Ullswater WW2 Chilwell
I do not remember too much of our first trip to Chilwell, it must have been in 1943, it could not have been earlier due to the dangerous situation from the bombing. The Chilwell area was full of factories converted to producing arms for the war effort and a prime target for an enemy raid.
By 1944 the tide had turned against the Germans and the Allied firepower was superior and the Germans were finding it difficult against the Russian armies. So the Germans concentrated on firing their V1 and V2 rockets with a range only as far as London and the surrounding areas. The air raids to the Midlands were stopped; the Allies were in control of the skies.
The only thing that stood out in our first visit to Dad was a semi-detached house in a quiet tree-lined street with shops and a cinema just up the road, a magnet for a small country boy like me. There were children around who I would go to the movies with and cowboy films were all the rage with Roy Rogers and his horse Trigger and his sidekick, was it Tonto? Wartime theme movies were popular too, but these were more for adults.
Later Dad changed his lodgings, again to a semi-detached house to be nearer to his work. There were a lot of children here and a nearby common and the river Trent not too far away. The road here was concrete and wide, the first concrete road I had ever seen. I think I liked Chilwell because of the company and the amenities, on Ullswater the nearest shop was 2 miles away and shops plural were another 7 miles away.
At the armaments factory were Dad worked making and assembling tanks there were fully equipped machine tool workshops and the engineers often made toys on the night shifts. Dad bought John and I a sheath knife each and mock Tommy gun made out of wood but to us it looked real painted up in gunmetal colours. These everyday articles were not obtainable during the war so trade was brisk for the engineers.
During WW2 it was difficult to get chocolate and sweets (Lollies) in NZ talk. Sugar was rationed and so sweets were scarce. Dad used to get his tobacco always at the same little shop and after a while became friends with the owners. Learning that he had 2 children they used to let Dad have sweets and occasionally chocolate, their ration, neither ate sweets. He used to take John and I round to see them when we came to Chilwell.
30 October 2003
29 October 2003
Ullswater: WW2. Latter Years. 1944-1945.
The latter years of WWII arrived, in 1944 I was 10 years old and I started to take an interest in the war, not just in the proliferation of war movies but also in the actual battles being fought. In June 1944 D-Day was to arrive, the Germans held most of Europe but the war was starting to turn in the favour of the Allies. The Germans were being pushed back in North Africa and the strength of the Allies was building with the help of the USA industrial machine. Saturation bombing was beginning to take place by the Allies of Germany and the occupied Western European countries. The armies of the Allies were rapidly building up in southern England to that secret day which was to be later known as D-Day, the day when the Allies invaded occupied Europe.
I remember most distinctly following the progress of the war, looking at the daily newspaper front page each day on which invariably there was a war map giving the allies progress in retaking France, Belgium, then Holland, Denmark and all the other countries occupied by Germany. Then on another front, the invasion of Italy and the slow, difficult progress up the boot of Italy.
Then later came the crossing of the Rhine into Germany itself. I remember reading of the battles; the bombings of the industrial might of Germany and the crippling of its war machine, the casualties, and the deaths of civilians by the thousand from the bombings and the battles. I followed them all each day in the newspapers.
On one of our school holiday visits to Chilwell where Dad was posted during the war I shall never forget the waves of Allied planes one afternoon. This I learnt later was a major bombing raid of Germany, the biggest. The land around Chilwell, Nottinghamshire was flat and we could see from horizon to horizon in all directions, it was black with planes, bombers, fighters and fighter bombers, the might of the Allies, wave after wave of them all heading for Germany.
The Midlands of England was the collection point for the planes from all the airfields throughout the British Isles for the bombing mission and we were situated in the middle of it. Words can hardly describe the awesome sight as I, turning round and round looked and saw planes close packed in every direction, wave after wave of them.
As children we all seemed to take everything in our stride. I find it hard to put into words how I felt, I think we as small children, standing safely on the side lines saw it more as a game played by adults, our side were the winners and they were the losers.
I find it difficult to write this piece, back then I thought with the feelings of a child and now I think with the feelings of an adult, the two thoughts seem to conflict.
I may end up re-writing this piece.
The latter years of WWII arrived, in 1944 I was 10 years old and I started to take an interest in the war, not just in the proliferation of war movies but also in the actual battles being fought. In June 1944 D-Day was to arrive, the Germans held most of Europe but the war was starting to turn in the favour of the Allies. The Germans were being pushed back in North Africa and the strength of the Allies was building with the help of the USA industrial machine. Saturation bombing was beginning to take place by the Allies of Germany and the occupied Western European countries. The armies of the Allies were rapidly building up in southern England to that secret day which was to be later known as D-Day, the day when the Allies invaded occupied Europe.
