Education Lecture

Most of the Western countries have the highest levels of higher education, and the United Kingdom is no exception.

The English education system requires students to complete coursework up until the age of 16. After that, it is up to the student whether they continue on to prepare for university. Although it is possible to go to university even if you don’t originally elect to, there is a significant amount of catching up to do, as well as a more limited availability when entering the college. At the age of 16, students who decide to attend university have to pick generally three topics they’ll spend the next two years—or their “A-level” courses—and their whole collegiate academic career studying. Most American students change their majors a minimum of three times even after starting at university. The idea that someone who is 16 years old can narrow their career field to three major topics is beyond foreign to the American mind, and it borders on the ridiculous to us. However, it works brilliantly in the United Kingdom, and England has one of the most comprehensive and efficient education systems in the world.

The primary and secondary schools of England have even more interesting distinctions from America. First and foremost, the term public school could not carry any more different meaning in England. Public schools are exclusive, expensive, ludicrously-wealthy boarding school for the rich or powerful. Parents who send their kids to these schools pay for much more than a good education. They’re also paying for the prestige, connections, and reputations that go with these types of schools. Private schools are a cheaper alternative but, while still offering a good education, don’t carry nearly the reputation of public schools. England’s equivalent to America’s public schools are called comprehensives, and are generally looked down upon by the upper class, due to various issues that go along with state schooling. Despite that, 87% of all children in England go to comprehensive schools because they are free and they work.

Every country approaches education differently, and often the values and beliefs of the country are most clearly manifested in the academic realm. In America, the country places a great deal of value on individuality and the ability for each person to pursue and become whatever they want, even if that changes every semester. In the United Kingdom, the emphasis is on an efficient, quick, thorough education to get the young population trained and entered in the workforce at an earlier age. Each system has its benefits, but it’s interesting to question which one, if either, is the superior system. As a criminal justice major when you talk about juveniles and minors who have run into the law most lack even the minimum education requirements, which is tragic.

Theatre in London

Russell Grant was able to give the class a very interesting and informative lecture about the history of British theatre. Unlike today, a couple of hundred years ago theatre was the mass media and what people wanted to see said alot of things about the people in any given time. Ceremonies, religion, culture, traditions, patriotism, and popular ideologies were all incorporated into theatrical works.

The theatre really came from ancient magical ceremonies done in certain places and at certain time because the people during those times believe that these ceremonies were absolutely necessary for their survival. After these magical ceremonies making the jump to religious ceremonies was not too far fetched. Churches and masses are nothing but theatre– a show with costumes and lines. Theatrical works where made to explain biblical stories and since people’s reactions were positive government used this to their advantage. The theatre became a huge weapon of mass distraction for the government. Theatre has been used to push a certain political agenda, to entertain people in times of war or economic depression or crisis, to entice other countries to join another cultures or religions, to teach people, or to punish people.

Theater was extremely important in any society. Language was formed and changed from the street up, which means that new words were coming from the streets and ending in famous important plays. More importantly plays use to be somewhere where you wanted to be seen. People would go hear a play not see a play while hoping they where being seen. With every play and every audience things were different because there was a connection between the actors and the audience. Lastly play were for all people both rich and poor. Today we have really moved away from these things but we still have plenty of distractions.

As a political science major to hear that the theatre was really used by the government to distract it’s people made me think alot about today. We may not go to plays, but that is because technology has changed but the idea is still the same. Important government people make speeches and promises to the people but we are being distracted by these speeches of a brighter future while the important decisions are being made behind closed doors.

Theatre in London

The lecture on theatre in London and the subsequent trip to the globe theatre provided a fascinating look not only in how theatre has evolved in London and world wide but in how it really worked at certain times when it was needed to do certain things. Russell’s lecture covered the origins of how theatre and basic entertainment started and then went through its evolution through time to where it is now and how it is existing now. There was also a great deal of talk in how theatre was used throughout times in a political or religious way. Mostly I recall times that the monarch would close down the theatres out of fear that the shows would cause an upheaval against the authority or how theatres were only allowed on the south side of the River Thames because there was a fear of disorder in any place where there were large amounts of people. There was also the example of when the Romans were in London and were holding their gladiator matches. These matches were an extreme form of entertainment where essentially anything was allowed to happen in the ring but the only thing that was not was that there was not allowed to be any religious proceedings. This seemed interesting because of how these shows would at times allow rapes to partake along with murders and extreme fights but they held the line at religion existing there and I was curious why this is was. In my department there is always a question put in of whether or not religions at the time mattered to this work and how they could have directly or indirectly influenced them. The examination at the Globe also had an interesting look into how theatre work happened at the times of Shakespeare. The aspect of how the business aspect came into play became much more obvious in this lecture and it was interesting to see a new examination of Shakespeare’s style.

