Living history

By Keith Budge, Headmaster, Bedales Schools

James GS and Mike Sadler cropIf a 97 year old man tells 15 year olds what he was doing when he was at Bedales in 1935  (aged 15, being taught Latin by John Badley) he is recounting his experience from 82 years ago.  If one of those 15 year olds lives to be 97 and talks about this (hearing the 97 year old in 2017) he or she will be talking in 2099 about hearing of the events that happened 164 years before, on the eve of the  Second World War.

The first bit of this scenario happened on Tuesday evening in my house when Mike Sadler, not only an Old Bedalian aged 97 (which puts him in a smallish club), but also one of the earliest members of the SAS (which puts him in an even smaller club).  I have listened to many intriguing people with extraordinary things to tell, but I cannot think of anything that could match this.

Mike, a slim and remarkably jaunty figure (pictured, right with Head Boy, James Grout-Smith), is surrounded by nine students and seven adults listening to him recounting his experience – from the latter stages of his Bedales career, through his initial contact with David Sterling, Paddy Mayne and the other founding members of the SAS, to the expedition to the Antarctic he undertook (with Mayne) following his war service.  We start shortly after 6pm and finish just before 9pm, with a brief break for something to eat.

Mike’s lively mind, interest in others, courtesy and sense of fun are palpable.  He has a brief tour of the school.  Interesting to think that the Memorial Library would have just opened when he was born.  He tells me that in his day there was a rather smelly generator where our smart reception now is.  His memory for where things are is legendary – as befits someone who was a brilliant navigator, who could direct a raiding party 100 miles across the desert in the dark simply by using the stars.

He shares his stories with a twinkle and, yes, a sense of fun.  His account of escaping from the white- hatted Afrika Corps and managing to get his jeep back to the Qatarra Depression was “an amusing incident”.  He describes his famous 100 mile, four day walk from Gabes to Tozeur, with only a goatskin tied together with bootlaces as a water container with an insouciance and twinkle that make light of it.  Other incidents, which sound as scary as scary gets, are described with a sense of fun and adventure.

When asked what he misses most about those days he says “so many interesting people”.    Mike’s independence of mind, willingness to question, delight in innovation and enjoyment of teamwork all found their home in those formative early years in the SAS.  It was the biggest of privileges for all of us lucky enough to meet him and hear him at his old school.

Strutting your mutt

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By Keith Budge, Headmaster, Bedales Schools

Saturday afternoon and there is only one place to be – the Badley Behaved Dog Show and Fête on the Dunhurst pitches.  Zazu (usually benign, although sometimes dramatically not so, but always unthinking, black labrador) and I arrive a little late to find it all well under way.  There’s so much to do – much sniffing and greeting: gloating bulldogs, spry labradoodles, dopey Afghans (or it that a coat?) and even some mutts who look as if they have been specially coiffured up for the occasion.  Aha!  And there is little Toby, the most popular male mammal in the Petersfield area and one of the main reasons for visiting Bedales reception, where he presides. Another youngster wags in the distance – it’s Diggerty Cross.   And there is so much for dogs and their owners to do: Waggiest Tail, Cutest Puppy, Best Veteran, Best Pedigree Gundog, Dog Most like its Owner (steer clear of that one…) and Best Fancy Dress.  As for we two legged ones, the cream teas are beguiling, the Dalmatian Bouncy Castle inviting and as for the Waterfight Zone, well it’s soaking them up.

Zazu and I are having a nice, tranquil time: I am meeting people whom I generally know – or have met – she is meeting all sorts of new friends and is yet to have one of her cross / snarly moments.  I am not taking too many chances, having her on a (literally) very short leash.  Then, our quietish afternoon is suddenly changed by the request from the now hoarse chair of governors, Matthew Rice, that I take over the commentary from him. Whoops!  From being in gentle post-prandial, smallish talk mode to needing to sound canine-savvy amongst the doggy cognoscenti.  I haven’t even checked over breeds or warmed up the dog anecdotes. I’ve never listened to those legendary cricket commentators who can talk about nothing endlessly.  Never mind, just crack on.  It reminds me of when I was asked to  give a pep talk to a school pipes (ie bagpipers) and drums band one summer evening with about ten seconds’ notice.  I summoned up the “up and at ’em” and tried to avoid St Crispin Day echoes.