I remember most distinctly following the progress of the war, looking at the daily newspaper front page each day on which invariably there was a war map giving the allies progress in retaking France, Belgium, then Holland, Denmark and all the other countries occupied by Germany. Then on another front, the invasion of Italy and the slow, difficult progress up the boot of Italy.
Then later came the crossing of the Rhine into Germany itself. I remember reading of the battles; the bombings of the industrial might of Germany and the crippling of its war machine, the casualties, and the deaths of civilians by the thousand from the bombings and the battles. I followed them all each day in the newspapers.
On one of our school holiday visits to Chilwell where Dad was posted during the war I shall never forget the waves of Allied planes one afternoon. This I learnt later was a major bombing raid of Germany, the biggest. The land around Chilwell, Nottinghamshire was flat and we could see from horizon to horizon in all directions, it was black with planes, bombers, fighters and fighter bombers, the might of the Allies, wave after wave of them all heading for Germany.
The Midlands of England was the collection point for the planes from all the airfields throughout the British Isles for the bombing mission and we were situated in the middle of it. Words can hardly describe the awesome sight as I, turning round and round looked and saw planes close packed in every direction, wave after wave of them.
As children we all seemed to take everything in our stride. I find it hard to put into words how I felt, I think we as small children, standing safely on the side lines saw it more as a game played by adults, our side were the winners and they were the losers.
I find it difficult to write this piece, back then I thought with the feelings of a child and now I think with the feelings of an adult, the two thoughts seem to conflict.
I may end up re-writing this piece.
28 October 2003
18 October 2003
Ullswater Secondary School Conclusion
I attended Penrith Secondary Modern for just over 3 years, possibly 3.5 years from the age of 11 until I was 14 then we moved to Kidside, Milnthorpe in the then county of Westmorland now amalgamated into the new county of Cumbria.
In the main I enjoyed my time at Penrith Secondary Modern. Although a very strict school and non-compromising of wrongdoers or laziness, in fact sometimes cruel in its strictness, it was my saviour. If after failing the 11+ examination I had continued at the 2 teacher Barton School the best I could have hoped for was a semi-skilled job without adult futher education.
Now I realize I was lucky that I was transfered to Penrith Secondary Modern. It was many years before I realized this. For much of the early years I used to envy those who attended Grammer School and their higher education. I used to think I was not bright enough having failed to pass the 11+, not bright enough for a Grammar education. As the years passed I slowly realized I was probably more than capable of a Grammer education.
I attended Penrith Secondary Modern for just over 3 years, possibly 3.5 years from the age of 11 until I was 14 then we moved to Kidside, Milnthorpe in the then county of Westmorland now amalgamated into the new county of Cumbria.
In the main I enjoyed my time at Penrith Secondary Modern. Although a very strict school and non-compromising of wrongdoers or laziness, in fact sometimes cruel in its strictness, it was my saviour. If after failing the 11+ examination I had continued at the 2 teacher Barton School the best I could have hoped for was a semi-skilled job without adult futher education.
Now I realize I was lucky that I was transfered to Penrith Secondary Modern. It was many years before I realized this. For much of the early years I used to envy those who attended Grammer School and their higher education. I used to think I was not bright enough having failed to pass the 11+, not bright enough for a Grammar education. As the years passed I slowly realized I was probably more than capable of a Grammer education.
17 October 2003
Ullswater Secondary School Our School
Our school was a one storey L shaped building and relatively new when I started there in the mid-forties. All classrooms had large full wall outside facing windows and was very modern for its time. Down one end of the L arm was a purpose built dining room big enough to hold both senior and junior pupils sitting down to a hot 2 course meal daily. This same dining room also quickly converted to an assembly hall.
The school's situation was on rising ground next door to Penrith Park containing the ruins of Kendal Castle. Down the road was Penrith Grammar School and just up the road was Penrith railway station. A nice edge of town location.
The only problem we had no playing fields or recreation area other than the tarsealed playgrounds front and rear, it was as if they had been forgotten in the design of the school, especially when I view our well endowed New Zealand schools. Attached also to the school was the garden where horticulture was taught.
This then comprised our school. Recently in 2000 almost 60 years later I returned to have a look at "our school". The spick and span new school I remember on my first day looked decidedly sad now after almost 60 years, as I walked in the gates the place was silent , no noisy chattering of boys at play or teachers voices echoing across the playground. I enquired of a nearby workman and he told me the building was a no longer a secondary school but used as over flow classrooms for the various educational facilities when needed.
