SHSB 2017 The Snapshot Issue

Editor-in-Chief

Jack Duffield

PR Editor

Aimée Cole

Team Editors

Annie Zykova

Lara Adamczyk

Books and Publishing Correspondent

Amelia Cook

Environment Correspondent

Camille Meehan

Personalities Correspondent

Hayden Camm

World Correspondent

Kristina Kotouckova

History Correspondent

Luke Mitchell

Popular Culture Correspondent

Megan Long

Design Correspondent

Muhammad Din Cheema

Politics Correspondents

Matthew England

Robbie Spiers

Interviewer and PR Co-ordinator

James Green

From the Editor

Just before Christmas, my History teach-

er gave me a copy of a book, which

detailed the lives of every man on our

Roll of Honour. In particular, she pointed

out one Herbert E. Dudley, a former

editor of the school newspaper, who died

in the Passchendaele Offensive and

inspired this month’s lead article.

What struck me about his obituary, how-

ever, was that we used his newspaper as

a snapshot of the 1910s, an insight into

the everyday goings-on of the school and

the world in that time. Perhaps it is a little

pompous to think that this school maga-

zine will be used in the same way, but it

is an interesting idea that what we do

within this school will often outlive us.

This issue is dedicated to providing a

snapshot of our school as we move into

the new year. It is a worthy read now,

and will hopefully provide future students

with an idea of what life is like in 2017. Jack Duffield

Inside… All of these titles are clickable!

The ‘New’ Southendian

Exploring the modern significance of an old boy, journalist and soldier

Making English Germanic Again

A language project yields surprising information about English

Media and Film Studies

Would the school benefit from GCSEs and A Levels in these subjects?

Changing the School Uniform

Is it time to update the school uniform?

How Green is SHSB?

We enquire after the school’s contribution to climate change

Opening the School Archive

NewSouthendian speaks to the team digitising the school archive

New Year, New Library?

Unveiling plans for the school’s new Hitchcock Library

Debating and Current Affairs Societies

Two of the school’s discussion-based societies square off

Songs for Stress

What music should you listen to while you work?

Interview with Mr Nagle

One of the school’s newest teachers speaks to our correspondent

Fitting in at SHSB

An external student tells of her experiences in the Sixth Form

The school today owes a great deal to its ancestors and the legacies they leave. It is a tradition in itself for the school to honour these people, as it does with its remembrance services, its 'Roll of Honour' containing a list of the school's bravest departed, the great boards on all walls of the assembly hall, the facilities with namesakes such as 'Frampton' or 'Hitchcock,' its portraits of old

headmasters, and even in our school song: So, one with Future and with Past, Our work in School shall live and last, And through the centuries to be Our School shall grow in memory. It is the centenary of the death of Herbert Edward Dudley, the first editor of the original 'Southendian' magazine in 1915, upon which the paper you are reading owes its name. His contributions are an excellent example of 'through the centuries to be', drumming up patriotic courage in his editorials and poems during the First World War, leaving behind a daunting task for his successors in editor-ship, and performing in various school productions and serving as prefect. There are opportunities open to all of us at the school, and those who take them are remembered most keenly. He wrote in one editorial from 1915: 'The War has produced much that is repulsive, despicable and devil-ish, but that the same time it has revealed much that is true, noble and worthy.' While we are not at war, it high-lights the strength of character the

Herbert E. Dudley The new relevance of the old school newspaper

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school displays through hardship, the deep roots of the school, and the sense of duty of each to his commu-nity. While the hardest task many students will face during their school years will be their examinations or perhaps a public performance, it is important to remember that each contribution you make, however small, improves the lives of those who will come after you, and that many before have made theirs. It is the school's oldest identity to 'turn boys into men,' to provide much more than academia. Most of those who read this magazine, by virtue of being an SHSB student, already strive to academic achievement; I challenge you to emulate as well the nobility and strength of character displayed by many of the school's ancestors and founders, particularly

