Millfield Windmill Issue4

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SUMMER 2010 W INDMILL The STAFF PROFILE JEREMY HALLOWS STAFF PROFILE JEREMY HALLOWS FOCUS ON MILLFIELD SWIMMING SCHOLARSHIPS ABROAD THE MILLFIELD VOICE WORLEY HILL FOCUS ON MILLFIELD SWIMMING SCHOLARSHIPS ABROAD THE MILLFIELD VOICE WORLEY HILL SCHOOL MAGAZINE 75TH ANNIVERSARY EDITION PHOTOS ‘FROM THE ARCHIVE’ FORMER HEADS’ REFLECTIONS THOUGHTS: PRESENT DAY MILLFIELD 75TH ANNIVERSARY EDITION PHOTOS ‘FROM THE ARCHIVE’ FORMER HEADS’ REFLECTIONS THOUGHTS: PRESENT DAY MILLFIELD

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Millfield Windmill

Transcript of Millfield Windmill Issue4

Page 1: Millfield Windmill Issue4

S U M M E R 2 0 1 0

WI ND M IL L

T h e

STAFF PROFILEJEREMY HALLOWS

STAFF PROFILEJEREMY HALLOWS

FOCUS ONMILLFIELD SWIMMING

SCHOLARSHIPS ABROADTHE MILLFIELD VOICE

WORLEY HILL

FOCUS ONMILLFIELD SWIMMING

SCHOLARSHIPS ABROADTHE MILLFIELD VOICE

WORLEY HILL

S C H O O L M A G A Z I N E

75TH ANNIVERSARY

EDITIONPHOTOS ‘FROM THE ARCHIVE’FORMER HEADS’ REFLECTIONS

THOUGHTS: PRESENT DAY MILLFIELD

75TH ANNIVERSARY

EDITIONPHOTOS ‘FROM THE ARCHIVE’FORMER HEADS’ REFLECTIONS

THOUGHTS: PRESENT DAY MILLFIELD

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1The Windmill Summer 2010

Contents

2 On Being MillfieldCraig Considine

6 The Draw of the USKate Rance

10 Staff Profile: Jeremy Hallows Hayley Thompson

12 Millfield Swimming: Happiness is Swimming Fast!Jolyon Finck

14 The Millfield Voice Mick Day

16 From the ArchiveDick Shilton

Jill Wallis

18 Why Millfield Has Succeeded: 75 Years of Rapid ProgressPeter Johnson

19 “You have to be adventurous here and launch out”Christopher Martin

20 Some Impressions of Millfield Brian Gaskell

21 House Profiles: Kingweston,Martins & Mill HouseHayley Thompson

24 Pupil Art GallerySarah Key

25 Outstanding Pupil WorkMegan Owens

Meghan Griffiths

Olivia Colthurst

Pandora Yates

27 Thoughts About Present Day MillfieldVarious

31 Worley Hill: A Rite of Passage for Year 9 PupilsHayley Thompson

33 An Interview with BossStephanie Jenkins

Leonard Lewis

t is hard to believe that we have

reached the end of another academic

year. For 75 years Millfield pupils have

been walking these beautiful grounds and

watching the campus expand – a new

academic building here, an additional

sporting facility there – step by step.

I feel privileged, along with others, to have

studied here as a pupil and returned as

staff. It is a remarkable perspective to have.

You know the school has changed, you can see many of the changes, even over

a short period of time. However, on occasion you find yourself saying ‘some things

never change!’ You see a spontaneous football match start up or a Frisbee take

to the sky on a sunny afternoon; pupils raise their hands to take on another

extracurricular commitment when really they have so many already; or a crowd

gather at the athletics track to show support for the Millfield team, cheering as

proudly and exuberantly as ever!

In this issue, we continue to explore many aspects of school life. Why is it that

Millfield students find happiness in swimming fast? How does The Millfield Voice

act as a platform for student expression? What is it about the individual boarding

and day houses that differentiate them? The answers to these questions and

many more can be found within these pages. In addition, we get a glimpse of

what it would have been like to be on campus in the early days with photos

sourced from the archive and memories from former Headmasters. Many

thanks to all those who have contributed articles, images and quotes. They

make for a vibrant and interesting issue – enjoy!

Hayley Thompson

We would love to hear from you if you have any comments or suggestions.

Please contact us on: [email protected]

Message froM The eDITor

I

Above: 1960s class photo

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2 The Windmill Summer 2010

By Craig Considine Headmaster

On Being Millfield

It is full of interesting vignettes of Milllfield life

from 1935-2007. The book closes with a

sonnet written by Tom Wheare, Headmaster

of Bryanston, who upon admission of Millfield

to the Headmasters’ and Headmistresses’

Conference (HMC) wrote:

My heart leaps up as I explore your school.

It is a glorious place where children may

Lead lives in which achievement is the rule:

Loved, guided, they make progress every day.

From Boss’s first adventures until now

It’s offered education of the best:

Excluding none from courses that allow

Low-fliers to feel cherished with the rest.

Do other schools appreciate how much

Is possible for those in such a place?

Not just the pupils but the staff can touch

Heights that could be described as states

of grace.

My sonnet sounds admiring hymns of praise.

Chris, here’s a school worth serving all

your days.

A diamond anniversary is certainly something

to celebrate; the 75 years of education and

life at Millfield have been as multi-faceted as

any precious stone. Daniel Defoe wrote that

“The soul is placed in the body like a rough

diamond, and must be polished, or the lustre

of it will never appear.” Perhaps this best

describes so many Millfieldian experiences.

This quote would resonate loudly with

many of the OMs that I have met in the

last two years. The ‘polishing’ takes place

in many different areas of school life. It is

worth reflecting on some of these key areas

to examine how Millfield continues to evolve

as it polishes each facet of a Millfieldian soul.

Recent developments have brought about

a significant change to Millfield and the

way that pupils interact. The fact that

the school accommodates 950 boarders

with 800 living on site has changed the

experience of boarding at Millfield enormously.

Those that put pen to paper often refer back

to their boarding houses away from campus,

the staff who looked after them and the

experiences they had. The experience at

Kingweston, St Anne’s and Walton remain

similar to that. All other boarders, however,

now share much in common – as they live on

campus – and the pulse of community,

therefore, runs strongly though the veins of

young Millfieldians.

Above: Studying in the library (1980s)

Millfield circa 2010 will understandably be a very different place

to 1935 when Boss Meyer envisioned our amazing school in

sleepy Somerset. Governors, tutors, pupils and the broader

Millfield community have formed a remarkable environment that

we enjoy daily. We develop our current understanding of the

school’s history by relying on key storytellers. One such source of

the life and times of Millfield is Christopher Martin’s excellent

book, ‘A School for All Seasons’.

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3The Windmill Summer 2010

Millfield has always been about nurturing

individuals to help them fulfil their potential

and emerge with more maturity. We aim to

provide a blend of self-discovery and common

experiences that are constructed to challenge

each individual pupil to be the best they can

possibly be, presenting them with unlimited

opportunities for their development. With this

in mind, this year has seen the development

of a number of programmes within the school:

The Year 9 Programme

“I see that it was inevitable that the Millfield

experiences were harrowing for the likes of

me. It was a shock to be cast away for twelve

weeks at a time in the company of my peers,

young boys, mostly as raw and unused to

community life as I was myself.”

John Miskin (1941-1946)

Boarding life is far less Spartan than it was in

1941. The boarding houses are well equipped

and pupils have all modern conveniences.

But what of the attitudes of young people

towards each other and the psychology of

social integration when young people are

placed? Though John Miskin’s reflections do

not conjure Golding-esque images of Ralph

and Piggy around the campfire they do none

the less talk of the pain of acceptance within

social groupings. This ‘pain’ remains part of

the boarding school equation. Pupils meet

one another, posture and invent themselves

in this context, playing their part at various

levels within the hierarchy that is the

boarding house.

However, the way in which young people are

inducted into houses and boarding school

differs from the days of yore. The aim in the

early weeks of boarding at Millfield is first and

foremost to ensure that each young person

forms connections that will support them

through the early days of their involvement at

Millfield. These initial friendships with their

peers and supportive relationships with staff

are critical and will greatly influence each

person’s time at the school.

The roadmap for Year 9 is held by their Group

Tutor. Group Tutors are often Assistant

Houseparents and this means they are always

accessible. These tutors are specially selected

for their capacity to work with junior pupils. It

is a time of supporting and nurturing as pupils

work through the uncertainties and anxieties

of a new school. Many pupils will engage with

school routines, people and spaces

immediately and progress rapidly. Others

require a greater degree of shepherding and

the programme ensures that we maintain an

environment that pupils feel safe in. Next year

all Year 9 pupils will be involved in activities

on Tuesday afternoons. These activities will

expose pupils to music, art, drama,

community service, technology and media

production.

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The Windmill Summer 20104

Community at Millfield

“As a German student visiting the UK for the first

time when I came to Millfield in the Sixth Form,

it was the sense of community binding people

together which first struck me as special.”

Dorothy Deger (1996-1998)

Millfield is classed as the largest independent,

co-educational day and boarding school in the

UK and this year we have reviewed facilities for

day boys and have determined that it is critical

for day houses to have their own space.

This allows the formulation of a sense of identity

based upon ownership and connection with

others. This has precipitated a move to two day

houses rather than the existing three. We have

allocated the current Boys’ Day House Centre

as Great House and the Physics Annex, located

next to the Dining Hall and overlooking the

Gareth Edwards Pitch, as Mill House. House

staff will have offices in these spaces to provide

easy points of reference for pupils.

