THE HISTORY OF RADLEY CE PRIMARY SCHOOL by Christine Wootton (Radley History Club 2008 168pp ISBN 978-0-9542761-5-7)
It would be interesting to calculate how many of more than 30,000 elementary and primary schools that have existed over the last century or so have their own dedicated history—there must be a sizeable number although the quality and the usefulness vary. Many consist of little more than a collection of photographs and extracts from log books and punishment books and appeal mainly to those who were educated in the local community. This book, though, is of wider interest. Produced under the auspices of the Radley History Club, it has expanded from a modest original aim to a very detailed analysis of the changes and developments of a rural school. Compared with many school histories, pictures and photographs play very much a minor role. The main concern is with the staff (the support staff are given as much attention as the head teacher) and the facilities and equipment.
Where this book scores over many other school histories is the quality of its production, the detailed coverage of every decade, and the attempt to place developments in the wider context of national legislation. At its heart, the main interest is with the minutiae of school life and its appeal is inevitably going to be greatest to those living in or around Radley. Although the level of detail is considerable, the sources are fairly typical of many school histories with a heavy reliance on school logbooks, HMI reports and on oral testimony for the more recent times. The story does go right up to 2007 and covers thoroughly the revolutionary nature of the recent changes. The book makes no pretence that it intends to compare the typicality of this school although it is strong on explanation. After a good general chapter on its evolution, the rest of the book is divided into periods often linked to particular head teachers.
In many respects the school is predictable in its development. So often the early history of rural schools is similar. The early decades are replete with damning inspectors’ reports, reduced grants, leaking rooms, inadequate heating and light, low teacher salaries, high staff turnover, poor attendance and a struggle with getting parental support. The improvements seem to come in the 1890s but it is not a story of continuous development. This book illustrates the huge influence of the teaching staff—and this school has been fortunate to have a fair number of the highest calibre and dedication.
The detail allows insights into the social history of the period, as a school catering for the children of agricultural labourers turned into one where the influence of the land was minimal. It illustrates the background of teaching staff and the clear opportunities which elementary school teaching offered to females from working backgrounds. It also provides evidence that the constant battles to procure enough resources have been a perennial problem over the last 150 years. If one conclusion that emerges clearly here, it is that a sizeable number of staff and others in the community have risen above the many problems and acted well beyond the call of duty.
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