Oscar Wilde’s preface to ‘The Picture of Dorian Gray’ beheld the statement which still shocks those who read it; “the only excuse for making a useless thing is that one admires it intensely. All art is quite useless”[1].  Taken out of context, Wilde assertion may seem critical, nonetheless, it is quite the opposite, aesthetes held a great admiration for art and, although the movement itself was short-lived many of their ideas resonate today. Aesthetes wanted a gulf between social, political, historical and moral themes and art, literature, and music. In an aesthetic sense, art being useless is a great advantage as it means art is completely admirable. Art being useless means it is created purely for the purpose of being beautiful, thus, being art.

In answering this question, one has to confirm what art is, or at least what art is to oneself. Whether it is brushstroke, pencil line or clay, art is ultimately an attempt to make sense of the existential questions. Art is the medium in which we endeavour to understand the human experience, therefore art is a visual success of making the subject experience, understand and sympathise when looking at the work. Francis Bacon exemplifies art as self-reflecting. Observations of Bacon’s work incites understanding of trauma in his paintings. The ‘mood’ is transferred to the observer, making it art. Bacon’s painting ‘Study after Velázquez's Portrait of Pope Innocent X’ is a prime example of what art should do. The tortured face and darkness of the background collates to depict Bacon’s mind. The critic John Whitehead commented ‘His paintings express modern humanities condition’[2] - a definition that can be transferred to art as a whole, the result is the human condition caught and exposure of societal conditions.

Simon Schama describes ‘great art’ as having the effect of an “unsettling surprise”[3]. The feeling of standing in front of the work, rather than listening to the audio guide demonstrates arts useless usefulness. Jackson Pollock’s painting ‘Number 23’ exemplifies this. Pollock himself said “painting is self-discovery, every good artist paints what he is”[4]. The self-depiction is what ‘unsettles’ us. ‘Number 23’ is a painting of self-discovery, the black spiralling around the canvas a visual image of Pollock’s subconscious. An artistic creation arguably mirrors its creator. Egotistic works of oneself expose autobiography in art. An example in literature is Tennessee Williams’ play ‘A Streetcar Named Desire’[5], which has numerous autobiographical elements of Williams’ own life. Through the biographical resonance the audience is touched and a ‘mood’ is created. John Berger articulates this in his collection of essays 'Ways of seeing'; ‘what are these paintings? Before anything else they are themselves”[6]. Humans are egotistic creatures, we always try to find ourselves in what we see and do. When we create something it is always a depiction of ourselves, art is self-portrayal in even the most abstract of senses.

In aestheticism there are contradictions during the period it occupied. Pre-Raphaelites are often associated with aesthetes and show how art can be both didactic and beautiful. Many of the Pre-Raphaelite works encompass moralistic messages such as William Holman-Hunts “The Light of the World” (1853-54), and “The Awakening Conscience” (1853), whilst these works are beautiful, the intention is didactic therefore, a contradiction of the aesthetes idea of art. The portrayal of Jesus, a lamp in hand creating a glow revealing his face looking directly at the viewer. He knocks on the door unconcerned by who will answer, rather he continues to stare. However beautiful the image may be, beauty was not the primary concern, Holman-Hunt saw himself as a social reformer and this was integral to the painting. ‘The Light of the World’ was intended to be placed next to ‘The Awakening Conscience’ - a woman stirred by something; her conscience awakened to Jesus, a realisation to reconsider her actions, preventing her from disgracing herself. The Pre-Raphaelites wished to go back to nature, in the midst of an industrialised country, to be beautiful rather than utilitarian. The Pre-Raphaelites believed that morality and beauty went hand in hand.

Art being useful through being useless relieves pressure on the creator, expression is unbounded, the end result is a wholly honest work. It is raw and exposing, touching and inspiring those who see it, the viewer is radicalised. Albert Camus wrote in his ‘book-length essay’, “The Rebel”, ‘what is a rebel?: a man who says no, but whose refusal does not imply a renunciation.’[7], this idea can be applied to artists - their movements act as rebellions, challenging the norm. However, in their denial, they do not renunciate or lose the finesse of the art previously gained. The early Pre-Raphaelite movement at times shocked and disgusted its viewers. The alien ‘Pre-Raphaelite brotherhood’ was a rebellious art movement. An artist strives for progression, as Wilde desired to achieve in the preface of ‘Dorian Gray’ - that art did not have to be a fable, it could be simply beautiful. Art devoid of moralistic themes results in a more impressive piece, the observer is undistracted with concerns of moral lessons or instruction. What is created is completely revolutionary. In a letter to a friend in 1851, John Everette Millais described art as having an 'unworldly usefulness to mankind’. The 'unworldly' usefulness is what gives art its unworldly power. “l’art pour l’art” or “art for arts sake” is an understatement of what aesthetes were trying to achieve by breaking from claustrophobic societal expectations.

Arguably art created with didactic intention loses that effect eventually, uselessness dominates the work. The majority of pre-1900 art consists of art created for the patron, contradicting the idea of art being useless. ‘Art for patron's sake’ rather than ‘art for art's sake’ and aestheticism. The power was in the patron, not the artist. Paintings of monarchs, political figures and propaganda, were created with a use, instructing the viewer to think a certain way. Obvious examples include the Holbein’s paintings, Roman statues of rulers such as Augustus and Charles le Brun’s paintings of Versailles. The artists were restrained by a ‘brief’ from the patron. Another example of didactic painting is Delacroix’s ‘Liberty Leading the People’ (1830), which commended the July revolution of 1830 in France, overthrowing Charles X. This painting was essentially propaganda; glorifying the revolution and those who died in it. Delacroix said shortly after he began the painting “I have undertaken a modern subject, a barricade… so that if I did not win for my country I will at least be painting for it.”[8] The painting is for his country, the patron, not himself. A literary example, George Orwell’s ‘Animal Farm’[9], is one of the most celebrated novels of the twentieth century ‘a work of art’. Nonetheless, it has the purpose of refuting communism and acts as an allegory for the Russian Revolution. It has a devout use, yet it is still considered art.