Education and Class

The basis for the UK’s education system really seemed to be focused on narrowing student’s line of work, presumably in order to give them a more in depth look into their line of work. By the age of 16 they have to choose 3 topics that they will focus on and those three topics will determine what kind of job market they can look into. This type of structure struck me as really odd because of the educational track that I’ve seen many people in the United States go down where their plans have changed and they decide to follow a new track in order to find what they want to do with their lives. The way the lecture explained the education system from start to finish was really helpful in understanding just what students in London have had to go through. Like I said a huge amount of their education system seems to be intent on narrowing down where someone wants to go so that they can gain a deeper understanding. The types of schools that exist in London also seemed a lot more intense than the number of types of schools that exist in the States. The blend of their independent and state schools seems to be much more divided when examined compared to our independent and state schools. As our lecturer pointed out there is a difference in London within State sponsored schools and the privately run schools, and while I’m sure there is a difference on a school to school basis in those two areas it is hard for me to imagine that the same level of difference exists. The class system here does seem to be much more open in where the divisions are in a public setting while in the states there seems to be an obvious difference with the extremes and when each individual is examined on the whole it is not as clear.

London At War

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The World Wars had an affect that is still noticeable throughout the worlds methods and design. The lecture on London at war discussed how World War I took enough of an affect on London that they primarily suffered through paranoia of another attack through a lot of the next few years and into the start of World War II. The point that was made that when the bombings began taking place during the actual bombings of World War II were thought by some as a fantastically exciting time to be alive. The lecture also went on about London’s politics in terms of war. The explanation of how the nation realized what type of leader would be needed in order to guide them through the war. The analysis of how Winston Churchill served as a prime minister for the war time period and was able to affectively lead them through the war to victory, but then the realization happened again and Churchill was taken out of office for someone who could be a more effective prime minister in a state of recovery. The whole affect that the wars had on London for years after were probably the points that I found interesting. How long London had to be kept in ration lines and a state of awareness after World War II shows the psychological toll that that war created on just England. Within my major’s focus there is a good deal of attention paid to how countries feel the affects of world events for decades after. This is a theme we see in many ways throughout a lot of the books that we read so I did feel a certain level of connection with this sentiment. This lecture gave a lot of strong examples for how London held itself during wartime, often times from stories people have given.

London at War

The key points in this lecture had to do with London’s involvement in both World Wars, but especially in World War Two. World War Two is always a topic of interest to me and so hearing the other countries perspectives always is appealing to me. The Great War between 1914-1918 is so devastating knowing that London’s first air raid occurred and that twenty-right lives were taken. I also found it fascinating that the royal family changed their name from the Saxe-Coburg Goethe to Windsor which it is still today. I am glad that even though the British never thought there was a possibility of war they prepared for it. I wonder what would have happened if they had not at all and if Hitler would have had a better chance of occupying London, which could have changed the outcome of the war. It must have been hard or even unbearable for people to have their food rationed. Not being able to live the life that you are accustomed to and having the government delegate what you can have is unfortunate, but I understand it had to happen. I think the Blitz is the most intense experience of the war, I could never imagine being bombed for 56 consecutive nights. Whenever I am in the underground tube station I think of all the people the came down for protection. I truly see the underground so differently now, and completely understand why everyone went down there even though the government tried to stop people from going down there. I though it was bizarre that our professor’s mother got an adrenalin rush from the war because she didn’t know if she would live till tomorrow. Since my major is Fashion Merchandising and during the war clothes were rationed it must have negatively impacted the industry because people could not just buy what they wanted.

The Monarchy

I love that fact that London has such a long history of queens and kings and royal history. That is why I was interested in the history of the royal family. It is hard for me to grasp the fact that Henry the third at nine years old became king. At nine I was definitely not thinking about anything of the sort, but I commend the royals for being prepared to talk over rule of a country. To make sure there were royals in line to take over the thrown is such a pressure for them, especially to produce an heir. I found it interesting that after the Act of Settlement in 1701 monarch must be a member of the Church of England. The fact that you are restricted from marrying a Catholic is just crazy to me because I feel like anyone should be able to marry whom ever they love, but I understand it is tradition, but sometimes tradition should be changed. Also, the fact that women are bypassed from taking over rule back in the day makes sense, but I wish was never a deciding factor. Everyone looks to the king or queen as the ultimate power, but really they do not have that power. As it was stated the rights of the monarch are the right to be consulted, right to encourage, and the right to warn. They are more the face then anything else. Pertaining to my major of Fashion Merchandising I cannot see anything connecting. I am so intrigued by the royal family and all the history that they have been through, it is hard to fathom of what they have been through.

