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class, proudly sported sashes marked
‘Advisor’. They went around with the parents advising them
on the use of the unfamiliar decimal coinage. We had a chart up
on each stall, a conversion chart, and it was voted to be a very
successful afternoon. Many people who came were not actually
related to the school through the children, managers came and
neighbours. Again 'what we hear we forget, what we see we
remember and what we do we understand.'
Drama is a very useful and interesting part
of the English programme in the school curriculum. In a small
school such as ours it is very difficult to fit in drama that
will fit in every age group, but we managed in two ways. In
Summer the crowning of the School Queen, when once again every
child had a part to play. The Queen with her maids in waiting,
her page-boys and her attendants. Each year the Queen, who was
chosen by popular vote not by the staff, chose a flower, the
colour of which was taken |
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for her crown and train. She also carried a
bouquet of her chosen flowers. This crowning ceremony usually
took place at some village function such as the Village Fete or
in the Coronation Year, 1953, the crowning of our Queen took
place at the village celebration for the real event. I have
since heard of the many uses those beautiful clothes were put
to. Some were made into bed covers or curtains for small rooms
or cushion covers – many useful reminders of the great day of
the Crowning of the school Queen.
The other great activity was the school Nativity
Play. This was an unusual play in that it was mimed. The
children had no spoken parts to learn, they had only to act and
by their actions convey the story. I have a cousin who trained
at one of the large drama schools and talking to him one day I
spoke of our drama effort – miming a Nativity Play. He told me
in no uncertain |