Scott in Schools

Summary of the Article:

The article examines the significant role that Sir Walter Scott's works played in the educational system, particularly in the context of Scottish and English schools in the 19th and early 20th centuries. It starts by highlighting the waning interest in Scott’s works in schools during the early 2000s, as reflected in the lack of participation in the Scott Club's [Essay Prize] competition. However, the article then moves on to show how Scott's influence was profound in schools like Ludlow Grammar School and Watson’s College in the past.

The article delves into various school traditions, such as reciting Scott’s passages at events, like the Elocution Prize at Ludlow Grammar School in 1911, where students recited Scott's Tales of a Grandfather, including dramatic moments like Montrose’s last words. The inclusion of Scott’s works, like Waverley and The Betrothed, in school curricula was a key element of the academic experience for students. These novels were often part of holiday reading assignments, as well as competition texts in subjects like History.

Burns also discusses how Scott’s works were used to promote historical awareness, particularly through reading novels that dealt with Scottish history and culture, such as Kenilworth and Ivanhoe. The article highlights the irony of Scott’s enduring presence in educational programs despite his waning popularity in later years.

Additionally, Burns touches on some fascinating points about how Scott's works were tied to the broader educational experience, including the specifics of students memorizing selected passages for prizes, and the use of Scott's books in teaching history. He also includes references to former students who were inspired by Scott, showing the lasting influence of his work on both the educational system and on individuals' lives.

Interesting Points:

1. Impact of Scott in Early Education: The article shows how Scott’s works were used as a central part of the educational system, even in English schools like Ludlow Grammar School, where passages from Scott’s novels were recited in public competitions.
2. Shift in Reading Habits: The piece hints at a shift away from traditional literary figures like Scott in the modern educational system, pointing out how today’s more pressurized school environments struggle to find time for such literary "extras."
3. Personal Connections to Scott’s Works: Burns explores the personal connection some individuals had to Scott's novels. For instance, Wilfred Partington, a former pupil, not only remembered Scott fondly but later compiled anthologies of Scott's Letter Books in his career.
4. Ludlow Grammar School’s Embrace of Scott: The school’s use of Scott's works, including The Betrothed, shows how Scott's historical novels were integrated into the curriculum to teach history and Scottish culture, demonstrating the extent of Scott’s educational influence.
5. Cultural and National Identity: The mention of “Bruce and Wallace” in Scott’s speech highlights the role of Scott's works in fostering a sense of national pride and historical awareness, especially in terms of Scottish history.

This article paints a vivid picture of how Sir Walter Scott’s literary legacy shaped the academic and cultural environments of the past and provides insights into how literature once served to build both educational and national identity.