London at War

The lecture on London at War was by far my favorite. I find the World War I and World War II era very interesting. I was excited to learn about the war from a different perspective. Learning about this era in high school and college, I have heard the same story and perspectives from how the war affected the people at home in the United States. I was excited to learn how another country felt and lived during this time. It was also entertaining to hear it form a person who lived during this time. Bob Craig began lecture discussing the Great War. He talked about the Holborn-Covent Garden bombing and London's first air raid. The worst raid occurred on June 13, 1917, 162 people were killed. During the inter war period the British government gave no consideration to the possibility of another war until 1982. On the road to war in 1933 Hitler becomes chancellor, 1934 re-arment begins and in 1935 the treaty of Versailles is broken. War seemed inevitable and on September 3, 1939 Britain declares war on Germany.

The most interesting points came when he talked about what was going on with in the society and how the war disrupted the daily lives of the people in Britain. I could not imagine being a child in this time as Bob Craig was, living in such fear. On certain days the children of London were evacuated, their parents packed their suitcases and evacuated by train. I can remember the feelings I had when my family and I were evacuated during the 2004 Southern California fires. I wondered if the fires would reach my house. I was scared that the memories made there could forever be lost. The children of this time had to separate from their brother sisters and parents, not knowing when they would see their family next.

Along with the evacuation of London’s children, rationing also took place. People had ration books. During this time food and clothes distribution were controlled. Resources were distributed on a particular day or at a particular time basis. It was funny when Bob Craig mentioned his ration book and how his sister took his rations for sweets,

History of London

The topic of the second lecture was London’s history from AD 61 to the mid-nineteenth century Victorian era. The instructor demonstrated London’s growth in population and its consequent expanding city limits. Due to overcrowding of the city and overpopulation London’s city limits were constantly expanding toward the previously existing Roman wall. London’s population grew from 20,000 in 1066 to close to 9000,000 in 1801.

The next topic the instructor discussed was London’s progress in technology. London’s first bridge was built in 200 AD. The city’s next accomplishment was the Tower of London in the last decade of the 11^th century. The lecturer then recognizes London’s underground tube system in 1865 as a world-class achievement. Lastly, the instructor mentions London’s progress in architecture. Mentioning Westminster Abby, Tower of London, the Globe and Rose theatre, St. Paul’s Cathedral, the Old London Bridge and the Monument of Fire, which he claimed to be the city’s greatest architectural achievement.

This lecture was very interesting to me because the weekend prior to the lecture I had already visited the Tower of London, the London and Tower bridges, Westminster Abby, and read about the Fire of London. Learning of the history of London and all the sights he mentioned was intriguing because I could actually visualize where he was talking about and I was able to bring the history to life. His information furthered my knowledge of what I had seen the prior weekend and expanded my knowledge on British history. This lecture provided me with a great insight into the vast history of London and gave me the opportunity to appreciate all that I had already explored even more.

The United Kingdom of Great Britain and Northern Ireland

The subject of our first lecture focused on the history and demographics of the United Kingdom of Great Britain and Northern Ireland, which consists of Scotland, Whales, England, and Northern Ireland. The lecturer, professor, Bob Craig, discussed the United Kingdoms historical and cultural roots.

He began lecture by describing the several envisions by the Romans, Anglo Saxons and later the Norman French. Next he ascertained some prominent cultural differences between the British and Americans. Lastly, he lectured about the modern and present United Kingdom. It was interesting to learn how united the United Kingdom really was and how many people living in the UK saw them selves as British.

The geography and population distribution was also rather interesting. Prior Bob Craig’s lecture I thought Ireland was more dependent from the UK and I wasn’t aware that thousands of years ago Great Britain was actually part of Europe. Today England’s population reaches about 51 million, Scotland 5 million, Wales 2.25 million and Northern Ireland 1.5 million. Because England is so densely populated it claims more than 90 percent of the United Kingdom’s citizens.

Bob Craig’s mention of British stereotypes, culture, social norms, and customs allowed me to familiarize myself with the new culture I set myself in for the semester. I was able to make comparisons to American culture and learn what was looked at as normal and unaccepted with in the British culture. I believe his lecture was a wonderful introduction to this new place I call home.

History of London

I found the first lecture on the history of London quite interesting. The points that interested me most were The Great Plague of 1665 and The Fire of London in 1666. I can’t imagine how the people must have felt from the Bubonic plague. The way that it must have affected families and individuals must have been heart wrenching. The feeling of always being on edge and never knowing if you were going to survive threw it or not. I could never imagine having the symptoms that they had such as the chills, fever, vomiting, diarrhea, and the disgusting formation of bubbles on the skin. It must have been so challenging living in a time period where there wasn’t much medical help and so you just had to see if you could tough if out and make it. Only the topic of the fire in London, it is so devastating that that it burned for five days. At least not many people died from it, but to experience the worst fire in London must have been a sight to see. I found it fascinating that more people have jumped from the top of the monument to the fire than were actually killed in it. Since my major is Fashion Merchandising which focuses on the business of the fashion industry, the only connection I can think of is that people must have not focused on fashions since their lives were at stake. I knew London had so much history, but it was appealing to find out the specifics of that history and how the people of London incorporate what has happened in the past into their culture so well.