The Girls’ Cottage has also been improved this

year to provide girls in The Lakes and Overleigh

with better facilities. We are continuing to review

the facilities to provide more space for our

day girls.

Day pupils are also being given the opportunity

to be more involved in Millfield life. They may

attend supper and then utilise the Library for

evening prep until 8pm. Additionally, we have

moved away from ‘house groupings’ to focus

more on individual houses for house activities

which has been a welcome change for many

day pupils.

The boarding houses moving on site has

changed the way pupils spend their time and

interact. For many, their house environment is

centrally located and within easy reach.

Consequently, we believe it is important to

consider appropriate opportunities for social

interaction and time and space for focused

study and house activities. The balance

between social, academic and fun experiences

is what makes a school great and this requires

consideration as we move into next year.

Academic Programme

“I went to Millfield for one term, which was

enough for me to be taught sufficient Latin

to gain entry to Cambridge.”

Fenton Rutter (1939-1940)

The classroom has always been central to

life at Millfield. Regardless of whether pupils

are here to enjoy the social, sporting or

cultural components of life in Somerset, the

academic aim is still to obtain entry to a

particular tertiary institution. The Universities

of choice have broadened (in line with the

increased difficulties of obtaining a place)

and young people these days are greatly

enamoured with GAP years. Regardless of

what our pupils do immediately after their

A levels, it is clear that parents still want their

children to achieve grades that will allow

entry to the best possible higher education

institutions. For some, aspirations centre on

Universities such as Oxford, Harvard or

Yale. Still others see Durham, Bristol, Bath

or St Andrews as offering their academic

challenge. Musicians dream of entry to the

Royal Academy of Music, while thespians

look to the Royal Academy of Dramatic Art

(RADA). Artists pursue places at Slade or St

Martins and sportspeople consider options

at US Universities. Millfield is able to

accommodate this broad range of

aspirations.

Excellent teaching is the stock trade of all

teachers at Millfield. The top 100 pupils

continue to achieve to a very high level and

those below achieve to the best of their

ability. In the classroom target setting is a

key component in ensuring pupils achieve

their potential. In 2010-2011 the school will

move to a 55 minute lesson length in order

to maximise learning time. Significant

measures have been taken to recognise

academic achievement and we have

appointed a Head of Academic Enrichment.

These are positive steps that are helping to

develop a stronger culture of supporting

and nurturing academic excellence. Of

course not all Millfieldians are looking for

Oxbridge entry and through Learning

Support and excellent differentiated

teaching all pupils can achieve their

potential and their goals.

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The Windmill Summer 2010 5

Sports at Millfield

“Did I have fun at Millfield? It was

unforgettable, incredible, amazing and I loved

every minute of it.”

Henry Wodehouse (1970-1973)

It is a common thread in ‘A School for All

Seasons’ that many pupils had a tremendous

focus on sport at Millfield from the early days.

The current programme retains sport and also

the Millfield Activities Programme (MAP),

house sport and activities. However, the house

sport and activities programmes have changed

this year to ensure increased levels of

participation. To achieve this some activities are

played in house groupings and others are

played as individual houses. The pupil

response has been truly Millfieldian with

wonderful enthusiasm and joie de vivre

surrounding the swimming, athletics and cross

country events; the 8 x 200 metre relay at

the House Athletics was the epitome of selfless

commitment to house success!

School sport continues to be multi-faceted,

allowing pupils the opportunity of sustaining

either a competitive, recreational or health and

fitness programme. This offering has each

pupil’s health and wellbeing at its heart. It is

also focused on their connectedness to other

people in the school. Much of the research

around youth mental health issues centres

upon the importance of ‘affiliation and

connectedness’. To ensure our pupils are

developing both physically and emotionally and

achieving their goals, we believe that belonging

and team connection in sport augment the

strong connections that pupils develop in their

tutor and house groups.

Year 9 have a directed choice into major

games. This directed choice is important, as

while we are looking to develop sport specific

skills, we also recognise the importance of a

broad athletic programme that establishes

neuromuscular pathways that underpin future

success in one or more sports. In Year 10 and

11 pupils may choose more broadly but there is

still a requirement for all pupils to be involved in

the games programme. In the Sixth Form

seniors lead by example and enjoy the facilities

and sports on offer. However, we understand

their commitment to their studies and higher

education. Some pupils decide to focus on

health and wellbeing activities rather than a

regime of competitive sport. As in all things at

Millfield we try to accommodate each person’s

needs and interests.

In conclusion, I am drawn to Timothy Fok’s

entry in ‘A School for All Seasons’:

“Am I a better man for having endured

Millfield, of which I cherish fond memories, if

only because it was an integral aspect of my

life? The only answer I can muster is what

Chou En-lai is supposed to have said to a

reporter when asked his verdict on the value

of the French Revolution: ‘After only 200

years, it is surely too early to judge.’”

Timothy Fok (1960-1965)

If 200 years was too soon to assess the value

of the French Revolution then perhaps the

jury might still be out on Millfield. But this

would be to ignore the amazing souls that

have been polished during 75 years of our

amazing school in Somerset. The changes

that are currently taking place continue the

evolution of Millfield, which we know will

continue in structure and nuance. There is

no doubt that the value of Millfield is

highlighted by the great successes of its OMs

as well as the thoughtful deeds of those that

live quiet lives as members of their

communities. We look forward to continuing

this shaping in the knowledge that the rough

diamonds we polish will retain their lustre for

many generations to come.

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The Windmill Summer 20106

By Kate RanceSub-Editor

The Draw of the US

nselm Barker, Advisor for US

University Admissions at Millfield,

is thrilled with Millfield’s strong

tradition of applications to US Universities. He

said, “There is a steady succession of pupils

interested in applying and we regularly have

20 successful applicants each year. Some

do have the opportunity of scholarships,

yet I believe the draw is of unrivaled

facilities and diversity of studies.” Applying

requires dedication and resolve, as

alongside regular A level studies pupils also

have to sit SATs and submit UCAS

applications as normal if they wish to apply to

UK institutions alongside their US University

choices. Notably, taking SATs at Millfield is

easy, as we are one of only five centres in

the UK.

In recent years, Millfield has been very

successful nominating pupils for the

Morehead-Cain Scholarship, a four-year

undergraduate scholarship to The University

of North Carolina at Chapel Hill (UNC-CH).

This year Christy Lambden has been awarded

a Morehead-Cain Scholarship. He is the fifth

Millfieldian in 15 years to do so. Christy is

naturally delighted and is relishing the idea of

studying in the States “It’s fantastic! I was

really inspired to apply for the scholarship

because it holds many of the same beliefs I

hold, the most important being giving back.”

The John Motley Morehead Foundation

was founded in 1945 with the Morehead

Scholarship Program established in 1951.

This became the Morehead-Cain Foundation

in 2007 following a $100 million gift from

the Gordon and Mary Cain Foundation.

The scholarship programme champions

leadership potential and strength of character,

and it invests in the potential of young people;

charging individuals with making a difference

in the world. Successful candidates are

expected to demonstrate moral force of

character, scholarship, physical vigour and

leadership.

Christy joins the ranks of Galahad Clark,

James Haggie, Robert Squire and Hayley

Thompson who have completed their studies

at UNC-CH. Galahad Clark left Millfield in

1994 and graduated from UNC-CH in 1999.

He is now Managing Director of Terra Plana,

an eco-shoe manufacturer. James Haggie left

Millfield in 2000 and graduated in 2004. He

is currently pursuing a career in Law. Robert

Squire left Millfield in 2001 and graduated

in 2005. He is working in Finance. While

Millfield’s most recent Morehead-Cain Scholar,

Hayley Thompson, left Millfield in 2005 and

graduated in 2009. She is back in the UK

working as Editor for this magazine while

developing plans for the future. Four years in

the States provided her with unparalleled

opportunities to pursue her interests on the

University campus and abroad. Hayley

reflected on her time away, “I couldn’t have

wished for a better or more life changing

experience.”

In addition to our pupils gaining merit

scholarships, such as the Morehead-Cain,

many pupils go to the States on sports

scholarships. This year, James Disney-May

will be taking up a swimming scholarship at

Auburn, Alabama. He said, “It was a natural

progression to choose a University with the

same criteria that I had when looking for

a school. Swimming is so important to me that

I needed to find a place where I could

continue to work as hard as I possibly

could. Auburn will provide me with that

opportunity.”

Ross McAuliffe will also be embarking upon a

swimming scholarship. He will be taking up a

place at Northwestern. He agrees with James

that “I had to be strict with the direction I

wanted to go in and applying to a US

University was the right thing for me.”

More pupils educated at British schools are applying to

American Universities as generous scholarships and top-quality

facilities compete with, or outdo, British institutions. With the

introduction of University top-up fees in 2006, the US

Education Advisory Service (USEAS) says that inquiries from

British students have risen sevenfold. What is the draw? Why

are Millfield’s top pupils sometimes choosing US Universities

over UK institutions?

a

Above: Christy Lambden, recently awarded aMorehead-Cain Scholar

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7The Windmill Summer 2010

Although similar University programmes are

available in the UK, such as the ones at

Loughborough and Bath, Ross admits that the

standard of the top American programmes is

second to none. Northwestern, renowned for

its swimming programme, is also one of the

best academic Universities in America. Ross

judges that he needs a good degree for when

he eventually stops swimming. He will most

likely be majoring in Mechanical Engineering.