Off we go: and there is a soppy looking collie-ish creature, but what do I call it? And how can I say something not entirely fatuous about that fancy dress without it upsetting someone, probably the bearer? Things settle down after a bit. Funny how you discover – for better of worse – a kind of style.  Some of the old yarns come back.  There’s a seasonal factor here: in the summer term I need to think about dogs in advance of my annual dog assembly, so I am reminiscing about previous ones – the march of the labradors, and five things you can learn from a dog, being talks that spring to mind.  So, we have a bit of labrador breed history thrown in – and I have to break off to advertise those delicious cream teas before we get to the bit about that buoyantly woolly breed the Newfoundland.  Did you know…  Best thing is to give the microphone to the winners and to hear their stories – the rescue dogs’ owners’ being the best.

The sun continues to shine and our visitors depart, leaving the wonderful volunteers – parents and colleagues – to clear up.  More people now know about the John Badley Foundation: it enables children to come to our schools from families whose circumstances mean that a Bedales education would otherwise be completely out of reach. Perhaps they will associate it with panting geniality and cuddly hounds. There’s also something about this cranky and colourful afternoon that chimes with that fragile but precious thing, our ethos.  A medley of human and canine colour, it is a celebration of what we hold dear and of those wonderfully eccentric and precious bonds that tie us to our four legged companions: cheerful, a little quirky, certainly genial, inclusive, celebratory, colourful and proud to carve its own path.

Hawks and handsaws

By Keith Budge, Headmaster, Bedales Schools

 

Badley Celebration Weekend focuses the mind on what our schools’ values are.  The past month’s series of events  introduce new students to the place and what it means, whether that is Dunhurst’s climb to the Poet’s Stone or its camp, Block 3 in Ullswater, the Whole School Effort,  Bedales’ own take on a harvest festival or Sunday’s community festival.  It is interesting to step back and reflect a little on how we interpret the Badleyan vision – how it is, let’s say, incarnated.

Thinking of the sweep of history first of all: here are five perspectives for starters:

  • 1900: John Badley brings his new school to Steep (from Lindfield near Hayward’s Heath). 69 boys and 7 girls.  First task is to finish the main school building.  Lots of hand work.
  • 1909: Old Bedalian Camp. See the illustrations above.  The list of campers gives you some indication of what the chat must have been like.  Gimson and Lupton, for example, to whom we owe so much of our architectural heritage.  Eckersley who, along with his brother, more or less invented sound engineering and was a founding father of the BBC.  Rupert Brooke wasn’t at the 1909 camp but was a great friend of his namesake, Justin Brooke, and sometimes joined the group.
  • 1922: John Badley’s Notes and Suggestions for Staff Joining Bedales: “Teaching is not telling but helping to find out.”
  • 1966: The first year group where a student could have joined Dunannie and gone all the way through to Bedales. It is this cohort (of 55), the class of ’66, who returned to school last weekend.  Many of them spent the better part of 10 years together – in school most weekends as well.  They are in remarkably good shape and full of alarmingly distinguished people.
  • 2016: Block 3s start out – their “50 year on” reunion will be 2071.

 Activities from the last few weeks mirror the Badleyan desire that his pupils should not be feeble or ignorant about the world that surrounded them – they should know a hawk from a handsaw – and know how to use the latter, as a good number found out last Saturday in clearing an area of scrub by the Roman road.

But I suspect that what acts in its own mysteriously cohesive way – across these times and will continue to exert its spell – is the emphasis on relationships.    So here is how The Chief put it in his 1922 leaflet mentioned above:  “Our whole system at Bedales is based on intimate individual knowledge and personal influence.  For the full value of co-education especially we must have in large measure the condition of family life.”