The Role the Monarch

The lecture of the Monarch System of London provided a lot of information that I did not understand before. The main roles of the Monarch is to provide inspirational leadership, be the focal point of National Unity, protect subjects and borders from outside threats, declare war and lead in battle, and is the source of all justice and protection of the weak. The Monarch is also supposed to increase the prosperity and standing of the nation, as well as ensure continuity by producing an heir.
The Magna Carta is an important document that relates to the Monarchy system. Number 39 states: “no man should be seized or imprisoned, outlawed or exiled, nor will proceed with force against him or send others to do so, except by the lawful judgment of his equals or by the law of the land.” Number 40 states: “to no man will we sell; to no man will we deny or delay justice.”
In 1216-1272, Henry III was king and he introduced the beginning of Parliament. He also resurrected the Magna Carta. In 1295, the Model Parliament was set up which was first to include Lords, Bishops, and representatives of the boroughs and shires.
In 1701, the Act of Settlement was brought about which stated that every Monarch must be member of the England church, and they cannot marry a Catholic. The rights of the Monarch included: the right to be consulted, the right to encourage, and the right to warn.
Today, the role of the Monarch is to be the head of state, head of the English church, focus of national unity, confers honours and awards, presides over ceremonial occasions, appoints prime ministers, politically impartial, and head of commonwealth. This also includes declaring war and lead in battle, as well as creating laws and enforcing them.

History of London

I found the lecture on January 25th, 2010 of London’s history to be very interesting and I had a few favorite points. First, Saxon Ludenwick was an area with river access where there were a lot of farmers, women with beautiful jewelry, fine burials, and a lot of wood used daily. This area is now known today as Covent Garden, which now is very popular and has shopping, markets, and entertainment.
In medieval London times, the population was around 50,000 and there were 126 churches and 13 monasteries. During this time London was known for things such as: Notorious Apprentice boys, “the immoderate drinking of fools”, “the frequency of fires”, and guilds and lively companies that regulated trading standards. London was known for fires because most of the buildings were made out of wood and anytime there was an open fire, it would be easy for it to become bigger.
I also found the London Bridge to be very interesting. When it first opened, it was extremely busy. From the opening hours to the closing hours, there would be many people trying to get through and sometimes it would take up to five hours to cross. There were vendors selling everything you could think of, but they had to do so with only a four inch fold down counter. For the meat market, the animals would come in alive and be slaughtered on the spot.
The Great Plague was another big part of London’s history. In 1665, it came to London and within the first year, it had a 75% mortality rate. It was known as the “black death”, and it was easily spread from person to person. The disease would cause dried blood underneath the skin and was a horrible way to die.

monarchy

summary: the monarch used to have a large share of power, gradually reduced until current status; virtually no power, less rights than a citizen.

interesting: that the way out of power is such a one way ticket. Yes, there have been shows of power, such as Charles and his famous scuff with parliament. Still, the measure of the monarch's influence has been a gently downward slope. I also found it interesting that there is so much due process and procedure over something that amounts to so little functional important at the end of the day. Yes, the royal family members are celebrities, but unlike actors, actresses, politicians, etc, they do not actually do anything other than make appearances. It sounds like a very frustrating existence.

connection to my field: the royal family is still an important feature of English culture and history. Like English literature, the constitutional monarchy reflects a complicated institution that has been reshaped on many occasions, and endures to be a very relevant issue in modern life.

education system

Summary of key points: the substance of the lecture prioritized explaining the general structure of the British education procedure, that is, types of schools, and possible career paths.

Interesting things: I found the modern orientation of the lecture interesting. At the end, I was uncertain how long this had been as they were and what the large structural developments culminated in what we have today, enhancing the complexity of the subject covered. I also found the requirements by age interesting, as compulsory education ceases in the UK at age 16. One aspect of the lecture I found interesting was the relation between education and class. Ideally, education should not be another rich-kid club, though there will probably always be elements of that. Connection with my field: As an English major, and as many people with English degrees end up in education, I should be very interested in the subject. Of education matters, I am most interested in methods, curriculum, and literacy.