He said, “Millfield has guided me through

the long and complicated application

process, something that not many schools do.

My coaches have also given me great

support and helped me contact coaches

in America.”

Max Smith is also eagerly anticipating August

when he will be embarking on a golf

programme at Tennessee. He commented,

“They start Uni during our summer holidays

so I’ll finish my exams, say goodbye to

Millfield and then I’m straight out there. I

wouldn’t have it any other way. I’m thrilled to

be going…it’s going to be hard work but it’s a

great opportunity.” Max decided to go to an

American University primarily because of the

golf programme they offered and the support

given to their student athletes. The level of golf

that is played in the States is the best at this

age level and it also enables Max to play

competitively throughout the winter months.

He said, “I visited Tennessee in October and

fell in love with it. Within the University itself,

I already have friends out there which will help

me settle in. Also the tournaments that the

golf team play are very strong and this will

help me massively to improve as a player.

There is also a very impressive support

network academically to help me get through

my exams.”

As with many of the pupils interviewed for this

article, Max believes that there is not a

programme in the UK with a similar structure.

Max also thinks that the American Universities

have far higher State funding than the UK

ones, which enables them to invest more in

their athletes’ development (Tennessee are

currently building a new golf practice facility at

around $2m).

Max went on to say that “Millfield helped me

to get in touch with a company called

ProDream USA which in turn helped me to

understand and get recognised in the

American system. They also helped me to get

prepared and sit my SATs which are very

important. The Careers and Higher Education

Department here also helped me by sending

off grade certificates to the University and

liaising with them about my application. I was

very lucky in the respect that as I performed

better in tournaments outside of school, the

US University coaches became interested in

me and began to get in touch with me directly.

However, the initial support and guidance

came from Millfield.”

Cinda Long is hoping to attend Michigan Ann

Arbor in the next semester and reiterated the

sentiment that Millfield helped her throughout

the application process:

Above: James Disney-May, Boys’ Swimming Vice-Captain (photo by Simon Wright)

“I feel that Millfield

would have supported

me 100% whatever I

decided to do. As a

school they really give

you the best advice

possible.”

Above: Max Smith, Boys’ Golf Captain

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The Windmill Summer 20108

Rami Sarayrekh will be taking a place at

Boston University next year, specifically

enrolled in the College of Arts and Sciences,

where his goal will be to major in Economics.

Rami said, “The decision to go to the US was

influenced by the facilities Universities offer, as

I am a keen sportsman, and also by the range

of studies to choose from, especially the fact

that in my first year I will be taking eight

different courses.” Boston offers ‘Core

Curriculum’, which allows students to take

eight courses in the first year, providing them

with experience in a number of subjects before

selecting and committing to their major for the

remainder of their studies.

A former Millfield pupil, Olivia Bryant, who left

Millfield last summer, is taking up her place at

Stanford this year. Olivia has both an academic

place and a place as an official Stanford

athlete. Stanford University is regularly ranked

among the top five Universities in the United

States and among the top 20 Universities in the

world. Olivia achieved three A grades at A level

in History, Mathematics and Music and was

heavily involved in music during her time at

Millfield, playing the guitar and piano as well

as singing. She is an immensely talented

athlete, competing in numerous events and is

very eager to take up her place this year after

enjoying a gap year.

Another OM, Chris Pedrick completed his

A levels and left Millfield in 1995 to take

up a football scholarship at Dartmouth. In

reflection he said, “Sporting scholarships of

this nature just weren’t available in the UK at

the time. I had to look at things objectively;

I had a talent which could enable me to get a

scholarship to one of the world’s best

Universities…Millfield really spoilt me in terms

of facilities. The UK Universities didn’t offer

what I was looking for.” Chris is now far enough

into his career that he has a clear goal and

focused direction. He noted, “I now work for a

financial company in London and I definitely

wouldn’t be where I am now without the

degree from Stanford and initial direction

from Millfield.”

Attending a school with world class facilities has

opened many pupils’ eyes to looking beyond

the UK when choosing a University. It is true

that many of the scholarships on offer in the US

just are not available in the UK and it is clear

from speaking to many Old Millfieldians who

have studied there that they see that it has

given them advantages they could only

have dreamed of. There is maybe a hint of

sadness that UK Universities cannot offer

talented individuals a similar style of

programme here in the UK. It will be interesting

to see where pupils are drawn to study in the

future, be it the UK, the US or another country

that excels at providing for the ever-changing

needs of our pupils.

Above: The historic Old Well at The University of North Carolina at Chapel Hill

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The Windmill Summer 201010

eremy grew up in Worcestershire,

where he stayed until the end of his A

levels. Having pursued subjects of

interest to him throughout his time at

school, not following any particular path, he

was free to explore a variety of University

course options. Inspired by the likes of David

Attenborough and ‘Life on Earth’ in the mid

70s, he migrated north to Sheffield and

enrolled on a Zoology degree.

University was a formative experience that

shaped his interests. He said, “An engaging

tutor in his first year – Ian Henderson, a

Professor of Endocrinology – was the right

kind of academic, he was completely normal

for a start. He would ask interesting questions

that instead of pulling an answer out of you,

would make you ask five or six other

questions. Vibrant conversations drew you

into the course matter.”

Pursuing this degree Jeremy had the

opportunity to do research for a thesis project

exploring ‘the effect of simulated microgravity

on salivary cortisol concentration’. This

involved simulating microgravity’s pressure

stress in the upper body. Whilst it sounded

complex, the reality involved persuading a

participant to lie on a table with their feet up

in the air so that fluid drained into their thorax

and head (rather than the more expensive

parabolic air flights that create microgravity for

about a minute when flying in an arc!). To find

out more about this project and its outcomes

– as there is a lot to learn – you will have to

ask him yourself…

When asked if he was encouraged to pursue

his research endeavours further, Jeremy said,

“My head was briefly turned by the

endocrinology of eels, maybe it could have

been a lifelong passion (laughs).” He was a

keen football player and cricketer at University

and said that “Graduation tied in with a time

when I was playing a lot of cricket, I graduated

and continued playing cricket. I also had the

opportunity to work with my father who was

starting a business. He was working as an

Organisational Development Consultant and I

helped him with this work for 18 months.”

Whilst working for his father’s consultancy,

Jeremy started to give some lectures about

teamwork and began to consider teaching as

a future career path. Having enrolled on the

PGCE course in 1992 he had “An amazing

experience starting out teaching in one of the

most deprived areas of Rotherham – a small

school, with challenging pupils and

challenging parents – where there was an

incredible spirit among the staff that created a

culture of support and down to earth advice

for someone starting out.”

So why Millfield? “In 1995 there was a small

and grotty advertisement in the Times

Educational Supplement advertising a Biology

Teacher position at Millfield, I came down to

have a look, having heard about the school

and its good reputation. I fell primarily for the

people at the school that created a positive

atmosphere and gave me a warm welcome.”

Jeremy said that he thought he would only

stay a few years but he has come to spend 15

years at Millfield! In this time, he has held a

number of positions and as a result he has felt

a sense of renewal time-and-time again.

Although he started off teaching Biology,

Jeremy has also spent the last eight years

teaching Psychology.

When asked what makes a good teacher,

Jeremy replied saying “to be a good teacher I

think you have to vary what you do. I have never

been a great believer in the comfort blanket of

dictated or copied notes even though it may be

reassuring to the pupils. Actually, they need

time to discuss, evaluate and reflect on topics –

especially in A level Psychology – in which

material has to be understood as much as

committed to memory.”

At Millfield, Jeremy has spent many hours

coaching and refereeing for school football

teams at all age levels. One of his most

memorable refereeing experiences involved

“A season with Mansell and Woosnam as the

strike force, it made for some good tales! Also,

it was very strange to stand on the touch line

with Mark Knopfler and have a one-to-one

conversation for an hour…because we were

the only two stupid enough to stand in the

freezing cold February weather at Malvern

College, there was just nobody else around.”

Currently, Jeremy is really enjoying working

with Junior League Cricket – for those who

miss out on selection for the U14 squads –

where he helps to develop potential among

pupils who have not necessarily had much

experience playing cricket. Other roles that

By Hayley ThompsonEditor

Jeremy Hallows tells us about his University days and his initial experience starting out as a

teacher. He has held a variety of positions at Millfield since he joined the staff in 1995. Most

recently Jeremy has taken on the role of Senior Master.

J

Staff Profile: Jeremy Hallows

“To work alongside

your father is

something of a lost

treasure; to see what

that side of my

father’s life was like

was a privilege and

time well spent.”

Page 13: Millfield Windmill Issue4

11The Windmill Summer 2010

Jeremy has held include: Liaison Tutor at

Kingweston, Director of Studies for the Easter

Courses, PSE Coordinator for the Sixth Form

with Dr Skinner, member of the Sixth Form

Social Committee, Assistant Houseparent at

Warner, Houseparent at Warner, Staff

Development Coordinator, Head of Year and

Senior Master.

Related to his current position as Senior

Master, Jeremy said:

“The didactic approach to managing pupils is

losing its clout and we are in an age of

promoting conversation, reflection and reason.

The ‘one approach fits all’ days have gone; there

is a need to attend to each pupil’s situation and

needs and work to better understand the

complex relations that surround them at school

and at home…My experience with pastoral care

at Millfield was invaluable, as I was able to see

the interactions that take place between pupils,

parents and staff round the clock. I rely on that

knowledge and experience now.”