 

 

 

 

 

Celebrating Badley

By Keith Budge, Headmaster, Bedales Schools

This coming weekend helps us celebrate the vision of the school’s founder, John Badley or, to his pupils and colleagues, Mr Badley or the Chief.  Its activities range from the Whole School Effort at Bedales (when 500+ students and teachers will create potential pasture from raggedy scrub) to the Bedales Community Festival on Sunday when we work with three charities and offer a range of activities to the wider community.

Amongst all this we have (on Saturday afternoon) a reception for donors and (on Sunday) a reunion of Old Bedalians who left 50 years ago. For me the weekend really gets going when, on Friday evening, I don my tweed plus twos and a red tie and go to Dunhurst to do my annual Badley Jaw.

Each year there is something new to add to the life of this multi-faceted and visionary man:  last year I showed slides of the very fine watercolours he did when he visited Palmyra on his Middle East tour.  This year I am going to talk about his penchant for skiing – he took skiing trips of current and former students well into his 60s.

But amongst all his many writings, it is his advice to teachers which rings as true as anything.  Here are some to ponder:

We shall do more by encouragement and the stimulus of example.

Planning a scheme of work is to be done for at least a year ahead.

Our whole system at Bedales is based upon intimate individual knowledge and personal influence.

I know that the happiest work is done when there is felt to be freedom.

Eternal vigilance is the price of freedom.

Middle East questions

Last night’s student-led Jaw re-told the stories of Syrian refugees – four poignant accounts of trauma and loss, culminating in that of Abdullah Kurdi whose family drowned and whose son, Aylan, became such a powerful image in turning the world’s sympathy more fully towards the plight of people fleeing Syria.

This was the second time that the community’s attentions have been focussed on the Syrian tragedy: an assembly two weeks ago by our two librarians featured John Badley’s watercolours of Palmyra and his journal entries. These fine paintings will become better known as they are reproduced as cards and sold to support Syrian refugees.

When I had a sabbatical in summer 2009, I chose to spend most of it in the Middle East. It was a part of the world I did not know and was interested in. I am glad that I did. The demanding and fascinating bit was trying to make as much progress as possible with Modern Standard Arabic through doing a beginner’s course at a language school in Cairo. Two of our children joined us when their summer term ended. They spent some time with us in Cairo before we travelled through Jordan and then into Syria. We didn’t visit Palmyra but stayed in Hama (where Assad’s father is reported to have killed anywhere between 1,000-40,000 Muslim Brotherhood), Damascus and Aleppo. Amongst all the pre-Arab Spring fascinations, Syria was the most fascinating and alluring: Damascus’s Umayyad mosque ranks in my mind amongst the most beautiful holy places I have visited. Damascus itself, arguably the oldest continually occupied city in the world, was bewitching. Aleppo, more bustling and deservedly legendary in its historic role as a great trading city. Unsurprisingly, the Syrians we encountered, although immensely hospitable and friendly, wisely would not be drawn on any of the less attractive features of living in a police state.

It is salutary and poignant to think now about the state of Libya, Egypt and, above all, Syria almost five years after the start of the Arab Spring.

The debate is well under way here as to what the community’s response should be to the refugee crisis.  These will certainly not be the only events which focus on the Middle East and the refugee crisis this term.

Agricultural cycles

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Part of Mr Badley’s genius (I muse, taking an early morning stroll as a proper, warm June summer’s day takes shape) was to twig how close we humans are to the seasonal cycles of the agricultural year.  After all, a Western European is only a maximum of a mere ten generations or so away from living on the land and being bound by the cycles of sowing, growth and harvest.

In Mr Badley’s case, there were additional specific reasons why having a school within a farm made sense: what greater emblem could there be of Work of Each for Weal of All than communal haymaking? And of course he wanted his students to “know a hawk from a hernshaw” and to avoid a situation where “the rotation of the crops [is] as much a mystery as the procession of the Equinoxes”. This was partly to avoid the helplessness that he saw as resulting from young gentlemen who expected “to be at one end of a bell-pull with a servant at the other.”