Art created for a specific purpose loses its influence over time. As the societal context changes, art is perceived differently. Art is wholly subjective, the perspective of the individual dictates what is recognised. Therefore the circumstances the individual lives in affects how they perceive the work. Art created with the intention of instructing at the time is only recognised by the specific audience of the time. The ‘useful’ quality of art becomes increasingly useless as the viewer changes and becomes more distant from the works original context. John Berger outlines this idea in ‘Ways of Seeing’ “art of the past no longer exists as it once did”[10] - the world changes and so does the art, its existence shifts in use. It is the uselessness of the ‘once useful’ art that allows its new viewer to appreciate the artistic power rather than the messages within the painting. The viewer is not obliged to take note of the political message from the patron. One can simply stand in awe and appreciate the beauty. The shift in context allows the ‘once useful’ art to become ‘useless’ and therefore be appreciated as art, not as argument.

Art has incredible qualities. The ability to create mood and move the viewer, being useless, this quality allows one to see truth in the art as well as beauty; a usefulness unmeasurable. Uselessness relieves the works of pressure, allowing art to be created for beauty, not instruction. Aestheticism was of great use to art as a whole, allowing art of the future to progress. To be useless does not mean to be purposeless, arts purpose is infinite useless or not. However, it is the lack of use, either from distance from the original context or from self-expression that gives art its ‘unworldly usefulness’. “The essay itself had to be approximately 1500 words and was shortlisted out of over 3,600 essays with the competition hosted by New College of Humanities University. I found writing the essay very interesting as it allowed me to do my own research and study of art and art history in general, especially as I will be studying fine art at university. The essay also made me question my own thoughts on the topic, whether I personally felt that art was useless, which although may seem an odd and obvious question to answer, actually raised more questions the further I delved into it. Right now I am waiting until the awards ceremony in June to find out the overall winners of the competition.”

- Alice Delhanty (Year 12) 

[1]Wilde, Oscar, The Picture of Dorian Gray (England: Penguin Books, 1891), page 5.

[2]thedailyhatch.org, Whitehead, John, 21.12.18, <https://thedailyhatch.org/2012/04/02/francis-bacon-humanist-artist-who-believed-life-is-meaningless-part-1-2/>

[3]Schama, Simon, The Power of Art (England: BBC Books, 2006), page 7.

[4]tate.org.uk, Pinnington, Mike, 3.01.19, <https://www.tate.org.uk/context-comment/articles/jackson-pollock-man-myth>

[5]Williams, Tennessee, A Streetcar Named Desire (England: Penguin Books, Penguin Modern Classics 2009)

[6]Berger, John, “5”, in Ways of Seeing, (England: Penguin Books, 1972), page 85.

[7]Camus, Albert, The Rebel (England: Penguin Books, 1953), page 19.

[8] Eugene Delacroix, 31-12-2018 <http://www.eugene-delacroix.com/liberty-leading-the-people.jsp>

[9] Orwell, George, Animal Farm (England: Martin Secker & Warburg Ltd, 1987)

“What should we spend our money on?” was the question that was posed in the last Somerville supper for Year 10 pupils to debate.  The evening was led by Dr Jones and Galina Boskh, Academic Prefect, with Mrs Fowles, Mr Fisher and Mrs Atkinson also joining the group.

The resulting discussions were wide-ranging, thought-provoking and challenging. The topic of spending money on food was raised with the issue of healthy eating being an important factor. Buying food that was good for the planet as well as the individual was a popular idea and this lead on to the subject of ethical purchasing. Do people really buy ethically or is convenience the greater driver? Obesity as a national problem and drain on resources started the next conversation about Government responsibility as well as spending. There was a debate about what to fund; education or jobs? The group wondered which option was the better investment in order to produce people who were motivated and took decisions that kept them healthy. Giving charitably was also raised the impacts of personal choices and also highlighted the national budget in terms of investing or supporting other countries. The environment was a big topic and the group wanted international collaboration and funding that would result in a sustainable planet, but equally were unsure of the personal cost of making some of the changes to their own lifestyles. Finally, investing for unknown gains was discussed, including the topic of sending people into space. Can this type of funding be justified?

By Christina Fong

Conceptual photography allows me to portray my thoughts through a visual image. It is a complex language that allows me to communicate with other people. In my EPQ artefact, my aim is to help raise awareness by disclosing teenage mental health through concepts and visual images from my perspective. Because we live in a highly visual culture, especially with platforms such as social media, I’ve decided to use the medium of photography. I want viewers to look at mental health issues through my point of view as I am from the peer group that is affected by this issue.

My EPQ topic is “Exploring teenage mental health through conceptual photography”. The reason why I chose this topic is that mental health has become an increasingly significant issue, especially for teenagers. According to the Green Paper on “Transforming Children and young people’s Mental Health provision”, one out of ten young people suffers from some kind of diagnosable mental health condition. However, not everyone is aware of the importance of their own mental health or receive the right treatments. 70% of children and young people who experienced mental health problems did not have appropriate interventions at the right age. People seem to lack knowledge in mental health compared to physical health. I think the first step is to let people know how common mental health issues are. In my work, I will include the most common issues including depression, anxiety and suicide. I would like to bring a message to two main groups of people. Firstly, teenagers who are going through it themselves to know that they are not going through this alone. This can hopefully lead them to get some help if they aren’t doing so yet. For example, seeing a psychologist or talking to someone they trust about it. Secondly, I’d like to show people who are not aware of these issues. This can hopefully make them more understanding and help people around them with mental issues instead of making fun of them.

My exhibition started with some of the phenomenon that can lead to mental illness then slowly transitioned into some of the most common mental disorders. This way, viewers can walk through an emotional journey.

“Anxiety” is one of the most important series in my exhibition. In this series, I wanted to portray what it’s like to have anxiety. I used the element of water because it is harder to move and breath in water which is also the same when having an anxiety attack. In the first photo, the model looks completely fine and happy. The water is moving according to her movements. In the second photo, it almost looks as if the model is trying to find peace. The water is in control of her instead of the other way around. It is slowly starting to cover her face. In the last photo, she completely loses control of her emotions. The water is starting to go into her mouth and making it harder for her to breathe. It all happens very quickly and she also looks as if she’s screaming, which is what anxiety feels like.

