A few weeks ago, I saw Alan Bennett's enjoyable The History
Boys at the National Theatre. Set in a northern grammar
school in the mid-1980s, we watch a group of sixth-form boys prepare
to apply to Oxbridge to read history while also, the blurb says,
"in pursuit of sex [and] sport" (not that the sport was
particularly evident).
Their three teachers are Hector, a long-time
English master teaching General Studies:
I count examinations, even for Oxford and Cambridge, as
the enemy of education. Which is not to say that I don't regard
education as the enemy of education, too... Oh, it would be
useful... every answer a Christmas tree hung with the appropriate
gobbets. Except that they're learned by heart. And that is
where they belong and like other the other components of the heart not
to be defiled by being trotted out to order.
Irwin, a young supply teacher (later a journalist and political
operative) brought in by an ambitious headmaster to arm the boys with
charm, polish, and a presentational "sprig of parsley":
The wrong end of the stick is the right one. A question has a
front door and a back door. Go in the back, or, better still, the
side. Flee the crowd. Follow Orwell. Be perverse. And since I
mention Orwell, take Stalin. Generally agreed to be a monster, and
rightly. So dissent. Find something, anything, to say in his
defence. History nowadays is not a matter of conviction. It's a
performance. It's entertainment. And if it isn't, make it so.
And Mrs Lintott, who gave these boys the "Firm foundations type of thing" in their A-levels:
They know their stuff. Plainly stated and properly
organised facts need no presentation, surely.
The play reminded me of my Additional French (a one-year course in
the fifth form which hovered, I think, somewhere between a GCSE and an
AS-level). Our translation and oral teacher was like Mrs Lintott: we
certainly worked, and practised, and while those lessons rouse no
passionate memories, we certainly had every opportunity to know our
stuff. (And the preparation for the oral exam taught me more than
I've ever needed to know about the distillation of whiskey, which we
had to encourage our examiner to start importing to France.) Our
literature teacher, on the other hand, reminded me more of Hector
(thinking only of the style of teaching and certainly not
suggesting any impropriety on his part, I shall hasten to add). We
studied Anouilh's Eurydice, reading it, discussing it
(and digressing from it) to death and almost back; I walked into that
examination brimming with ideas but with scant idea of what I would
see when I opened the paper. (Bear in mind, though, that this was
some 12 years ago, and looking back does have its risks.)
I almost wrote that I didn't recall an Irwin at my school. In
mathematics (or, at least, mathematics examinations), there seems less
scope for "finding [one's] way to the wrong end of seesaws" or
"settling on some hitherto unquestioned... assumption then proving the
opposite" (although I suppose denying the parallel
postulate and deriving a non-Euclidean geometry in under an hour
might impress). But Robert Ainsley's Bluff
your way in Maths says, of university entrance exams,
The easiest exams to bluff your way through, because they rest on
the excellent principle that the best way of solving a problem is the
most economical, which is usually found by mathematicians who can't be
bothered to churn through the standard, long-winded methods, often
summed up as 'a lazy mathematician is a good mathematician'... Answers
should be the minimum length and include phrases like:
- by symmetry, we can show that...
- it is obvious that...
- intuitively, we can see that...
- by continuity, we know that...
A mathematical Irwin would probably preach elegance and bold
intuition rather than controversy: would this merely be a different
scent of polish?
Bennett gives us a scene in schoolboy French (an improvisation set
in a Paris brothel, transforming into a wartime Belgian hospital when
the headmaster walked in). In contrast, Dan Brown's Da
Vinci Code carefully explains and translates to make sure
no-one will be left behind, thus giving one less chance to feel
accomplished/self-satisfied/smug (one of those irregular
adjectives?) at working out what is going on. Adam Bloom (whose
Radio 4 recording I went to see the week after
julietk's
visit)
talked (unshamedly self-indulgently) about the comedian's challenge in
erecting hedges which guide his audience to a punchline, not making
the end too obvious but not losing them on the way, so the audience
can feel good about itself: it probably applies similarly to
novelists, playwrights, and the authors of adventure games. (At least
those who run role-playing scenarios can tailor them if they turn
out to have misjudged their players/audience, a luxury less available
to the novelist or dramatist.) How much of this will make it into the
broadcast The Problem With Adam Bloom I'm not sure, given
the lengthy improvisation and short timeslot. (Our voicemail system at
work makes recorded messages play faster and faster when you press "6"
repeatedly, but doing that on the radio might be cheating.)
Other than this niggle, The Da Vinci Code is an
enjoyable, fast-moving thriller with a backdrop of conspiracy theory,
Knights Templar and the Holy Grail, which did well in the nibble-sized
portions I normally get to read on Tube journeys, so I am looking
forward to reading more of Brown's books.