No.713
Summer 2025
OPINION, INTERVIEWS & FEATURES • CREATIVE WRITING • ART MUSIC • SPORTS • DRAMA • TRIPS • FREE LEARNING COLLEGE COMMUNITY • CCF & DofE • SOCIETIES • VALETE THROUGH THE WINDOW OF TIME
Alleynian the THROUGH THE WINDOW OF TIME No. 713
CBP031249
Editor’s introduction
No man is an island: The call of community by Revd Tim Buckler
Staff editor Jack Seymour Student editor Nicholas Adamides (Year 12) Design Paula Larsson Valetes Marina Newland Back cover illustration Henry Yang (Year 13) Photography
E ach year we endeavour to whisk you down a corridor of memories – walls lined with the daily joys and eclectic events a full year of Dulwich College always provides without fail. Each day at Dulwich seems to brim with a hundred opportunities to “fork lightning”, as Dylan Thomas might have said, through knowledge, experience, and resilience. It’s in this spirit of reflection that we introduce the 713 th edition of The Alleynian . Our hope is that it not only takes you back through your own “window of time”, but also through the various perspectives of your peers, whether it’s tracing the roots of language, negotiating the transformative maelstrom of contemporary politics, or simply being enveloped in calm introspection by the elegant words of our creative writing section. Our community, and indeed our wider society, are ever-metamorphosising entities, continuously reshaped by the contributions of its members, leaving our mark and our legacies in a wealth of ways, even living in pages like these. So even if you flip through the pages of this publication for 10 minutes, keep it. Keep it for your future self – to remind you of the community you will always be part of, the world you helped shape – and to keep that window open. Nicholas Adamides, Year 12
“How are you?” often feels like a fleeting greeting, not a real inquiry. We’ve turned a deep question into a rushed exchange. Yet, the intent is often kind, just poorly timed. We’re not meant to bare our souls in passing. True connection requires more than a quick phrase. Genuine questions de- mand suitable moments and established relation- ships. Vulnerability needs trust and time. We need healthy communities. The word “community” comes from the classical Latin word communitas , used often by the Roman statesman and orator Cicero to denote society and fellowship, or the sense thereof. Communitas
refers to the connection between all of human- kind. Donne essentially argues that people need each other and are better together than they are in isolation, because every individual is one piece of the greater whole that is humanity itself. No man is an island, Entire of itself; Every man is a piece of the continent, A part of the main. If a clod be washed away by the sea, Europe is the less. The island can be seen as a metaphor for isolation and remoteness. We are not made for isolation; we are made for relationship — we are made for community. This is one of the strengths of the College — there are so many groups that we can be involved with; so many communities, all equal- ly valued, all equally important. In our communi- ties — wherever they may be found, as relation- ships develop we find meaning and purpose. This community element doesn’t stop with just being together. It provides a wonderful opportunity for us to help ourselves as we help others. Understanding our place in community — small or large; near or far — allows for service to others. Charles Dickens said that “no one is useless in this world who lightens the burden of it for anyone else”. The Roman Stoic philosopher Seneca put it another way: “Wherever there is a human being, there is an opportunity for kindness.” Community is where we find ourselves. Commu- nity is where we help others find themselves. ◎
The Alleynian features photography, art and articles of students, members of staff and professionals. We would like to thank the many contributors. Proofreader Ruth Evison
Editorial consultant Lee Graham, Realwords Printing David May and Empress Litho
The Alleynian team would like to thank everyone who contributed to this year’s edition. Particular thanks goes to Nicholas Adamides, who gave a huge amount of time and energy to the publication, as well as Marina Newland, David May, Fiona Angel, Nick Black, the Archives team, Revd Tim Buckler, the Marketing team, the various heads of Sport, Drama, Music and Art, Jane Scott and Elliot Read. Thanks also go to the many students, members of staff and parents who have added to and enhanced this publication.
comes from the Latin word communis , which means “common” or “shared by all or many”. Community is central to healthy exist- ence. John Donne’s phrase “No man is an island”, found in Meditation XVII ,
Wherever there is a human being, there is an opportunity for kindness
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in 20 objects
by William Bradley, Year 13 A history of Dulwich
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18. Ties There used to be very few ties until under the Headmastership of Mr Able (1997-2009) who re- portedly added to the tie system. Later, Dr Spence opened “pandora’s tie box” (according to Mr Jolly). There used to be cravats which were worn in the summer. 19. Lego James Caird Set 40729 ‘Shackleton’s Lifeboat’ was released alongside Set 10335 ‘The Endurance’. The model comes with the James Caird sitting on its sledge with a crate of supplies and tools, a small stove, a camera on a tripod and minifigs of Ernest Shackle- ton and Frank Hurley. This set officially adds both Shackleton and Dulwich College into the diverse canon of the Lego world, something which few schools have ever achieved. Date: November 2024 20. HISTORIC Graffiti Behind the Old Library, there’s a collection of names of old students scraped into the walls of the Library. The clay brick makes it easy to sculp into. The tradition seems to have started with MA Stan- iforth who has the earliest date scratched into the wall (1925-1931) and seems to have been a rite of passage for those leaving the College. Many boys have scratched their names into the wall over the years. Date: 1925 A special thanks to Mr Witts and Mr Jolly in the Archives for helping me identify and ex- plain these objects. Thank you, Mr Llewellyn and Mr Smith for information of the Upper School Cup, and thank you, A’yaan for your photo. ◎