By Olivera Raraty, Headmistress

The modern boarding experience is a world away from that of previous generations. Gone are the days of letters written home on a Sunday afternoon, queuing for the only house phone with a stash of 10p pieces, dismal food, and long weekends stretching away with not much to do.

Pupils now enjoy accommodation with all modern conveniences, a raft of options for weekend and evening activities, excellent food to suit even the most fussy or jaded of palates (Vietnamese street food, anyone?) and the freedom, as they get older, to take the vital steps to independence which will be expected once they leave.

The gym is open till 9pm, the Library till 9.30pm, there is likely to be an in-house film night, an external subject lecture, a trip to the theatre or a social with a nearby school. Boarding houses also have kitchens for the older girls so they can cook for themselves if they want to, and entertaining spaces so that they can have friends around. It is a slice of freedom, but not so much as to overwhelm them. There is also the support and structure that young people need to feel secure. They have the chance to try new things and to take risks, but in a safe and supportive environment. They also have fun learning together in the House studies in the evening and revision is so much easier and more fun when you have lots of friends to test you! Teachers are often available in the evenings as well as the House staff, so there are always people around to talk to and to get help from.

Anecdotally, from the feedback we get from parents, students, and employers, we know that as a sector we are getting this right. Former students who come back to talk at school, comment on how well prepared for university they were compared to their day pupil peer group. They had already worked out how to manage their time and work/life balance, they were more self-disciplined and self-motivated, and they were able to work a washing machine and cook themselves a decent meal! They have also learnt valuable life skills in knowing how to get on with and live with very different personalities and learning to see the funny side of things.

Boarding schools feel less of a ‘bubble’ and more real-world than they did in the past. In the last decade or so, change has really picked up pace and schools such as MSJ have been quick to respond to market trends and parents’ feedback. Thus a generation ago, many schools would have only offered full boarding; some full or weekly boarding. Now, many offer flexi-boarding as well to fit in with family life. At MSJ, flexi means boarding 1, 2 or 3 nights per week; and girls can change their days with relatively short notice. This is really useful if they have an early morning or late night trip or sporting fixture; or if parents have work commitments.

Pastoral care has also stepped up enormously. All good boarding schools recognise how important it is to have caring, relatable and empathetic staff, available 24/7. Our boarders are aged from 8-18,

and we know that wobbles, even from the most grounded of girls, are inevitable, whether they have been with us for five days or five years. We have a team of staff, at the House, in School, and at our Health and Wellbeing Centre, to ensure that we give the best possible advice and care.

Weekends are full of things to do with an emphasis on fun and adventure – canoeing in the Wye Valley, mountainboarding, heading to the beach in the Summer, punting in Oxford, or a virtual reality experience in Bath. If that sounds like too much after a hard week, then there is ‘purposeful mooching’ – reading, hanging out in the Houses, cooking, and walking up to Malvern to shop or see a film.

When boarders first enter school, we make that transition as gentle as possible. We link new girls and their families with those already at the school, so that they can meet before starting. We offer taster days and boarding nights before girls start, so that they will know the routine and what to expect. In the first term, new girls will share with an existing boarder, even in Sixth Form, before moving into a single room, once they have found their feet. As well as House activities specifically designed to get girls working and having fun together, there are induction trips and days for the whole school which focus on team building.

Thanks to Skype and Facetime, home life and school life feel far more connected, even if home is on the other side of the world. At MSJ, mobile phone use is banned during the day, but in the evening, girls can contact their family as much as they like. Social media is a great facilitator too – all the Houses have social media feeds so that parents can see what is going on and engage with activities. Communication between girls, parents, House staff and school is quick, easy and seamless via the many technologies in place.

Mrs Olivera Raraty, Headmistress of Malvern St James Girls’ School, looks at the growth of students choosing to study in the US rather than the UK, and the differences between the two systems.

“Every year at Malvern St James we have girls who decide that they would like to study in the US rather than in the UK. In 2017, four of our students received offers from their first-choice US universities, one of them with a considerable academic scholarship offer. Our talented sportswomen are also in demand, and often attract scholarships to facilitate US study. Since the introduction of tuition fees in the UK, we have seen a small but steady increase in the number of students exploring the US option, matching the national trend. MSJ is a SAT centre (SAT is one of the US application tests), and we have expert teaching and mentoring offered by our Careers and Sixth Form team. The right preparation is important, whichever route you take, and it’s important to understand the different systems.

In the UK, students typically study for three years (with the exception of Scotland where it is four years) for an undergraduate degree; whilst in the US, four years is standard. There is a fundamental difference in the structure of the courses: in the UK, students usually specialise in a relatively narrow area from the outset, whilst the American system spends the first 1-2 years covering a wide degree of subjects, before students are expected to choose their specialisation or ‘major’. So it’s quite usual for an American student who ultimately majors in Engineering to have studied humanities and social sciences as part of their degree course, and for an English major to have studied Science and Maths.

According to topuniversities.com, the stated aim of the American system is “to develop well-rounded individuals with general knowledge of a wide range of subjects and with a mastery of a range of transferable skills.” Because of the structure, the US system tends to favour students who do not have a clear idea on what they wish to do next or do not want to specialise too early.

Talking to my own in-house team, students and parents, it seems the US is becoming attractive for a number of reasons. There is a perceived stronger link to the corporate world, thus potentially increasing immediate career prospects post-graduation. Previously, studying in the US was regarded as prohibitively expensive, but now UK university fees and student debt are levelling the playing field. Add to that the generous scholarships widely available in the US, and the limited scholarships in the UK, and America becomes more of an option. For our youngsters, the new ‘global citizens’, there is also a sense of adventure and opportunity in studying somewhere completely different. The nature of the early, less specialised curriculum also attracts a certain type of student. MSJ’s Peter Newton-Lewis who runs our SAT programme, says “one of my previous students gained a 100% scholarship, offered by her country’s President, to go to Cambridge University to study Electronics, but she turned it down to go to America’s prestigious Massachusetts Institute of Technology.” However, just last year, our Head Girl plumped for London School of Economics over an offer to go to NYU, so it cuts both ways.