of Herbert E. Dudley. The school's recent initiative '20/20 vision' seeks to make 'men from boys.' We should take maximum advantage of the opportunities afford-ed by the school, embrace the spirit of not only hard work but of friendly competition through our house sys-tem. Take pride in your colours, and learn from the sting of defeat and the thrill of victory. As Dr. Bevan has articulat-ed in school assemblies, there is much more to life in Southend High School for Boys, and in the larger community than simply ‘desk and pen’. This article is in honour of those ‘old-time men,’ and of Herbert's old maga-zine, in which he aspires to bring out the best in his colleagues and to recognize when people have already given their best. He died during an offensive mostly commonly referred to as 'Passchendaele,' the name of the town where the battle took place, but it also takes the name 'Flandernschlacht - Flander's battle.' The poem always read at the annual remembrance service, is particularly poignant then;- 'To you from failing hands we throw The torch; be yours to hold it high.' Hayden Camm

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Speaking Anglish

Do you feel exhilarating pride of your Germanic roots? Do you have a strong dislike for anything and anything non-Germanic; specifically Latin, Greek and French, and dream night and day about how we could banish their polluting vocabulary from our own language? Well ladies and gentlemen, do I have good news for you. There is an entire movement of people who dedicate time and effort into creating and using a form of English which is completely free from any loan words from countries which have historically invaded Great Britain, for example, the Roman Empire who brought Latin vocabu-lary to modern day English, which today makes up approximately thirty per cent of the English vocabulary. This “English Linguistic Purism” is often called “Anglish”, a form of English which takes it back to its Anglo-Saxon roots… Overall, the vocabulary of modern day English is only 26 % Germanic in origin, so when Anglish fanatics have the task of forming an alternative English language, they must change approximately three quarters of every word in it! This is done by either simply substituting non-Germanic loan words in English with their Germanic equivalents, or by creating new words entirely based on their Germanic roots. The fascinating thing about this is that with all of these changes, Anglish would still be very well understood by an English speaker. Here are some examples. “Literature” is a romance

word, and can be found in virtually every modern language in the romance language family, such as the French “littérature” and Romanian “literatură”. In order to strip English of this romance influence, a Germanic equivalent of literature would be “bookcraft”. Got the idea? Try to see if you can understand this entire passage in Anglish: “North Ameriksland, also known as North Markland or North Nightland is a landblock in the western half of the world. It is north of South Nightland. North Nightland stretches through Middle Nightland down to Panama, beyond which is Colombia and the rest of South Nightland. Since this is the only bit of the landblock is meets with South Nightland, this is the only land crossing between the two. The Caribbean is also grouped with North Night-land, but is not part of the landblock itself.” It is fair to say that whilst Anglish is ultimately just a linguistic experiment coined by a small group of enthusiasts, by simply being aware of it we can view it as what English may have potentially looked like if it had not been in contact so many different civilisations. In this way, we would gain a better understanding of the ways in which different countries and cultural identities are constantly developing and changing. Annie Zykova

A small project reveals much about our language

Media and Film Studies

In GCSE and A level media and film studies, the media part of it teaches students to critically understand the role of the media in their daily lives and it encourages an understanding of how to use key media to analyse products and the opportunity for hands-on practical work. Film studies is designed to engage learners with a wide range of films from different cultures and points in history and are give them the opportunities to enhance their analytical and creative skills through a study of genre, representation, narrative, aesthetics and film form. The skills that students can get from this course include developing the ability to critically understand the media and its role in their daily lives. It also teaches pre-production and planning skills like storyboarding, scripting, flat plans, news selection, mock ups and sketches. Students also learn production skills like photography, filming, recording, editing and desktop publishing. Furthermore, they gain a great understanding when it comes to technology, which will come useful when looking for jobs, as a lot of skills required in jobs are technological. This start in the skills and environment of professional studios can

be a great introduction to what a career in film would be like. However, SHSB does not offer media or film studies at GCSE or A level, which is not beneficial to students wanting to go into media and filmmaking or do a degree in a related subject. It isn’t all bad news, though. If you are not considering going into anything to do with media or film, an A level or GCSE could be seen as quite useless, which is probably why SHSB don’t offer it. It also may be a non – preferred subject to most universities and therefore has no real use. Should SHSB offer media and film studies? Arguably, no. You don’t need to do a film studies or media GCSE or A level to get into the film industry, as you can acquire the necessary knowledge from reliable online sources or through practical experience in the field, and so it is better to focus on academia at school, and build up career interests outside of it. Muhammad Din Cheema

