Jazz of the past; Adrian Rollini
In its visiting scholars series WABE presents visit with an educator. The visiting scholars program of the Cleveland public schools was developed under the direction of Superintendent Cole breakdowns and was designed to bring teachers and students into direct personal contact with outstanding scholars. In visit with an educator. We hear an interview with Mr Arthur wood a district inspector in England for the Inner London Education Authority. His work involves supervision of 80 schools with a population of 30000 students. Mr Wood did original research and history at the University of Manchester and studied at this hour Bol in Paris. He has taught in elementary and secondary schools and served as principal of secondary schools in London. He was invited to the United States by the National Association of Secondary School Principals to study the American school system.
Today he explained some of the workings of schools in Britain. Mr Wood is interviewed by Cecilia Evans of WB Mr Wood. The Beatles have had staggering success in the no Beatle haircuts mini skirts and without music are part of the youth scene and much of the Western world. What do you feel is the meaning of these developments. I'm not so sure about the meaning but I do think that much of this is priced popular city. I for instance has spent a large part of my life in the center of London and work in the center of London and I must say I'm not so conscious as people over who don't seem to be of London as being a swinging city. Certainly one doesn't have evidence of this within the schools. I mean Stephen perhaps rebuild a little misled. Our standards of dress established for pupils in your school. Quite definitely yes in most secondary schools that your junior and senior high school's uniform is warm. There's normally consists of
a blazer for boys and tie white shirt and gray flannel. Lawyers talk blouse and skirt it was gonna be a street design it was a not yet into the school uniform mock it or vote but sounds like a good idea I suppose pupils who weren't accustomed to it might have some mixed reactions. In England our comprehensive high schools organized differently from those in the United States. For teaching purposes that online administrative differences but on the whole the pattern is much the same and launch comprehensive schools how a special provision is usually made for the social and tutorial needs of pupils. A school of a thousand for instance would be divided into four houses of approximately two hundred fifty pupils each. Each house is further subdivided into two to groups of about 30 boys old ones usually of mixed ages. These groups corresponded many respects to your home rooms
and are in the charge of a tutor who sees his pupils twice a day for registration and general administrative matters. In close collaboration with the house mosque to all mistress who has supervision of the House a group of two hundred and fifty the two to maintain contact with rooms and advises pupils about courses and their personal problems. The House meets as a social unit in its own suite of rooms once a day for meals and several times a week for a basically religious assembly a general social activities such as Dances strategy connections competitive games community service and sometimes residential camps and field trips are frequently arranged on a house basis by the US creating music with microcosm of the log school. We try to give to each individual a sense of belonging and make it easier for him or her to feel at home in the log community. It sounds as if they have close contact pupils and pupils with their
teachers. Two high school pupils in England select the courses that they wish to study in London. Most schools a comprehensive school catering for pupils of all abilities between the ages of 11 and 18 during the first three years as a general colas covering the normal range of subjects is provided from the fourth year that is from 14 years of age who is beginning to specialize. This may take the form of several Senate courses with an academic technique or commercial slot and each of which has a whole lot of general subjects such as English mathematics Saddam's physical education and music on to which is grafted specialist subjects often with a vocational school and to be studied in depth. Those pupils are likely to follow an academic goals present themselves for examination in a wide selection of these subjects when they are 16 years of age.
Those remaining till they are 18 spend a further two or three years in preparing a lesser range of subjects in which they are examined prior to school for universities technical colleges all the professions. For this later stage the choice of studies is unrestricted as far as the resources of the school and this cage will permit. I schools increase in size the element of choice increases and more provision is possible for the needs of the individual. I see. I would imagine that this examination is quite difficult. This later one that's given to Jews quite a difficult examination. High standards are expected. I'm sure it would be very challenging. Mr. Wood Could you tell us what extra curricular activities are available to people. The range of extracurricular activities in English schools is pretty much the same as here in Cleveland in tri Scholastic and into schools athletics out of a local boys and girls soccer cricket hockey rounders and
track events are the most common within the physical education curriculum. More and more sports suited to I don't leisure interests being included. Many London schools for instance now provide facilities for tennis golf ice skating coaster riding rowing and canoeing. I have a club activities include hobby is orchestra Ross bass and Christine fado ship drama dress design social studies handicraft and foreign languages. Future teachers and Future Nurses groups are found less frequently than here. And I should like to commend the dedication and enthusiasm of these clubs and those whom I've been privileged to meet in Cleveland school. Thank you Mr. WOOD. Would you say that these activities are available at schools throughout London. Yes indeed throughout the continent some of them sound very inviting like tennis. Are the school day and year similar to that in the United States. Do they differ much.