Miss Samantha Marfleet, our Head of Careers, advises that if a student wants to study Medicine, they are better off staying in the UK. There are very few undergraduate options in the US, and financial aid for international medical students is rare. In fact, according to Fulbright, the US education exchange programme, international students account for only 1.5% of all medical students in the US. Prospective Law students are also better to stay in Britain – there are no undergraduate law degrees available to them in the US. If they are still keen to study in the US, their best option after graduating with an LLB in the UK, is then to apply for the one year LLM (Master of Laws) in America. Once completed, graduates can then apply to take the qualifying bar exam in some states.  

Differences in the admissions process between the two countries are perhaps unsurprising given the difference in degree structures. For the UK’s UCAS personal statement, students are broadly encouraged to focus about 80% on their academic achievements and interests, and related extra-curricular activities; and the remaining 20% on other interests.  Whilst for the Common Application used by most US universities, students have to write an Admission Essay with a much more personal dimension. According to expert opinion by Stacey Brook, founder and chief advisor at College Essay Advisors, the purpose of the essay is to “reveal something about your true passions, interests, and goals while giving a taste of your personality …What makes you tick. What makes you, you.”

Most US academic institutions expect SAT or ACT scores. ACT is more popular in the US but SAT is more proportionately taken internationally. ACT is very similar in structure to SAT but includes more rigorous science-based questions. Both are challenging overall and should not be underestimated in terms of the intellectual standards required or the time needed to fully master them in order to ensure high scores. At MSJ, we provide support to students who follow either of these routes and we can help in the whole process of developing the necessary expertise to attain high scores. However, to do well takes a lot of personal time and focus. Some US institutions will accept A level grades as an alternative and this opportunity can reduce the level of stress on hard-pressed A level students who don’t relish the prospect of an extensive study of ACT or SAT past papers. www.fairtest.org provides a list of these institutions.

Most students apply to around eight different US universities, but there is no limit (in the UK students can apply for a maximum of five courses). Choosing the right universities can be made more straightforward through the College Board site which is the main engine for the whole process. At MSJ we would expect to help with the intricacies of selection and application, and we are fortunate to have access to known students who have recently studied at all of the main places of study including the Ivy League universities. This means our students can directly contact recent graduates to ask them questions concerning their prospective choices. We are then able to help, not only with the Common Application Essay or Statement of Purpose essay (the latter is required by universities who do not accept the Common Application) but also any of the extra essays that may be set by their chosen university. As an SAT centre, the tests can be completed at MSJ – these take up to four hours, covering mainly mathematics and English-related assessments. Students may be required to take more specialised SAT subject tests by selective universities. All of the main tests are multiple-choice structured although one optional test is essay based.

By Hattie Baxter, Year 12.

This article featured in the MSJ Chronicle publication in 2018.

With space agencies all over the world planning missions to Mars, I think it’s safe to say that a Martian colony is no longer a distant sci-fi concept. But in all the excitement about things like ‘how we’ll get there’ and ‘what a Martian colony would look like’, many people seem to have overlooked the most important question: not could we colonise Mars, but should we? Humanity has always had a fascination with exploring space – but have we gone too far this time? 

First of all: what is Mars? Mars a rocky planet, the fourth from the sun, and is about half the size of Earth with 62.5% less gravity. It has an average surface temperature of -63℃, so any water on the surface is in the form of ice. Its atmosphere is mostly made up of carbon dioxide, with a tiny amount of other gases, and is much less dense than that of Earth. From this description, it doesn’t sound like the most hospitable planet; in fact, it resembles Earth in its early stages, before life evolved. As it is not part of the ‘Goldilocks zone’, the area just the right distance away from the sun to make the conditions perfect for life, it isn’t somewhere that we could colonise without extremely advanced technology.

 One of the most important reasons for colonising Mars is for scientific discovery. Although the planet is currently hosting several Mars exploration rovers such as NASA’s ‘Opportunity’, these robots don’t really compare to human scientists. In addition, much of the technology developed for space has been adapted for use on earth in areas such as medicine. However, many people would say that the billions of pounds it takes to build spacecraft would be better spent directly on research into these areas. And our scientists should surely be doing research to improve people’s lives, not to make things worse for a select few; although it sounds fun, living in a Martian colony may not be as exciting as it seems at first.

To begin with, space travel can be very dangerous: if the spacecraft fails at any point it would mean certain death for the entire crew. During the journey, they will be exposed to radiation which could cause cancer, and there would be no treatment for this. Even once they have arrived on the planet, if any of the systems fail this would also mean death as humans cannot survive exposure to Mars’ atmosphere. As well as these physical health risks, there are also mental health risks: Exploring the surface of Mars would involve many complicated processes, which means that it wouldn’t happen very often. Colonists could therefore find themselves with very little to do, as it is enough of a technological challenge to set up a functioning Martian colony without also making it fun.  

Another of the reasons for colonising Mars is to ensure the survival of humans. However, it is extremely unlikely that we will be able to establish a completely self-sufficient colony on Mars, as it does not have all the resources we need as Earth does. Also, there are places on Earth which we could colonise far more easily than Mars to solve the problem of lack of space. One idea, widely used in science fiction about colonising Mars, is terraforming: changing a planet to resemble Earth and therefore support life. However, somewhat obviously, if we did have this technology we could simply use it to undo the effects of global warming. If we moved to another planet, we’d only be transferring our problems somewhere else where they could potentially become even worse. It’s irresponsible to mess with another planet if we can’t even fix our own one. 

Surprisingly, this is the view taken by some astronauts. Ron Garan, who has spent time on the International Space Station working for NASA, said ‘most of the people I know who’ve had this experience have come back with a deeper appreciation for the planet that we live on. And it’s not just an appreciation for the planet—it’s appreciation for the living things on the planet, too.’ He believes that, although space exploration is a positive thing, its focus should be on improving life on our own planet: after all, it is the only planet known to support life.  

However, some scientists think that the moon would be a much better target for an extraterrestrial colony, highlighting the problem with many of the arguments for a colony on Mars. These are ideas such as ‘space exploration inspires children to take up STEM subjects’ and ‘it boosts national morale’. This is ridiculous: should we really be going to such lengths just to inspire people? The real reason behind all of this is that the moon has ‘already been done’; It was incredibly exciting when man first went to the moon, but now the idea of a moon colony sounds boring. This fixation on Mars is worrying, as space agencies should surely be thinking about what would be best for humanity, not what will – temporarily - get the most public support. 