Our school was a one storey L shaped building and relatively new when I started there in the mid-forties. All classrooms had large full wall outside facing windows and was very modern for its time. Down one end of the L arm was a purpose built dining room big enough to hold both senior and junior pupils sitting down to a hot 2 course meal daily. This same dining room also quickly converted to an assembly hall.
The school's situation was on rising ground next door to Penrith Park containing the ruins of Kendal Castle. Down the road was Penrith Grammar School and just up the road was Penrith railway station. A nice edge of town location.
The only problem we had no playing fields or recreation area other than the tarsealed playgrounds front and rear, it was as if they had been forgotten in the design of the school, especially when I view our well endowed New Zealand schools. Attached also to the school was the garden where horticulture was taught.
This then comprised our school. Recently in 2000 almost 60 years later I returned to have a look at "our school". The spick and span new school I remember on my first day looked decidedly sad now after almost 60 years, as I walked in the gates the place was silent , no noisy chattering of boys at play or teachers voices echoing across the playground. I enquired of a nearby workman and he told me the building was a no longer a secondary school but used as over flow classrooms for the various educational facilities when needed.
5 October 2003
Ullswater Secondary School A Biology Story
Biology was a subject I enjoyed and when I think of Penrith Secondary Modern and Biology I always think of the day when the subject was environmental and the decline of insects thus leading to rarity and specialised habitats. The teacher... I forget his name now mentioned a rare water beetle found only in Ullswater now and my ears pricked up. Being a local rarity he used it as his example and drew it out on the blackboard in colour and giving the reasons for its rarity.
That weekend wandering along the shores of Ullswater with the water beetle in the back of my mind, I took along a jam-jar... who knows I might be lucky! I remembered the teacher's description of the beetles’ habitat and decided to try just passed Lowis's farm where the lake had a small pebbly bottom and no weed. I was lucky, there was no wind and the surface was like glass. As I moved along the shore edge I periodically got down on my stomach on the grassy edge and peered into the water. After a few tries my eye caught a movement and I thought it was a Caddis fly lava moving among the sand and pebbles, but it then came to the surface for air and realized it probably was a water beetle.
There are many water beetle species and they all need to come to the surface for a gulp of air. I moved to get a better look for I knew the beetle would surface again so I patiently waited. The water beetle surfaced again and I got a good look at him this time, I think my eyes must have bugged out, for it was just as the teacher had drawn it on the blackboard. I swiftly opened my bag and took out the jam jar with a cord round its neck and immersed the jar in the water near where the beetle disappeared in the pebbles. Again I waited and up came the beetle and as it rose to the surface I positioned the jar vertically and eased the jar beneath the beetle's upward path knowing it would descend more or less again vertically. The beetle after its gulp of air started its downward path and I gently adjusted the jar and, at the precise moment when the beetle was about 2 inches away I whipped the jar up-wards by its string and I had the beetle. I was an expert at this game for this is how we boys often caught the fast minnows and other aquatic life abundant in the lake.
I then gently popped sand and pebbles in the bottom of the jar and fastened on the top then returned home with my prize. I now just needed a few air holes in the lid.
Next Biology class I took the water beetle with me in my bag. The biggest problem was wedging the jar in an upright position, but I managed to get the jar to school with no spills from the air holes. I gave the specimen to the Biology teacher and to say he was flabbergasted would be an understatement, after his initial excitement and queries of the water beetle's source, he asked if he could keep the beetle, I had no hesitation in saying yes, for that was my intention all along, I knew he was deeply interested in Botany as a hobby and collected specimens which he sometimes brought to school to show us.
As I re-read this piece trying to correct the grammar I idly wonder if the Biology teacher used the specimen I gave him to show future classes and if he told the story how he obtained it. I like to think he did.
Biology was a subject I enjoyed and when I think of Penrith Secondary Modern and Biology I always think of the day when the subject was environmental and the decline of insects thus leading to rarity and specialised habitats. The teacher... I forget his name now mentioned a rare water beetle found only in Ullswater now and my ears pricked up. Being a local rarity he used it as his example and drew it out on the blackboard in colour and giving the reasons for its rarity.
That weekend wandering along the shores of Ullswater with the water beetle in the back of my mind, I took along a jam-jar... who knows I might be lucky! I remembered the teacher's description of the beetles’ habitat and decided to try just passed Lowis's farm where the lake had a small pebbly bottom and no weed. I was lucky, there was no wind and the surface was like glass. As I moved along the shore edge I periodically got down on my stomach on the grassy edge and peered into the water. After a few tries my eye caught a movement and I thought it was a Caddis fly lava moving among the sand and pebbles, but it then came to the surface for air and realized it probably was a water beetle.
