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July 2005: SENIORITY
AT FALCON COLLEGE
Report by Ben H Brooks
SENIORITY AT FALCON COLLEGE – SOME REFLECTIONS FROM AFAR
A lower sixth pupil concluded his response to the questionnaire with the following comment: “Finally, the seniority at this school has perished. I do not mean bullying but general standards. When I was in form 1 I would go to a teacher for help when in trouble but they would just chase me away. But now form 1 are taking over the school. I cannot believe this. They should go to girls college if they cannot handle the pressure.”
I found this comment amusing but also chilling. I expected to find institutionalised bullying, insensitivity and widespread unhappiness in the junior forms during my visit.
But a form 1 commented (in his response to the questionnaire) that “the first year at Falcon is something that makes us smart, neat and what our seniors are now. It just needs one to do things properly and be a man.” However, other form 1’s were less stoical and complained about cold showers, sending, having to run to the house after meals and ‘days’. This is a complex issue.
In the focus group discussions I asked the boys to list three things they would stop (get rid of) at Falcon, three things they would continue (maintain, cherish) and three things they would start (or implement). The Form 1 focus group was the first and all eight boys stated firmly and unequivocally that they would maintain the seniority system. This response was echoed by all the other groups. I was amazed!
‘Seniority’ is an umbrella term. It is more than a ‘pecking order’ and it includes such things as privileges at each level of the school hierarchy; duties and responsibilities; punishments; traditions. Pupils see it as a crucial part of becoming a true ‘Falcon boy’. Many are perturbed about a perceived weakening of the system through changes imposed from above.
We discussed these things in depth during the focus groups and in staff workshops. Mr Dave Grant heads the Mylne Society, a sixth form forum, and he showed me some entries from the minute book. Consider the following three:
- 25-7-1991 Heath Streak gave a rundown on the changing face of Falcon, emphasizing the degeneration of seniority at the college over the past five years.
- 5-10-1995 The next topic was the erosion of discipline at Falcon. Many staff will not stand up to parents who want the system to change. Members of the society had strong opinions on this topic and spoke their minds, some complaining that housemasters were no longer prepared to beat form 1’s.
- 23-2-2000 We then had a detailed discussion about change in the College, which turned out to be both interesting and argumentative.
So this is a hardy perennial and a complicated story. Boys in traditional schools are conservative creatures and old boys are even more conservative when it comes to changes within the school. Michael Mavor, legendary headmaster of Rugby in England, suffered much abuse from old boys when he introduced hot showers for the boys. Such things are always condemned as being ‘soft’.
Discussions with the boys led me to a deeper understanding of the role of ‘seniority’ at Falcon. Boys assume real responsibilities at the school, particularly in the Houses. These responsibilities are integral to the educative process and are ‘real’ (rather than theoretical). Many tasks and functions which would be handled by teachers in other schools are handled by senior boys. This is not an abrogation of responsibility, it is part of a system which builds fine young men and pride in the College.
The boys, particularly the seniors, admit that this system is open to abuse and that there is a fine line between seniority and bullying. The prefects were particularly aware of their responsibilities. The ‘new boy’ system (which operates in many boarding schools) is an example of the possible benefits of an institutionalized senior/ junior relationship. The junior performs various menial duties for the senior. The senior ensures that the junior is not bullied by boys in forms 2 to 5 and assists him in handling the transition to High School. It can, and should, be mutually beneficial.
But, like any power-based system, it can be abused. There is no doubt that power tends to ‘corrupt’ and there have to be checks and balances. The Housemaster and his staff are integral to these. They have to know what is happening in their Houses and have to step in where necessary. They have to ensure that ‘the code of silence’ (which Mr Patrick Mavros spoke of at last year’s prizegiving) does not prevail. I was pleased to see how highly the Housemasters are rated by both boys and parents in the overall responses: these men have heavy responsibilities.
Falcon needs pupils. Most boarding schools have to market aggressively to fill places. If ‘seniority’ gets rid of pupils (as has happened over the years) it will have to be changed. But the demise of ‘seniority’ will leave a gap, a vacuum that will have to be filled by something better. So it’s all about ensuring that ‘traditions’ don’t become ‘bad habits’.
Reinold Niebuhr’s prayer captures the essence of the debate:
God,
Give us the grace
To accept with serenity the things that cannot be changed,
Courage to change the things which should be changed,
and the wisdom to distinguish the one from the other.
The deputy headmaster is leading a ‘think tank’ on the strengths and weaknesses of ‘seniority’ at Falcon. I am confident that the many positive aspects will be maintained, that excesses and abuses will be exposed and eradicated and that the baby will not be thrown out with the bathwater.
B.H.Brooks
7 July 2005
Internal Self Evaluation (BH Brooks)
- Main Report
Parents
Responses to the Evaluation Questionnaire