“It is interesting to be in a position where I am

able to review the day-to-day processes of the

school and work to create a context for the

right behaviour; it links in well with my

understanding of psychology as well as my

earlier consultancy work.” Jeremy has had to

balance this role with his Head of Year position

for the Lower Sixth, in addition to his teaching

and coaching roles. He said that “I have

never had a dull day at Millfield, it is just

so varied.”

In his free time and during the holidays,

Jeremy enjoys spending time with his wife

Donna and their four children. He said, “They

certainly keep us entertained and busy with

all the activities and interests they have at the

moment!” He also enjoys playing cricket for

Street on occasion, when the opportunity

arises. Additionally, he is active in a local band

playing guitar.

In terms of the future, Jeremy can see many

opportunities for how the school can develop

and progress beyond its 75 years. He said,

“We are good, but we should be amazing in

terms of how the school operates. At the

moment, it is a challenging time for fee-paying

schools; we have to be ahead of the game in

terms of the opportunities we provide for our

pupils. We have to ensure that the Millfield

name is one that Universities and employers

want to see. I think we are a school of choice

for many and we are in a good place in

terms of casting a critical eye over what we

are trying to achieve at the school at

every level and every category. Ongoing

critical appraisal will be important to continue

the development of an ever-changing and

improving school like the one the Founder

envisioned.”

“My current role is

focused on the day-to-

day processes of the

school; the types of

records we keep, how

we respond to trends

in behaviour and how

we administer rewards

and sanctions.”

Page 14: Millfield Windmill Issue4

The Windmill Summer 201012

ith talented pupils arriving at

the school needing a swimming

pool to train in and coaching

staff to help them along, Jack ‘Boss’ Meyer

saw to it that a pool was created and staff

were employed to champion the dream. In the

first picture on page 13, you can see public

works boys helping to make the school’s first

swimming pool from what was the Clark’s

fishpond at the time.

As more swimmers joined the ranks a new

facility was built and the initial pool was

reverted back to a fishpond. The new pool was

named ‘The Greenhouse’ or ‘Paddy’s Pool’

after Paddy Garrett who went on to become

GB Swimming Coach. The facility was the

best around, even if occasionally ducks and

frogs did creep in from outside to take up

residence in the depths! This pool started out

life with a blow-up roof and was later replaced

with a permanent roof that could be removed.

Paddy McArdle (former Maths Teacher and

Master in Charge of Swimming) used to carry

a giant roll of adhesive tape with him at all

times to fix holes that were created when the

blow-up roof used to fly away into nearby

hedges and require rescuing!

Helen Gouldby (neé Bewley), the Prep School

Swimming Coach, tells me that this was the

‘Golden Era of Millfield Swimming’, when “We

trained in The Greenhouse and did weights in

an area that resembled a military hanger but

served its purpose…the 80s were great, you

just have to look at all of the Olympians we

had at that time.” Glancing over the names on

the Honours Boards in the current dining

room we see the following individuals that

represented England in the 80s, some

competed across a range of Games: Duncan

Goodhew (1976, 1980), Suki Brownsdon

(1984, 1988), Ian Collins (1984), Neil Harper

(1984, 1988), Paul Howe (1984, 1988,

1992), Helen Bewley (1988), Caroline Foot

(1988) and Mark Foster, (1988, 1992, 1996,

2000, 2008).

What drew Helen here was “The coaching

at Millfield, it was the best along with the

facilities…but it was also the people to train

with, everything was won by Millfield. To train

with the best you had to train here.” At this

time the squad was made up of about

20 swimmers. In recent years the squad

has increased, so that today our current

Swimming Team is made up of just over 100

swimmers that are involved in regular training

between the Senior School and Prep

School. These swimmers range in age from

10-18 years old. Additionally, we provide

training for Old Millfieldians up to 22 years

old. Along with coaching and support

staff, the Millfield swimming programme

receives administrative and managerial

support from the school via the Director of

Sport, Headmaster and others.

We have formed links with British Swimming

and receive funding from them. The current

swimming programme has also gained

international recognition, and as a result we

now see overseas internationals joining the

Swimming Team. We aim to keep on

improving our facilities and training

programme to maintain our reputation as one

of the best places to train, live and learn.

Given the breadth of talented swimmers

emerging from the Millfield ranks, there is no

doubt that Millfield Swimming’s reputation for

excellence is set to continue. The 2010-2011

season will bring with it a volume of positive

change, including many new swimmers and a

new coach. As the 2012 Olympics loom, the

resurgent generation of young Millfieldian

swimmers have but one thing on their

minds – success!

At Millfield, we know that happiness is the

opportunity to be part of a great team working

towards a common goal. We know that

happiness is stretching yourself to your

personal limits, because you get the best view

from the edge. We also know that happiness

is being able to put on your team hat with

pride, knowing that others understand what

the emblem means. At Millfield, Happiness is

Swimming Fast!

By Jolyon FinckDirector of Swimming

The swimming programme at Millfield has gone from strength

to strength since its inception. The facilities have always been

second to none, along with the coaches that have helped able

and committed individuals achieve great success nationally and

internationally. Our programme ensures that each swimmer

achieves their potential and has fun in the process.

W

Millfield Swimming: Happiness is Swimming Fast!

Page 15: Millfield Windmill Issue4

13The Windmill Summer 2010

Public works boys helping to make a swimmingpool from the Clark’s fishpond (1937)

Paddy’s Pool with cover, assistant coach Lyn Lewis (1968)

Paddy’s Pool without cover, coach Paddy Garrett (late 1960s)

Swimming competition in the current 50m pool – the only privately owned 50m pool inBritain! (2008)

Page 16: Millfield Windmill Issue4

The Windmill Summer 201014

When did The Millfield Voice publish its

first issue?

The Millfield Voice is a continuation of the

Millfield Newspaper, which was run for many

years (around 20, I think) by Bruce McLean.

When he handed over the reins in April

1998 I took them up and the paper was

re-launched as The Millfield Voice.

Why is it called The Millfield Voice?

Bruce suggested a change of title and one

day this name just came to me. It is a vehicle

for the expression of the pupils’ opinions, as

well as an opportunity for them to write about

their experiences; with that in mind, the title

seemed appropriate.

What would you say are its aims?

We are here to report on what has been

happening in this vast community and to

provide a forum for informed debate about

issues which matter to our pupils and staff.

How does it achieve these goals?

People write things. There is always so much

going on, so many experiences to relate, that

By Mick DayPhilosophy Teacher

As the ‘Editorial Consultant’ for The Millfield Voice – our pupil

run newspaper – I was asked to respond to a series of questions

to explore the intricacies of the newspaper, past, present and

future. My responses to these questions are set out below. I

hope they give you insight into the history and current workings

of the newspaper.

The Millfield Voice

“The Millfield Voice

gives us as pupils

leverage to air our

opinions on both school

and global affairs.”

Christy Lambden,

U6 CWT

Page 17: Millfield Windmill Issue4

15The Windmill Summer 2010

Factory Shop The Old School House Kilver Street Shepton Mallet Somerset BA4 5NF T. 01749 340 583

DISCOVER THE ORIGINAL MULBERRY FACTORY SHOPIDEAL FOR THAT SPECIAL GIFT

we are never short of material. The team,

interested pupils plus me, meet twice a week

(Monday and Saturday breaktimes) to discuss

the content for the next issue and away they

go to write.

Has the magazine always looked this way?

We have had lots of facelifts! It is interesting to

look back over old issues and see how much

it has changed.

How often is it published?

Think of it as a monthly magazine: we produce

ten issues each year, so if you eliminate July

and August that pretty much works out right.

Who is involved and what is their time

commitment?

I’m the ‘Editorial Consultant’, so I help to pull

the whole thing together in terms of the actual

content of the paper. My wife, as Designer and

Publisher, actually constructs the paper. Paul

Hobson manages the print run; he is

amazingly flexible and prints it for us in

what seems like an instant. Also, we cannot

forget pupil involvement, without which the

magazine wouldn’t exist. Pupils write and

submit articles to fit in with print run

deadlines.

What opportunities are there for pupil and

staff involvement?

Vast. Pupils just need to turn up to the

meetings and chat over what they want to do.

Sometimes they just send me the article right

out of the blue, which is fine too. We’ve often

had excellent staff contributions, indeed

regular articles from staff, and these are

always welcome as well.

Are pupils able to express themselves freely

through The Millfield Voice? How much are

their articles censored?

There is little censorship. We have a zero

tolerance policy towards personal abuse,

obviously, but I can’t, over the last 12 years,

actually recall anyone submitting an article

containing anything that was inappropriate. I

prefer to restrict myself to reviewing spelling,

punctuation and grammar; it is the pupils’

paper, not mine.

Have there been any other pupil driven

magazines on campus before The Millfield Voice?

There have been a few pupil driven magazines

over the years. Neville Galvin’s Millfield Choice

was justly infamous.

“It has helped me

realise my hopes to

be a journalist.”

Cameron Lambden,

9 MDL

Page 18: Millfield Windmill Issue4

The Windmill Summer 201016

From the ArchiveThis selection of images shows various aspects of the school in the ‘past’ and ‘present’. The

facilities may have changed slightly but the essence of Millfield still shines through as

pupils go about their day and engage in similar activities.