So while I do think that a Martian colony would be a huge step forwards in space exploration, my worry is that we will let our greed for new and exciting things overcome our common sense. If we ever get round to sending a crewed mission to Mars, as it may take a long time to develop the technology needed, how long will it take before people get bored of hearing about what’s happening there? If we only go to Mars ‘because it’s there’, we’ll end up wasting our precious resources on a useless project. The whole scheme is irresponsible:  Earth does not only belong to us. It belongs to every other species it supports, and a diverse ecosystem is what allows our species to survive. We need to get our heads out of the clouds and accept that, although colonizing Mars may sound exciting, in reality it would be far easier simply to optimize the conditions on our own planet.

Greenslade Boarding House has now been transformed into a ‘transition to university’ Year 13 boarding experience. 

Throughout the Summer, the refurbishments came on leaps and bounds to be ready in time for the girls arriving in September. The ground floor now boasts a relaxing reception area, open plan study areas, tutorial room, large open plan kitchen - where girls can have breakfast and cook their own meals - and various social spaces, Miss Anouska van Ravenstein, Head of Boarding and Miss Courtney Grainger, Housemistress have enjoyed opening the doors to the Year 13’s this September. Miss van Ravenstein states “This is a whole new way of boarding for the girls, one which promotes independence which will, in turn, prepare them for life beyond school.

Here are some photographs showcasing the refurbishments.

On July 5th, we had the pleasure of welcoming MGC Old Girl Kiko Mathews as our guest speaker at our Prizegiving ceremony. Kiko joined us fresh from the success of breaking the women’s world record for rowing solo and unsupported across the Atlantic in March this year. She did this in aid of King’s College Hospital Critical Care Centre where she was treated in 2009 and again in 2017 for Cushing’s, a life threatening disease. She has raised over £100,000 and has now raised her target to £150k.

Kiko shared her amazing story of courage, bravery and perseverance and offered many words of wisdom and encouragement to our Year 13 Leavers, students, parents, teachers and gathered guests. After battling 80ft waves and the sometimes torturous monotony of rowing for weeks on end with only the ocean for company, her ‘what’s the worst that can happen?!’ attitude and sheer love of life was evident as she shared her inspiring story. She is a lesson in living in the moment and living life to its full capacity.

Her message was clear: never be scared of taking risks, even if you end up making mistakes as every mistake is a stepping stone to success. Never let the size of a problem or challenge overwhelm you, and in all things make sure you are truly happy and in turn making others around you happy.

My pack is fighting all around me,

My family is fleeing, forgetting the rest,

I’ll try to follow; I’ll try my best.

I’m the running wolf, I run with my pack,

I’m brave, not alone, and I’ll never look back.

 They’re just ahead of me,

“Slow down!” I howl,

But the scene that comes next is incredibly foul.

I’m now the lone wolf, my family’s dead,

The humans did it, they’ll be next.

 Paws slam against the snow,

The blood of my siblings trail behind their footprints,

Swirling and twirling as I make my paw prints.

I’m the ravenous wolf, I stand for my family,

I will not let anyone stop me.

 I hear an engine roar, that must be them,

Suddenly, I feel a ripping at my throat,

A dark red liquid begins to stain my snowy white coat.

I’m the targeted wolf, I see my blood spill,

I guess that I’m their fresh-kill.

 But suddenly I feel that I can retaliate,

I rip and tear back at their throat,

They let out a hideous cry, just like a goat.

I’m the last standing wolf, I’ll never give up,

Now it looks like I need to catch up.

 Eventually, I reach where I’m meant to be,

I look around, my ears twitching,

I can feel my adrenaline itching.

I’m the brave wolf, I stand for my pack,

These humans will be a tasty snack.

Someone is coming,

Oh look, they have a gun,

My goodness, this will be fun.

I’m the ready wolf, preparing to kill,

I just can’t wait for THEIR blood to spill.

 I launch, my jaws wide open,

A sudden gunshot erupts,

My howl interrupts.

I’m the dying wolf, I was shot in the chest,

In my fur, they’ll soon be dressed.

 My lifeless body is carried inside a dark cabin,

So, I guess that I’m dead,

Memories flash through my head.

I’m the proud wolf, a famous warrior,

I’ll become a legend, now that my story’s over.

 Everyone will remember me, I fought for my family,

No one ever would have guessed,

That I died on this quest.

I am Luna, the now ghostly wolf,

On Thursday 19 April, pupils from Year 10 to Year 13 deliberated over two key questions: Can you ever live up to your potential and what constitutes a successful life? The evening was chaired by Dr Jones and each supper guest introduced their piece of research and findings to the table. Everyone added their voice to the conversation, resulting in a range of inter-connected ideas being covered. The evening took place at The Benhams and was hosted by our Headmistress, Mrs Raraty. The group was also joined by School Chaplain, Reverend Taplin.  

Here are some of the questions and topics that were raised and discussed during the evening:

Can you do anything you want in life? Is this an empowering concept? Does it help you to aspire or does it give you too many choices? Who measures success and potential? Does it help to be told your potential for exam success? Should you have an end-of-year exam or continual assessment? What about the Pygmalion effect, where a study suggested that you can achieve but only to the level that you are predicted? Should you exercise to improve your potential and ability to think?

How important is self-love? Does self-love show us how to behave? Should we be judged on how we act? Do we wear different faces/masks depending on who we are with?

Does it matter if you get approval from others? Can praise boost self-confidence and help you have self-belief as long as you continue to challenge yourself? Is it important to have someone who you can go to who gives you an honest opinion of your potential and success? Can you honestly assess your own potential?

Do you choose your own goals to work towards? Is enough ever enough or do you have to push yourself? Is pushing yourself outside of your comfort zone important? Is this always an uncomfortable experience?

Is potential personal or is it about being part of a community? “It’s only when you hitch your wagon to something larger than yourself that you realise your potential.” Barack Obama (2008).

