Kevin Partner

Kevin Partner

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  • how things have changed, or otherwise, in 100 years on the Isle of Wight

    • 8 Jul 2011
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    Whilst on holiday on the Island, I came across a book that had been digitised by the online Project Gutenberg. It had been published in 1910 and was entitled "Pictures in Colour of The Isle of Wight" by Jarrold & Sons. I believe the pictures were taken with a black and white camera and then colourised (although some look as though they might have been paintings).

    Anyway, I recognised many of the scenes and it occurred to me that it would be interesting (in an obsessive compulsive sort of a way) to take photos of the same scenes 100+ years on to see what had changed. I didn't get terribly far on this particular holiday because of the amount of time we spent a Blackgang Chine but the gallery shows the results so far and I hope to go back to build it up over time.

    Each scene is shown in pairs, the first being the 1910 view and the second the view in 2011. The photos are indexed below with my commentary following the original text

    (download)
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    how-things-have-changed-or-otherwise-in-100-years-on-the-isle-of-wight-FjJBAkucliujFDaCIjFA.zip (344 KB)

    1) Apley Tower, Ryde.

    "APLEY TOWER, RYDE.—Within one and a half miles of Ryde the wall is a continuation of the Esplanade in the direction of Spring Vale and Sea View. The wall furnishes a means of defence against the encroachment of the sea, as well as a thoroughfare for pedestrian traffic. Bicycles are also used on it to some extent. When the tide is out a wide stretch of sands is exposed, and crowds of children use it as a pleasure ground, finding beautiful seaweed and shells. The walk can be continued round the further point into Sea View."

    As you can see, what is now the walkway was, at that time, a sea wall. I've never seen the sea so high in Ryde but I know that they import sand so perhaps that explains why it's so shallow at this end. We went into the tower a couple of years back to find a weird crystal shop...

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    how-things-have-changed-or-otherwise-in-100-years-on-the-isle-of-wight-yhBJittmuncEkFxhinoB.zip (458 KB)

    2) Carisbrooke Castle

    "GATEWAY, CARISBROOKE CASTLE.—This noble gateway tower was erected by Anthony Woodville, Lord Scales, in the year 1464, and is still in good preservation. The outer gateway was erected in the time of Queen Elizabeth, when a great extension of the grounds enclosed was made.

    "The battled towers, the dungeon keep,
     The loop-hole grates where captives weep,
     The flanking walls that round it sweep
     In yellow lustre shone." (Scott).

    The old massive doors have been removed recently and replaced by a lighter structure."

    Not much has changed in 100 years. English Heritage have done a good job preserving the entrance as you can see the details of the crenelations and even the windows have hardly changed at all.

    (download)
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    how-things-have-changed-or-otherwise-in-100-years-on-the-isle-of-wight-szdgvEDfsDjhEmxHIjCv.zip (536 KB)

    3) Carisbrooke Castle: steps to the keep

    STEPS TO THE KEEP, CARISBROOKE CASTLE.—As a memorial of a bygone age how interesting are the steps to the keep, the last resort of the besieged, from which it would be difficult to dislodge them, without great loss. The well which furnished them with water is now dry, but can still be seen. The battlements furnish the visitor with a magnificent view of the country in every direction. The steps, seventy-two in number, are somewhat steep. The walls are covered with climbing plants. Shelter is afforded by trees and bushes, while access is given at the back of the ancient buildings in the Castle, to facilitate escape in case of surprise.

    Again, surprisingly little has changed. I wonder if, in 1910, an attractive young woman in a short skirt had just climbed the steps and the photographer was under strict instructions from his wife to wait until she got to the top? Now THAT would be spooky.

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  • The Education System

    • 16 Jun 2011
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    Michael Gove is the latest in a long line of politicians tinkering
    with the educational system. Quite apart from arguments over whether
    converting failing Primary Schools to Academies will make any
    difference that couldn't be achieved within the system, it seems to me
    that politicians miss the point - the whole educational system is like
    a rocket pointing at the wrong target.

