N.Z. school sports democratic

Press, 6 December 1989, Page 18

N.Z. school sports democratic

The "have a go” attitude to school sports in New Zealand is a refreshing change from , the elitism of some British schools, say two young Englishmen in Christchurch for their “gap year.” Since they left school in June, Toby Harward and Simon Young have joined the staff of Cathedral Grammar School, performing a variety of duties in the classroom, boarding house, and on the sportsfield.

Both remarked that at Cathedral Grammar, pupils of all abilities are encouraged to have a go at sport, an attitude they say is lacking from some English schools which draw a clear line between the top achievers and “the rest.”

There, it is not unusual for up to five staffcoaches, as well as professional coaches, to be given to the top teams, while other teams may suffer.

Both were private boarders, and so feel at home at Cathedral Grammar, which has adopted many traditions of English preparatory schools. They went to schools in England’s south-west. Simon, who attended Wells Cathedral School, which specialises in music, says competition between private schools for fee-paying pupils led to the development of specialty schools. A well-known sporting school, Millfield, which offfers scholarships in a wide variety of sports including volleyball and skiing, is also England’s most expensive: with term fees at £3500 ($9205), “you generally have to be very good at some kind of sport to get in,” says Simon.

Comprehensive (State) schools play less competitive sports than their private school counterparts, and are subject, like New Zealand State schools, to zoning requirements.

Millfield’s academic results probably lag behind those of schools which pride themselves on their academic reputation, and the school does not attract pupils merely for academic reasons, he says. ' i Wells stresses academic results as well as its speciality, which gives pupils options should they not make it into the tough wodH of professional, music. Simon was allowed to

drop some subjects to play the piano for five or six hours a day. He also took oboe and singing. - “When I gave up piano I had quite a bit of hassle from staff for throwing everything away,” he recalls.

Inter-school rivalry exists between specialty students and other pupils. As a “specialist provision” pupil, Simon was given the training he needed and time off, but was not entitled to a fees grant. By offering a range of scholarships and balance, Wells allows students to make their own choices. But by specialising some are able to develop obvious talents to become very skilled indeed, he says. When Toby Harward left King’s School in Bruton, he wanted a break from further studies, and to experience life on the other side of the world.

He contacted Gap Activities Projects, an organisation which places English job-seekers and, increasingly, private boarding school graduates, overseas: with firms, schools, even kibbutzim.

The workings of government hold a fascination for Toby, who says New Zealand politics, even with its share of trouble-shooters and personalities, is quieter than the scene of late in Britain.

Next year he takes up a four-year course in history and international politics at St Andrew’s University, in Scotland. Both young men have elected unusual careers. While many of their peers want to be lawyers, doctors, or accountants, Toby and Simon admit to finding normally unglamorous jobs exciting. For Toby, it is the cut and thrust of Parliamentary debates, and the fame and fortune of politics which point him to a career at Westminster. Simon, who admits his desire to be a London stockbroker clashes with his aversion to the “yuppie” label, hankers after life in the fast lane and a high-pressure job. The reward for “moving money around,” a pasttime Simon has enjoyed since a boy, is good earnings.

The tutors receive free accommodation and a small wage at Cathedral Grammar, which normally takes two overseas tutors a year.