SCHOOL’S OUT SCHOOL MEMORIES
Kimbolton School
History, generals and architecture...
Where you go to school really does matter, says Chief Executive of English Heritage Dr Simon Thurley, and not just for the reasons you might assume
D
oes it matter where you go to school? This is a question that has vexed many of us, for many different reasons. I believe that it does matter, but perhaps not for the reason that you might think.
Buildings affect the way people
think, the way they behave and ultimately the way they see the world. The greatest buildings can have a huge effect. Salisbury Cathedral was built to inspire feelings of awe and to bring the souls of medieval men and women closer to God. Today it still has an extraordinary effect on people who walk through its doors. The same effect is felt by all sorts of structures from Clifton Suspension Bridge, through St Pancras Station to Manchester Town Hall. On the other hand, the effect of
poor buildings can be devastating. The terrible sink estates of our cities, built in a burst of optimism following the First World War, are all too often breeding grounds for crime, drug abuse and poverty. Public buildings such as unemployment benefit offices or doctor’s surgeries can, in themselves, reinforce feelings of failure and despair if they are badly and cheaply designed and then poorly maintained. This is why where people go to school matters. I was hugely
to the world. Of course, it is not necessary to be educated in an 18th century castle, or at Eton or Winchester College to enjoy good quality surroundings. There are many much more modern schools that are full of spaces that make learning easier and inspire children to concentrate better, feel better and appreciate the quality of well-designed space. I recently gave a talk to a group
“Katharine of Aragon was sent there after Henry VIII divorced her and the headmaster’s study was allegedly the former Queen’s room”
fortunate in this respect. Kimbolton School was centred on a castle built by flamboyant architect and playwright Sir John Vanbrugh. The core of Kimbolton Castle was much older – Katharine of Aragon was sent there after Henry VIII divorced her and the headmaster’s study was allegedly the Queen’s room. There was a staircase painted by the Italian artist Antonio Pellegrini, an oak-panelled great hall used as the school library and, as I studied for my History A-level, I sat beneath a huge portrait of Oliver Cromwell. The effect of these surroundings, and of the more modern classrooms
built by the sensitive and skilled architect Marshall Sisson in the 1950s, was hugely beneficial. Quality of space, of light, of materials, of craftsmanship all rub off on young people and shape their attitude
82 FIRST ELEVEN SUMMER 2010
of sixth formers in an independent school in Hull. It was a very handsome place with a magnificent communal assembly hall in its main Victorian building. The headmaster was considering what to do with some of the older buildings on his campus including an old brick built gym. After I had given my talk, he conducted a vote amongst the children as to who thought the old building was worth keeping. I was mesmerised. The group, which had politely listened as I droned on about heritage, came to life. The children had very strong opinions on which of the school buildings made up the history and feel of the place and which ones they disliked. The gym got the thumbs up, while some of the late 20th century buildings didn’t.
Even more interesting to me was a strong feeling that their school had
character and a visual and architectural identity which other nearby schools (who they played at sport) did not. This was a self-evident cause for pride amongst the children – it was part of what made their school their own. So we should not imagine that it is only school children like myself,
who went on to have a career in history and heritage, who are motivated and inspired by being educated in quality space. A well-designed school is as much of a birthright as schooling itself. The architects of the middle ages understood this and so did the Victorians. It should not be beyond our generation to design schools that are not simply buildings to learn in, but places which contribute to the development of the character and sensibilities of the young. %
Dr Simon Turley is a leading architectural historian, regular broadcaster and the Chief Executive of English Heritage
WWW.FIRSTELEVENMAGAZINE.CO.UK
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