There are many water beetle species and they all need to come to the surface for a gulp of air. I moved to get a better look for I knew the beetle would surface again so I patiently waited. The water beetle surfaced again and I got a good look at him this time, I think my eyes must have bugged out, for it was just as the teacher had drawn it on the blackboard. I swiftly opened my bag and took out the jam jar with a cord round its neck and immersed the jar in the water near where the beetle disappeared in the pebbles. Again I waited and up came the beetle and as it rose to the surface I positioned the jar vertically and eased the jar beneath the beetle's upward path knowing it would descend more or less again vertically. The beetle after its gulp of air started its downward path and I gently adjusted the jar and, at the precise moment when the beetle was about 2 inches away I whipped the jar up-wards by its string and I had the beetle. I was an expert at this game for this is how we boys often caught the fast minnows and other aquatic life abundant in the lake.
I then gently popped sand and pebbles in the bottom of the jar and fastened on the top then returned home with my prize. I now just needed a few air holes in the lid.
Next Biology class I took the water beetle with me in my bag. The biggest problem was wedging the jar in an upright position, but I managed to get the jar to school with no spills from the air holes. I gave the specimen to the Biology teacher and to say he was flabbergasted would be an understatement, after his initial excitement and queries of the water beetle's source, he asked if he could keep the beetle, I had no hesitation in saying yes, for that was my intention all along, I knew he was deeply interested in Botany as a hobby and collected specimens which he sometimes brought to school to show us.
As I re-read this piece trying to correct the grammar I idly wonder if the Biology teacher used the specimen I gave him to show future classes and if he told the story how he obtained it. I like to think he did.
4 October 2003
Ullswater Secondary School Subjects
Well I hear you think, a dull piece to read, but there is a tale or two in places.
English
Miss. Browne took us for English and for the most part enjoyed it. I've mentioned poetry, which I came to like, and the lack of the classics. The syllabus was geared really for good written and spoken English with plenty of use of verb, adjectives, nouns and pronouns with adverbs and correct usage.
Mathematics
Sparse really by today’s standards but then differential calculus and the like was not needed then in most work except for scientific posts. We did not go much beyond fractions and the like. The form teacher taught maths to us in this area.
We were able to take as an extra subject of bookkeeping and shorthand. The bookkeeping was the basics only, 3-column bookkeeping and I applied to take this extra subject. I quite liked it, with its clean tidy layout. Shorthand was included in this part of the syllabus and I had to take this subject also. I didn’t like it very much and I was not very good at it either. I asked to drop this voluntary subject but the master taking these basic business studies was not too happy for me to drop this subject. He stressed the importance of it, if I went into an office environment but I was determined to drop shorthand. He relented but allowed me to continue with bookkeeping. The class was not very large 8 or 10 boys only.
Science, Biology Chemistry etc
These were lumped together and I found them interesting. We touched briefly on Chemistry but we had no labs. The teacher for this wide area majored in Biology I think, or at least it was his passion out of school. Demonstrations or experiments were brought to the classroom, written descriptions and notes were copied from the blackboard into our notebooks, the blackboard that almost covered the entire wall and was in a dull green... a colour thought to be good for the eyes in that era.
A tale or two to follow.
History
Well I've written of the history master. At this period of my life I found history at best dull, it seemed to be a continual jumble of dates and names and wars. Mainly I did well in history with the feared threat of punishment. I did at times get more than "3 red marks excluding the tick" and lined up in front of the class with the rest. I never really came to grips with history until my later years and an interest in Genealogy and from that my interest in history grew. I don't think the history master was the cause at all; I more inclined to think it was my makeup. I've always tended to be forward looking person, what is round the next corner, and even today I look forward to the new technologies to be discovered or waiting in the wings to be developed.
Geography
A different geography was taught in the 1940s than it is today. Geography was the British Colonies and the Commonwealth plus other major countries. We studied our own country of the time, the U.K. its landmass and its industry. I do not remember much of this subject nor how I liked the subject. I am certain I didn’t dislike it.
Woodwork
Woodwork was a core subject too; at most secondary modern schools it was woodwork or metallurgy. Our school it was woodwork, which I quite liked: the working with tools and constructing things. How to make and using dove tailed joints was the order of the day. I made a nice wooden tray but it had one dovetailed corner joint out of line so the tray had a gap at the bottom at one corner. But, I was still proud of my “master piece”! Planing the timber and getting everything straight with a set-square was the order of the day. We did not have to pay for our materials used in those days. In fact all materials for all subjects were free.