They don't give a great deal though we tend to start a little later than you in the morning. We stay later in the Often new. And so our school days about the same length as you was. However we have two separate sessions each day and all Staffan or cuckoos go to lunch at the same time. Normally from 12:30 to 1:45 p.m.. Holidays are distributed differently from yours throughout the year whereas you have two semesters. We have three and in the middle of each we have a week's holiday. At Christmas we have the same break as you wanted to do we have about two weeks holiday in the summer however we only have six weeks vacation as compared with the rest from mid June to September. In toto that for all the time spent in school is much the same in both countries. I think that we may be moving toward the shorter summer. I think there is a trend direction. How do you determine that a pupil who has completed his secondary schooling
basically this is determined by age bones and a mid to leave school for employment at the end of the semester in which they attained the age of 15. In 1972 the school leaving age will be raised to 16. Many pupils already remain till that age quite voluntarily. In London for instance 70 percent do so at present and an increasing proportion of students are staying in school until they are eight to eight. Students are likely to follow an academic goals. Take the General Certificate of Education examinations I mentioned. And many others take a recently Institut certificate of secondary education examination which takes some account of coursework undertaken during the final two years in school. The remainder are usually given a certificate indicating that a standard of attainment in individual subjects and the level of social responsibility to reach Well what types of jobs a would
that Leicester tific at for example qualify a student for what opportunities would he have opened to him. Well they would be very short term jobs and I wouldn't be a great financial return on either immediately or in the future they're not very good career prospects available for those who leave as he is 58 and this is why many boys and found out choosing to stay on in school. I see you know the words they want to build a better future. So they recognise this. This too would in England. Who is eligible for college and how is the college education and huge ability for university or as you say a college education is based on the standards achieved in the ordinary and advanced levels of the General Certificate of Education examinations. Minimum standards normally acceptable. Good grades in five ordinary and advanced level subjects universe distance often ends by the
central government through the local education authority and by scholarships offered by university on private bodies or individuals. The amount of financial support given by local education authorities is dependent upon the student's academic potential and the income of his or her patterns. Of course the cost of college here has risen differs depending on the type of school and where it's located. Would you say that in general in England you have the same problem that costs have gotten higher and higher. Oh yes costs have certainly reduced risen in England as they have here in the state. Could you tell us what percentage of students perhaps might be on a scholarship. Dissatisfied would have been a difficult difficult to do. Yes I'd like to ask you you mentioned a proficiency in ordinary and advanced level subjects. When one is applying for the university what is the difference between these two.
The ordinary on the advanced level Well the advanced level examination means that all the previews as you have studied a smaller number of subjects in greater depth on separation go for the Study of these subjects at university and I see that this would be adverse events. Yes indeed. Could you talk a little about what universities in Britain teach and possibly their admission policies but I think the admission poses a problem to being covered in MA I've seen about examinations when I did that. Usually at five ordinary level to advanced levels up to the minimum consider the minimum. They teach very much the subjects that are taught over here. I think until fairly recently we haven't had so many courses in general liberal studies as you have tended to specialize in law. At the undergraduate level about some of the new university that are being built catering for a general liberal studies.
Oh is this the truth. This is the trend definitely. Is this true of the School Oxford too. Not so much in the older universities that we call Oxbridge redbrick and certainly the newer university such as the University of Sussex and we have recently been established Mr. WOOD. Could you tell us what the English mean when they refer to the red brick college it's the red brick colleges of those colleges. Other than Oxford and Cambridge which were founded during the last century I suppose during the 19th century and this is because I suppose they were built literally in grade break rather than stone. What would you say that there is the same stress on athletics and many British universities that we find here. I think it's almost as much stress. But of course it isn't the same activities. It isn't Oxford and Cambridge rowing and soccer and so on. But we do pay quite a great deal of stress upon
athletics so there is the enthusiasm of a competitor. There is indeed just the same as here in Mr. WOOD. Do you have as many women as men attending the universities. Yes I think so I don't have the statistics with me but I would think that quite as many women in fact I would be tempted to think that there are probably more women go to university than men more women than any university. Indeed. Oh I see I think it might be the reverse here. Wasn't it more men to the universities than women. Well Mr. WOOD It's been interesting to hear about the differences between the British and American educational systems. Thank you. You've heard Mr. Otto wood district inspector for the Inner London Education Authority with visit with and educate. The visiting scholars series is produced with the Cleveland Board of Education station WABE. We have famine by Charles Segal engineering dentist basic your interviewer was Cecilia Evans this year's Lee factor speaking this is the Board of
- Jazz of the past
- Adrian Rollini
- Producing Organization
- KUAC-TV (Television station : Fairbanks, Alaska)
- University of Alaska Fairbanks
- Contributing Organization
- University of Maryland (College Park, Maryland)
- AAPB ID
- Episode Description
- This program focuses on Adrian Rollini. It includes "Bouncing in Rhythm;" "Lovely Lisa Lee;" "I've Got My Fingers Crossed;" "Stuff Etc.;" "Somebody Loves Me;" "Sugar;" "Davenport Blues;" and "Riverboat Shuffle."
- Other Description
- This series, hosted by Lenny Kessel, presents selections from various rare jazz albums.
- Media type
Host: Kessel, Lenny
Performer: Rollini, Adrian
Producing Organization: KUAC-TV (Television station : Fairbanks, Alaska)
Producing Organization: University of Alaska Fairbanks
- AAPB Contributor Holdings
University of Maryland
Identifier: 68-21-2 (National Association of Educational Broadcasters)
Format: 1/4 inch audio tape
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- Chicago: “Jazz of the past; Adrian Rollini,” 1968-07-01, University of Maryland, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC, accessed May 19, 2022, http://americanarchive.org/catalog/cpb-aacip-500-69700x3v.
- MLA: “Jazz of the past; Adrian Rollini.” 1968-07-01. University of Maryland, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC. Web. May 19, 2022. <http://americanarchive.org/catalog/cpb-aacip-500-69700x3v>.
- APA: Jazz of the past; Adrian Rollini. Boston, MA: University of Maryland, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC. Retrieved from http://americanarchive.org/catalog/cpb-aacip-500-69700x3v