4. Foundation site document Alleyn had no children of his own and amassed a great fortune. He wanted to found a school. When he asked permission, he was initially turned down because the government wanted his wealth to go to them. We know from Alleyn’s diary that he was not discouraged after this, so he wined and dined Sir Francis Bacon (the Lord Chancellor) in an effort to achieve his wish. Finally, permission was granted and so this document was the original foundation deed of Alleyn’s establishment. Date: 13 September 1619 5. Old Time Tuition This painting depicts how the standards of teaching had slipped in the old site before they moved to the current location of the College. Although it’s hard to gain a positive impression of the teacher by the fact that he is still in bed and smoking a pipe whilst teaching, it’s important to mention that the first lesson of the day was at 6 in the morning. It’s also interesting to note that the student uniform at the time seemed to be a cassock (so if you think the uniform is bad now…). You can still find this painting today in the periodical room. Date: 1828 6. PG Wodehouse Book This book records the money that PG Woodhouse, the legendary writer and OA, earned from his various literary pursuits that were started at his final years at the college. It was noted that he earnted10 shillings and 6 pence for a contribution to the ‘Public School’ magazine with an article on “some aspects of game captaincy”. Subsequent entries record his ongoing career including the moment in September 1902 when he “chucked” his banking job and “started out on his wild lone as a freelance”. Date: February 1900 7. Faust Costume List This is a list of costumes that Henslowe and Alleyn had at their disposal. Some were generic, others were assigned to certain roles and others were linked to actors’ names, showing the impact of celebrity at the time. This costume list was drawn up during the times of the “sumptuary laws”, which dictated who could wear what sort of clothes. For instance, nobles could wear fancy clothes whilst
11. PHOTO of Crystal Palace The Crystal Palace was built for the Great Exhibition in Hyde Park in 1851 as a venue to display scientific and technical wonders from throughout the world. When the Great Exhibition ended, it was rebuilt and expanded at Sydenham Hill. The Crystal Palace played an important role in the expansion of Dulwich College because the College allowed for the creation of the railway lines that ran through the College grounds. It meant they could raise enough money to invest into building the current school site. Date: Circa 1900. 12. DONATION OF James Caird After completing his heroics in the James Caird on the Imperial Trans-Arctic expedition, Sir Ernest Shackleton still wanted to return to the frozen south. Sadly, Shackleton passed away during the Quest expedition due to a heart attack and as a fitting tribute, his friend, John Quiller Rowett offered the James Caird to their old school, Dulwich. This letter shows the receipt of the offer which was accepted, although the boat did not arrive until 1924, when the Shackleton memorial building was created, and it is now in the Science block. Date: 1922 13. 1st edition of the Alleynian Technically the very first Dulwich College school magazine was a short-lived publication unimaginatively called ‘Dulwich College Magazine’, which ran for 12 editions between 1864–1865. Then, after a hiatus, a new magazine, The Alleynian was launched in February 1873 and has been published ever since, coming in many formats. The one you are reading is the 713 th edition. Date: February 1873 . 14. upper school house Cup After the standard of participation in sport had declined during wartime, the Master, George Smith devised a new “House system” which was announced in the March 1920 edition of The Alleynian . The whole College was divided into six Houses: Drake, Grenville, Marlowe, Raleigh, Sidney and Spenser (Howard and Jonson were added in the 1980s). Approximately 100 boys were in each house. At the end of the year, the Cock House Cup
When I was asked to write this piece for The Alleynian I was initially interested in how I could contrast the image of today’s Dulwich College with that of the one Edward Alleyn founded all those years ago in 1619. However, in the process of researching and selecting the objects for this article, I realised that there is very little difference behaviourally between us and the boys who have walked the College grounds for hundreds of years. I have tried my best to show this in this article. I also hope to show that even the most seemingly irrelevant objects can tell us so much about history, and even ourselves. To quote the brilliant movie, The Holdovers: “if you truly want to truly understand the present, or yourself, you must begin in the past. You see, history is not simply the study of the past; it is the explanation of the present.” 1. Chalice of Edward Alleyn According to the theory of Mrs Lucy, Keeper of the Archive, this chalice was a marriage present to Edward Alleyn from his stepfather-in-law, Philip Henslowe. It’s important to note the use of religious imagery on this cup. Take, for example, the scallop shell in the middle which symbolises the baptism of Christ in Christian iconography. This illustrates the piety of Alleyn and shows that religion was a key motivator throughout his life and in founding the College. Date: 18 of June 1592 2. The Cornflower Said to be Edward Alleyn’s favourite flower (a wreath of blue cornflowers was laid on his tomb in 1907) it was adopted by the school at some point during the 19th Century for its blue hue. It was traditionally worn on Founder’s Day and occasionally by OAs at dinners. Perhaps one day the cornflower will make a return to the official school uniform? 3. Sports BlazEr This was given to boys who played for the school in two major sports – the Cricket 1 st XI and Rugby 1 st XV – and a minor sport. The blazer depicted is before 1935 because of the crest, which had to be changed. Date: 1920–1935