A story later.
Art, Physical Education, Horticulture
These were afterthought subjects. There was no gym, just the tar sealed schoolyard for PE. Yes, hotuculture was gardening, I didn't take it, probably i was taking something else.
I may redo this piece later. Doesn't seem to gel somehow
Well I hear you think, a dull piece to read, but there is a tale or two in places.
English
Miss. Browne took us for English and for the most part enjoyed it. I've mentioned poetry, which I came to like, and the lack of the classics. The syllabus was geared really for good written and spoken English with plenty of use of verb, adjectives, nouns and pronouns with adverbs and correct usage.
Mathematics
Sparse really by today’s standards but then differential calculus and the like was not needed then in most work except for scientific posts. We did not go much beyond fractions and the like. The form teacher taught maths to us in this area.
We were able to take as an extra subject of bookkeeping and shorthand. The bookkeeping was the basics only, 3-column bookkeeping and I applied to take this extra subject. I quite liked it, with its clean tidy layout. Shorthand was included in this part of the syllabus and I had to take this subject also. I didn’t like it very much and I was not very good at it either. I asked to drop this voluntary subject but the master taking these basic business studies was not too happy for me to drop this subject. He stressed the importance of it, if I went into an office environment but I was determined to drop shorthand. He relented but allowed me to continue with bookkeeping. The class was not very large 8 or 10 boys only.
Science, Biology Chemistry etc
These were lumped together and I found them interesting. We touched briefly on Chemistry but we had no labs. The teacher for this wide area majored in Biology I think, or at least it was his passion out of school. Demonstrations or experiments were brought to the classroom, written descriptions and notes were copied from the blackboard into our notebooks, the blackboard that almost covered the entire wall and was in a dull green... a colour thought to be good for the eyes in that era.
A tale or two to follow.
History
Well I've written of the history master. At this period of my life I found history at best dull, it seemed to be a continual jumble of dates and names and wars. Mainly I did well in history with the feared threat of punishment. I did at times get more than "3 red marks excluding the tick" and lined up in front of the class with the rest. I never really came to grips with history until my later years and an interest in Genealogy and from that my interest in history grew. I don't think the history master was the cause at all; I more inclined to think it was my makeup. I've always tended to be forward looking person, what is round the next corner, and even today I look forward to the new technologies to be discovered or waiting in the wings to be developed.
Geography
A different geography was taught in the 1940s than it is today. Geography was the British Colonies and the Commonwealth plus other major countries. We studied our own country of the time, the U.K. its landmass and its industry. I do not remember much of this subject nor how I liked the subject. I am certain I didn’t dislike it.
Woodwork
Woodwork was a core subject too; at most secondary modern schools it was woodwork or metallurgy. Our school it was woodwork, which I quite liked: the working with tools and constructing things. How to make and using dove tailed joints was the order of the day. I made a nice wooden tray but it had one dovetailed corner joint out of line so the tray had a gap at the bottom at one corner. But, I was still proud of my “master piece”! Planing the timber and getting everything straight with a set-square was the order of the day. We did not have to pay for our materials used in those days. In fact all materials for all subjects were free.
A story later.
Art, Physical Education, Horticulture
These were afterthought subjects. There was no gym, just the tar sealed schoolyard for PE. Yes, hotuculture was gardening, I didn't take it, probably i was taking something else.
I may redo this piece later. Doesn't seem to gel somehow
30 September 2003
Ullswater Poems 1
I sometimes wonder if these two poems helped me to choose my early life at sea. I am unable to pin point just when the initial desire to a want to travel started or indeed, even when I made up my mind.
I think the desire cumulated over time; the National Geographic magazines of Mrs. Nelson, the trophies they brought home from their trips abroad and the postcards she gave me. The John Masefield poem "Cargoes" used to send shivers down my spine, did the pictorial stamps I collected help me on my way? Who knows now? Did my desire to learn "radio" weld all my desires together and eventually to become a sea-going Radio Officer?
Anyway, here are another 2 of my favourite poems. 1st, my favouite of the two. Three verses, three different ages.
Cargoes
Quinquireme of Nineveh from distant Ophir,
Rowing home to haven in sunny Palestine,
With a cargo of ivory,
And apes and peacocks,
Sandalwood, cedarwood, and sweet white wine.
Stately Spanish galleon coming from the Isthmus,
Dipping through the Tropics by palm-green shores,
With a cargo of diamonds,
Emeralds, amethysts,
Topazes, and cinnamon, and gold moidores.
Dirty British coaster with salt caked smoke stack,
Butting through the Channel in the mad March days,
With a cargo of Tyne coal,
Road-rail, pig-lead,
Firewood, iron-ware, and cheap tin trays.