The School Uniform

The school uniform has been a central part of the ethos of Southend High For Boys since it was founded in 1895. The idea that uniform creates equality and leads to a truly egalitarian society where the concept of meritocracy prevails over entitlement due to the way one dresses is one that is subscribed to, not just by Southend High for Boys, but by most of the education system in the UK. But that doesn’t mean uniform policy has to be static; a moment frozen in time. In the 1990’s, boys had to wear a felt cap at all times. Progress is possible after all! So what improvements should we expect and hope for in the future? One factor that the school is increasingly needing to take into account is the presence of girls in the sixth form. Since the school opened its gates to the fairer sex, it has not made any changes to the uniform to accommodate this. Some would argue that the school could introduce a “girl’s cut”, a blazer tailored for female body shapes rather than male. Another change that is suggested is the removal of sports vests. Though they are

an instantly recognisable feature of the school and its PE teams, they are also a common grumble from the lower years, particularly wen the weather is less than favourable. Another, more radical suggestion is the removal of uniform entirely for the sixth form. Supporters argue that it would enable the older students to be more easily distinguished from the rest of the school, and could be seen as a step to preparing Key Stage 5 pupils for dressing appropriately for work and university. For now, at least, SHSB is unlikely to change it, not only for reasons of equality mentioned above, but for the continuing promotion of the school as a community and the inclusion of sixth form members in all school activities. Though the school uniform is not perfect, it is an icon both in the local community and the wider area. It is interesting to explore potential changes, but ultimately these are unlikely to be implemented. Megan Long

ADVERTISMENT

How ‘Green’ is SHSB? Do you really know the how far our school goes to contribute back to the environment? At first glance, it is not so obvious. Despite being a part of this society, many of us overlook aspects of the school that are crucial for the progression towards a cleaner environment. After a closer look, I was pleasantly surprised at the extent taken by SHSB in order to stay green. A pivotal part of the school’s contribution to reducing pollution is the encouragement of riding bicycles to and from school. Bike sheds were installed in order to make it easier for students to take up this method of transportation. Students are regularly encouraged to take advantage of this opportunity; and it works! Everyday many students arrive into school on their bikes. As well as saving money for individual students that would otherwise be spent on alternative transport, it simultaneously reduces the entire school’s carbon footprint. The school has been committed to Fairtrade for many years. All of the food sold on the school site is fair trade, with no unnecessary additives. Fairtrade promotes decent working conditions and fair terms of trade for farmers and workers, whilst protecting the environment in which they live and work. One very important aspect of the school that helps save energy are the solar panels. Installed onto roofs around the school, these panels play

a pivotal role in conserving SHSB’s energy. Also, the majority of toilets in the school have light sensors fitted, saving a lot of energy that would otherwise be unnecessarily wasted. Additionally, students are regularly encouraged to pick up litter on the field by the staff on duty, which contributes to creating a cleaner environment for us to work in. Unfortunately, the school does not recycle, meaning mountains of packaging and rubbish get sent to landfills every single school day. However, the Southend council is responsible for this issue and many staff and students in the school would agree that this is a problem that the local council should promptly eradicate for the benefit of a cleaner environment. Nevertheless, every single cardboard cup and plastic cutlery in the school is made from recycled material. Our school actively participates in measures to contribute to the environment every single day. We all have a part to play in making our school as environmentally friendly as possible, and the majority of us are helping strengthen the school’s day to day role in the global step towards a greener future. Camille Meehan

Our school was founded in 1895 – and has been on this present site since 1939. You can imagine, then, just what a huge historical record the school has amassed over the decades, and it’s in the dark, off-limits-for-most corners of the school that this extensive collection is archived. But there’s a problem – almost all of it is recorded on paper, and it desperately needs future-proofing. Mrs. Williams has the laborious job of digitising the vast archive, but of course, the archiving of current experiences and events, of the school and its staff, is still happening today. I interviewed Ethan Green, one of several Year 13s who has the fascinat-

ing task of interviewing staff, ex-staff and ex-students about their experiences, both recently and in long past. Ethan informs that the group has frequently attended reunions and other events, organised through the Old Southendian Association. He also explained to me that the organisation’s meetings are the main way of conducting the interviews, and that these were all being digitally archived. Naturally, this meant that he wouldn’t be getting away without revealing to me at least a couple of the interesting stories he had to tell… One of which involves the iconic moose head, proudly displayed, as we probably all know, on the wall in the canteen, just