DesIgN & TeChNoLogy:

CaLIsTheNICs:

LaboraTorIes:

1930s 2009

1930s 2009

1930s 2009

Page 19: Millfield Windmill Issue4

17The Windmill Summer 2010

Many thanks to Dick Shilton (Millfield Archivist) and Jill Wallis (Librarian) for providing these images.

rIDINg:

sChooL shop:

house aThLeTICs, LoNg JuMp:

sTroLLINg Through CaMpus:

1930s 2009

1980s 2010

1960s 2010

1960s 2010

Page 20: Millfield Windmill Issue4

here were many moments during my

time at Millfield when I wondered

what our Founder Jack 'Boss' Meyer,

would have thought of the 21st century version

of the school. On balance I think he would have

been pleased. If he met the current pupils,

spent a few hours in the school and felt the

warmth of the welcome and the enthusiasm of

the staff he would know that he was in the right

place: one altered and developed but not

changed in the areas that really matter.

Boss dared to be different and that is perhaps

the key reason why Millfield has established an

extraordinary reputation in such a short time:

and 75 years is a very short time in the world of

British independent boarding schools. His

vision was of a place in which all types of talent

were respected and supported. He desired to

find something which helped every pupil to gain

in confidence and self-esteem and aimed to

provide the range of activities and subjects to

underpin this philosophy. This does not seem

so unusual now, but in the 1930s it was

innovative and exciting.

Introducing co-education, welcoming overseas

pupils, awarding sports scholarships,

recognising the problem of dyslexia and

providing extra support to those who needed

it raised even more eyebrows. Jack

succeeded in creating a community in which

there was a fascinating mix of pupils and staff.

That mix is still treasured and has led to the

creation of the Millfield Foundation which

seeks to ensure that such variety can

continue in perpetuity.

I was also subjected to some teasing; I like to

think (perhaps rather naively) prompted by

admiration more than jealousy. The Head of a

well known school once said to me in a

somewhat cynical tone of voice that he

supposed we would be building an ice-rink

next. I enjoyed telling him that we were

currently doing a feasibility study because

an OM had expressed interest in providing

funding for such a project. The silence

was golden...

So what is the secret? Well, there is more than

one. Millfield has continued to dare to be

different. It has sustained an entrepreneurial

spirit and a willingness to take risks. It thinks

big and has a self-confidence born of a strong

belief in what it is doing and its place in the

educational world, yet it is not complacent. It

continues to be innovative but remains true to

our Founder’s philosophy. It welcomes

individuals and attempts to give them room to

flourish. Above all, it seems to have the knack

of inspiring great loyalty from those who are

part of its community.

A grumpy pupil who was not a natural fan of

school life, once told me that she supposed

that if she had to be at school then it might as

well be at Millfield. I took this (particularly

from this young lady) as a compliment. I

was right: she was in floods of tears at the

Leavers’ Ball.

The Windmill Summer 201018

T

Why Millfield Has Succeeded: 75 Years of Rapid Progress

Fellow Heads often

used to ask me to

explain the secret of

Millfield’s success. I

confess to finding it

rather flattering to be

asked the question...

By Peter JohnsonHeadmaster 1998-2008

Page 21: Millfield Windmill Issue4

19The Windmill Summer 2010

By Christopher MartinHeadmaster 1990-1998

“You have to be adventuroushere and launch out”

Editor’s note: ‘A School for All Seasons’

(2007) by Christopher Martin is available

for purchase from the school shop and

via the Old Millfieldian Society website:

www.omsociety.com

Look out for Christopher Martin’s new book

of memories of his time at Millfield, ‘Head

over Heels’, that will be published this

summer. This book will be available for

purchase from: [email protected]

he pupil who told me this had hit the

nail on the head. In a school where

all the numbers are big except class

sizes, there is perhaps little room for the faint

hearted. So here’s the riddle: does Millfield

somehow attract by osmosis those with gifts to

be shared and the will to share them, or does

the school somehow imbue its pupils, once

assimilated, with the vigour and grit to launch

out? Either way, it is the fact that the young

people here develop the ability to make more of

themselves than even they might have expected

on arrival that seems to me, from my Olympian

height of retirement, to characterise our school.

It’s not of course just the pupils who are

possessed of such promethean energy. Millfield

always seemed to attract teachers with the will

to give so much more than might be asked of

them in a more conventional school. I was often

in awe of the sheer depth and variety of interests

that teachers from all disciplines brought to our

daily life together. A glance at the MAP options

will prove my point: everything from Body

Conditioning (whatever that is) to Wine Tasting,

an admittedly mutually exclusive combination. I

have always assumed that independent schools

in general and perhaps Millfield in particular

trump educational provision elsewhere by virtue

of our teachers’ enthusiasm to offer their pupils

so much more than merely – “merely” –

academic ambition. Thus together, all those who

inhabit the campus term by term contribute to

a palpable zest for success that gives the place

its electric buzz, its restrained sense of purpose,

its soul, if you like, to which pupils past and

present and teachers offer their loyalty.

This, together with the fact that Millfield gets so

close to offering personalised tuition within a

personalised curriculum, while elsewhere the

dead hand of uniformity weighs so heavily on

the shoulders of successive Education

Ministers, makes our school stand out from

the herd. All this was at the heart of my

conviction from day one that I had the best

job in education.

None of this is easy to prove for it is in a large

part immeasurable. Educators today like

measuring things; success against targets,

objectives, milestones, all registered against the

sound of the regular thud of pupils’ feet as they

trudge once again towards the examination

halls. Change is endemic at Millfield, though

very often feared elsewhere. As a US general

said, “If you don’t like change, you’re going to

like irrelevance a helluva lot less.” So change

we did. The measurable things are easy to list:

the Meyer Theatre and connected Mathematics

complex, the swimming pool, a PSHE

programme for all, the tennis centre,

membership of HMC, the usual span of

sporting triumphs, developing the campus as a

sculpture park, the water based hockey

pitches, the equestrian centre, Oxbridge results

that astonish other schools, and so on.

But it is invariably to people that my thoughts

turn when asked, as now, for my memories of

Millfield. The Grange girls playing hectic football

after prep as the shadows lengthened over their

pitch; snow ball fights where the seniors were

quicker to lose their street cred than the more

self conscious juniors; Tutors’ discretion periods

with everyone sprawled out among the daffodils

in the sunshine; the House Song competitions,

Mencap days and athletics finals – my three

favourite events in the calendar when the entire

school was involved in one way or another and

which seemed to draw out the corporate best

from people.

As the focus of memory narrows, I remember

with delight vast numbers of individual people,

but the ramblings of a former Head are not what

you want here. So I leave you with an instruction

that Jack Meyer, our Founder, gave me on one

of the only three occasions that we met before

his death in my first year at Millfield: “Give

everyone a chance.” It’s a good basis for any

school, and he exemplified it in ours.

T

Page 22: Millfield Windmill Issue4

The Windmill Summer 201020

Some Impressions of MillfieldBy Brian Gaskell Headmaster 1986-1990

A note from the Editor: during his time at

Millfield, from 1965-1990, Brian Gaskell

had a variety of appointments: Head of

Mathematics (1965-1972), Director of

Studies (1973-1986), Housemaster (1973-

1983), Deputy Head (1978-1986) and

Headmaster (1986-1990).

he Founder Headmaster, R. J. O.

Meyer, who liked to be called ‘Boss’,

appointed me over a brief and

informal telephone call to teach Mathematics in

1965. I remember feeling a bit wary at the time

as the school had already attracted media

attention and the BBC had filmed two

‘Panorama’ type programmes, no doubt

intrigued by the charismatic Headmaster and

by the fairly large number of famous celebrities

amongst the parents. The fact that, at £1000

per annum, it was the most expensive school in

England also attracted attention.

After teaching at a conventional state Grammar

School, I was fascinated to be greeted at the

door by a butler and also surprised by the

unorthodox classrooms. There was a relatively

large number of ‘Old Boy’ staff appointments,

retired military officers, ex-colonial staff and

even several former distinguished Headmasters.

The mixture of mature staff on their second

career innings combined with trained teachers

obviously impressed Her Majesty’s Inspectorate

on their full inspection in the mid 60s for they

gave the school a very good report.

I started out as Head of the Mathematics

Department, with over 30 colleagues, all older

than I was at the time. In my opening week, I

spent more than half a day simply visiting the

classrooms, some in huts, some in living rooms

in houses in Street and two in changing rooms

in the cricket pavilion (one chap taught in his

car, but he was in a different Department).

One of my early memories involved ‘grouping

meetings’. These meetings were chaired by

Boss and for some reason I was chosen to join

a small number of teachers who discussed

each pupil’s academic programme, one by

one, to decide which group they entered and

what their subjects and targets should be.

These meetings were held from mid-August

until the start of term and usually went on until

2am daily!

It was surprising to find that there was no

conventional timetable; pupils simply queued

up to see each Head of Department to arrange

their own individual timetables. I think there

were about 600 pupils at the time, and as

most needed Mathematics, it took over three

weeks for me to see all the pupils that had

requested to take Mathematics classes. This

system meant that a group would contain a

mixture of abilities and even ages.

There were several other unusual features,

most of which reflected the personality of the

Headmaster. If the morning was sunny and

warm, the Head of School was allowed to

approach Boss and ask for a ‘Sunshine

Period’. This meant that the final period of the

morning was cancelled subject to tutor’s

discretion, though I don’t remember many

teachers being brave enough to say no.