Sea Fever
I must go down to the seas again, to the lonely sea and the sky,
And all I ask is a tall ship, and a star to steer her by ;
And the wheel's kick and the wind's song and the white sails shaking,
And the grey mist on the sea's face, and a grey dawn breaking.
I must go down to the sea again, for the call of the running tide
Is a wild call and a clear call that may not be denied ;
And all I ask is a windy day with the white clouds flying,
And the flung spray and the blown spume, and the seagulls crying.
I must go down to the sea again,to the vagrant gypsy life,
To the gull's way and the whale's way where the winds like a whetted knife ;
And all I ask is a merry yarn from a laughing fellow rover,
And a quiet sleep and a sweet dream when the long tricks over.
I sometimes wonder if these two poems helped me to choose my early life at sea. I am unable to pin point just when the initial desire to a want to travel started or indeed, even when I made up my mind.
I think the desire cumulated over time; the National Geographic magazines of Mrs. Nelson, the trophies they brought home from their trips abroad and the postcards she gave me. The John Masefield poem "Cargoes" used to send shivers down my spine, did the pictorial stamps I collected help me on my way? Who knows now? Did my desire to learn "radio" weld all my desires together and eventually to become a sea-going Radio Officer?
Anyway, here are another 2 of my favourite poems. 1st, my favouite of the two. Three verses, three different ages.
Cargoes
Quinquireme of Nineveh from distant Ophir,
Rowing home to haven in sunny Palestine,
With a cargo of ivory,
And apes and peacocks,
Sandalwood, cedarwood, and sweet white wine.
Stately Spanish galleon coming from the Isthmus,
Dipping through the Tropics by palm-green shores,
With a cargo of diamonds,
Emeralds, amethysts,
Topazes, and cinnamon, and gold moidores.
Dirty British coaster with salt caked smoke stack,
Butting through the Channel in the mad March days,
With a cargo of Tyne coal,
Road-rail, pig-lead,
Firewood, iron-ware, and cheap tin trays.
Sea Fever
I must go down to the seas again, to the lonely sea and the sky,
And all I ask is a tall ship, and a star to steer her by ;
And the wheel's kick and the wind's song and the white sails shaking,
And the grey mist on the sea's face, and a grey dawn breaking.
I must go down to the sea again, for the call of the running tide
Is a wild call and a clear call that may not be denied ;
And all I ask is a windy day with the white clouds flying,
And the flung spray and the blown spume, and the seagulls crying.
I must go down to the sea again,to the vagrant gypsy life,
To the gull's way and the whale's way where the winds like a whetted knife ;
And all I ask is a merry yarn from a laughing fellow rover,
And a quiet sleep and a sweet dream when the long tricks over.
29 September 2003
Ullswater Poems of OldEric
The Daffodils.
Almost everyone is familiar with Wordsworth's famous poem whilst at school and have nostalgic feelings for its beautiful simplistic prose. I too have those same feelings for this beautifully simple poem, but for me it has an extra special significance. For I have walked and stood in the very same spot where Wordsworth stood and walked and I've seen those the self-same short stemmed wild daffodils. We lived on the opposite shore of Lake Ullswater to Wordsworth's daffodils.
Each year when the daffodils flower they take me back in mind to beautiful Ullswater, and then my heart too, with pleasure fills and dances with the daffodils. It is indeed, without doubt my favourite poem.
I wandered lonely as a cloud
That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils,
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
Continuous as the stars that shine
And twinkle on the milky way.
They stretched in never ending line
Along the margin of a bay :
Ten thousand saw I at a glance
Tossing their heads in sprightly dance.
The waves beside them danced, but they
Out-did the sparkling waves in glee :
A poet could not be but gay
Among such jocund company !
I gazed---and gazed---but little thought
What wealth to me the show had brought ;
When oft, upon my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude ;
And then my heart with pleasure fills,
And dances with the daffodils.
Wordsworth wrote many poems prior to and after penning The Daffodils, about 30 in total, I believe, but none of his other works rose to the prominence of the simple "The Daffodils".
The Daffodils.
Almost everyone is familiar with Wordsworth's famous poem whilst at school and have nostalgic feelings for its beautiful simplistic prose. I too have those same feelings for this beautifully simple poem, but for me it has an extra special significance. For I have walked and stood in the very same spot where Wordsworth stood and walked and I've seen those the self-same short stemmed wild daffodils. We lived on the opposite shore of Lake Ullswater to Wordsworth's daffodils.
