primary school Archives - I'm Not Doctor Who

Sometimes I wonder what pieces of actually helpful information go in one ear and out the other in favour of the long-term storage of memories I don't really need to (or in some cases want to) hold on to.

Chief among these are some memories of primary school that I just can't get rid of. Most people I know can't remember a lot about their primary school days, and for sure, there are doubtless many, many days at primary school that I cannot remember. But these particular instances — or perhaps just general vibes rather than specific memories — have stuck in my head over the long term, and they're not going anywhere.

"Lazy work. Very poor."

I learned quite early on that despite not being particularly terrible at it, I absolutely hated maths lessons. And so it was that in either Class 1 or Class 2 — definitely the Infants half of the school, either way, so I would have been no older than maybe 6 or 7 — that I had two, to me, utterly shameful pages in my maths exercise book.

On the left of the spread, a maths lesson where I had completed one (1) sum in the entire lesson. This has been marked as "Lazy work." On the right, a separate lesson where I had completed three (3) sums in the entire lesson, two of which I had got wrong. This, in turn, was marked "Very poor."

I was upset by this spread of pages, even though I knew both comments were completely and utterly deserved. I don't remember why I had such outstandingly bad performance in these two lessons in particular — as I say, I wasn't particularly bad at maths, overall, and was always in the "top group" for it — but that negative feedback shamed me into trying a bit harder in subsequent sessions. I don't recall having any work in my exercise books ever being so shameful ever again. So… I guess it sort of worked, despite making me feel like shit?

Lunchtime fury

I don't know why (or rather, I've forgotten why) but in my later years at the primary school I went to, I spent a lot of my lunchtimes being furious and taking out my aggression on one of the "dinner ladies", actually a volunteer who would keep an eye on the kids in the playground at lunchtime.

I vividly recall deliberately getting furious about something in front of her and trying to provoke her, on multiple occasions, but not why. I would kick over the bin, I would yell at her, I would, inevitably, get in trouble. I feel like I was trying to achieve something or make a point, but that point is long lost, leaving me with just memories of ill-focused fury.

Perhaps it was a defence mechanism of sorts. I got bullied a lot at primary school, particularly by the older kids when I was still in the Infants classes, so perhaps I thought if I was extra annoying to the dinner lady, I would be taken into a sort of "protection", despite being "in trouble" myself. Retrospectively, that seems like the most logical conclusion, but I can't be sure that was ever the reason at this point.

Pissing myself in P.E.

For some reason, having to go to the toilet during lesson time at school has always been the ultimate taboo. In secondary school, it's discouraged because it's often assumed that those who "escape" lessons, ostensibly to go to the toilet, will take the opportunity to skive off, go for a smoke or otherwise do something they shouldn't be doing. In primary school, it is perhaps a little less justifiable.

And so it was that I commenced a school P.E. lesson in my '80s shorts, urgently needing the toilet and being told I couldn't go. This was an inaccurate assessment of the situation, because I could, in fact, "go", and did so right there on the playground. Oddly enough, I don't remember being mocked or anything for it; I just remember being curiously fascinated by how pissing with clothes on could still result in piss going everywhere, not just "wetting your pants", as the vernacular had it.

The Log

At primary school one day, we were inexplicably provided with a large log, ostensibly as something to play on and around. And The Log was, for quite a long time, a really cool place to play.

The more daring kids would climb atop it and run along it, but for many, the greatest appeal was "making piggy dust", which involved getting a twig and scraping away at the wood to create sawdust. Over time, we carved the shit out of that damn log, making it so it had natural platforms and footholds along the way; the poor thing lost all its external bark as part of this process — and, I recall, the teachers and dinner ladies often made half-hearted attempts to discourage us from "making piggy dust".

I don't know what ultimately happened to The Log. I'm pretty sure it remained in its place at the edge of the playground for the entire time I was at primary school, but it, unsurprisingly, was no longer there the last time I happened to pay a visit to the school in question.

It

Most of you reading doubtless have variations on Tag (or "It", as we called it) that you played in the playground. The ones I can recall are thus:

It: One person is "It". They have to tag someone else, who then becomes "It". Sometimes the semicircular areas at the ends of the netball court on the playground were considered "homey", where you couldn't be tagged, sometimes they were not.
Bulldog: One person starts as "It". When they tag someone, that person also becomes "It". The game continues until everyone is "It". "Homey" was more commonly in use in Bulldog than in It.
Chains: As Bulldog, but all the Its had to hold hands, making an increasingly long human chain the longer the game went on. This game inevitably turned dangerous, leading to it being discouraged by most teachers and dinner ladies who were on duty.
Top Gun: The rules for this one were ill-defined, but it was mostly It, but instead of tagging you had to repeatedly punch someone in the arm. (That was you "hitting them with your machine guns").

