51 / 118
Debating
Debating has a strong tradition
at Summer Fields and with good
reason. It develops the ability
to reason and find evidence
to support your viewpoint. It
demands clarity of organisation
and the ability to prioritise. It
fosters lucid expression and
precise delivery and, of course,
it necessitates the ability to
listen critically and give a well-
reasoned response.
Generating and advancing a logical
argument is an important skill, underpinning
so much academic work, and so all boys
from the 2nd, 3rd, Remove and 5th Years
have spent time in their English lessons
writing speeches this year. Boys from across
each year were chosen to speak in the
debates.
A broad range of topics were discussed
this year. Some drew on personal experience:
‘This House believes it is better to be an
only child than to have brothers and sisters’
or ‘This House believes that children of all
ages should be allowed to choose their own
school subjects.’ Heartfelt opinions were
given and challenges to the conventional
wisdom surrounding these topics were
made. Speeches prepared for the motion
‘This House believes that children eat too
much sugar and too many sweets’ involved
particularly heightened emotion, but were
also well researched. Other topics took
their cue from current affairs: ‘This House
believes that the economically wealthy
countries of Europe should not be expected
to take in unlimited numbers of refugees’
or ‘This House believes that religious
beliefs, gatherings and dress should be
separated from education and educational
establishments.’ Considering questions
such as these, it is difficult for some to take
an objective view at times, but this too is
part of the learning process involved. Many
boys, however, were able to comprehend
the principles involved, and these subjects
evoked strong opinion and an interesting
exchange of views. The willingness and
enthusiasm of boys responding with
speeches from the floor was notable and
many made pertinent points. That these
topics engendered further discussion in the
classroom, some time after the debates
had been voted upon, was testament to the
interest they had aroused.
‘In coming to understand anything, we
are rejecting the facts as they are for us, in
favour of the facts as they are.’
HL
“Giveme the
liberty toknow, to
utter, and toargue
freely according to
conscience, above
all liberties.”
John Milton
Removes French Day
Right on cue for this annual event, the sun started shining onWednesday 4th May. After
displaying their French costumes, the boys attended a French play by the Onatti Theatre
Company in Macmillan Hall.
Though totally delivered in French, they were able to not only
understand but also contribute to the performance. The cast of the
play were extremely impressed by the standard of French used and
commented on the positive attitude and impeccable behaviour
of the group. After a delicious “gouter” of
pain au chocolat
and
chocolat chaud
, the
Alliance francaise
delivered a presentation on
the French educational system after which we held a
pétanque
tournament.We ended the day with a presentation on the French
revolution and a whole group rendition of
“la Marseillaise”
.
JND
S u m m e r F i e l d s
2 0 1 5 – 2 0 1 6
47