Each year when the daffodils flower they take me back in mind to beautiful Ullswater, and then my heart too, with pleasure fills and dances with the daffodils. It is indeed, without doubt my favourite poem.
I wandered lonely as a cloud
That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils,
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
Continuous as the stars that shine
And twinkle on the milky way.
They stretched in never ending line
Along the margin of a bay :
Ten thousand saw I at a glance
Tossing their heads in sprightly dance.
The waves beside them danced, but they
Out-did the sparkling waves in glee :
A poet could not be but gay
Among such jocund company !
I gazed---and gazed---but little thought
What wealth to me the show had brought ;
When oft, upon my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude ;
And then my heart with pleasure fills,
And dances with the daffodils.
Wordsworth wrote many poems prior to and after penning The Daffodils, about 30 in total, I believe, but none of his other works rose to the prominence of the simple "The Daffodils".
27 September 2003
Ullswater Secondary School Mr Baines
In 1946 and 12 years old we were now in Year 8. We now had a new Form master. His name was Mr Baines and he had not been long de-mobbed from the RAF. He was a large man both in height and breadth, he had sandy, curly hair and a sandy moustache.
From the start we liked him, he was an easygoing, humorous man, his favourite party trick was when there was repeated inattention in class by someone, was to pick up the long window opening pole, walk up the row of the offending boy with the pole horizontal, each boy in the row ducking until he reached the boy in question. At that point he stopped, held the pole still and bellowed the boys name. The offending boy would swing round or looked up and his head would hit the pole with a wack. All the boys thought this was hilarious and would roar with laughter.
Unfortunately Mr Baines had a down side in class. He had a short temper. When everything was going to plan Mr Baines was fun to be with but unfortunately this was not always the case. Most of the class escaped Mr Baines's wrath but the few laggards were his problem and he would, starting with raised voice increasing progressively to a bellow, I've told you before... do I have to repeat myself, Can I not get it through your thick skull, etc., etc. "Out here Bamber, Warwick, you too and we'll have you as well Ostle". "I'm going to tell you once more" he would bellow and he would proceed to explain in detail some point or other. "Repeat what I said, Bamber" and Henry would in all probability just stand and look dumb irrespective whether or not he knew the answer. Lol wouldn't know if it was Monday or Sunday and he would just stand looking terrified.
By this time Mr Baines's face would be brick red, even his ears and with sweat on his brow, breathing heavily, he would return his enemies to their seats.
Enviably, one day everything came to a head. Mr Baines completely lost his temper. Henry was out in front of the class facing Mr Baines with his usual stubborn attitude with Mr Baines bellowing in his usual way. Mr Baines took a deep breath, opened his mouth and as though lost for words, nothing came out, he was purple in the face. Mr Baines reached forward, lifted Henry up by his shirt and jacket front and flung him into the empty corner by the classroom door. Henry, a big boy for his age just sailed through the air. Mr Baines was very large and powerful.
All during this confrontation we sat wide-eyed and completely focused on this battle of wills and its outcome. I can still see Henry flying through the air. Mr Bains stood just staring at Henry in the corner saying nothing, doing nothing. Henry just lay there. After what seemed an age, Mr Baines seemed to come to his senses and in the silence of the room spoke and asked Henry if he was alright. Henry said "yes" and slowly got up on to his feet but did not move from the corner. Mr Baines quietly told Henry to return to his seat and again asked if anything hurt and Henry retorted with a "No". Mr Baines then walked to the classroom door, opened it and walked out closing the door behind him. We all just quietly sat and no one spoke, we were each in our thoughts. We were 12 years old and I think we were in shock.
Sometime later a relief teacher came to our classroom and told us quietly to open our books and read from the last exercise, Which we did.
Conclusion
Mr Baines did return to our classroom after a few days but he seemed different. Gone was his humorous ways and also gone was his short temper. He taught us quietly and probably efficiently, he still asked questions of us but there was no berating of any student.
A little later we learnt Mr Baines was leaving the school and under a cloud. Whether or not he was going to another post or not, no one seemed to know.
Sometime later we were going to woodwork classes. These were held outside of the school premises about 400 yards down the road. A late student came bursting in breathlessly with the news that Mr Baines was leaving today at 3 o'clock, it was just past 2 p.m. now. Henry at a nearby bench looked up and after a moments thought looked around for the woodwork teacher and saw he was in the back inside the wood store. Henry walked to the outside door and disappeared. Half an hour later Henry reappeared , the woodwork teacher looked at him and asked where he had been. Henry said simply "to say goodbye to Mr Bains" I think most of us was stunned including the woodwork teacher, for even he had heard of the classroom problems.