At Christmas, members of staff were given

bottles of sherry and chickens. At Easter their

children received Easter eggs. Another vivid

memory I have is that at breaktime, pupils

were able to collect buns from Mrs Meyer at

the pantry window of Millfield House. I also

remember that on Monday and Wednesday

afternoons, games were held before lessons

so that by the last period folk were slightly

sleepy and some a little bit smelly, this applied

to pupils too!

The school started on a more orthodox footing

in 1971, when under the new Headmaster,

Colin Atkinson, a structured school timetable

was introduced, staff appointments were more

conventional, and the building programme

was given a boost.

This article has encouraged me to look

back on my career at this incredible school,

set as it is, in such beautiful surroundings.

I feel very humbled to have worked so

closely with such talented people – of all

ages – and to have been given senior titles

including the Headship in my final few years.

I feel fortunate to live near enough to see

the school’s continuing growth in so

many ways.

T

Page 23: Millfield Windmill Issue4

21The Windmill Summer 2010

efore Kingweston started out life as a

Millfield boarding house, it was a

home and place of employment for

many. In 1745, the estate was bought by

Caleb Dickenson who transformed the

surrounding area, rebuilding the village that

had developed in the 8th century around

agriculture. In 1780, Kingweston House was

built by Caleb’s son William, with the present

church on the site built by Francis Dickenson

in 1855. For nearly 200 years Kingweston

House was the home of the Squires of

Kingweston. During World War II the house

was also used to accommodate evacuees.

Kingweston has been a boarding house since

January 1946, when it was rented, along with

some of the playing fields, from Mrs Joy

Burden, the last descendent of the Dickenson

family. Her brother Caleb was heir to the estate

but died during World War II. Kingweston

House and grounds were officially given to the

school in 2006. In April that year a spectacular

event was organised to thank Mrs Joy Burden

for her kind gift and to celebrate the Diamond

Jubilee of Kingweston as a Millfield boarding

house, gathering people connected with the

house over the past 60 years.

Kingweston is the oldest boarding house that

is still on its original site. It has always been a

boys’ boarding house that has provided great

facilities for pupils living there as well as the

rest of the school. In recent years, the house

has been refurbished to create more single

rooms. The dining room, the swimming pool

and the 18 hole flat golf course (designed by

a golf architect) are unique features.

Trevor Greenhill and his wife are coming to the

end of their 12th year as Houseparents. Trevor

reflected, “The wonderful grounds allow the

boys to enjoy the space to play and let off

steam. On a summer’s day, it is one of the

most beautiful places in the world…I love the

house, village and the landscape. It has been

a wonderful place for my family to live; the

family-feel of the house has been an important

aspect of Kingweston for us and the boys.” He

also noted that four members of staff have

been with the house for over 30 years!

By Hayley ThompsonEditor

All houses at Millfield seem to have unique and interesting histories, whether it is how they

received their name, moved from location to location or developed their character. Thus, three

houses have been selected at random and profiled here. I have enjoyed the opportunity to find

out more about their past and present day developments.

b

House Profiles:Kingweston, Martins & Mill House

Kingweston House Diamond Jubilee (1946-2006): Mrs Joy Burden is pictured here, right of centre, surroundedby former pupils of the house, as well as Peter and Chrissie Johnson and former and current Houseparents.

KINgWesToN

Page 24: Millfield Windmill Issue4

The Windmill Summer 201022

MarTINs

artins is a relatively new house. It

was opened in September 1998.

The house was named after the

retiring Headmaster, Christopher Martin.

Originally it was intended to accommodate the

boys from Ivythorn when it closed. However

the boys from Ivythorn transferred to Walton

(which is still a boys’ boarding house today,

located off campus in the village of Walton).

This resulted in the displaced Walton girls

taking up residence in the newly developed

boarding house; this transition was an exciting

development for the girls that moved on

campus and had a new house to make

their own.

The Houseparents, Nick and Deb Gabb, have

enjoyed living in the house since its inception

(prior to being Houseparents at Ivythorn for five

years). In stating what is unique about Martins,

Deb said, “The girls of course. You always get

some interesting characters. However, the

building itself is unique due to the layout and

size.” Along with this, Deb noted that the house

is a vibrant and fun place to live. She said that

“The Martins girls have added their own touch

to the house over the years picking the colour

schemes, so there are some really bright rooms!

There is also a great suite for the Head of House

that is located on the third floor.”

Since it was built, an art room has been created

and a number of single rooms have been

added so that it can house up to 56 pupils.

Relating to its location on campus, Deb said, “It

is in the best position, near enough to the

centre of campus but still in its own enclosed

space.” It is in easy reach of the swimming

pool, athletics track, golf course, stables and

many of the other houses that are located

on-site, some built prior to Martins and others

much more recently.

M

“Martins is a reallyrelaxed house to be inin. The Houseparents

and Assistants aresupportive of us as individuals.”

Upper Sixth, Martins

Page 25: Millfield Windmill Issue4

MILL house

ill House, on the edge of Barton

St David, became a Millfield

boarding house for 20 boys in

September 1963. The first Housemaster was

John Traill (1963-1968), succeeded by Roger

Cryer (1968-1970) and John Davies (1970-

1978). Reflecting, John Davies said, “These

were idyllic days, an old mill, with a stream

flowing underneath the main dormitory, in

matchless rural Somerset and only 20 boys,

allowing easy interaction with my family in a

wonderfully relaxed environment.”

Mill House closed in 1978 as Boss Meyer

(Founder Headmaster) owned it and the lease

had expired. Pupils transferred to ‘Holmcroft’

in Street and other houses in locations closer

to the Millfield campus. Being based in Street,

the boys could easily walk to school and

return when they needed, to pick up games

kit or relax between classes and activities at

school. Holmcroft still exists as a boys’

boarding house today, although it moved

on-site in 2002 along with many of the other

boarding houses that were based in Street.

For approximately 30 years the name ‘Mill

House’ disappeared from the Millfield

vocabulary. The name was revived in 2008

when day house names were revised.

Previously day houses were named after

their Houseparents (e.g. Cookson, Eagle, etc.)

but this meant that names changed in

accordance with staff changes. To allow for

more continuity, it was decided that day

houses should have fixed names. In 2008,

pupils were allowed to vote for the name of

the house they wanted to take on. They were

allowed to select a name from the array of

Millfield boarding houses that existed in

Street, Glastonbury and other nearby areas

before many of them closed. Mill House was

one of the names that was brought back to

life, along with Great House and Rookery

(boys’ houses) and The Lakes and Overleigh

(girls’ houses).

As of next year, there will be just two boys’ day

houses, Mill House and Great House. Both of

these houses will be given their own physical

space on campus; Mill House will be located

in the Physics Annex and Great House in the

Boys’ Day House Centre. Phil Cookson,

Houseparent of Mill House, said, “Providing a

physical base for day boys will allow them to

enjoy a sense of place they have never had

before on campus. Day girls have The Girls’

Cottage, which is a great place for them to

gather, leave their belongings and chill out.” In

painting a picture of what the Mill House

space will look like, Phil said that there are

plans to create a mix of workstations, social

spaces, storage facilities for their belongings

and a kitchenette area for the boys to make

drinks, among other facilities. As a day house,

Mill House will continue to provide support

and opportunities for day boys to pursue their

interests and be actively involved in school life.

M

23The Windmill Summer 2010

Page 26: Millfield Windmill Issue4

Many thanks to Sarah Key for providing these images.

The Windmill Summer 201024

Grisaille Portrait Josephine Cottrell (L6)

Pupil Art Gallery

Metal Chair Phillipa Cochran (Yr. 11)

My World Olivia Petter (Yr. 11)

Another Culture Rebecca Welch (U6)

Ceremonies Charlotte Wiltshire (Yr. 11)

Cityscape Elliot Folland (U6)

Tidy Chair Harry Ketley (U6)

Mandela Fhiona Lamb (U6)Self Portrait William Farrell (U6) Figure Trio Genevieve Moody (L6)

Page 27: Millfield Windmill Issue4

By Pandora Yates,

10 NJB, Acacia

“Unfortunately girls, Sister Barbara

passed away about ten minutes ago.

We have to go bless her body

goodbye.” I looked at Phoebe, the

corners of my lips rose uncontrollably,

and my lips began to tremor. I kept

thinking to myself, just hold it in, just a

few more seconds and she will be

gone. Sister Gene eventually departed,

and my mouth burst open like a

balloon. A huge crackle came out.

Phoebe’s eyes turned towards me

squinting, and a huge wrinkle

appeared in the middle of her

forehead.

“Rosie you do understand what just

happened? Someone just died, and

you are sat here laughing?”

“Of course I understand the word

DEAD! But don’t you find it ironic how

it was that old bag?”

“I knew doing this was a bad idea. You

are never going to be serious enough

to pull this off.”

“It’s fine Phoebe, I promise I won’t let

the cat out the bag.”

“You better not.”

“Right girls, as you are in the year of

arriving at the big number 16, we are

going to send you off to get confirmed.”

Our Headmistress sounded very

tuneful today. It was probably because

her least favourite year was being

carted off, for two days and a night...

Caughtin Action

25The Windmill Summer 2010

Outstanding Pupil WorkFor a Year 10 GCSE Project, my class studied

short stories and then wrote their own. Pupils

tried to hook the reader right from the start,

by establishing a narrative voice, setting a

scene, and beginning to address a theme.

Here are the openings to a few stories that

were awarded A*.