The School Archive A fascinating new project for students

above the entrance to the pavilion. Ethan tells me that, about two years ago, legal issues were beginning to be raised questioning, perhaps unsurprisingly, the safety standards of having a dead animal’s head on open display, looming imperiously over the dining tables of the area where the school eats their hot meals, its antlers brandished. As a result, the moose’s head was removed for inspection. Following this, word of its disappearance had spread, and he then revealed how the school had received several emails from anxious old Southendi-ans, inquiring as to where this head could have possibly got to! Could the canteen lose its magnificent showpiece? Neverthe-less, the moose-head crisis was soon resolved - Ethan tells me that, somewhat by happy coincidence, the school was fortunate enough for one of its student’s parents to be a taxidermist, and they were soon able to rectify the moose situation both cheaply and quickly; the head was replaced in the space of just two weeks. Another alarming situation refers to the

sponsored walk, which many of us will have taken part in, perhaps on several occa-sions. But Ethan tells me how the first ever whole-school sponsored walk very nearly ended in disaster before it even began - the school was informed, only the day before it was due to take place, that the planned route was being used for a shooting competition. Luckily, the school was able to arrange a second location to stage the walk, which was just as well, or maybe some unsuspecting pupils would have got the shock of their lives… Alongside century-old photographs and endless register logs, it’s also stories like these that make their way into the archives; the events that will be infamously remem-bered by staff and ex-students alike. We don’t want to lose these memories, so it is important that we recognise the work that both the staff, and the year 13s on the project, do to preserve them for the future. The point is simple - so that, as the school song’s closing lyrics tell us: And through the centuries to be, our school shall grow in memory. Luke Mitchell

Arguably, one of the most important areas of the school is the library. It provides a quiet space to study or read and offers a vast range of books to help you with your studies or to find something to read for fun. In fact, there are currently 662 books on loan; of this 56% are fiction whilst the other 44% are non-fiction. It’s clear that this library is important to the school for both recreational and academ-ic reasons. Whilst speaking to the librarian, Miss Bainbridge, she told me that for the most part it is year 7 and 8 who mainly borrow fiction (often adven-ture stories) whilst year 11 and the sixth form lean a little more towards the reference books. It’s all well and good discussing the library as it is at the moment, but what

most people are intrigued about when you talk about the library is when the new one will be complete! If everything goes to plan then the new library should be ready for the start of the new school year. So that means only a couple more terms of having to run around the back of the school if the gate is closed due to the building work! The new library promises many wonderful things for students to use, including 48 computers to be available to use and a dedicated sixth form area. There will be no excuse for getting distracted by younger classes and it means we’ll have a study space outside of the sixth form to call our own. Howev-er, the impressive glass front of the building may be a cause for distraction all in itself, what with the view of the outside world.

The Hitchcock Library New year, new library?

Currently, the library is a little isolated in that small building outside the west end so this new building will be an opportunity for the library to make a bigger impact on the school and become part of the school community. Miss Bainbridge also said that with the new library it would be much more inclusive and seamless with the everyday life of the school day. You’ll no longer be concerned about braving the cold weather to go to the library for a hard hour of revision, it’ll be much easier to pop in and do some quick research before moving onto your next lesson. Now that the library will be part of the main school area, Miss Bainbridge is excited to build it into something that will match the high standard of the rest of the school – something that’s a little difficult at the moment when you’re in a shed-like building away from the school. Another thing that is interesting is that the library is hoping to become a much larger part of the school community. Not only will it be attached to the main school but Miss Bainbridge also has some ideas of how to include some of the younger years with some library work. There will hopefully be a stronger link between different departments so that the library can provide and offer things that should help you out with what you’re studying which link directly with what your teacher has been telling you. One of the other ideas was to have year 7 and 8