What is your role in a group situation? Are online communities empowering? How do the images that you see on social media influence on your own perception of success?

What do you think is the future potential for humanity? Are we facing destruction as part of a natural cycle or is there hope for the future?

Some final thoughts from the evening from the girls:

“I found the Somerville Supper very interesting, and it really made me think about achieving my full potential” - Zara (Year 11)

“I really enjoyed the dinner and thought it was a great way for us to interact and have an interesting conversation about something that is really significant at the moment” – Immy (Year 11)

“My favourite discussion of the evening was the one about masks as it made me reflect on my own life” – Daniela (Year 12)

“I learnt that self-love is very important” – Tilly (Year 12)

“Personally, I feel like I gained a lot of confidence” – Tolu (Year 10)

By Mrs Olivera Raraty, Headmistress

Languages are very important, possibly more than ever before. As we live in an increasingly globalised world, learning a language other than our own is invaluable.

Languages can be perceived as challenging subjects but pupils who choose to study them learn to engage with challenge and are prepared to take risks. In particular, speaking a language which is non-native is an exercise in building confidence and encouraging perseverance – you have to put yourself out there, and not be afraid to make mistakes. In that sense, it is a really good example of the growth mindset which all good educationalists are encouraging: that is, the notion that in order to learn and develop, we must be prepared to have a go and make mistakes. It is all part of the learning journey.  

MSJ girls have a great interest in languages, with many of them taking up extra-curricular languages as well as the core ones we offer. At MSJ, core languages are French, German and Spanish. Extra-curricular languages include Russian, Arabic, Mandarin, Japanese and Italian.

At School, there are plenty of opportunities to experience different cultures and to use languages from the Pre-Prep department, all the way up to Sixth Form - celebrating Epiphany in French lessons, cooking Spanish dishes and writing to German penpals. Recently, our girls have also travelled to France, Spain, Greece and the Netherlands, have taken part in Mandarin speaking competitions and have enjoyed visits from foreign language theatre companies.

Whether they are compulsory or not, we find that our pupils choose to study languages, as they are aware of their value. I believe that learning a new language not only opens your mind, it makes you smarter, more confident and better at English. Recent physiological studies have shown that speaking two or more languages boosts cognitive processes by challenging your brain to negotiate meaning – this activity can be transferred to other problem-solving tasks as well.  

Children who are multi-lingual become adept at switching between two systems of speech, writing and structure, and studies from Pennsylvania State University have shown how these juggling skills makes them effective multi-taskers. They also tend to score better on standardised tests, particularly maths, reading and vocabulary when compared with their monolingual contemporaries.

In fact there are many scientific studies which show that learning languages gives us better listening skills, increased attention spans, it boost our memory and increases our creativity by forcing us to search for new words and think in a different way. The language centre of our brains actually grows as we learn a new language, and once we’ve learnt one additional language, learning more becomes easier.

Benefits don’t just stop there: later in life, studies suggest multi-linguists become better drivers, making fewer errors, and using different languages slows down cognitive decline and builds greater defences against dementia in old age.

There are other tangible benefits for students, too. For example, learning about other cultures and giving a sense of confidence when working abroad or within an international company. Studying a language will not restrict your career options; rather it will give you a competitive edge and will offer you a wide range of exciting career and work opportunities anywhere in the world. A study has shown that linguists earn slightly more than there non-linguist counterparts in similar jobs.

Studying languages also enables the discovery of foreign films, literature, music and art. Every year at MSJ we have an international day of culture where girls celebrate their homeland. Whilst the majority of students are UK-based or expatriate, we have girls from, or living in, 26 countries in School, from France and Spain to Mexico, Dubai, Thailand and Uganda. The girls demonstrate national dress, typical cuisine, and key aspects of their culture: it is a fantastic day that everyone gets involved with, and as well as being great fun, it is truly insightful and a learning experience.

April is National Stress Awareness Month and as we approach the examination season, it is all the more important that our girls take time to look after themselves. It’s easy to get wrapped up in the intensity of exam preparation and lose sight of overall wellbeing. Miss Keri Haw, Deputy Head of Boarding at Malvern St James Girls’ School shares her thoughts on the things our girls should consider in the weeks leading up to their exams and how to maintain their wellbeing.

Not all stress is bad

Not only is a little stress not a bad thing but it can actually help with performance when it comes to exams. It enables bursts of sustained concentration, provides adrenaline to boost performance and, if harnessed in the right way, can be motivational. Everyone faces exams at one time or another in life so this is something we can all relate to. Normalising these feelings and sharing experiences is helpful. Learning to manage stress in a healthy way is great preparation for the stresses which an individual may face in later life. Whilst some degree of stress during exams is normal, problems arise when those feelings are prolonged. Healthy stress is easy to recover from but when the balance tips into a more constant state of stress, leading to anxiety, this can have a detrimental impact on health and wellbeing. Taking a curious approach towards feelings and emotions can help to identify when problems arise and some self-care or intervention is needed.

The fundamentals

The first step on the path to taking care of our mental wellbeing is to look after our physical wellbeing. Having a healthy diet, maintaining good sleep patterns and getting regular exercise all contribute to a healthy frame of mind. Mental resilience is much higher when physical health is as good as it can be.

The work break balance

We all know that it is recommended to take regular breaks from revision. The trick is to achieve a good work break balance. It is no good justifying hours spent on Netflicks as a revision break, with small periods of gazing at a text book while the next episode is loading. This can cause feelings of guilt, lead to feeling underprepared and ultimately exacerbate stress levels. Equally, working solidly for hours on end will almost certainly lead to burn out. The key here is balance. A change of activity or scenery will support productivity, help to embed learning and keep stress levels healthy. A good work/break balance should feel entirely guilt free; working for a period of time which suits, then giving yourself permission to take a legitimate break. It is worth noting here that the weapons of mass distraction (social media) are best kept for breaks.

Don’t stop the extras

It would be easy and totally understandable to put all non-work related life on hold during exam season. But giving up extra-curricular activities is a rooky error. Team sports, visiting the gym, swimming and so on, all help maintain physical fitness. Music, art, drama and other creative outlets not only provide a break but also give our brains a chance to work differently in order to be fresh to return to the revision later. In addition to this, it is important to maintain our connections with others and a sense of belonging. These are both such valuable sources of wellbeing and it would be wrong to be starved of them at a time of stress.