London At War

I found the “London at War” lecture to be interesting because it was from a British person’s standpoint. I am so used to seeing both WWI and WWII from the perspective of the American side. London’s first air raid took place on May 31^st, 1915 where 28 people were killed and over a ton of bombs were released. The 1^st zeppelin was shot down in September of 1916 and flying officer Leif-Robinson became a national hero. New advances in war technology were being made throughout early-mid 1900s and in September of 1916, planes replaced airships and the worst raid yet which occurred June 13^th, 1917. Two years later, the Paris Peace Conference occurred and Germany was punished physically, militarily, and had to pay financial reparations. When Hitler became Germany’s new chancellor, he broke the treaty and annexes Austria along with the Sudetenland.

During the time of WWII, London was going through many changes. Over 670,000 children were evacuated from schools, rationing began, and the Black Market flourished. London was anticipating a massive attack and soon enough, the Blitz took place where the goal was to destroy London. I didn’t know that at this time, London went through so much turmoil. It’s still hard to believe that Hitler, being one person, could have so much influence over a country enough to where millions of people were sacrificed. As a psychology major, we learn that people under a state of vulnerability will most likely cling to the first idea out of the misery or stress they are dealing with. This can be seen on a small, individual scale but it's scary when it happens to millions of people. I could see that after Germany had to pay reparations, they were in a state of vulnerability so they believe a charismatic speaker who claimed that Germany would become the best it has ever been. Little did they know, Hitler was, in my opinion, one of the biggest downfalls in history. I remember that on the walking tour through the East side of London, Russell explained that the people of London are mentally strong and have a unity that sometimes can't be seen on the streets. Even after all of this chaos happened in London, their people were able to overcome what the war left behind.

History of British Theatre

According to the lecture, the mass media of history is the theatre as it has provided entertainment by way of telling stories that are usually a reflection or criticism of society. London is currently considered the theatre capital of the world and even during today’s hard economic times, ticket sales are up 5.5 %. That means that even if people face major cutbacks financially, the value for the arts remains as it provides people with a form of expression.

The theatre is a reflection of our culture and even in times as early as the Roman Empire, its importance was noticed. One of the major tactics the Romans used for the conquest of other civilizations was the use of culture as a weapon. They understood that if they made the enemies aspire to be like them then success came by a lot easier. Theatre serves as their secret weapon because it was a “weapon of mass distraction”. Its existence enabled them to create the right atmosphere to keep the people blinded from the actions of authority, allowing them to get away with murder, literally.

Whether it has been used for manipulation or a form of propaganda, the theatre has thrived and always revives. It is used in relation to all aspects of our lives whether it is politics to religion. Even as early as 597, under Augustin, the churches used theatre to enact mystery play In order to show Christ’s divinity. As a Human Development major, the theatre seems like the perfect place to get a true sense of what people think, feel and behavior because it is not inhibited by social pressures. Only here do you see true forms of self expression and the depiction of emotions and behaviors that people would be too afraid or ashamed to show. It is a breath of fresh air because it here you are able to see the true nature of human beings.

London @ War

The Lecture on London’s role in WWI and WWII was very interesting because it dealt with modern warfare which changed the view of the war front forever. Prior to the early 20^th century, war was characterized by cavalry but technological advances enabled the creation of weaponry that transformed warfare to unrecognizable lengths.

For the first time London was confronted with aerial bombardment as airships dropped bombs on London during the first air raid on May 31^st 1915. By September 1916, airships were replaced by planes with exploding ammunition. Between 1914 and 1918 over six hundred people were killed in London and thousands of people sheltered from bombs in the tube system. While it proved to be a safe shelter, the British government saw it as a problem due to people’s reluctance to exit the tube stations after the war. The government the set up the Imperial Defense Committee as it quickly realized London’s vulnerability and lack of evacuation schemes. The committee created provisions for the evacuation of children, pregnant women and the disabled. They also rejected deep shelters and implemented basement shelter and shallow shelter that were provided to the public for free.

Even though all these preparations were made, the British government gave no consideration to the possibility of another world war. By the 1930s war seemed to be in sight as Hitler breaks the Treaty of Versailles and goes on a quest to reclaim German supremacy. On September 3^rd 1939, Britain declared war on Germany because Hitler invaded Poland. This war was known as the Phoney War because the government imposed a blackout in London. Children were evacuated, rationing was implemented and the nation was prepared for the war.

What I found most interesting was the Blitz because it served as the period which had the biggest psychological effect on Londoners. After Hitler’s invasion of Britain failed, his new policy was to destroy London. Bombs were dropped on the city , destroying ¾ of it. New weapons were created, most importantly the V1 and V2 which were incredible for its time because it was “unheard, unseen and unstoppable”.