Steven Cole

English Teacher

Mia’sBattlefieldBy Megan Owens,

10 SUS, The Lakes

Mia sat cool, composed, in control. Her

opponent slammed down the clock,

which let out a helpless groan. The game

was coming to its end. Spectators started

to gather and hover anxiously around her

board. She felt quite popular, in a weird

way, but very uncomfortable.

Mia noticed her stage for the first time

since the tournament began. The hall

was huge with carved marble pillars

which stretched to the ceiling, and thick

red curtains that cascaded to the floor.

SLAM. His move was expected, but Mia

still paused for a moment to re-evaluate.

She escorted her Queen to the seventh

rank. Her opponent’s shoulders dropped,

his eyes burning through the board, his

hands cupping his face. Suddenly, bang,

the arbiter knocked a file from his messy

desk that crashed to the floor, but Mia’s

attention was not stolen by this, but a

face in the crowd. His sea-green eyes

were scanning the board. His wavy

blonde hair tickled his collar. Her heart

was racing, but not just for the game.

Then he turned, and looked straight at

her. It was like a pile of cookies with a ‘do

not eat’ sign on them…

To Marsand BackBy Meghan Griffiths,

10 CHF, Martins

“Bye Lucy, be strong, act like nothing is wrong

and people will do the same.”

“Yes mum.” I slammed the door hard and

watched the shabby rusted car rock. I

wavered at first and then bravely walked

towards the front entrance of Hills-Brook

School. I could detect people looking at me

with curiosity as I walked head down. My eyes

were watering – from the absence of my

eyelashes, added to my tears building up –

making my vision blurred. My stripy orange

beanie covering my patchy head was all I had

to make me feel normal and accepted. Who

knew an intolerance to cane sugar placed you

in a completely separate world?

The icy chilled handle of the classroom door

sent a shudder down my spine. I was about to

enter a room where whispers would fill my

ears and eyes would be locked on my strange

appearance…

By Olivia Colthurst,

10 NJB, Acacia

This place just makes things seem worse than

they should be. I’m meant to just sit here and

listen to some stranger’s opinions that go in

one ear and out the next. I guess the only

reason why he doesn’t get bored is because

he gets paid. I should get paid for this too.

His name’s Andrew by the way. He’s a

psychologist. I know how it sounds but I'm not

actually here because I want to be, I didn't

have a choice. I'm here because I have to be.

It’s just another pointless court order...

The Signs

Page 28: Millfield Windmill Issue4
Page 29: Millfield Windmill Issue4

27The Windmill Summer 2010

Thoughts About Present Day Millfield

“I think boarding is especially good because

you get to know people who are in different

years which means you have a broader range

of friends. You develop close knit friendships

with everyone in your house.”

Stephanie Mazinyi, 11 ALS, Kernick

“My third term at Millfield is proving to be

equally busy and exciting. I enjoy the

relationships I have developed with my

teaching groups and the friendly and

welcoming atmosphere that the campus

environment offers.”

Anneka Reebye, Biology Teacher

“My Millfield Experience: I get up, dreary eyed,

and open the curtains to a cold and misty day

and think of another day at Millfield that has

just begun. I joined the Prep School in Year 8,

which I think helped ease the daunting

experience of coming to such a big school

where everyone is dressed smartly, wearing

suits and ties.”

“With so much happening at Millfield you can

always find something to do. Whether it’s

working in the library or playing a game of

football with some friends, you can always have

fun. This doesn’t mean to say that Millfield is all

fun and games. With me being in Year 10, our

GCSE exams are getting ever closer and the

constant barrage of work never seems to

slow down.”

“I think because Millfield is such a sporty

school the teachers feel it is important that the

pupils know that work is important too. I think

the sport at Millfield is one of the things that

make it so great. The facilities are some of the

best in the country which I think makes

people give sport a go when they otherwise

wouldn’t. This gives the school a reputation

that other schools don’t have and makes

Millfield unique.”

Toby Bedford, 10 AJG, Rookery

“What I love most about Millfield is its

atmosphere. There is an overall feel in the

school of every person here being able to excel

at what they love and are good at, whether it is

in sports, the arts (performing and visual),

and/or academics. You also meet the most

interesting and diverse people during your

time here. I really don’t think any other school

could offer one such an opportunity.”

Natasha Hotung, U6 LAS, Kernick

“Millfield is still a wonderful and stimulating

school in which to work. There have been

many changes to buildings, the curriculum

and our systems. At the heart of the school

the pupils are as lively and stimulating

Continued on page 28

Page 30: Millfield Windmill Issue4

The Windmill Summer 201028

(occasionally challenging) company as ever;

the staff are just as committed as ever but a

more professional group overall than when I

joined in 1979.”

Rob Decamp, Deputy Headmaster

“Delightful surroundings, remarkable facilities,

and pupils with a strong sense of spirit.”

Jill Cross, Secretary to Chris Daw – Estates

Manager

“Millfield pupils come and go but there is

always a buzz at this school. Our pupils love

nothing better than to perform and there are

many who have no fear of getting up on a stage,

or delivering a speech in public. They make

amazingly responsive audiences too. I admire

the guts and confidence of Millfieldians. Pupils

here know how to live life to the full and have

undying loyalty to the place where they spent

their formative years.”

Hillary Heriz-Smith, English Teacher

“I came to Millfield this year for the fantastic

equestrian facilities and opportunities it could

provide me, yet received not only that but great

help with my academics, and teachers that

really help me understand everything I find

difficult. I am now predicted four A grades at

AS, including English Literature, which is my

second language, leaving me wishing I had

done my GCSEs here too. I have enjoyed almost

every aspect of being here. The sport and

academics here are great and the social scene

is good too. There is so much organised to do

for fun during our free time.”

Kristina Karailieva, L6 JCW, Acacia

“To thrive at Millfieldyou have to plug into this

dynamo of energy –youthful, social, sporting,cultural, academic. Thereis no time for an easy ridebut if you embrace it allit can be a fantasticallylife-shaping experience.”

David Trevis, Head of the Library

Page 31: Millfield Windmill Issue4

“I have much to thank Millfield for, the best two

years of my life when I was here in the Sixth

Form, meeting John (Orchards 1988) my

husband, and presently for the most wonderful

education my children are receiving, and a

job! At Shapwick where I am currently a

Houseparent to 55 boys, I marvel at the

breadth of experiences the boys have, made

possible by a staff that go the extra yard to

enable these to happen.”

Emma Mallett, OM (Jackson House, 1988),

current Houseparent at Shapwick and mother

to three current Millfield Prep/Pre-Prep pupils.

“Coming to Millfield in Lower Sixth, I tried Judo

for the first time. I’m glad I did because I found

a sport I really love and met some truly

inspiring people.”

Sarah Bayliss, U6 LAK, Warner House

“Some of the areas around Millfield are really

beautiful at different times of the year and we

are very fortunate to be working and enjoying

these surroundings but I miss the area

outside the old dining room (now the Design

and Technology block) with rose arbours,

picnic benches and the outsized chess board

where pupils used to gather in breaks and

lunchtime…now they come to the library!”

Jill Wallis, Librarian

“I have been at Millfield for a long time, seven

years in fact, and I have enjoyed every

moment of it. The Senior School has a brilliant

atmosphere where you feel comfortable and

at home; feeling like you belong and are safe

on the campus. There are a huge variety of

people here with different interests and

backgrounds so anyone can fit in and still be

unique. With the amount of facilities and

opportunities offered to us, we can choose to

do anything we want, what suits us best but

also other things that could lead to new

interests that we didn’t know we had!”

Sophie Farrant, U6 SLW, The Lakes

29The Windmill Summer 2010

“Since I have been atMillfield, I have hada brilliant time. Thefacilities are out of

this world and the bestpossible. I have

excelled since I havebeen here and this is

due to the general makeup of Millfield.”

Jack Owlett, 10 HAK, Mill House

Continued on page 30

Page 32: Millfield Windmill Issue4

“I have been here three years and have

enjoyed the highs and lows of school life.

Every day walking around school I see new

smiling faces that I have never seen. Millfield

has exceeded my expectations and far

beyond. This school has definitely built me as

a character and broadened my horizons. I

love it.”

Joshua West, L6 DEA, Joan’s Kitchen

“As I write this, it feels like I have spent

‘another working day in paradise’! I just got

back from hosting lunch in the Chapel Garden

with a bunch of Design Teachers from all

over the south west...warm and friendly

conversation, sun beating down, a rustle of

leaves in the trees, heady fragrance of the

wisteria blossom in the air.”

Richard Smith, Design and Technology Teacher

“An inspirational mixing pot, with plenty of

history to support its forward looking

approach.”

Dr. Graeme Maw, Director of Sport

“I love Millfield, it is an amazing school. I feel

so privileged to be here.”

Alexandra Davies, 10 SGK, Abbey

The Windmill Summer 201030

“Within the varietyof sports offered at

Millfield, it appearsthat the needs of

individuals are met.Interacting with

coaches and pupilshas taught me a lot

about coachingtechniques preparing

me for a SportsPsychology MSc

degree.”

Calli Wray-McCann, Gap Year

Placement

Page 33: Millfield Windmill Issue4

31The Windmill Summer 2010

By Hayley ThompsonEditor

Engaging in participant observation, I hopped on the mini bus with a Year 9 Tutor Group (9 DHL)

bound for Long Wood, an adjacent site to Worley Hill, for a full morning of conservation work.