To determine who was "It" to begin with in any of these games, some variant of "Foot In" was used. For the unfamiliar, this involved someone yelling "FOOT IN FOR BULLDOG!" or whatever we were playing, and everyone who wanted to play standing in a circle with one foot in the middle. Then, whoever started shouting "FOOT IN FOR [whatever]" would perform one of the following rhymes, pointing to each foot in turn according to an accepted rhythm that wasn't necessarily matched to the syllables or words:

"Ibble obble black bobble, ibble obble out." (Whoever was declared "Out" would not be it and would remove their foot from the circle. The process would then repeat until everyone except one person was "Out", and that person would become "It".)
"Ip dip dog dip, you are not it." (Officially this was supposed to be "ip dip dog shit" to better rhyme with "It", but we knew better than to swear in earshot of teachers and dinner ladies. As with "ibble obble black bobble", this resulted in a gradual elimination of people until you were left with one "It".)
"Ip dip dog dip, you are it." (A surprise variation that usually occurred when the caller calculated the least popular member of the group would end up as "It" if they said the rhyme this way. Almost always resulted in arguments.)

Learning the word "Shit"

One time in Class 2, we were doing some… form of class work. I forget what. I was in Blue Group, which was a group of the most "able" kids, and we were being taught by Mrs Powell, who wasn't our regular teacher but who would often cover things when Mrs Robson, our usual teacher, was not present. This was one of those days.

I think we were doing some sort of English exercise. Like I say, I don't remember exactly what. What I do remember is Natalie Forster, the only girl in Blue Group, spelling out "S – H – I – T" to herself while writing something down. Having never heard the word before (I was like 6 and my exposure to even PG movies had been somewhat limited) I promptly said the unfamiliar word out loud.

"Shit?" I enquired, confused. I thought she was trying to spell "ship" but had gotten it wrong somehow. I genuinely didn't know it was a swear word at the time. But the rest of Blue Group did. "Ummmmm!" came the inevitable cry of kids around you about to tell tales on you. One of Blue Group — it may even have been Natalie Forster herself — reported my inadvertent transgression to Mrs Powell, who yelled at me.

"I certainly hope you did not say that, Peter Davison," she bellowed, loud enough for the whole class to be looking at me. "Or I shall have to wash your mouth out with soap and water!"

Ah, public shaming and threats of physical abuse. They don't make 'em like they used to.

Bundle

One kid would shout "BUNDLE!" and jump on another kid. Then everyone else would jump on him. (It was always a "him", as girls never got involved in Bundles.) The result was a large and painful pile of boys. There was no game here, it was just something we did. This is one of those things that I understand was quite common, but I have no idea how the concept is transmitted from one schoolyard to another. I don't remember being explicitly "taught" it, it was just something that one day we knew we had to do whenever someone shouted "BUNDLE!"

Dizzyland

This was a game of sorts that involved putting both arms out to your sides, shouting "DIZZYLAND!" while giggling, then spinning around as much as you could for as long as you could without falling over. Bumping into each other was encouraged. Theoretically whoever stayed standing the longest was the "winner", but I don't recall it ever really getting to that point, as we were usually gently discouraged from doing this by teachers and dinner ladies on duty.

Bumper Cars

Fold your arms. Then run as hard as possible at another person. Ideally they will have folded their arms also, so you "bounce" off each other, but there was often a certain amount of catching people by surprise involved. There was no real "game" here, again, it was just something we did for a while. Eventually, someone would get bored, and Bumper Cars would cease.

Mr. Edwards

Teacher of Class 3 (years 3 and 4) at my primary school when I was there was Mr. Edwards, a rather hippie-like individual with a mullet and a moustache. I remember him being a good teacher who was always pretty calm about things, and we used to have a nice regular "Circle Time", where he'd get out his guitar and we'd sing stuff like Worried Man Blues together.

I don't remember a lot about lessons under Mr. Edwards, but I remember his class having a thoroughly nice vibe to it all.

Mrs. Barratt

Mrs. Barratt was in charge of Class 4 (years 5 and 6) at my primary school, and everyone who was not in those classes was terrified of her. She was a severe older lady who drove a Mercedes and spoke posh, like. She had a reputation for cracking down on troublemakers with an iron fist, so most people were afraid of ever crossing her. In fact, I remember coming to the close of my time with Mr. Edwards and being genuinely scared of joining Class 4 the following school year; I desperately wanted there to be a shift round of which teachers did which classes (as there had been a couple of times while I went through the years) and Mrs. Barratt to avoid our cohort altogether, but it was not to be.

Happily, Mrs. Barratt turned out to be one of the absolute best teachers. She was clever, she was funny, she encouraged everyone to do their best. She absolutely didn't take any shit from anyone, but it was rare anyone in her class gave her shit, because they respected rather than feared her.

I attribute at least some of my love of learning and writing to Mrs. Barratt, because she would set us interesting research tasks for a bit of light homework to bring in the next day, and in carrying out those assignments I learned a lot about topics I otherwise wouldn't have known anything about. I also vividly remember somehow incorporating "antidisestablishmentarianism" and "floccinaucinihilipilification" into the Daily Spellings lessons (and spelling them correctly), which got me some credit.

Mrs. Barratt's class is also the first time I remember doing a lot of things, with two of the chief ones being making cakes and science experiments. We wouldn't actually bake the cakes ourselves, but we'd do all the prep work, mixing and putting into tins and suchlike in class, then they'd be baked in the school's oven in the staff room for us to take home at the end of the day.