These wars, especially the technological advances made it extremely clear that humankind now had the power to destroy itself in a very short space of time and that in itself is quite frightening. What I found to be most significant is that throughout this period of destruction St. Pauls Cathedral stood among the rubble which made me realize that regardless what happens there is always hope. All we can do is hope that people can see the value in human life and nuclear bombs are not set off, completely destroying our beautiful planet.

The Monarchy

The lecture on the monarchy was quite interesting as it illustrated its transformation over time. In it’s original form, the role of the monarch was to provide inspirational leadership, be the focal point of the National unity, protect subjects and borders from outside threat, declare war and lead battle, be the same of all justice and protection for the weak, increase the prosperity and standing of the nation and ensure continuity by producing an heir as the nation is most vulnerable with no direct line of succession. This ensures a smooth turnover and it is essential to not only produce and heir but also a “spare” as it is a trend that something happens to the first child and the thrown is passed on the the next child. The British monarchy follows the practice of primogeniture which holds that the first male son inherits the crown, basically making any females children the absolute last resort.
From the reign of King John (1199 – 1216) the monarchy has been in conflict with the people. King John was actually the first king to experience the people’s power as he was cornered by his Barons and was forced to sign the Magna Carta which was the first document to extract rights from the King. Although the provisions made by the Magna Carta were invalidated by the Pope it was reissued by King Henry III when he claimed the thrown. This act represents the beginning of Parliament as well as the beginning of decline of the crown’s power.
What I found most interesting is the hypocrisy that existed in relation to monogamy and the thrown. While Kings affairs were rampant, an accusation of adultery on the part of the queen would result in her being charged with treason and then executed. While I understand that if she is impregnated by another man then it would throw off the entire royal line but it was used as an excuse to get rid of queens as seen with King Henry VIII. This indicated that not even the queen can escape the sexist views of society and was punished even more harshly.
As a future educator, I think it is very important to teach students of the origins of our political systems as Britain was the model for our original political structure. It is important to be aware of the role of the monarchy that once rule over a vast portion of the world and in some aspect has affected our lives and those of our ancestors.

London at War

For our last lecture, we discussed what London went through during both World War One and World War Two. WW1, aka "The Great War" was from 1914-1945 and consisted of many air raids from the Germans that cost the lives of hundreds of Londoners. More so than physical damage or number of deaths, the great cost of the bombs that hit London was the psychological damage it had on its residents. The Paris Peace Conference in 1919 ended the war, with Germany being punished financially, physically shrunk and officially blamed for the war. We seemed to focus more on WW2 however, which was from  1939-1945. The physical and mental damage the war had on Londoners was countless. Within a few minutes of war being declared (by England), the first bomb had already hit London by the Germans. From that day forward a Londoner's day was filled with terror and anticipation of what was to come. Beyond shear terror of the people, the everyday activities in London had to be postponed. Every single night, homes, stores, cars and all buildings were all required to turn their lights off and be blacked out. Police would actually go on foot to make sure no light was visible. The point of this was that so German planes above would not be able to easily spot out London by all its lights and bomb it. Anywhere where large groups of people would gather were also suspended; plays, sports, literally everything except for churches were banned, a big hit to English culture .  The paranoia about and preparation for bombs continued with children being evacuated out of London, food and clothing being rationed, gas masks and Anderson shelters (for homes) and Morrison shelters (for apartments) being distributed for protection. Eventually when London was being bombed daily, hundreds of thousands of people took shelter in the tube stations, which was mostly effective in keeping them safe.

What I found most interesting was the length that people went to to keep themselves and their families safe. Sleeping in a tube station every night with no bathroom facilities (at first), using no lights at night (which led to many accidental deaths and injuries) and sheltering in a cold, wet Anderson shelter during a bomb scare seems horrible. I truly cannot imagine living like this and I give so much credit to Londoners during this time for being so brave and so efficient in a horrible situation.

I also found it interesting that class did not seem to be an issue. Being a sociology major, class and hierarchy in society is something we frequently study. Except for the rich who could likely get their food un-rationed (if you had money, you had food), it seemed that for those taking shelter in the tube stations and for general safety, class was not an issue and everyone was on equal grounds, equally vulnerable and equally in danger.

Overall what I learned from this lecture was the extreme physical and psychological damage on London during the two world wars. Learning from an English perspective the details of the horrific everyday lives of Londoners and how they had to keep on living (working, recreation, etc) is a very remarkable story.

War and London

London has a long extensive history and part of it has included moments at war. Moments that have left the city almost crumpling but some how still managing to rebuilt and move forward. Within a 31 year span London was at the center of not only World War I (1914-1918) but also World War II (1939-1945). During the Great War the first attack occured on the 31 of May 1915. Airship German navels raiders bombarded London leaving the city devastated. The first Airship Zeppelin carried one ton of bombs and killed 28 people. By September 1916 the airships were replace by planes and the worst raid occured on the 13th of June 1917 where 162 people were killed. From 1914-1918 over 600 people where killed in London. After the war concluded slowly things began to go back to normal.

