“ if you want to do the impossible, ask the young because they don’t know it cannot be done “
Cornwall boasts many delights to its residents, tourists and visitors: countryside, beaches, cliffs and coves, wild flora and fauna. But it also has something which goes far beyond these attractions and which celebrates them all. It may not be widely appreciated by many people outside Cornwall but near the small village of St Austell, on the site of a reclaimed clay pit, stands the Seventh Wonder of the World. The Eden Project. The largest botanic conservatory in the world housing the largest collection of plants outside their natural habitat the world has ever seen.
The ambition is stratospheric – to become the leading educational and research centre for the study of, and contribution to, man’s future on planet earth. Sited under specially created conservatories or biomes, which re-create a tropical rainforest, a Mediterranean habitat the project seeks to harness the power of story-telling and theatre to the narrative of the natural world building up the connections between people and the natural world through the plants that enable humankind to exist on the planet. One of the many mottos, aphorisms and inspirational sayings that adorn the exhibitions and displays such “the future depends on the stories we tell ourselves”.
These stories are told beautifully through poetry and sculpture, music and painting as well as narrative prose. For example, in the Mediterranean Biome the visitor learns of the ‘Tribunal of the Waters’ – a dispute-resolution council which has been meeting every Tuesday in Valencia, Spain to adjudicate farmer’s disputes since the times when the Moors ruled.
In the Rainforest Biome, for example, we learn of the connections between deforestation and the palm oil industry of Indonesia. It is about regeneration and education according to Chief Executive and co-founder of the Eden Project Tim Smit. (www.edenproject.com). It won a Reader’s Choice award at the Rough Guide to Accessible Britain Awards earlier in the year.
http://www.edenproject.com/come-and-visit/plan-your-visit/access-guide/index.php
http://www.edenproject.com/media/eden-top-uk-accessible-attraction-pr.php
From the appreciation of flora and fauna of the natural world to another sort of Cornish paradise. The beaches, inlets and coves are a surfer’s paradise and there are many surfing schools catering for those hungry to learn the art of taking the wave. One school, in Bude, has taken customer service that one step further and teaches in British Sign Language (BSL), which the instructor Becky Price has added to her other languages of French and Italian. There are internationally recognised hand signals in surfing and she regards BSL as a logical progression from that.
The Big Blue Surf School
www.bigbluesurfschool.co.uk
UK Deaf Sport
www.ukdeafsport.org.uk
Friday, 8 October 2010
Old School by Tobias Wolff ( Bloomsbury, 2005)
Tobias Wolff, a celebrated novelist and short story writer, has crafted a wonderful short novel which is both part-memoir and part literary criticism. It is set in an East Coast American boys boarding school, known as a prep school, in the early 1960s and is something of a coming-of-age, rites of passage story. But it is also much more than that – Wolff deals with big themes such as class, trust, loyalty, honour and the nature of friendship as well as the writer’s art, and artifice.
The plot is concerned with a story-writing competition amongst sixth form boys at the unnamed prestigious school, which could be one of a dozen such establishments, from Groton to Andover, that has educated the mainly white Anglo-Saxon Protestant (WASP) offspring of networked established families of the East Coast elite from the mid-19th century until the present day.
The focus on literature is an important part of the school’s educational agenda. It provides the driving narrative of the story, which is in the first person. The visiting writer chooses the winner of the competition among the senior boys, the prize being a private audience with the visitor and publication in the school magazine.
The rivalry amongst the book-obsessed aspiring writers that make up the sixth form student body is intense. One of the themes taken up by Wolff is that of identity: the narrator has a fear that his Jewish origins will be discovered, which he has kept a secret.
The climax of the novel brilliantly brings these overt and hidden themes together. The narrator wins the competition but is expelled for copying another’s work and passing it off as his own. He discovers a story written some years before by a pupil from a nearby girls’ school and so closely identifies the events of the story with his own life that he believes it to be something he could and should have written himself. It deals with Jewish identity kept secret; privilege and class and self-concealment. It itself encompasses the strands of the wider novel. A story within a story expertly accomplished. The deed is discovered and punished by banishment for breaking the honour code.
This event is what forms the author as a writer, but the story does not end with disgrace and humiliation. Many years later his former master tells him a postscript to the saga which provides an insightful twist: the senior teacher known as the Dean resigned from his post the day of the expulsion. So who is the writer whose work is to prove both the undoing and salvation of more than one character in the novel? It is Ernest Hemingway.
The plot is concerned with a story-writing competition amongst sixth form boys at the unnamed prestigious school, which could be one of a dozen such establishments, from Groton to Andover, that has educated the mainly white Anglo-Saxon Protestant (WASP) offspring of networked established families of the East Coast elite from the mid-19th century until the present day.
The focus on literature is an important part of the school’s educational agenda. It provides the driving narrative of the story, which is in the first person. The visiting writer chooses the winner of the competition among the senior boys, the prize being a private audience with the visitor and publication in the school magazine.
The rivalry amongst the book-obsessed aspiring writers that make up the sixth form student body is intense. One of the themes taken up by Wolff is that of identity: the narrator has a fear that his Jewish origins will be discovered, which he has kept a secret.
The climax of the novel brilliantly brings these overt and hidden themes together. The narrator wins the competition but is expelled for copying another’s work and passing it off as his own. He discovers a story written some years before by a pupil from a nearby girls’ school and so closely identifies the events of the story with his own life that he believes it to be something he could and should have written himself. It deals with Jewish identity kept secret; privilege and class and self-concealment. It itself encompasses the strands of the wider novel. A story within a story expertly accomplished. The deed is discovered and punished by banishment for breaking the honour code.
This event is what forms the author as a writer, but the story does not end with disgrace and humiliation. Many years later his former master tells him a postscript to the saga which provides an insightful twist: the senior teacher known as the Dean resigned from his post the day of the expulsion. So who is the writer whose work is to prove both the undoing and salvation of more than one character in the novel? It is Ernest Hemingway.
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