Framing perspective

Everyone is susceptible to self-doubt and at times of stress our inner voices can be cruel critics. At times when a girl may be questioning her abilities and worrying about failing, find a moment of quiet to ask herself these questions. Do you have an understanding of the subject? Do you have a good track record of results in this subject? Have your teachers predicted you’ll do well? Have you done enough work? If the answer is yes to all of the above, then chances are she will do well. Self-belief and a reasoned response to that inner critic can stave off spiralling catastrophising. If, however, the answer is genuinely no to any of those questions then know where to turn next for help.

Ask for help

The first thing which springs to mind when thinking of avenues of support for exam stress is often to look at emotional support, breathing techniques and relaxation methods. This is all important, of course, but it may be treating the symptom not the cause. If someone were feeling unprepared for a particular exam, the stress caused is more likely to diminish by getting some extra coaching or attending a drop-in than learning a new breathing technique. The help and support on offer to our girls is vast and with committed teaching staff working alongside excellent pastoral leaders and a designated Health and Wellbeing Centre, there is so much we can do to help. Whether it be a guided meditation, a revision session on quadratic equations or a good belly laugh, there are always people on hand to offer whatever support is needed. All they need do is ask.

As Early Years teachers, we are constantly assessing ‘the risks.’ We assess everything to ensure there is physical and intellectual challenge in a child’s learning environment, without risking absolute danger. This outward-facing approach doesn't leave much time for personal reflection on professional risk-taking in our teaching. Luckily for me, our school recently arranged an Inset with Will Ord from Thinking Education Ltd; a training day which re-focused my attention on the importance of professional risk-taking. Our school decided we would focus our next round of lesson observations on 'golden lessons’ - a lesson where you take a risk and teach slightly differently. Never one to do things by halves, I decided to run this thread through my Mid-Term Plans. Basing my planning on the topic of ‘All Around the World’ (a topic widely used and loved amongst early years practitioners), I decided to draw the girls’ attention to ‘Women Around The World’ in their literacy work.

Keen to centre my planning on a core text, I chose Goodnight Stories for Rebel Girls by Elena Favilli. The text was pitched higher than I might usually choose for Reception/Year 1 in its content and structure, so therein I took my first step towards active risk-taking in my teaching. A couple of weeks in, we had just finished reading the short biography about Malala Yousafzai when one of my four year-olds put her hand up with a most perplexed expression. “You said a rebel is someone who breaks the rules but Malala wasn’t a rebel, she just wanted to follow the rules and go to school” she said. I explained that in some countries girls have to break rules just to go to school. “She wasn’t a rebel though, she was trying to help them catch up with her” she retorted. We had similar discussions about the likes of Amna Al Haddad and Queen Victoria and as the weeks passed, I realised that my choice of book had inadvertently alerted the girls to the fact that whilst women are capable of achieving whatever they want, they are still subject to a range of constraints. At their request, we renamed the book, replacing the world ‘rebel’ with all of the inspiring adjectives we might use to describe the women in the book (strong, fierce, determined… you get the idea). Already my risk was paying off, with the girls developing an intolerance for the language used in relation to women at times.

Goodnight Stories for Strong/Fierce/Determined Girls prompted a bit of a risk-taking with my classroom management. Our class pet, who usually went home for ‘good work’, had a name change from ‘Clever Kitty’ to ‘Courageous Kitty’. Instead of taking her home and writing a weekend diary entry, we decided we would award the stuffed toy to our ‘Warrior of the Week’; a girl who demonstrated real resilience in her work. Instead of writing about what you had for tea etc., the new expectation was that you would record something brave or new you tried with Courageous Kitty. Parents have delightedly reported an array of personal victories, with their girls trying exotic foods, quad biking or finally succeeding at the monkey bars (to name but a few!). When a Reception girl was awarded Courageous Kitty towards the end of term, she asked us all what Rosa Parks would have done if she had taken Courageous Kitty home as she was already so brave even without Courageous Kitty! Out of this discussion, a role models doorway display was born, inviting everyone to come inside and ‘Learn Among The Greats’ by walking under an archway of women from the Goodnight Stories. The awareness of these role models whenever any of us, children or adults, entered or exited the classroom automatically lifted your spirits, making you feel that you can be whoever you want to be.

When the time came to say goodnight to our work on Women Around the World, each girl was challenged to write a piece on a woman they aspire to be like (the word 'rebel' was banned by a Year 1 before we even started to put pen to paper!). Expecting a pile of pieces about my own example (Rosa Parks), I received something I hadn't anticipated. Each girl had written something very different. Yes, there were some women from our core text, but we also an entry from one girl who had written about her Mum - an 'anaesthetist who still comes home and makes [her] pizza' - and another had cited a member of our very own class 'because she is strong and generous.' The sheer variety in the work demonstrated that each girl felt confident to make her own choice for her own reasons. Further to this, the fact that we had girls aged 4-6 leaving the room feeling that it was acceptable and achievable to be anything ranging from a Mum, to a Doctor, Olympic Weightlifter and a political activist, made me recognise that there had been a more profound impact upon the girls as a result of my professional risk-taking; feelings of self-belief, acceptance of others, and the understanding that inequality could be challenged by the choices they make. Never have I been happier immersed in a pile of children’s writing with my pink and green pens!

Risk-taking had inspired all of us in ways I couldn’t have imagined, whilst composing the learning outcomes stated on my initial Mid-Term Plans. Don’t take my word for it, though. Have a go at taking a risk – I dare you!

By Ms Flo Hayles, Pre-Prep 1 Teacher

David Strawbridge MBE joined Malvern St James as the new Director of Operations in January (2018), following an impressive career within the Army.

Following officer training at Sandhurst, David joined the Royal Engineers and has travelled the world with the Army, spending time on operations in Northern Ireland, Kosovo, The Balkans, Iraq, Yemen, Germany, South Africa, Zimbabwe, Mexico – the list goes on. He retired as a Colonel in October last year.