After the Great War ended The British government gave no consideration to the possibility of another war until 1928. After that they set up the Imperial Defence Committee- which recognized London's vulnerability. The Committe planed evacuations, it rejected deep shelters (tube) so people coulb be evacuated more easily, and it also took air raid precautions. Even though the Government was trying to be preventive of future misfortunes it didn't have the slightest idea of what was to come within the next couple of years.

Within the next couples of years things began to change and tensions of war began to spark. In 1933 hitler became chancellor- by 1934 Germany begins to re-arm. By 1935 it breaks the treaty of Versaille. by 1939 Hitler seized all of Czechoslovakia and war is clearly inevitable, the only question left in the back of everyone was when? By September the 3rd 1939 Britain declares war on Germany and for almost a year London is under what was known as the Phoney War- waiting for devastating air rades, everyone living under tension, London being forced to be blacked out at night so German bobmers wouldn't be able to target it and bomb it, public entertainment close, etc. Finally Britain is attacked in July 1940- under the invasion plan known as "Operation Sealion" where Hitler required air supremacy and orders the dustruction of RAF (royal air force) in four weeks. Eventually Hitler changed tactics and in September the "Blitz" commenced. On September 7 the docks began to be bombed and it continued for 56 consecutive nights. Many citizens used the London underground station as shelter each night. About 40,000 houses a week were damaged and by the end of the raid a total of 20,000 people were killed and 300,000 homes were damaged.

It was interesting to learn that even though it was a moment of tragedy and tension for many people- it also brought many people into reflection of what was valuable and important in their lives. Just like many instances in other catastrophic moments- people began to live for the day, to the fullest, and appreciated everything and everyone a lot more knowing that the next day was not assured. It was an exhilarating moment to be living in which outcomes changed the lives of many people all over the world.

London & War

Today’s British Life and Culture class focused on London at war. Bob Craig is an interesting lecturer, and sometimes when I am sitting in class it amazes me that I am actually sitting in London, learning about London, from a Londoner who actually has family history here, and great knowledge about the history and culture of London to boot.

Talking about World War I and II definitely takes a lot of time, and there is a lot of ground to cover. I thought it was interesting just learning about all the things that London endured during these years, and how they not only coped but thrived. At the end of the wars, over 20,000 people h ad been killed and nearly 300,000 homes had been destroyed. Thousands of children were also relocated and separated from their families, shipped out from London via tube out to the rural countryside where, if they were lucky (or maybe in some cases not to so lucky) they would be chosen by a family.

During this period, new technologies were also being introduced. V1 bombs cascaded upon London, and later towards the end of the German war machine (on its last leg and as revenge) V2 bombs did as well. As Craig put it, the First World War began with cavalry and the second war ended with the Atomic bomb. That’s quite a leap, within thirty one years. It is fascinating and scary how technology can change so much in such a small amount of time.

Something that I really took away from lecture today was a bigger appreciation for London (and maybe the world in general…) and its resilience and history. A city may just be a bunch of people grouped together, but their identity as a whole makes them. Walking through these streets, passing through St. Paul’s cathedral, and even going on the tube every day is a bit more meaningful after hearing about the role they played to the city during wartime.

Education System (lecture 2/8)

It was interesting to learn about the UK's education system and how it differes so much from Americas education system. The way it is structured is pre-school (3-4), primary school-compulsory (5-11), secondary school- compulsory (11-16), sixth form (16-18) then finally university (18-21). It is only mandatory for them to attend up to age 16 (or secondary school) where they are able to take 6-11 main exams (GCSE's) in math, english, science, etc. By the time they enter sixth form students must have already decided what route they want to take in their career since they are only allowed to choose (focus on) 3 subjects for their last two years. Then if they do decide to go to a University it only takes three years or four years if they do a language or study abroad. The UK education system is very efficient since by the age of 21 (when they finish university) most individuals have a degree and are ready to begin working which is totally different in America.

In America high school (15-18) is typically considered a social event where we take general courses (math, english, social studies, science, etc.) By the time we graduate no one has really put a thought on what they want to do (career wise.) since college/university is where most people go to figure their futures out. Most people take up to six years in order to get their bachelors degree since it takes a while for most to finally decided on a field of study. By the time people graduate they are age 21 (rare)- 24 and even then most people feel uneasy about their futures and return to school to get their Masters degree. By the end most students end up returning home since they are heavily in debt and it's often the case that it becomes really hard for many to get a decent paying job in their field of study. Which is hardly the case here in London where we have met so many people our ages who are already graduated and are working in great jobs!