most people could not. However, this did not apply to the theatre. Therefore nobles could sell off their clothes (like a 17th Century version of Depop) to the theatres without the risk of being fined. However, there were many instances of actors being fined wearing these clothes outside the theatre! Date: Circa 1590–1600 8. The First Folio Published seven years after Shakespeare’s death, this is the reason why we all have to study Shakespeare in school (thanks a lot, First Folio!). The Folio was the first full official collection of William Shakespeare’s plays which included such hits as The Tempest, Twelfth Night, Macbeth and Julius Caesar . The book was incredibly important in securing Shakespeare’s legacy and therefore makes it a beloved book. Although there are still 200 copies of the Folio that still exist, this one is incredibly important (according to Mr Witts) as it is only 58% completed. The pages ripped out indicate the popularity of each play at the time – tragedies were the most the popular plays in the Restoration period and the comedies and histories, which the college were left with, were not as entertaining. Date: 1623 9. First All-School Photo The first all-school picture was taken in 1919, only a couple of months after the signing of the Treaty of Versailles. Many of the teachers still wore their military uniforms. In total there are 691 boys in the picture. Date: October 1919. 10. A Science Society REPORT The first society founded at Dulwich College was the Science Society. It was joined by the Photo- graphic Society. They would regularly hold yearly exhibitions in the Lower Hall with items in the case and prizes for who could win the best display. This ties into a time in which there were lectures in classrooms about contemporary science with the Wodehouse Library actually being a lecture hall for science (STEM students, don’t get any ideas…). The lectures covered a huge range of topics, such as hot air ballooning, minerals and the wonders of asbestos. Date: 1883
(a rather unfortunate name) was awarded to the house with the highest number of points across the year. In 2011, this was changed, and the Steve Hoyle Shield was commissioned. It was named after Steve Hoyle, who was Master of the House system for many years at the College. The shield is awarded, each year, in the final joint assembly of Years 12 and 13, to the House which has accumulated the most points over the course of the academic year, over 46 separate competitions. Date: March 1920 15. War Memorial The Dulwich College war memorial was designed by WH Atkin-Berry, an alumnus of the College. It was unveiled at the Dulwich College Founder’s Day of 1921. It now commemorates the alumni of the College who died in both the First and Second World Wars. The only time the entirety of the College gathers in one place is around the Memorial in November to commemorate Remembrance Sunday. Date: 17 June 1921 16. House Drama Cup According to Mr Jolly, the House Drama Cup for Best Actor was created at some point during the 1950s after the War. For a while it was the Fencing Cup and so the Cup had to be shared between both the Sport and Drama departments. At one point, it even had to be returned from China because one pupil had taken it away with him abroad. The Cup is also a reliable soothsayer of brilliant actors; past winners include Dominic Davidson, Laurie Davidson and Oscar-nominated Chiwetel Ejiofor. Date: 1950s 17. The Dulwich Experiment This newspaper reports the success of The Dulwich Experiment. This was a successful pioneering scheme that took place after the Second World War. Under the Mastership of AH Gilkes’ son, Christopher, a great majority of boys at the College were on scholarships from neighbouring councils. Their fees were paid from local taxes. This scheme lasted from 1945–1970, and subsidised pupils at private schools whose parents could not afford the fees. In the latter half of the 20 th century the Dulwich Experiment was heavily associated with the academic renaissance of the College. Date: 1945–1970
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confident about is that we are offering a very special education and a very special sense of care and belonging and community. As a college, we’re really committed to making sure that we don’t lose pupils because their parents suddenly can’t afford college fees. We have more than 200 pupils on means-tested bursaries. That’s something we’re really proud of and we want to continue to have a really diverse community. We want to make sure that we have every type of family in our community, so we’re actively working with governors and with our bursary committee to make sure we continue to do that. We are offering a very special education and a very special sense of care and belonging and community Q: How important is looking outwards as a school? FA: What I love is when a pupil or a parent or a member of staff comes forward with a passion for a particular local project. Individual enthusiasm and commitment to those partnerships and causes can make a big difference to us as a community. Two Year 7 boys wrote to me last week, saying they wanted to design a Dulwich College Monopoly board. They want to sell it to raise money for our school charity. Q: Is there a societal expectation for indi- viduals to act altruistically? And should there be? What’s the right balance? FA: I think there’s a societal expectation for us all to act altruistically. Cooperation and helping each other are fundamental to a successful and thriving community. We encourage you to get involved in charitable activities or contribute to community wellbeing. As educators, we try to instil in you the importance of kindness and empathy. But I also think we want to teach
Q: Would you ever like to see girls intro- duced to the college? FA : Well, do you know what? Sometimes I look out of this window and I could be mistaken for thinking that this is a co-ed school. We have girls here doing CCF, rowing on the river, and in the theatre. I am a big supporter of single-sex education. But if you choose the right school where there are co-ed opportunities built in, you get the best of both worlds. I think the team who lead the college are very committed to boys’ education. Our exam results are good, our students are respectful and I cannot see us changing to co-ed education any time soon. Q: How do the best teachers cultivate a deep love for their subjects in students? FA : By passionately caring about their subject and wanting to share it. You know from your own experiences when your teacher is teaching something that they are passionate about. It sparkles from them. In our recent inspection, it was observed that our A level and GCSE lessons were more like scholarly activity overseen by a mentor than a traditional teacher-pupil relationship. We have very able, very passionate, very clever teachers who care very much about their subjects and their pupils. Q: Is it more important to leave with good grades or good friends? FA: Oh, I would always say good friends. That is a simple one. When we were inspected, pupils, staff and parents completed a questionnaire, and the results were really interesting. 98% of parents said that their son is happy at school. 96% of students said that they are happy at school. After that, everything else is an added bonus. Most parents just want their children to be happy. How happy our school is, compared to other schools, is unbelievable. Friendships and relationships are the most important things that you will ever have in your lives. That’s really important to remember.