Later I asked Henry why he had gone to says his good byes to his foe and Henry said "I liked Mr. Baines, it was my fault he had to leave" and he left it at that. I thought awhile about his answer, andI left it at that, too.
In the following 2 school years I knew him Henry worked much better in class and he never mentioned Mr Baines as far as I can recollect. I've thought of Henry many times since and from the beginning I've never thought it was Henry's fault even for a moment. I too liked Mr Baines.
In 1946 and 12 years old we were now in Year 8. We now had a new Form master. His name was Mr Baines and he had not been long de-mobbed from the RAF. He was a large man both in height and breadth, he had sandy, curly hair and a sandy moustache.
From the start we liked him, he was an easygoing, humorous man, his favourite party trick was when there was repeated inattention in class by someone, was to pick up the long window opening pole, walk up the row of the offending boy with the pole horizontal, each boy in the row ducking until he reached the boy in question. At that point he stopped, held the pole still and bellowed the boys name. The offending boy would swing round or looked up and his head would hit the pole with a wack. All the boys thought this was hilarious and would roar with laughter.
Unfortunately Mr Baines had a down side in class. He had a short temper. When everything was going to plan Mr Baines was fun to be with but unfortunately this was not always the case. Most of the class escaped Mr Baines's wrath but the few laggards were his problem and he would, starting with raised voice increasing progressively to a bellow, I've told you before... do I have to repeat myself, Can I not get it through your thick skull, etc., etc. "Out here Bamber, Warwick, you too and we'll have you as well Ostle". "I'm going to tell you once more" he would bellow and he would proceed to explain in detail some point or other. "Repeat what I said, Bamber" and Henry would in all probability just stand and look dumb irrespective whether or not he knew the answer. Lol wouldn't know if it was Monday or Sunday and he would just stand looking terrified.
By this time Mr Baines's face would be brick red, even his ears and with sweat on his brow, breathing heavily, he would return his enemies to their seats.
Enviably, one day everything came to a head. Mr Baines completely lost his temper. Henry was out in front of the class facing Mr Baines with his usual stubborn attitude with Mr Baines bellowing in his usual way. Mr Baines took a deep breath, opened his mouth and as though lost for words, nothing came out, he was purple in the face. Mr Baines reached forward, lifted Henry up by his shirt and jacket front and flung him into the empty corner by the classroom door. Henry, a big boy for his age just sailed through the air. Mr Baines was very large and powerful.
All during this confrontation we sat wide-eyed and completely focused on this battle of wills and its outcome. I can still see Henry flying through the air. Mr Bains stood just staring at Henry in the corner saying nothing, doing nothing. Henry just lay there. After what seemed an age, Mr Baines seemed to come to his senses and in the silence of the room spoke and asked Henry if he was alright. Henry said "yes" and slowly got up on to his feet but did not move from the corner. Mr Baines quietly told Henry to return to his seat and again asked if anything hurt and Henry retorted with a "No". Mr Baines then walked to the classroom door, opened it and walked out closing the door behind him. We all just quietly sat and no one spoke, we were each in our thoughts. We were 12 years old and I think we were in shock.
Sometime later a relief teacher came to our classroom and told us quietly to open our books and read from the last exercise, Which we did.
Conclusion
Mr Baines did return to our classroom after a few days but he seemed different. Gone was his humorous ways and also gone was his short temper. He taught us quietly and probably efficiently, he still asked questions of us but there was no berating of any student.
A little later we learnt Mr Baines was leaving the school and under a cloud. Whether or not he was going to another post or not, no one seemed to know.
Sometime later we were going to woodwork classes. These were held outside of the school premises about 400 yards down the road. A late student came bursting in breathlessly with the news that Mr Baines was leaving today at 3 o'clock, it was just past 2 p.m. now. Henry at a nearby bench looked up and after a moments thought looked around for the woodwork teacher and saw he was in the back inside the wood store. Henry walked to the outside door and disappeared. Half an hour later Henry reappeared , the woodwork teacher looked at him and asked where he had been. Henry said simply "to say goodbye to Mr Bains" I think most of us was stunned including the woodwork teacher, for even he had heard of the classroom problems.
Later I asked Henry why he had gone to says his good byes to his foe and Henry said "I liked Mr. Baines, it was my fault he had to leave" and he left it at that. I thought awhile about his answer, andI left it at that, too.
In the following 2 school years I knew him Henry worked much better in class and he never mentioned Mr Baines as far as I can recollect. I've thought of Henry many times since and from the beginning I've never thought it was Henry's fault even for a moment. I too liked Mr Baines.