Shane Potts, the Millfield Conservation and Reserves Manager, guided us through the morning’s

activities. My goal was to discover what the ‘Worley Hill experience’ was all about and understand

its place within the school curriculum.

Worley Hill: A Rite of Passage for Year 9 Pupils

illfield’s work in nearby Worley

Hill began over 20 years ago,

when Geoff Brunt, a former

Physics Teacher, set out to recover the

grasslands that were a characteristic of the

area before people began planting non-native

conifer trees around the country. These

conifer trees grew unperturbed and

destroyed many of the original grasslands,

but the government was incentivising this

planting by giving people tax breaks.

At a time when we relied heavily on coal, the

government wanted to ensure they had a

reserve of timber for coal mine pit props.

Thus, the Forestry Commission was created

in 1919, and others joined in to help produce

bountiful supplies of timber quickly. An article

in The Independent on Sunday (2006) titled

‘Planting Forests is a Good Thing, right?’

notes that “The story of the great 20th

century conifer afforestation is rarely told, but

it was one of the biggest changes ever to the

look of our landscape.” It went on to

conclude that, “Planting trees is only a Good

Thing, sometimes,” as beautiful and diverse

woodlands were lost or degraded as a result

of this extensive planting programme.

In the 1980s, Millfield began a relationship

with the J & F Clark Trust in the Polden Hills

area when “Geoff and a small band of

volunteers began to clear small remnant

patches of calcareous grasslands” (report by

Shane Potts: Nature Conservation 2007-

2008). Geoff helped Millfield purchase the

Worley Hill reserve in 1991 and has since

gone on to help the J & F Clark Trust manage

other sites on the Polden Hills. Shane Potts

took over the management of Worley Hill and

six other sites in 2008. He helps to coordinate

Year 9 site visits and Duke of Edinburgh

Award participant activities, as some pupils

choose to do conservation work to fulfil a

portion of their Award requirements following

on from their Year 9 ‘Worley Hill experience’.

In continuing the work started by Geoff Brunt,

Millfield pupils have the opportunity to visit

Worley Hill (or another nearby site) with their

Group Tutor on a Wednesday morning. Noted

in the school diary each term are the groups

that have been scheduled to spend a

morning learning about Millfield’s ongoing

nature conservation work and participating in

related activities; by the end of the academic

year all Year 9 pupils will have undergone this

‘rite of passage’ and visited one of the

reserves.

Pupils are tasked with helping to fell trees,

making way for the light of day to reach the

ground and foster the growth of flowers, grass

and shrubs. The clearings created allow the

native flora to recover and provide habitats for

fauna ranging from insects to mammals.

Shane mentioned that “Worley Hill and nearby

Hatch Hill are highly regarded by conservation

professionals; they are considered the best in

Somerset for butterfly conservation.” This is

evident by the documentation of increased

numbers of rare species such as the Large

Blue on the Polden Hills.

The Large Blue was recorded as extinct in the

UK in 1979. It was recently reintroduced

from Swedish stock. By 2006 Large Blue

flying adults were estimated at “10,000 on 11

sites, which is the largest number seen in the

British Isles for over 60 years” (UK

Butterflies), that Worley Hill was one of these

sites is a testament to the school’s hard work

since the 1980s to reinstate grassland in the

Polden Hills. Shane confirmed this saying,

M

Continued on page 32

Page 34: Millfield Windmill Issue4

32 The Windmill Summer 2010

“Butterflies are an indicator of a healthy site

such as Worley Hill.”

Before my visit to the Long Wood site with

9 DHL, Shane ran through the geographic

and historic elements of the area with an

informative PowerPoint presentation. He gave

us an idea of the fauna and flora we might see,

an overview of the work we would be doing

and a safety briefing. The safety briefing was

repeated when we reached the site to pick up

hard helmets, gloves and tools. Additionally, a

demonstration of the proper way to cut the

trees helped us work safely and effectively with

one another.

At the site, it was not long before we were hard

at work, roaming the parameters we had been

given to explore and deciding which trees we

should cut. The morning progressed with us

working mostly in twos or threes to ensure we

could cut and carry the trees. Once a tree was

felled we would add it to a nearby pile of debris

and move on to the next tree. When I asked

Shane what would happen to the piles he

replied saying, “The accumulated debris will

provide a habitat for wildlife in the area, a

place they can find shelter and build homes.”

We were active throughout the morning,

stopping only to take a break for a packed

lunch. It was nice to be able to work hard

outside in good weather, breathing the fresh air

and chatting amongst ourselves. From asking

questions about the work we were doing, we

learnt that we were mostly cutting hazel trees

that were 20-24 years old (counting the tree-

rings). These trees had grown in the area since

the last time it had been cleared, although

there were a variety of other trees that were

both older and younger. Managing the seven

sites in the Polden Hills, Shane said that

Millfield base their work on a 16 year cycle.

Thus, the area that 9 DHL worked on will not

be cleared again in this way until 2026.

Shane commented on his experience, taking

groups like 9 DHL out to the reserves, saying

“It’s great to see pupils get into it. On the

whole the groups are pretty good…it is

interesting to see them interact in a different

environment – outside the confines of the

classroom – and develop an understanding of

ecology. It is valuable for them to understand

that actions have consequences; here they

can really see that the destructive action of

cutting down trees actually has positive

consequences. This is reaffirmed if they visit

the site at a later date.”

The ‘Worley Hill experience’ is a unique part

of the education Millfield pupils receive. In

some cases it will spur pupils to continue

engaging in UK or international conservation

work, or give them the desire to pursue more

outdoor activities. For others, it is just a good

opportunity to be in a different learning

environment with their friends. Oriana

Hooper, from 9 DHL, commented on her

experience at Long Wood saying, “It is really

good for teamwork. We worked together and

enjoyed the chance to be with our Group

Tutor outdoors, we can be ourselves around

him and we had lots of fun.” While another

member of the group, Caitlin Cooper said, “It

makes you use your muscles, working like

this outdoors.”

In the future, Shane is keen to see pupils visit

more often, building on their initial Year 9

experience. He is also interested in working

more with the Prep School and Pre-Prep, as

“It is a good way to get them interested and

give them valuable knowledge for their Year 9

site visits.”

Above January 1993, clearing up after the contractorBelow The same area in 2005

Page 35: Millfield Windmill Issue4

t started by accident really... well, not

quite an accident, but a miracle in a way.

My wife and I had been doing this sort of

thing in India for three or four years. I had some

twenty or thirty Indian princes, princelings, their

nephews and cousins aged three to twenty-

three and the whole of the top floor of a palace,

about one hundred yards long; I scattered these

children from one end to the other and taught

them anything that they wanted to know and

that I knew anything about – very often even if

I didn’t know anything about it. I had to handle

this collection of children and fortunately for me

picked up their lingo fairly quickly and they

picked up English very quickly; and after three

or four years we managed to place one or two

at Oxford and Cambridge, and one or two in

various English public schools, and my wife and

I had come over to look after them in the

holidays. Well, two of these children were

unable to pass into public school anyway, so I

had to continue to teach them.

My mother and father had got this rather nice

house. The Quakers, the Clarks, welcomed the

Indians – they’re great on international

friendships. Many other landlords and owners

of big houses said they didn’t want anyone

from abroad messing their houses up but these

people welcomed them – that’s the way the

Clarks are. And so we came here.

Unfortunately, after we’d been here for three

weeks, the old Maharajah flew in and said, “I’m

sorry I’m bankrupt. Will you pack the children

up – I’ll try to send you some money one day”

(only £4,500, I never got it). Things didn’t look

too bright. So, I accepted a job as Headmaster

of a school in India, but that didn’t start for six

months, and I thought, well, I’d better see if

there’s anybody round here who wants

teaching, because it’s the only thing I know how

to do except dig, prune, and play cricket. My

mother and father were not at all enthusiastic

about my going to India. My mother said, “Why

don’t you start a school here?”

“My dear mother, I have been something of a

gambler all my life, but I’ve never gambled on

something that I couldn’t possibly win. There’s

simply no room in this house.”

“O - God will find a way for you my dear boy,

if you pray earnestly.”

“Well I don’t see it.”

Then the tradesmen started to come up, “Well

look here sir, you’re a gentleman, and if you

start a school here, I’m sure a gentleman like

you would make a great success of it, and we

won’t send you a bill for a year” (for furniture

and this, that and the other). Well, I’d got to

stay there for six months, and during that six

months, fortunately various parents arrived

with some tough looking jobs, which I

managed to handle largely because they

weren’t as difficult as they looked. One old boy

who got to Cambridge brought me pupil after

pupil after pupil, and quite soon I found

myself with thirty or forty…

In light of Millfield’s 75th Anniversary it seems apt to leave you with an extract from an interview

with the Founder, Jack ‘Boss’ Meyer, conducted by two pupils for the Millfield School Windmill

in 1971. Stephanie Jenkins and Leonard Lewis started off their interview with Boss asking,

“What made you start a school?” His response follows.

An Interview With Boss

I

We would like to invite you to attend

Millfield’s 75th Anniversary Gala Dinner

in London for OMs and parents. This

spectacular event will be held on

Tuesday 21st September 2010 at the

London Hilton on Park Lane, 6.30pm

till late. For more information about this

celebration and booking details please

check the Old Millfieldian Society

website: www.omsociety.com

33The Windmill Summer 2010

Above: 1935 departure for Millfield

Page 36: Millfield Windmill Issue4

Street, Somerset BA16 0YD UKTel: +44 (0) 1458 442291Email: [email protected]