    The system was developed to provide compliant workers for a society in
    which most jobs were in manufacturing and similar systems-based jobs.
    Employees were required to work hard and to follow prescribed systems
    efficiently whether they were factory-floor workers, clerks or
    managers. So there was an emphasis on working through tightly
    controlled curricula beginning with the three Rs and then being
    required to absorb pre-written facts that could then be regurgitated
    at exam time.

    That's all very well. For the 1950s. And, in fairness, some educators
    have understood that over time this system has become less and less
    applicable. However, root and branch change has never been attempted -
    not least because of the inherently conservative nature of both
    politicians and parents. As a parent myself, I know that the English
    Literature exam taken by my daughters a few years back was not as
    rigorous as the one I took twenty-five years earlier. [I was required
    to study 3 Shakespeare plays, 3 non-Shakespeare plays and 3 novels for
    my O level, my daughters studied "Of Mice and Men" and "An Inspector
    Calls" - a total of around 350 pages] So parents and, therefore,
    politicians, resist any change that seems to reduce the rigour of
    exams.

    And yet, we all complain that kids leave school ill equipped for the
    real world as it now exists. And I think we're right.

    As an employer, what do I look for? Above all else I want three
    things: Creativity, Initiative and the willingness to work hard. In my
    view, our current system only supplies the third of these. Whereas
    individual lessons can be seen as encouraging creativity, for example,
    the system as a whole does the opposite. The current system rewards
    conformity, toeing the line, absorbing and regurgitating whereas what
    I (and our wider economy) need is people who can create.

    Until society accepts that we need new ways to measure the outputs
    from education and until parents accept that the educational system
    needs to change radically then our kids will continue to enter a job
    market almost completely unprepared. The result is that employers have
    to, essentially, start from scratch with their new recruits. What's
    especially difficult is breaking the habit of mindless conformity that
    kids end up with. Conformity both to "how things are" and also
    thoughtless respect for their elders. The last thing I want from a new
    web designer is for him or her to believe that I know everything -
    they should be bringing new ideas and enthusiasm but they're used to
    deferring to older people.

    One practical example. My daughters spent 2 years studying the 20th
    Century for their History GCSEs. They were bored rigid. Whilst I fully
    accept the importance of a broad knowledge of British history as part
    of their education as citizens, the real point of the subject is to
    give kids the skills to investigate, analyse and draw conclusions. So,
    why not allow them to pick any period of history they like? They would
    be set certain questions to answer about that period of history -
    everyone gets the same questions but chooses the period of history
    they answer them on. This way, they get to pick a period that has
    personal meaning or interest. They might be interested in the Romans
    or, if their background is from abroad, they might investigate the
    history of their parents' countries. If Jamie's Dream School showed
    anything it was that if education is presented in a form that has
    personal meaning for the child then they engage with it and get much
    more out of it.

    So, you might have a question such as "what was life like for ordinary
    men and women" to be answered on their chosen period. You'd get a wide
    range of answers and the point would be how well they researched and
    answered the question. To succeed they'd need initiative, analytical
    skills and the ability to see the world through someone else's eyes
    (in order to be able to answer the question) - all of which would be
    much more useful than being forced to analyse the reign of Josef
    Stalin.

    Of course, this won't happen. Why? Because you couldn't set an exam on
    a curriculum like that. Which seems like putting the cart after the
    horse.

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  • About

    I'm a web developer and writer based in Waterlooville, UK. I'm blissfully married with three children: 21,18 and 5 plus Dizzy the dawg (3)

    I run several small companies and spend my days programming in PHP and Flex, writing for PCPro magazine and running the businesses. I've recently written a book for PCPro/Dennis Publishing about starting up a web business.

    I spend my spare time with my family, reading, walking, gardening and vegging.

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    My tech blog: http://www.scribbleit.co.uk

    My driving theory test site: http://www.passyourtheory.org.uk

    My business advice site: http://www.microbusinessentrepreneur.co.uk

    My candle making kit site: http://www.makingyourowncandles.co.uk

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