Mastermind
Raqib Nasar Ali (Year 8), Geraint Jenkins (Year 9), Krish Thapar (Year 10) and Nicholas Adamides (Year 12) sat down with Mrs Angel in her study to enjoy her company and find out a little more about the first female Master of Dulwich College
Q: Tell us a few things about you. What did you study at university and why? Did you enjoy it? FA: I studied product design at university. I come from a creative background. When I was at school, I chose English and RTE alongside Art, then went to university and studied something completely different. I learned how to make things and about problem solving, so I’ve got a different background to lots of teachers in this school. I think it prepares you for looking at things from different viewpoints. I was Head of DT here. Coming from a design background means that you can live with a bit of ambiguity and you don’t always need to know the solutions to things immediately. I’m also a twin. I’m one half of a pair, so I’m often mistaken for her – and she’s often mistaken for me! And I’ve had two boys who’ve come through Dulwich College. My youngest is in Year 13.
Q: Do you maintain a lot of those interests? FA: I still really enjoy drawing and painting. What I miss most in my role as Master and Senior Deputy is being in the workshop and designing every day with pupils. I miss drawing too. Q: What are the qualities of a Dulwich student? FA: There is no one Dulwich pupil. What is great about Dulwich is that in a school of 1,900 pupils, everyone is unique. But the thread that brings you all together is a sense of purpose, a sense of joining in, and a sense of trying things. And I think you’re very kind. Q: What kinds of developments and oppor- tunities would you like to see in the future? FA: I would like to open up our gates and to understand better our role in our very local
community. We are in an incredibly unique and privileged position geographically. London is essentially our classroom. What can we do as a community to get out of SE21? I think also for you guys, we’re part of a big global community. We’ve got schools in China, Singapore, Korea, and we’re just about to open one in Bangkok. You know, we are, a global community, and what can we make sure that we’re doing as a school to facilitate you being able to access that global community – if not now, then when you’re OAs. Q: How do you think VAT will affect the parents of Dulwich students in the future? FA: Inevitably, when something becomes more expensive, people reflect on whether or not it’s something that they can still afford, and, more importantly, whether or not they’re getting good value for money. I think what we as a school can be really
you all to make thoughtful decisions about when you’re working to the benefit of others and when you need to work to the benefit of yourself. Like most things, it’s a balance. Q: What is more important – Maths or Art? FA: I think they’re both incredibly important. So, Maths is essential for critical thinking, planning, problem solving, and logical reasoning. From a career perspective, those things are really important. Art plays a role in fostering creativity; it creates an opportunity for emotional expression; it develops cultural awareness; and it encourages imagination. Art is fantastic for communicating and supporting wellbeing. It can be something that gives an outlet for stress and a means of exploring different expressions of the world around us. So, I’d say, go both ways, guys!
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Q: I agree. The memories I’ve had with my friends over the last seven or eight years – I’d love to carry them through for the rest of my life. FA : My best friends from school are still my best friends. Friendships and relationships are the most important things that you will ever have in your lives Q: What have you most enjoyed about being Master? And, conversely, what have you least enjoyed? FA : I’ve really enjoyed learning different things. I’ve done so many jobs at the College, but what I haven’t really been involved in is whole-school budgeting, and I have found that really interesting. I have enjoyed looking at how we can raise funds to make sure that our bursary provisions stay the same. What have I found difficult about the role? I suppose anything is difficult if you know you’re only doing it for a year. Although we have really moved forward strategically in the last year, I suppose working inside a restricted timeframe has been a challenge – and an opportunity. Q: How has the College changed since you started? FA : I arrived here 15 years ago. In that time, the staff has changed significantly. We were probably about 20% women and we’re now 50:50. We’ve always been quite a liberal and open school in terms of our thinking and our approaches to things, and I’m glad to say I don’t think that has changed significantly. I think we might have become a bit gentler, and I’d say a greater focus on equity and respect, and making sure that we are thoughtful in our communications and treatment of each other. Academically, we have improved in the last 15
of concern around AI and how is that go- ing to change education. I think teachers will become more like facilitators. So much of learning is about soft skills: the ability to listen to each other, the ability to have really good conversations, the ability to negotiate, and the ability to look after each other and create human connections. Those things will continue to be a really important part of edu- cation. Sparking interest and passions comes from human interaction. That’s from seeing a teacher light up talking about something they really care passionately about. Being at school is about climbing the mountain. It’s about taking that path – maybe sometimes taking the wrong path – and learning from mistakes and continuing. When you reach the summit, you really feel that you have earned what you’ve achieved. AI gives you a quick, easy route to the top, but you don’t learn about endeavour. A lot of life is tricky and requires perseverance. I think that is go- ing to be a really important part of education in the future. Q: Thank you so much for your time. We appreciate it. FA: Thanks so much, guys. ◎
years significantly. So that’s something to be celebrate. We are thinking more actively about what life is like when you leave school too; we are much more mindful of making sure that we help students thrive after they leave. Q: Does the school have a political stance? Should a school have a position on political, moral or social issues? FA : There are times when schools need to take a moral viewpoint; less so a political viewpoint. There is a moral code that we all have to know and understand; that keeps a community together. And there are abhorrent things that happen in the world that we can’t pretend aren’t happening and we want to comment on. But also, we’re a very diverse community with lots of different viewpoints and lots of different political views. What’s really important is making sure that we create a school in which we are willing to listen to each other. The greatest skill that we can all develop within a community is being open to listening to each other’s ideas. Q: What do you think education will look like in 20 years’ time? FA: Education, inevitably, is going to change. There will be significant adjustments, but it will be the same in most ways. There’s a lot
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The
Power of theatre
Drama does not just exist on stage however. Gwyneth Hughes’ ITV series Mr Bates vs the Post Office is a recent example of where television drama has an extremely tangible effect on society. This four-part series brought proper public attention to a scandal where arduous journalistic work and nearly two decades of campaigning by those affected could not. The Post Office scandal saw hundreds of sub- postmasters unjustly prosecuted due to shortfalls in Horizon, an accounting software system developed by the company Fujitsu. But how come it took a television drama for this scandal to reach the British public?
