THE HISTORIC SCHOOL ROOM

As noted elsewhere, at the time of the renovation work undertaken in 1996 an Historic School Room was created in the former sewing room in the 1900 building.  Classes from Miller Academy and other schools in Caithness visit this room when studying history topics relating to Victorian times and the first half of the 20^th Century.

The following text is reproduced from the booklet, ‘Notes on the School Room’ by Mr A. Budge who was Acting Head Teacher at the time of the official opening of the Arts Building.

The large glass fronted cabinet was produced locally from good quality pine wood. It seems likely that these cabinets are the original ones in the building and date to 1900. At this time the Caithness economy depended on herring with the majority being landed. cured and shipped from Wick. However Thurso also played its part in the trade and the school log book notes on May 15th 1899 that ‘In consequence of the commencement of herring fishing the attendance for this week is considerably lower. The School Board Officer called today and was furnished with a list of those who have absented themselves since the fishing began..’  A large proportion (around 80%) of herring landed was sent for export. Northern Europe including Russia, Germany Estonia, Latvia and Lithuania were all importers of Caithness herring.  The many ships from the county which sailed to these destinations returned with cargoes of quality pine wood of which this cabinet is a good example.  The quality of the pine can be clearly seen in the untreated back panels of the cabinet. Local tradesmen would have constructed this cabinet.

The collection of novels by Dickens and Thackerary to the right hand side of the cabinet have been loaned by the Highland Council Library Services.  The book which is opened on the bottom shelf is stamped Thurso Free Library 1872.  A number of free libraries sprang up in Caithness at this time.  The year 1872 saw the introduction of compulsory state education in Britain.  A greater emphasis was placed on education and educating the mind, for adults as well as children. Libraries flourished under such ideals.  The word “Free” in the title of the library’ indicates that there was no charge for the borrowing of books.  Each book in the Thurso Free Library was given a number.  The numbers started at 1, rising until all books in the library were numbered. This book was the three thousandth, one hundred and sixth book in the library.

A selection of classroom materials from the past can be seen in the cabinet below the books.  From the earliest schools right up until after 1945, children in primary schools, particularly younger ones did their written work on a slate.  Paper was considered an expensive commodity, slates were fragile objects which could be easily broken and normally had a thick wooden frame around them.  Traditionally slates had a lined pattern on one side and squares on the other. Slates were written on with a lead pencil.  The grey cylinder shaped items in the middle of this display are lead pencils.  Work, including mistakes, could be easily rubbed off with some moisture.  The unhygienic aspect of slates was well known n to the authorities.  The Scotch Code of 1913 states, ‘All slates if kept in schools should be washed. Slates retain the grease due to handling and the decomposing products due to spitting.’   There appears to have been something of a sex difference in the way that children rubbed out mistakes on the slate.  Boys were more likely to use saliva applied by their finger, jumper sleeve or tongue whilst girls would often carry water in fancy little scent bottles along with a small piece of sponge.  The slates in this classroom are reproduction items and are slightly smaller than the original slates and have no pattern on either side.  Older children were more likely to use a nib pen and ink to write with on paper.  The cylindrical holes on the top of each desk is to accommodate an ink well.  The Stephen’s ink bottle has a small spout at the top which would greatly assist in the filling up of the ink wells. Pouring ink was an important and regular job in the classroom. The top of the other ink bottle has two holes. One to allow air in to the bottle, the other to allow ink to pass out of it.  Blotting paper, a heavy absorbent paper, was essential to remove excess ink from written work.  The tin box of very small thimbles dates to the period when sewing was an important part of the school curriculum.

The collection of jars and bottles in the centre of the glass cabinet display a variety of glass containers in size, shape and colour containing a number of chemicals and substances.  The copper plate handwriting on some of the older bottles indicates that they date to the pre war period.  Substances such as ‘Bone Grease’ would be unlikely to appear in school rooms today due to health and safety concerns.

The glass fronted cabinet contains a number of preserved creatures.  There is a stuffed Sparrowhawk, Butterfly collection (note the rather indiscreet pins stuck through the butterflies), a Redthroated Diver and an Adder in a glass sweet jar which has been preserved in a formaldehyde solution.

Collections of such items and objects were more popular in the past than they are today.  The use of nature for selfish display purposes is now frowned upon.  Nature study which made use of such exhibits played a significant part in the curriculum in the past. The Victorians and Edwardians were particularly interested in anatomy.  Another example of a preserved creature in this cabinet and a link with the past of Caithness is the very well preserved fossil fish.  This fish would have lived in the waters above Caithness, known now as Lake Orcades, some two to three hundred million years ago!  All of the fossils found in Caithness flagstone are of a marine nature which tells us that large parts of the county were covered by water at one time.