have lessons in the library to help teach them how to research and use the other facilities in it. This is just another way of how the new library will have a larger impact on the school community and different aspects of the school life. Whilst it’s a separate building it can often be easy to forget about the library and how important it is to the school. The last concept Miss Bainbridge told me about was the idea of a Library Cup. There are plenty of different cups for sports, but if you’d rather pick up a book than run around a field, this might appeal a little more to your tastes! It’s important for there to be achieve-ments available for all different skillsets and as we sometimes get a little too invested in sports and forget about other things, it will be important to have this Library Cup to celebrate all the excellent readers in the school. While we wait for September 2017 and the completion of the new library, let’s remem-ber that we have access to volumes of information in the library we already have in the forms of books and the computers. Many of us spend lunchtimes or frees using this wide range of information so, let’s not forget the worth of the library – even if it is currently in a temporary shed at the moment! Amelia Cook

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Debating Society Debating society, like it’s name sug-

gests, holds weekly debates in the

Frampton Theatre at Tuesday

lunchtimes and is open to students from

all year groups. If you’ve ever had any

questions about it, have a look below!

What sort of debates are there?

Debates are held on a whole range of

political, social, religious and moral

issues ranging from whether Donald

Trump was the best choice for US

President to whether if it would be

morally acceptable to kill baby Hitler.

There are some much more philosophi-

cal debates as well such as whether

morality is a social construct or some-

thing innate in humans.

What format do the debates take?

For the most part, debates take a two-

team format. There are two teams (one

arguing for the debate motion and one

arguing against) which each have two

members. Each of the four debaters gets

to make a speech to put their arguments

to the audience. After this, the debaters

have to face a round of questioning from

audience members, meaning that

everyone who attends the debate gets a

chance to participate. To finish of

debates, each of the teams must make a

final speech to round off their arguments

and try to win the audience over.

Occasionally the format changes with

one-on-one debates and even debates

where staff take part as well, such as

when Mr Foley and Mrs Peek debated

over whether psychology is a real

science (which Mr Foley won). There is

also a House Debating competition held

every year as well.

How do you decide who wins the

debate?

Votes are held at the start and the end of

the debate. People can vote for the

motion, against it or abstain from the

vote (sit on the fence). The winning team

is decided based on how many people

change their minds from the start to the

end of the debate. This perhaps explains

why Debating Society elected Donald

Trump for US President by one vote and

decided not to kill baby Hitler.

How can I get involved in Debating

Society?

There are a number of different ways to

get involved in debating. This may seem

obvious, but, turn up to debates! You

don’t have to speak in front of everyone

if you don’t want to, the more people

who come to debates the better the

competition is. Ask questions in the

debates to make sure the speakers talk

about all the key arguments. You can

suggest topics for future meetings. If you

feel up to the challenge, you can put

yourself forward to take part in one of

the society’s future debates.

If debating sounds like an interesting

way to spend a lunchtime then remem-

ber to come along to Debating Society

every Tuesday lunchtime in the Framp-

ton Theatre!

Robbie Spiers

Your questions answered

Current Affairs Society is remarkably difficult to sum up

in one article. It is a complex web of emotion and

opinion, a whole manner of bitter political disputes, and

an intense race to climb onto a political high horse, all

thrown into one room. You can imagine, it can grow

rather hectic rather swiftly. But, if it is on occasion

crazy and almost uncontrollable, it is almost always

enjoyable.

It was initially founded in response to the binary yes or

no style of traditional debating, and intended to

establish a new form of debating society which would

form resolutions meeting the middle ground often

neglected by orthodox two sided debates. With about

twenty to thirty regular members, the society has a

diverse and much more in depth debate about

important issues which cannot be constrained to a

simple yes or no. Every week has a memorable event

of some description, that is invariably retold over lunch

throughout the subsequent week.

But beyond being one of the largest and most

enjoyable societies, it can just as easily provide you

with a good education in the field of politics. The

weekly discussion of a specific issue develops not only

your knowledge of a subject, but your capacity to

develop or defend an opinion on that issue, and will

test your ability to persuade and speak, even if most of

the society is filled with a mesh of unpersuadable and

obstinate people often unwilling to compromise on the

beliefs rooted too deeply in the innate political

stubbornness seen in all young politicians.

But Current Affairs Society in the January half term has

developed a new, and much more interesting, initiative.

