Page 16
Your union
100 years ago The Schoolmaster, 24 September 1910
News and comments Richard Spencer
English people regard porridge as the national dish of Scotland, but oatmeal is not quite such a universal food there as we imagine, and many poor people, there as here, very conservative in the matter of diet, despise it utterly.
Thus, when Edinburgh came to the feeding of the necessitous children and tried to introduce porridge, it was found that the necessities of many children had not yet sunk to the oatmeal line. In some cases they had never tasted well-made porridge, and so when handing in their tickets they would order soup specifically, or remark, “I’ll tak’ a cup o’ tea for this”. By a policy of porridge or nothing, their proud stomachs were humbled and so at last they came to declare, “It’s guid; it’s nae like ma mither’s,” and “Ye ken fine hoo tae mak it”.
Some children turned their bowls upside down to show that nothing remained in them.
Several of the boys say porridge is “putting a muscle on” and they can fight each other all the better since they have taken it. One boy urged a little girl to finish her porridge as it would make her “strong like Samson’s sister”.
So it is likely that porridge will be restored to the place it once occupied in the domestic economy of Scotland.
Get snapping!
Some members have asked for more time to enter the NUT/Countdown photo competition, so we’ve extended the deadline by two weeks – to Friday 8 October.
Simply send us a photo that captures teaching in the 21st century. There are prizes worth over £1,000 to be won, including shopping and leisure vouchers for the winners and digital cameras for their schools – all thanks to the generous support of Countdown. For full details, go to
www.teachers.org.uk/photocompetition.
NUTweets
The NUT has launched a Twitter account where you can keep abreast of our latest campaign work and website updates, and receive topical comment and links to NUT media appearances. Follow us at
www.twitter.com/NUTonline.
My role in the union
Student liaison officer Amy Mason is in her final year of BEd initial teacher training at the University of Derby and is an NUT student liaison officer for the East Midlands. She hopes to teach lower Key Stage 2.
When did you first become active in the NUT?
I have been an NUT member since I began my university course in 2007, but I’ve only recently been appointed as the student liaison for the East Midlands in Derby.
What role do you currently hold?
I am part of a team at the University of Derby promoting the NUT’s services and support network.
What does the role involve?
It allows me to work as part of a team to support students doing their initial teacher training and other education courses at the university.
I organise guest speakers and promote the NUT. In September 2010 we are starting the University of Derby’s first teaching society, which will enable all education students to meet up and share ideas while discussing current education issues.
What are the best aspects of the role?
As I am fairly new to it, it is hard to say. However, I have enjoyed working with the NUT team, as well as talking to prospective students and current ones about the benefits of being in the NUT – hopefully helping them and encouraging them to join!
And what are the worst aspects?
Trying to juggle a busy university life with my NUT role, as well as running the theatre society and a cub scout group! Also, trying to find a time when all the NUT team is free can be a challenge.
What changes would you like to see?
I would like to see teachers having more control over the curriculum and assessment. Also I would like to see more student teachers getting involved in the NUT and using its facilities.
• If you are a student teacher and would like to get involved in similar initiatives to Amy, contact your NUT regional office – see details on page 47.
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52