Overall I think the American education system should take a real close look at the UK education system. Maybe then more students would go to college, would not waste so much time and money at a university (trying to figure out their majors) and would enter the working force at a faster rate!

History of London (lecture 1/25)

The history of London goes back to over 2,000 years. A history of invasion, plague, devastating fires, civil war, terrorist attack, etc.- that has equated to making London and its citizens a city of resilience. Some of the earliest recordings mention it was destroyed in AD 61 by the Iceni lead by their queen Boudica. Even though the Romans re-built their city, eventually in 410 AD the Romans left and London began to wither. Then the Saxons settled Lundenwic but eventually settled in (re-populated) London because Lundenwic was prominant to being easily attacked.

In 1066 Britain was invaded by the Norman whom took over Anglo Saxon clergy and nobility. They built castles and cathedrals and set a feudal system. Around that time the population was at 20,000. During Medieval London the population grew to 50,000. There were 126 churches and 13 monasteries. Guilds and ivory companies had major control at that time since there was a lack of central power. At that time a lot of people were heavy drinkers and London was in constant danger of fires. Around 1601 the Globe and Rose theater were built, London was home to the King and Parliament and became the capital city. The population around 1600 grew to 200,000 and it was said that the rich went west and por went east. In 1655 the Great Plague hit London- its first outbreak being in April that killed about 360. In June there were 725 casualties, in July about 1000 died each week. In August 2,020 deaths were recorded the first week then in September the first week 8,297 died. After September the death toll slowly started decline. In 1666 the fire of London struck which was the worst fire seen and led to a huge losss of property but luckly only a few people died. Sir Christopher Wren built a monument to the fire where ironically more people have jumped to their deaths than were killed in the fire.

By 1700 the population was at 600,000- twenty times the size of the next largest ity. By the 1800's and onwards railways were built which led to easier travel and the cities being shrunk. in 1801 the first census took place and reported the population being at 959,310. By 1851 the population was at 2,363, 431 and London was officially the largest city within West Europe. Currently London has a very diverse population of approximately 7,600,00. It is a leading global city and one of the world's largest financial centres. It hosted the 1908 and 1948 summer Olympics and will host the 2012 summer Olympics. Even though London has gone through many tragic events its has become one of the greates cities with a diverese range of peoples, cultures and religions- it is said that more than 300 languages are spoken within its boundaries. It's no wonder London is such a tourist attraction- it has an extensive and rich history and it's quite diverse!

English Education System

I was surprised to learn how different the education system is in England compared to the United States.  The education system consists of preschool (ages 3-4), primary school (ages 5-11), secondary school (ages 11-16), Sixth form (ages 16-18) and University (ages 18-21), with only primary and secondary school being "compulsory" or mandatory. There are two different types of schools, independent and state schools. The two types of independent schools are public and private schools. Unlike the U.S., public schools, are the elite, expensive and prestigious schools of choice for the upper class and even royalty. Private schools also cost money to attend, however they are not nearly as expensive as public schools. Both public and private independent schools however are very elite, exclusive and upper class. There are three types of state(or free) schools, faith, comprehensives and new academies. Faith schools are known as very good schools and also have a religious background they incorporate into learning. Comprehensives are where 87% of English children go to, however their reputations are poor in comparison to faith schools. Their too rigid national curriculum, issues of teachers and prestige, and children coming from very rough backgrounds makes this type of state school a last preference for many parents. There are also new academies, failed schools that are given money and made into a more strict and efficient schools, however these are not as common as the other two.

What I found most interesting about the English education system is how teenagers are to pick their future majors/careers at a very early age. Secondary school ends at age 16, the last of mandatory schooling for the English. This means that for further schooling, like sixth form, for example, teenagers at the age of sixteen are suppose to already know what they want to do. They pick just a couple of subjects they want to focus on, and study only those subjects for a couple of years. By age 18, these young people are already an expert in their subject of choice. I think this is great if you don't change your mind later on. However, as we all know, most of us (especially from our teenage to adult years) do change our minds, and that could make what is learned outside of secondary school a waste of time.  I think this shows the efficiency of the English education, getting young people educated right away, not wasting any time, however it also is a lot of pressure a potential waste of time for English youth. 

Overall, from this lecture, I learned that the English education system is much more timely, rigid and efficient than ours in the U.S. At the same time however, it makes me appreciative of our education system and how we do have so much choice and time to figure out what we want to study and do with our lives. I have noticed, however, that here in England, there are countless 22-25 year olds already living on their own and working at a good job, having graduated college by 21. Through that is supposed to be how it works in the U.S., it is rare that someone graduates on time by 21 let alone already has a job and their place. That is what I do almost admire about the English education system, no time is wasted and young adults are much more independent here than back home.