Southend Boys’ first Mock House of Commons begins

on the 19th January, and with yours truly acting as its

leader, is guaranteed to be at best a hub of

dangerously opinionated young men and women, or at

worst a feverish distillery for the politicians of the

future. The MHOC is guaranteed to bring out the very

best and worst of debating, the most convincing and

unconvincing of opinions, and what will inevitably be a

seemingly great Conservative paradise. But anyone is

welcome, if you have an opinion, voice it. If you are

interested in politics, get involved. The Current Affairs

Society MHOC will provide a great insight into how

government works, how the law works, and how

parliament operates, while giving you a consistently

humorous Thursday lunchtime at the same time.

It is not a society just open to those who do citizenship

or politics. It is open to anyone with an interest in

politics, anyone who wishes to develop their debating

skills, anyone who wishes to advance an opinion.

Everyone has an opinion on something, so come and

speak about it. If not, watch everyone else debate and

garner an opinion yourself.

We’ve debated many issues from drug legalisation to

surveillance, from intervention and war to constitutions.

There is a wide spectrum of modern political issues

that are both relevant and interesting that have been

and will be discussed in detail. If you enjoy debating

any issue you care about, or even wish to form an

opinion on a topic you know little about, E15 every

Thursday lunchtime is the right place.

Matthew England

Current Affairs

Stress is a part of life which the vast majority of students, children and adults must deal with. For stu-dents, stress can often come about due to revision and exams, as well as friendships and relation-ships. There are many methods of coping with stress; for many peo-ple, however, music is an excellent stress-reliever. According to research, music has proved so effective in reducing anxieties that it is even used in modern forms of therapy (especially for distressed children and older adults suffering from de-pression). Listening to one’s fa-vourite bands during revision, breaks from revising or before ex-ams can be very helpful in ensur-ing that a person remains relaxed or can better concentrate on their work. The following is thus a quick guide to the different types of music that anybody could listen to when feel-ing most stressed. Classical Music Hearing certain types of music can have a profound impact on our bodies. Classical, or slower music, for instance can especially alter certain physiological functions within us. This type of music can aid in slowing down your heart-

rate, lowering blood pressure and in fact reduces the number of stress hormones in the body. In periods of stress (such as dur-ing exams or competitions), listen-ing to slower or classical music can hence be very helpful. Here are some albums that you could listen to that will get you in the classical mood: Screws - Nils Frahm

A collection of delicate piano melodies writ-ten and com-piled by Ger-man composer Nils Frahm. Screws is a minimalist ef-

fort, yet there is beauty in the sim-plicity of the tracks. This gentle al-bum is perfect to listen to in order to unwind or as background music whilst studying. Standout tracks: La, Me, Romantic Works – Keaton Henson

Keaton Hen-son’s first clas-sical album is a piece wrought with emotion and sadness, and is similar to his older, folkier

Songs for Stress

music. Henson collaborates with cel-list Ren Ford on most of the tracks to create a wordless, heartfelt tribute to the pains of love. Standout tracks: Petrichor, Healah Dancing, Field Folk Music For those who prefer the guitar to the piano, folk music may be the pre-ferred choice of music to relax to. Folk is a gentler, usually somewhat slower style of music which is also highly effective regarding the reduc-tion of stress hormones. Folk music also tends to include nu-merous instrumentals, which is useful given that listening to music which is more instrumental can aid both with concentration and relaxation. If you like the idea of listening to folk music, you should start with these: Fleet Foxes – Fleet Foxes

The band’s self-titled debut is a journey of varied, stylish indie folk music that ranges from slower mel-odies to more fast-paced tracks. Fleet Foxes use

a multitude of instruments in their work which help give their songs a unique and interesting twist. Standout tracks: Oliver James, Quiet Houses

Lions - William Fitzsimmons

An artist who has spent a long time on the alternative folk scene, Wil-liam Fitzsimmons’ works are a blend of soft vocals with quiet acoustic gui-tar, creating a re-

laxing soundscape perfect for either rest or study. Standout tracks: Centralia, Lions, Sister Your favourite songs For many people (especially those who like neither classical nor folk mu-sic) their favourite songs are what most helps them to unwind. Whether your taste lies in alternative, or pop, or rock music, any type of music can be useful in helping one to unwind in stressful situations. Although certain types of music have been arguably “proven” in research to be helpful in relieving stress, in truth any of the above kinds of music can be useful in helping one to relax. Lara Adamczyk