Hughes says, “As a viewer, when you watch even the best documentary, you’re looking at the screen and thinking, ‘Oh, that poor person, that’s terrible.’ But when you watch a drama, you’re looking at the screen, and thinking something different. You are thinking ‘Oh, poor me! Poor me! That could be me!’” Drama has the power to inspire empathy in us when some may feel slightly detached from journalism or documentary; and although we must not denounce the indispensable importance of journalism in exposing miscarriages of justice, drama has a unique power to galvanise a critical- mass audience. Not to mention the brilliance of Hughes’ writing. According to award-winning writer David Hare, “The purpose of political drama is to convey complex information pain- lessly. There were years of research in this, and it let you absorb all of it without seeming to be lectured or having anything explained in text.” Finally, Jack Thorne and Stephen Graham’s Adolesence is an unnerving reminder of how drama responds to its time. This four-part Netflix series follows the story of a 13-year-old boy arrested on suspicion of the murder of a female classmate. While it reflects our increasing levels of knife crime (over the past decade, the number of UK teenagers killed with a blade or sharp object has risen by 240%) it also highlights problems about cyberbullying, social media, toxic masculinity, and online misogyny. The show has sparked conversations nationwide, even leading to a meet- ing hosted in Downing Street between Prime Minister Keir Starmer and the show’s creators, discussing the influence of toxic material online. In answer to my opening question, this is a rather simplistic question – and not really all that useful to us. All subjects are useful at school, depending on what you take from them. Although drama may not be as quantifiable in terms of output in the same way as a STEM subject, it fosters social awareness, emotional intelligence and creativity which are becoming more important in our evolv- ing complex society. ◎
W hat do we consider the most important subjects at school? Maths? English? Science? After all, doesn’t even the sound of the acronym “STEM” seem to inspire some sense of resolve, a really solid thing to do? But what about the arts? What about… drama? A so-called “soft” subject. I mean, it’s not exactly maths, is it? I found myself saying this the other day, inadvertently, to my drama teacher. Perhaps a rather tactless remark for the given circumstances... Although drama may sometimes be overlooked in favour of subjects which seem to provide solid career paths and tangible outcomes, its unique value lies in its enduring influence and relevance throughout history. Drama continues to shape our social and cultural understanding of the world. Worldwide, origins of theatre are thought to come from devotion, in particular ritual and deeply spiritual philosophies. The Nātyaśāstra, the oldest Indian treatise on theatre offers a story for the creation of the art: the golden age (when all human enjoyed a state of enlightenment, complete health and fulfilment) had come to an end. The silver age had begun, and all humans were afflicted with suffering. The gods decided they needed to create a way to permit humans to regain their enlightenment. Brahma, the creator, came up with natya (drama), which was passed down to the human sage Bharata, and in turn to his hundred sons – the first actors. Although theatre has yet to bring back to our original state of enlightenment, the enduring idea is that it has potential to guide us to greater understanding and spiritual awakening. In Western origins are thought to have come from the worship of the Greek god Dionysus (the god of wine and fertility). In 6th Century BC, four festivals were hold in honour of the god. ‘The City Dionysia’, a large festival in Athens, is seen to be the precursor of drama. What began as devotional hymns turned into an actor and a
chorus, known as a tragedy. Soon contests for the best plays became part of the City Dionysia, with prizes for best tragedy, comedy, and actor. Chorus members, who were rigorously trained, were not only paid by the state but were also given special privileges in their role in civic life. Meanwhile, watching plays became a “civic duty” for citizens, who were expected to engage with the ethical, moral, and spiritual dilemmas portrayed on stage. The same can be true in modern theatre, which is not only entertaining but also engages audiences in complex, moral discussions. The plays performed are still very much relevant today. In 1970, a group of inmates including Nelson Mandela staged a production of Sophocles’ tragedy ‘ Antigone ’ at South Africa’s notorious Robben Island prison. This play centres on Antigone, whose commitment to her family and belief in the will of the gods leads her to defy her uncle, King Creon, by burying her brother. This inmate production, performed by political prisoners, symbolised defiance in the face of an oppressive regime. Just as Antigone resonated with citizens in 441 BC, the play resonated with the inmates’ struggles against an Apartheid- era regime, highlighting how themes of moral resistance and individual conscience transcend time and geography. Our 2024 Senior Production, Our Country’s Good, by Timberlake Wertenbaker also demonstrates the force of theatre. The true story about a convict performance of George Farquhar’s The Recruiting Officer in New South Wales shows the humanising and unifying power of theatre, as convict and soldier overcome their differences and work together as actors. The production becomes a conduit for the characters’ transformations in the play, crucially, as a means for the convicts to gain self-respect and speak out for themselves.