David is married with four daughters - all of whom have attended girls’ schools in the UK - and is well-used to the demands of boarding school life. Here, he tells MSJ News a little more about the man behind the job title.

 Tell us about your role at MSJ

My role is to deliver the facilities to allow staff to educate the girls, to provide a physical environment that is conducive to learning and creating a home from home experience for the girls. I am responsible for all facilities and external grounds, cleaning, maintenance, catering and school transport.

What attracted you to work at MSJ?

I felt like I would be able to make a difference here. When reflecting on my career in the Forces, one of the things I enjoyed most was the variety; I didn’t want a job that would be the same day in, day out. Throughout my military career, I enjoyed being able to influence and inspire a younger generation and so the opportunity to work in a school environment was very appealing. It is important for me to have job satisfaction and be proud of what I do and I felt I would have that here at MSJ.  

What do you like best about working at MSJ?

The people here. The staff and the girls make MSJ a special place to be. I have been thoroughly impressed by the confidence of the girls and the informative assemblies and exceptional events they have put on since starting in January. The school buildings themselves are quirky and bring their own challenges and opportunities in terms of maintenance, but it is the people within these buildings that make MSJ what it is. Everyone has made me feel so welcome.

What do you like most about your role at MSJ?

It is so varied and no two days are ever the same. I have had a few surprises to deal with and am enjoying getting to grips with the portfolio of work here. It’s certainly a varied role!

Proudest achievement

After my family and four wonderful daughters, it would be being awarded the MBE in 1999. It was a very special moment for me and reflected not just my work as an operational leader in Northern Ireland, but the work of the 200-strong unit who served under me.

Anything you’d like to change?

I am keen for everyone to know more about the amazing work my team does here every day. It all goes on behind the scenes and is often unnoticed so I will be working to have their successes recognised more publically. There is a fantastic amount of goodwill and commitment shown by the support staff here at MSJ and that is a positive to be celebrated and acknowledged.

What do you like to do in your spare time?

By Mrs Aynsworth Teacher of Computing and MSJ E-safety Officer

The digital world is growing at a fast pace with new apps and opportunities constantly presenting themselves. While there are many exciting, interesting and innovating prospects for us all, there are also risks. It is both the good and the bad that make social media so attractive to young adults, teenagers and children. We must learn to protect ourselves and our children. Alarming articles appear in the news adding to parental concern but not always providing strategies or solutions.

What should we be concerned about?

Ensuring our Online Reputation presents a picture to the world that we want – not only of ourselves but of others. We need to consider and take responsibility for what we post, tag, comment on, tweet or forward about our family, friends and colleagues. 33% of job applicants are rejected due to their social media. Universities and colleges review social media for questionable language, negative comments and behaviour, as well as, for positives – for the volunteering that wasn’t mentioned in an application or for the support given to a community movement that shows integrity and commitment. Our online reputation starts with our profile pictures, strap lines and information we include in our bios; these are public. We need to remember, nothing is truly free; Data Mining enables the platform and network providers with a steady revenue stream. Feeding our online activity statistics to companies facilitates targeted advertising. You can tell a lot about someone by the adverts showing on their screens.

Maintaining privacy and security online is essential to avoid identify theft and fraud, as well as, unwanted attention. Cyberbullying, sexting and grooming are widely reported on. We need to be mindful that perpetrators of unpleasant and coercive behaviour can be of any age and gender. It starts with low level incidents that can build. We teach our children about stranger danger but we also need to address how to handle unpleasant and dangerous situations involving individuals they know and you trust.

Social media platforms, such as, Instagram provide aspirational environments. Instagram has been rated as the worst platform for young people’s mental health. The photo shopped, carefully filtered and selected images can make subscribers feel unworthy and reminded too much of their perceived short comings. Self-esteem among young girls is significantly affected by social media; low self-esteem can lead to being susceptible to radicalisation, looking for answers that can lead to self-harm and becoming addicted.

The taking, sending and distribution of adult content is not new, however, access to adult content is now just a click away, with many young people having access to content that is not age appropriate. As a result, many believe that what they see in adult content is the norm and to be expected within a relationship. When relationships go wrong or end, revenge posts become a very real risk whether it is via a public site or through distributing images among a select group. Digital devices make it easier for photos and videos to be made leading young people to find themselves participating consensually or not, in producing material that is both damaging and illegal.

What are we doing?

MSJ’s Strategy combines a school ethos that promotes a positive, healthy, growth mindset, with Pastoral Care, PSHEEC, Computing and Wellbeing, all working together. The school’s E-Safety Officer, who is part of the Safeguarding Team, oversees a comprehensive, graduated E-safety program delivered through PSHEEC that promotes Digital Citizenship and Opportunity and Risk management. In addition, we have Anti-bullying Ambassadors and Digital Leaders.

Digital Leaders are there to not only promote positive online behaviour but to help build and develop how technology is used within the School. In January, the Senior Digital Leaders (Year 9 and above) went to BETT 2018 in London to discover the wide range of educational technology available. It was a wonderful, inspirational experience – we came back with many ideas which we are now looking to implement and share.

Our six Prep School Digital Leaders are providing exemplary online behaviour and will be helping to lead e-safety activities in the prep department. They will also be learning to use new apps which they will then be demonstrating to their peers.

What can you do?

Do some research and keep informed. You do not need to be a computer expert to be digitally aware and risk averse. There is a wealth of information available. Have a Family Plan and House Rules; decide as a family when and where devices can be used. Agree a Family Digital Footprint Strategy - what you can post about yourself and other family members.

Talk! Talk to your children. Find ways to initiate conversations; they can teach us a great deal. Ask for their advice, for their thoughts on news topics, for their suggestions on how situations should be handled. Talk to each other. We can learn a great deal from our shared experiences. The more you know the more likely you are to be have a good risk management strategy.

Participate in our MSJ E-Safety Activities. These are opportunities to learn, share and find support. We are planning future events, including ‘Meet the Expert’ where pupils will be on hand to demonstrate and discuss Instagram and Snapchat. A fantastic opportunity to learn how to navigate the social media world our children enjoy. We hope to see many of you there. Do let us know if there are preferred times for these events, we plan to offer a range of opportunities.