Alongside this was his conviction that the education of head, hand and heart needed to work in conjunction- agricultural hand work (which was innately “useful work”) was, alongside archery, drawing and woodwork, a vital part of this educational elixir.

Here we stand at the start of June and the educational cycle is about to go through one of its seasonal turns, with an additional twist this year: the Block 3s are coming towards the end of the first cycle of a curriculum which we re-shaped and introduced in September last year.  Central to this re-jigged programme was a much greater commitment to Outdoor Work and in particular the growing of food. We wanted these young men and women to learn more about the countryside that they are part of; so they have been growing vegetables and raising pigs.

This week the first of the Block 3 tutor groups will host their parents to a meal which features their handy work. They will also tell their parents about their individual and group projects, many of which are based in the land that surrounds us. Of course, we will be eliciting feedback from this first group of students and ensuring that next year’s cohort benefit from the refinements we will introduce as a result, but the initial indications are good and it is heartening to see this vital element of Bedales life having such a positive impact on young lives.

In the meantime, along with some new facilities for next year’s piglets – luxurious sties being built as an Outdoor Work Bedales Assessed Course project- 30 handsome hens have occupied their new home, the aptly named Jurassic Park hen enclosure, perhaps the best fortified such encampment in Hampshire.

Schooling without tears

Searching questions at Saturday’s open morning panel have the healthy effect of making all of us think about what makes up that vital, complex fabric that we blithely call atmosphere and ethos. How do we strive to have the best bits of a liberal education without the lax bits? How do we rely sufficiently on the motor that is inspiration whilst having things we can deploy if student motivation wanes?

Pondering these weighty matters and thinking about where the school might currently lie in its 122 year journey, I found myself reading an article from the front page of the Pall Mall Gazette (October 5, 1892). So, this is before the school started in its first location near Hayward’s Heath in 1893. The article is entitled:

SCHOOLING WITHOUT TEARS
A CHAT ABOUT “BEDALES”

It begins: “It’s pretty; but will it work?” and goes on to talk about how the headmaster of the new school, Abbotsholme, Dr Reddie is releasing his lieutenant, Mr J. H. Badley to start “yet another New school on his own account”.

The article then consists of an interview with John Badley in which he outlines some of the founding principles of the school. Alluding to the “narrowing influence” of early specialization, the “monopoly of Latin grammar and the all-pervading atmosphere of individual competition, with its machinery of marks and prizes and scholarships, subordinating the higher ideals of education to what will ‘pay’ and the interests of the majority to those of the few who are to swell the school honour lists.”

All interesting stuff, but above all it is the reference to what he calls “character – training, general culture, the humanizing side of life” that rings a strong chord, as does his vision that the evenings should be taken up with music, reading and the ‘humanities’. Liberal becomes a yet more loaded word by the day – humane has legs, perhaps. It has good provenance here.

The additional curiosity arising from this article is that it was probably written by Edmund Garrett, Badley’s brother in law (who went to the same windswept school as I did) and whose sister was a strong voice in the suffragette movement. It was probably this article that was read by Constance Wilde, Oscar’s wife, who wrote a letter in October the following year saying that she had persuaded her husband that they should send their eldest child, Cyril, to the new Bedales. Badley and Wilde would have been part of the same Cambridge circle.  Cyril Wilde, aged 9, arrived in Summer 1894 and spent just three terms at Bedales before scandal engulfed his family and he went to Radley under an assumed name.


Bedales School is one of the UK’s top independent private co-education boarding schools. Bedales comprises three schools situated in Steep, near Petersfield, Hampshire: Dunannie (ages 3–8), Dunhurst (ages 8–13) and Bedales itself (ages 13–18). Established in 1893 Bedales School puts emphasis on the Arts, Sciences, voluntary service, pastoral care, and listening to students’ views. Bedales is acclaimed for its drama, theatre, art and music. The Headmaster is Keith Budge.