of the top floor of a palace,
about one hundred yards long; I scattered these
children from one end to the other and taught
them anything that they wanted to know and
that I knew anything about – very often even if
I didn’t know anything about it. I had to handle
this collection of children and fortunately for me
picked up their lingo fairly quickly and they
picked up English very quickly; and after three
or four years we managed to place one or two
at Oxford and Cambridge, and one or two in
various English public schools, and my wife and
I had come over to look after them in the
holidays. Well, two of these children were
unable to pass into public school anyway, so I
had to continue to teach them.
My mother and father had got this rather nice
house. The Quakers, the Clarks, welcomed the
Indians – they’re great on international
friendships. Many other landlords and owners
of big houses said they didn’t want anyone
from abroad messing their houses up but these
people welcomed them – that’s the way the
Clarks are. And so we came here.
Unfortunately, after we’d been here for three
weeks, the old Maharajah flew in and said, “I’m
sorry I’m bankrupt. Will you pack the children
up – I’ll try to send you some money one day”
(only £4,500, I never got it). Things didn’t look
too bright. So, I accepted a job as Headmaster
of a school in India, but that didn’t start for six
months, and I thought, well, I’d better see if
there’s anybody round here who wants
teaching, because it’s the only thing I know how
to do except dig, prune, and play cricket. My
mother and father were not at all enthusiastic
about my going to India. My mother said, “Why
don’t you start a school here?”
“My dear mother, I have been something of a
gambler all my life, but I’ve never gambled on
something that I couldn’t possibly win. There’s
simply no room in this house.”
“O - God will find a way for you my dear boy,
if you pray earnestly.”
“Well I don’t see it.”
Then the tradesmen started to come up, “Well
look here sir, you’re a gentleman, and if you
start a school here, I’m sure a gentleman like
you would make a great success of it, and we
won’t send you a bill for a year” (for furniture
and this, that and the other). Well, I’d got to
stay there for six months, and during that six
months, fortunately various parents arrived
with some tough looking jobs, which I
managed to handle largely because they
weren’t as difficult as they looked. One old boy
who got to Cambridge brought me pupil after
pupil after pupil, and quite soon I found
myself with thirty or forty…
In light of Millfield’s 75th Anniversary it seems apt to leave you with an extract from an interview
with the Founder, Jack ‘Boss’ Meyer, conducted by two pupils for the Millfield School Windmill
in 1971. Stephanie Jenkins and Leonard Lewis started off their interview with Boss asking,
“What made you start a school?” His response follows.
An Interview With Boss
I
We would like to invite you to attend
Millfield’s 75th Anniversary Gala Dinner
in London for OMs and parents. This
spectacular event will be held on
Tuesday 21st September 2010 at the
London Hilton on Park Lane, 6.30pm
till late. For more information about this
celebration and booking details please
check the Old Millfieldian Society
website: www.omsociety.com
33The Windmill Summer 2010
Above: 1935 departure for Millfield
Street, Somerset BA16 0YD UKTel: +44 (0) 1458 442291Email: [email protected]