by Wilf Patten, Year 13
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than the net UK contribution to the EU in 2018 – serve as examples. In all these cases, economic reasoning was not necessarily the main influence in the economic policymaking process. It is important to recognise that political decisions are often necessary when supported by the majority of the public, such as the need to stand up to communism or the UK’s desire for sovereignty from the EU, as governments should serve their citizens. Any supportive economic theory can only strengthen the case for the policy. But issues emerge when economics is not the key consideration in economic policymaking. This raises the question: can economics ever be apolitical? Economics can never be characterised as a truly neutral science. Economic theories often emerge due to political circumstances and are used when they can serve political goals. Keynesianism, for example, rose to prominence due to its macro- economic solution to the Great Depression
through increased government intervention. Yet, its application also aligned with the political need to reduce unemployment and social unrest. Even macroeconomic rules such as central bank independence or debt ceilings carry assumptions about what the government should prioritise. The US debt ceiling has been raised or suspended 103 times by Congress since 1939, showing that most economic systems can rarely stay neutral when run by an inherently political body. Economics is arguably more relevant than ever in government policymaking. But this increasingly lies in its rhetorical capacity, rather than its analytical one. It is used to support decisions, win debates, and claim victories. The danger lies in economics being a supporting force used to validate politically driven economic decisions, rather than the driving force. The question policymakers now face is whether they are willing to let economics challenge their decisions, rather than serve it. ◎
Issues emerge when economics is not the key consideration in economic policymaking
POLITICS: 1 – ECONOMICS: 0
Is economics truly relevant, or just convenient, in economic policymaking?
I began writing this piece with a simple belief: that economics is the driving force behind economic policymaking, while politics sits in the back seat. Specifically, I was examining recent trade stand-offs and confidently predicted that reason would prevail. After all, economic theory preaches the benefits of free trade and the regressive effects of tariffs. But then came the global “Liberation Day” tariffs, which completely upended my prediction. This moment made me wonder: has economics ever truly driven economic policymaking, or is it just a convenient justification for political decisions? Economics is seemingly more relevant than ever, appearing at the centre of public discourse due to numerous elections and controversial policies worldwide. Podcasts debate marginal tax reform, online forums argue over tariffs, and dinner tables analyse inflation statistics. But while economic theory is everywhere, one starts to suspect that it’s used more to support decisions rather than to guide them from the outset. The tariff, a tax on imports, is a prime example. Economists, armed with empirical evidence, have long agreed that they are harmful because they raise consumer prices and provoke retaliation. However, they offer attractive
short-term economic benefits like sector-specific job protection and government revenue, while also serving as a political expression of national strength. These benefits are emphasised around election time, often using selective economic reasoning to validate the political goals of the tax, not the other way around. Historically, politics has always been at the forefront of economic decision-making. Even in the 3 rd Century AD, Roman emperors continued to debase silver coinage (reducing their metal content to mint more money) to fund war and imperial survival, despite the hyperinflation and loss of public trust that ensued. Fast-forward to the Cold War era, when “military Keynesianism” was employed not just to stimulate economic growth through targeted military spending, but to stand up to communism. Economists warned that Brexit’s effect on trade would damage the UK economy, yet those warnings were dismissed as “Project Fear”. After the exit, politicians on both sides claimed victories even as key in- dicators suffered. The OBR’s estimate of a 4% hit to GDP over the next 15 years, and Cambridge Econometrics’ estimate that London’s economy has shrunk by more than £30bn–£19bn more
by Nikhil Shirgaokar, Year 13
Has economics ever truly driven economic policymaking, or is it just a convenient justification for political decisions?
Google: Global interest over time for the search term “Tariff”
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THE ALLEYNIAN 713
OPINION, INTERVIEWS & FEATURES
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Is the UK still significant on the world stage?
the UK has been excluded from the negotiating table in Saudi Arabia, not deemed influential enough to take part in a potential resolution to a conflict in which it has immense vested interest. Post-Brexit, the UK continues to flounder in a mire of insignificance on the world stage, in spite of the current administration’s publicity stunts. ◎
“ The lights are going out all over Europe.” Foreign Secretary Edward Grey spoke these words at the dawn of the First World War, yet they recently captured the gloom of pandemic lockdowns. Nations endured, only to face a tsu- nami of inflation and the horrific wars in Ukraine and Gaza. In such turmoil, only those few nations wielding both hard and soft power, the ability to coerce and coax, remain significant global players. Some have questioned Britain’s place in such a it soon fell flat as Trump discovered that King Charles had extended a similar invitation to Ukrainian President Volodymyr Zelenskyy, who later visited the King’s Sandringham estate. One might say the turn of events embodies the UK’s tragic decline, pandering to a man who gauges foreign relations based on how “special” they make him feel personally. The upshot is that, for a nation that is one of the biggest individual donors to Ukraine ($2.8 billion),
Co-Presidents of the Politics Society, Bruno Lykiardopoulos and Alex Maxwell-Scott debate the standing of the UK in global relations