The glass cells in the bottom section on the left hand side of the cabinet are Le Clenchy Cells also known as Pile Batteries.  They are one of the very earliest types of battery, each large cell being filled with acid and producing approximately 1.5 volts of electricity.  The zinc rods which were an important part of the process can be seen in one corner of the jars. Science lessons began in the Miller Institution in 1895 with classes in Theoretical Chemistry, Practical Chemistry and Magnetism and Electricity.  Electricity would have been generated from cells such as these.

The Nestles presentation box displaying some of the stages of chocolate manufacture is a typical feature of a strong theme in education of the 1940s to 1960s. Project work often centred upon products such as chocolate, tea, coffee or rubber.

The statue in the window is a plaster copy of a classical piece of sculpture.  This copy was found in the basement of the current Miller Academy and seems likely to have been the work of an art class.  Classical study occupied an important position in the curriculum both in primary and secondary school.  Classical mythology involving the tales of the Roman and Greek Gods or the exploits of such characters as Odyseuss were popular adventure stories for the primary pupil of the past.  In secondary school Latin was thought on as a very important subject especially for the more able pupil. The Log Book for the Miller Institution notes that in 1909, the most popular Higher certificate was English with 21 passes whilst next came Latin with 11 passes.  Mathematics had only six passes whilst Science had three passes.

A collection of oil paintings as well as books were donated to the school by Rev. Alexander Miller in 1898.  Two of the paintings displaying well known Scotsmen, Sir Walter Scott and James Watt, hang on the wall of the classroom.  A feature of the Victorian period was philanthropy where the very wealthy in society gave or donated money or goods to the education of those who were less fortunate.  In a letter to Thurso School Board dated November 21st 1898, Rev. Alexander Miller from Buckie Free Presbyterian Manse outlined his ideas for Miller Academy.  ‘An institution which represents the claims of learning to the youth and to the public of a considerable district should have some visible features beyond what are found in ordinary schools as regards taste, dignity and educational efficiency.’  The collection of books is still housed in Thurso Library.’

The taps and porcelain sinks in the room indicate that it was originally a science laboratory.  Traces of the holes through which gas was supplied to bunsen burners can be seen in the wooden worktops around the sinks.  A collection of glass science equipment is displayed in the glass fronted cabinet.

During the current renovation work (1996/97) a Science jotter which belonged to John Sinclair an S2 pupil in 1941, was found below the floor boards.  War intruded upon basic Science lessons with, for example, some of the uses of oxygen being given as ‘High Altitude flying’, ‘For submarines’ and ‘For divers.’

The periscope is dated 1918 and carries the arrow insignia of Government property.  The khaki colouring also suggests a use in the field for this object.  Trench warfare, with its dangers of becoming visible to the enemy certainly encouraged the use of periscopes.  This device appears to have originated in the trenches of the First World War, possibly being taken back to the county by a returning serviceman.  The device may have been used for calculating distances from a military target. Two teachers from the school and 82 ex-pupils were killed in the First World War.  A further 50 ex-pupils were killed in the Second World War.

The small blackboard, visible to the right in the picture below, is a prototype model of the type of blackboard which was specifically designed for Miller Academy by T. G. Ironside, in the early part of his Rectorship of the school between 1924 and 1954.  Blackboards would have been made locally rather than bought from a supplier and this small version was probably made to investigate any shortcomings which the design may have had.  By pulling the screw on the right hand side of the frame, the board is able to rotate.

The large blackboard, which swings to enable the use of both sides, is a genuine late Victorian/Edwardian piece of classroom furniture. It was found in the basement of the present main building.  Made locally from pine wood the actual board is composed of three individual sheets of timber.  The screw at the side of the frame tightens the board in position.  It is interesting to note that the front cross timber on both sides of the board shows wear on the left hand side.  This is due to the placing of the foot on this cross timber by those writing on the board.  How many mathematics problems or copy book exercises do these indentations represent?

Prior to the days of central heating, open fires provided the heat in classrooms.  Indeed in some country areas it is said that scholars had to bring a peat with them each day they attended school.  Such open fires were a clear safety risk which would probably not be tolerated in schools today.

The leather belt is a typical example of a strap or tawse.  The makers name of John Dick and the place of manufacture, Lochgelly in Fife, is also stamped on the belt.  This was the origin of the vast majority of classroom belts in Scottish schools.  Different types of belt were available, varying in length and thickness. Belt catalogues were available for teachers to buy their belts from.  The belt was finally banned in Scottish classrooms in the early 1980s. Memories of school before this often contain stories of the belt.

The money board in £.s.d which is displayed on the wall behind the blackboard is relatively new, possibly manufactured in the early 1960s.  The activity element in sliding the black covers is a more modern educational feature.  It is interesting to note how this board illustrates some of the difficulties of the pre-decimal situation, e.g. 1/12 of a £ equals 1s and 8d.   Having a monetary system which had a base of 12 proved difficult in calculations.

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