As for the science experiments, the one that sticks in my mind is one where we'd put an empty tin on a little electric camping stove and put cling film over the top, and we'd see the cling film "bulge" out as a visible demonstration of how hot air rises. I don't think we actually performed this one ourselves, as I suspect we wouldn't have been trusted with camping stoves at the age of like 10, but I do remember being so struck by the stern warnings that "if you don't take this off soon enough, it will explode" that I incorporated "exploding can-stove-cling-film" traps into some of the first ever custom HeroQuest quests I created for myself, not realising that "explode" meant "the cling film will pop" rather than "action movie-style explosion with fire and smoke".

So it's fair to say my time at primary school was… mixed at best. I have some good memories and some awful ones. Certain aspects of the experience helped shape who I am today, for better and worse. But regardless of all that, it seems these memories are there to stay, for one reason or another.

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It's peculiar exactly what memories your brain — or, well, more accurately, my brain — chooses to hold onto. One would think that your most "sticky" memories would be those that were defining influences on you; those which played a key role in shaping you into the person you are today. But I find that very difficult to believe when I contemplate some of my most vivid memories from years gone by.

For example, I vividly remember one lunchtime at primary school, my friend Matthew and I went to the rear of the school fields and did shoulderstands because we thought it would make us more likely to fart. I will freely admit that as a 43 year old man I still find farting far more amusing than I probably should, but I'm not sure that specific memory played a particularly developmental role in appreciating toilet humour. I haven't done a shoulderstand for probably more than 30 years and I doubt I could right now.

I have several other primary school memories, and unfortunately not all of them are particularly positive ones.

I remember playing one lunchtime with a girl I was friends with; we were doing some sort of "pretend play" involving swordfighting using sticks, and my mother happened to walk by the back of the field during lunchtime (it was a public right of way) and saw this play, misinterpreting it as me hitting the girl in question with a stick. I got in trouble for that, despite me knowing very well that I was perfectly innocent.

I remember one P.E. lesson at primary school — very early, infants level, class 1 or 2 — where I really needed to go to the toilet, but I wasn't allowed, and I ended up pissing myself in the playground. Rather than being embarrassed, I found it oddly fascinating how the piss would actually come out through my shorts.

Another P.E. lesson from the same "infants" period, so year 1 or 2, I somehow managed to shit myself without realising it. I didn't notice until I got home and my mother asked why there was a brown stain on my arse. Genuinely not knowing that I'd actually shat myself, I suggested that I must have fallen in some mud at some point. The contents of my pants a little later revealed this to not be the case, though to my mother's eternal credit, she simply made a comment along the lines of "it must have been some very strong mud to go all the way through your pants". To this day, I genuinely don't know how I shat myself without realising it.

Another time at school, again in the infants period, I felt sick during storytime, and yakked all over the floor. Once again, I found myself oddly contemplative about the experience rather than particularly embarrassed.

None of these experiences are what I'd necessarily call "formative". I mean, yes, I have low self-esteem and I'm sure none of those particular events helped in the development of that particular personality trait, but I don't think any of them were the root cause of it. Why do I hold on to those memories? They're not particularly "precious" or anything, though at a pinch I might suggest that I hold onto them because recounting them as an adult is at least slightly amusing.

There are others from later years, too. I've recounted the tale of "not remembering how to make friends" on my first day at secondary school numerous times.

Then there was the time I overheard someone I thought was my friend taking the piss out of me while sitting behind me in the county concert band, and when I jokingly confronted them about it, not wanting to believe that they'd actually been being mean, and them not exactly denying it.

There was the one time I did step out of my comfort zone and introduced myself to someone at university.

The time I sat, all dressed up and ready to go out, brooding in the window of my hall of residence kitchen, hoping someone would find me and I could unleash the hormonal sadness I was feeling because the girl I liked had got with a guy from downstairs.

That one Halloween I felt an incredible sense of self-confidence and liberation after completely hiding my entire body and face. Another Halloween where I dressed up as a monk and ended up not being entirely sure if I'd scored with a girl or not, since she had taken me back to her house, let me in and given me her phone number, then just sort of vanished.

That one evening in grotty student nightclub Kaos where a random bloke asked me if I'd ever done ecstasy, then almost immediately afterwards I scored with a veritable Amazon of a woman (my friend Owen called her "Xena", but her actual name was Beki) and the same bloke shook me by the hand, giving me a knowing wink and a smile, saying "yeah, mate, you'd definitely enjoy ecstasy". (I've never done ecstasy.)

I could go on. There are myriad little snippets of my life that are lodged away in my long-term storage that I don't really know why. I feel like these are the things that will flash before my eyes before I die, and I doubt I'll be any clearer on the reason why they're there at that point, either. Hopefully I won't have to think about that for a while, yet.

I don't really have a conclusion to these musings. I just think it's interesting all the useless memories our brains seem to hold on to. If there is a reason for it, I don't know what it is. Perhaps all those memories did shape me in some way and helped turn me into the gibbering wreck of a human being I am today. In which case… aren't I better off forgetting all of them?