Unlike US officials still mastering the art of thumb control whilst handling sensitive war plans on dubious “secure” messaging apps, Britain con- tinues to serve as a global model of diplomacy. We lead the 54-nation Commonwealth and mediate between the US and EU over Ukraine. In that sense, Keir Starmer has proven he “has the cards” through his ability to charm, however “short and fat” a certain world leader may be. He has also reset EU relations, quite literally a brother- in-arms with Emmanuel Macron on everything from Ukraine to illegal migration. Meanwhile, the BBC World Service, broadcasting in 64 languages to 365 million people, remains a beacon of press freedom in an increasingly authoritarian world, while COP26 in Glasgow secured a unanimous global phase-out agreement on coal, highlighting our diplomatic efficiency. In technological development, UK universities excel: Oxford developed the AstraZeneca Covid vaccine, and two of the world’s top four universities are British. Our cultural influence is vast: TV figures like Sherlock Holmes, Doctor Who and Mr. Bean are global icons to hundreds of millions, not to mention that the world’s foremost sports: football, cricket and rugby, all originated in our green and pleasant land. Finally, as a G7 and G20 power Britain remains vital. GCHQ is central to the Five Eyes intelligence alliance, and free trade deals with Australia and Japan expand our economic reach. True, we no longer “rules the waves”, and Brexit may have failed – but Britain hasn’t. ◎
by Alex Maxwell-Scott, Year 13
“ Rule Britannia!” , as College old-boy and notorious Politics Society blacklistee, Nigel Farage can be seen singing in an infamous clip taken at the conclusion of the 2019 “March to Leave” protest in London. Yet one might question the leader of Reform UK’s enthusiasm, there being no part of the British Empire in which the sun rises. Indeed, Mr Farage’s Brexit rhetoric and his patriotic vigour have both aged like school cafeteria milk, interdependent factors in the UK’s decline. With the war in Ukraine, US diplomacy possessing the temperament of a chimp that’s had its bananas laced with amphetamines, multiple nations in the Commonwealth revaluating their ties to our island, and a Chinese investment deal that amounted to pocket fluff and a pitying smile from Uncle Xi, it’s not hard to see that now more than ever we should be united with our Continental friends. But there is now no corner of the world in which the UK can meaningfully have its voice heard. Instead, we find ourselves truly cut adrift as a result of our exit from the EU, descending further into insignificance. League of Nations style, Keir Starmer is doing his best to claw back some relevance via his “coalition of the willing”, the PM rallying Europe’s flimsiest backbones for emergency shots of testosterone in the face of US isolationism. The UK in this
respect is unfortunately the spearhead of a farce, a temporary remedy to Britian’s woes on the world stage. The idea of “boots on the ground” is an undoubtedly absurd proposal, wheeled out in aid of Starmer’s remodelling as a 21st Century Churchill, minus the rousing capabilities. The truth is that since Tony Blair, and perhaps Gordon Brown, the UK has not seen a prime minister that has had the capacity and the appetite to observe investing in political relationships as a fundamental part of their job, diplomacy not being seen as a factor in winning elections. True, the PM is not the head of state, but since the death of Queen Elizabeth II our cultural currency has tanked. Naysayers will draw attention to the endurance of the UK’s “soft power”. Was it not the King’s penning of a ceremonial letter – perhaps a prudent choice of communication, Charles not possessing what one would call an unblemished track record concerning his conduct on phone
by Bruno Lykiardopoluos, Year 13
category – David Miliband calls us a “middle power”, JD Vance “some random country”. Yet such views ignore the UK’s enduring influence in military strength, finance, diplo- macy, technology, and culture.
Economically, the UK remains a hub for foreign investment
Firstly, Britain retains NATO’s second-strongest military, backed by a £59.8 billion budget, which is rising to 2.5% then 3% of GDP. The Royal Navy has expanded with two aircraft carriers, AUKUS has bolstered alliances with the US and Australia, and we are a nuclear power with a permanent UN Security Council veto. And, whatever the fate of the Chagos Islands, Diego Garcia military base remains firmly Britannic. Economically, the UK remains a hub for foreign investment. London is a global financial centre, and our regulatory freedom from the Euroblob has drawn major investment – Microsoft’s £2.5 billion AI commitment and Nvidia’s new Cambridge hub serve as proof of the fact. Moreover, Boris Johnson’s vision of the UK as “the Saudi Arabia of wind” is also well on course; the Dogger Bank wind farm, the world’s largest, soon to power six million homes.
calls – that satiated President Donald Trump and cata- pulted the UK back to the forefront of global politics? Whilst the ploy managed to
Since the death of Queen Elizabeth II our cultural currency has tanked
outmanoeuvre the threat of tariff, the club that the President wields with the subtlety of a caveman,
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THE ALLEYNIAN 713
OPINION, INTERVIEWS & FEATURES
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The ethics of giving
more money to charities that less people support directly, while giving less money to charities that a lot of people support already. This balances the opportunities for each charity to support their respective causes; this would mitigate the injustice of a pure effective altruistic approach as every charity will have enough money to support their cause; this would maximise the efficiency within each charity by scale, as the amount of good per dollar would increase with economics of scale. ◎
needed. As a result, each person should allocate half of their financial capital to a charity that supports a cause that they have empathy for in order to maintain their motivation for charity. The charity should find the most cost-effective way to reduce a person’s suffering within their cause, as the charity can serve more people, which creates the “most good” for the aided. The other half of their financial capital should be allocated to a global charity aid fund, which redistributes the funds to all charities fairly. The fund would distribute
An extract from Aidan Leung’s (Year 11) Erasmus essay, in which he explores the relationship between emotional and effective altruism
T he question of how to allocate charitable resources raises the debate between effective and emotional altruism; of which school of altruism would result in the best outcome for the two actors: the needy and the benefactors. It is important to note that this question encompasses both (potential) benefactors who are supporting charity and people who do not yet. Effective altruism maximises the “most good” providing the most to the most people, and emotional altruism values personal connections and empathy for the causes that one supports. What does one consider when supporting a charity? When one chooses a charity to support, one looks at the good the charity creates. More- over, one is influenced by their culture and religion,