What is it like being a teacher at your old school? Really good, it’s nice to known all of the staff already, and its rather comforting in the sense that I know how things are run here and I don’t get lost in corridors easily either. What house were in in when you were here, and do you have a favourite house activity? I was in Tuscany, and I loved football. I wasn’t all that good at it though, so I occasionally run the C team for Mr Thomas, who seemed to remember well when I returned. What subjects did you continue into A Level and what were your favourites? I took geography at AS level, and carried on with History, Government and Politics, and Religious Studies at A2. Favourite of course was history for obvious reasons, but I really liked Government and Politics as well.. If I didn’t do history, I probably would have got into government and politics. If you could have dinner with any historical figure, who would it be and why? Justinian the Byzantine Emperor. I would like to see what he was really like, as he was the most successful emperor and I would like to see what he is really like and what people had to say about him. I also really like the time period. If you could do any other university degree, what would it be and why? Ancient History, I love archaeology, and I would love to have learnt Greek and Latin, they’re both fascinating languages. Plus you get to go on loads of “holidays” abroad.

What is the most noticable change at SHSB from your time as a student to your time now as a teacher? Noticing how much goes on behind the scenes. The work of all the staff is amazing, and they’re such an asset to the school. When I was a pupil I didn’t always realise the the extent of what they were doing, and now I do I can appreciate it more. If you could be any biscuit, which biscuit would you be and why? An oreo, I like milk and you can dunk oreos in it. Do you have a specific treasured moment from your time at SHSB? Probably getting my A2 results, it was a really nice atmosphere, and I had my photo in the newspaper! It was a bit awkward seeing that photo, only it was was a terrible photo of my friends and I. What is your stance on Brexit and the subsequent negotiations? I am pro-Eu, and I am very gutted we have left. We should let those that want to keep their EU passports, as well as having a “soft-Brexit” and stay in the market. In an ideal world we should pay in less than we used to in order to satisfy the “Brexiteers”, but still work in a collabo-rative way with our European neighbours. I hate the idea of shutting out our allies, such as Germany and France. Do you have an advice for current or prospective History students? Revise as soon as possible, get that done and then you can enjoy you holidays. Revise at the end of each module and consolidate what you have done, making sure you pick up on anything that you’ve missed or haven’t yet done. James Green

Interview Mr Nagle talks to NewSouthendian

‘Forti Nihil Difficile’- a famous statement, when translated from Latin, holding the meaning; ‘To the determined, nothing is difficult’; which is well inhibited in the depths of the schools community, so cleverly conducted as to precisely reflecting the schools understanding of education and knowledge for all its innovative students. The area surrounding Southend has many outstanding grammar schools, likewise emitting great efforts towards its students. Yet Southend High school for boys captures uniqueness where knowledge of great lengths is provided to those who want it, and help is offered unconditionally. Southend High school for boys has been, since 1895, till this day a strong determinant of a highly successful and accomplished school. The efforts of all the students are clearly exhibited not only from the outstanding collection of results received annually, but also from the personal and individual efforts of the students towards their staff and peers. As an external student, and a female, attending Southend high school for boys daily is a vastly challenging yet positive experience which I fully embrace for the community is enlightening along with top

quality provided education allowing me to expand my future career pathways. Additionally, for many the big shoulder- padded green blazers may be not be the finest aspect of the school, yet I see it as a significant exhibit of equality between the females and males, and the younger and older students within the entire school, portraying that everyone de-serves the same values when it comes to education at Southend high school for boys. Other external female students were asked what their experience for theory transition from their formal school to Southend for boys has been like so far, responses being “I was able to find my place with my education straight away, for the schools education system strong in support allowing me to gain constant help from my teachers”. As a result of Southend high school for

boys expanding the sixth form for both

genders, that sector of the school allows

female students to also experience the

unique aspects of the education and the

school itself, forming intelligent students

ready to embark upon their future.

Kristina Kotouckova

Fitting in at SHSB