role of sympathy in moral behaviour. As Hume argues, “sympathy is the chief source of moral distinctions”; altruistic behaviours stem from empathies that arise from a person and motivates them to support the cause. Rather than abstract optimisations of capital in effective altruism which generates little sympathies and few moral sentiments, to encourage a person to start supporting charity, having empathy or sympathy to the aided is likely to increase the will of a person to become involved in charitable actions. John Rawls’ theory of justice needs to be considered when creating a fair system of dis- tribution of aid while attempting to maximise good. Under a veil of ignorance, a sufferer does not know in what way they will be suffering. Therefore,
one’s values, and whom one empathises with the most. The specific objective of a charitable action that one wants to achieve can vary, but by and large one would want to make a positive impact, and thr-
they would want to create a system that distributes aid fairly so everyone would have the opportunity to be saved, regardless of their situation. As a moral principle, a just system that minimises suffering for all
A system that is able to incorporate empathy in donations, fairness and maximising good is needed
ough one’s actions one wants to gain satisfaction and happiness as they have done a moral good. These two goals are crucial, for having the will and being able to derive happiness from charity are the prerequisites for one to support a charity. The school of altruism affects a person’s will and capacity to be charitable. This difference in motivations underscores a key philosophical debate, highlighted by David Hume, regarding the
equally is better than a system where some are prioritised based on certain criteria. This leads on to the limitations of effective altruism. Although effective altruism minimises the suffering of people to the fullest extent, its utilitarian approach which uses cost-effectiveness to justify who to help first leads to an unfair system. Thus, a system that is able to incorporate empathy in donations, fairness and maximising good is
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THE ALLEYNIAN 713
OPINION, INTERVIEWS & FEATURES
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How to spend it
Dulwich Edition (with apologies to the FT Weekend)
W hen I was first asked to write this piece for The Alleynian , I thought it would be easy. Giving a teenager a wad of cash to go out and spend in Central London, it seemed like a no-brainer; anyone would jump at the chance. I then started to plan how I would spend my money, and started to realise it wasn’t as easy as I first thought. I just didn’t know where to start. I finally came to the conclusion that all I needed to do was to be myself, as most of the places I decided to visit are where I like to go at the weekend, but I also wanted to support local businesses and nonprofits. HTSI (originally How to Spend It) is a feature in the Financial Times , with articles evaluating luxury goods such yachts, mansions, apartments, watches, high fashion and automobiles. In its original form, it was a weekly magazine published by the newspaper but, it has evolved into a regular, sometimes daily, feature on the FTs’ website. For this column, I wanted to share the luxuries that can be found for a relatively modest price for a teenager in London, whilst still appreciating that we live in a world where many go without the basics, let alone luxury. sounds of the universe (£22.99) - A well- established, truly eclectic vinyl store standing out in the middle of Soho, a neighbourhood with high competition. It may not be the cheapest, but the staff are helpful and will play music before you buy from their huge stock, ranging from reggae and dub, jazz and soul, techno and electronica through We gave Reuben Sholem (Year 10) £ 150 to see how a Dulwich boy spends it
and people with learning disabilities. Naturally, it felt good to be putting my money towards an enterprise business such as this to succeed, but in addition to that it was win-win because the coffee and salted caramel brownie were both delicious. malt press trading (£8) - I can't be compli- mentary enough about this place: the shopkeeper was incredibly helpful and seems to have an eye for curating a store full of curios. Since people tell me I am quite indecisive, I decided to buy two deci- sion-making dice to help me get my act together (although I couldn’t decide which of the two to buy). Last night, I used them to decide whether or not I should do my Chemistry homework or not, which resulted in me getting a no-prep. st christopher’s (£15) - A charity shop down my road. St Christopher’s is a London-based char- ity that provides hospice care to those who need it. This was a great place to spend my money, not only because of the charity aspect but because sec- ond-hand clothing is a sustainable fashion prac- tice. I picked up a great pair of Nike TNs for £15. -12 degrees (£7) - An ice cream shop tucked away in Herne Hill train station. I’d say the USP here is the homemade taste, with the flavours and quality of the ingredients being the main reason people keep coming back. Beware of the long queues, especially on a sunny Saturday afternoon.
white feather boutique (£30) - Although this has been on the womenswear scene in Herne Hill for over 10 years selling many different stylish Scandinavian brands, most people don’t realize that this store now stocks menswear, socks and sunglasses. I like to think of myself as a bit of a fashionista, so naturally I had to goin and check out their selection. Although I could have blown half my money on a jumper I had my eye on, I decided to go with a pair of sunglasses for £30. At the end of the day, even though my experience of writing this article was definitely a bit of lighthearted fun, it did make me reflect on how much it matters as a consumer where you spend your money and how fortunate I am in my posi- tion, while others don’t have the same luxury. With this in mind, I decided to donate my last £28.41 to Centrepoint, a charity that provides support and shelter to young homeless people in the UK. ◎
world music, alternative and almost any other genre you can think of. They also have their own label, Soul Jazz Records. I bought Cocteau Twins Heaven Or Las Vegas and my friend bought
Loyle Carner’s Hugo . palazzo crystal
palace (£18.50) - Interesting concept with a really inviting atmosphere, which includes in-house DJs playing a mix of different tracks. The pizza is solid, but the small plates are also delicious if you don’t fancy a big meal. Make sure to save some room for the tiramisù after, a trattoria-style triumph. fair shot cafe (£8.10) - A social enterprise cafe that employs neurodiverse young adults
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THE ALLEYNIAN 713
OPINION, INTERVIEWS & FEATURES
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