Stapylton Field
WW Board
contact
where?
home
museum
contributors
former staff
editlog
Vic's notes
hot threads
All threads MAIN MESSAGE BOARD Number list
< Thread 127 Thread 128 (33 replies so far) Thread 129 >
< Thread 127 Thread 128 (33 replies so far) Thread 129 >
Replies 1-20
< RMC extracts from across the site replies 21-33 >
ORIGINAL MESSAGE
NAME: Vic Coughtrey (site owner)
Then & NowDATE: 29 May 2013
CONNECTION WITH QE: pupil 54-59
This thread is exclusively about RM 'Sam' C0cks, who taught Geography, history and Scripture at QE from 1940-70 (except for 1942-47). Such was the impression he made on boys of that era, he is probably the former member of staff most discussed on this site. He died not long after his retirement, and therefore couldn't possibly have imagined himself as the subject of discussion on the screen in front of you. Given that the memories of most of our contributors from that era (including my own) are not altogether kind to the man, it may be wondered if the setting up of this special thread was the right thing to do. I think it was. Teachers of children should understand the life-long impressions they are making on their charges and should be prepared for the memories, fond or otherwise, to linger long after them.
On the first page of this thread is a selection of comments made about Sam on this site before May 2013, when this dedicated thread was set up. Most are just extracts from the original messages. You are welcome to treat this like any other thread by adding replies but please don't deviate from the subject of Sam C0cks. If you do, I'll simply edit out the bits that are not about him. Of course, you can still submit replies about or partially about RMC in any other relevant thread and extracts from them could turn up here.
Before posting replies in this thread please make sure you've read the extracts first, to avoid repetition of anecdotes !
RESTRICTED THREAD: please make RM C0cks the main subject of your reply.
NAME: Roger Nolan 
DATE: 01 June 2013
CONNECTION WITH QE: Pupil 1960 to 1967
I remember an occasion in Sam's geography class when he unwittingly demonstrated an ability to induce hypnosis. I was sitting at the desk which backed onto his desk at the front of the class and throughout the lesson he was using a rubberised cylinder to impress a map in a succession of exercise books he had in front of him. The incessant tip tap of the cylinder as it slowly and methodically reached each end, combined with his drawl very nearly put me to sleep. Thank goodness it didn't. I dread to think what dire punishment I would have suffered had it done so.
DATE: 01 June 2013
CONNECTION WITH QE: Pupil 1960 to 1967
I remember an occasion in Sam's geography class when he unwittingly demonstrated an ability to induce hypnosis. I was sitting at the desk which backed onto his desk at the front of the class and throughout the lesson he was using a rubberised cylinder to impress a map in a succession of exercise books he had in front of him. The incessant tip tap of the cylinder as it slowly and methodically reached each end, combined with his drawl very nearly put me to sleep. Thank goodness it didn't. I dread to think what dire punishment I would have suffered had it done so.
NAME: Alan Pyle 
DATE: 01 June 2013
CONNECTION WITH QE: Pupil 1948-1953
I wonder if the following might illuminate Sam C0cks' anger described by Nick Dean collected in SAM20? In my form, early '50s, there was a lot of interest in travel to the Moon. Werner von Braun the German V2 rocket scientist taken to the USA and Willy Ley published books on the feasibility. One I recall was illustrated by Chesley Bonestell. We asked Sam about this and to our astonishment he averred that it was not possible as there was no air in space to make the thrust possible. We were too scared to question this even though we had already covered the action - reaction forces in our primary physics!
DATE: 01 June 2013
CONNECTION WITH QE: Pupil 1948-1953
I wonder if the following might illuminate Sam C0cks' anger described by Nick Dean collected in SAM20? In my form, early '50s, there was a lot of interest in travel to the Moon. Werner von Braun the German V2 rocket scientist taken to the USA and Willy Ley published books on the feasibility. One I recall was illustrated by Chesley Bonestell. We asked Sam about this and to our astonishment he averred that it was not possible as there was no air in space to make the thrust possible. We were too scared to question this even though we had already covered the action - reaction forces in our primary physics!
3rd REPLY
NAME: Steve Lucas
DATE: 03 June 2013
CONNECTION WITH QE: Pupil 1964-71
Some Sam memories: Giving absolutely everyone in our class 100 lines for not knowing how many gallons there were in a barrel (apart from one chancer who got 200 lines for saying that it depended upon the size of the barrel). Me getting 50 lines in an RE class (Acts of the Apostles) for referring to the Deacons as Belisha Deacons (couldn't resist, probably worth it on balance. In a Wednesday afternoon cricket game (3rd form I think, I was in the Colts at the time) where I was bowling and the next batsman came in (Richard Lawson I recall). Richard stood there with his bat and Sam, who as ever was umpire, asked "Do you want a guard?" Richard replied, "Not particularly thank you, Sir", whereupon Sam turned to me and said quietly (for him), and with a rather impish smile, "I don't think he'll be around for long". He was right, first ball through the gate!
NAME: Nick Dean 
.JPG "Nick Dean gallery")
DATE: 08 June 2013
CONNECTION WITH QE: Pupil 1964-71
The Times has just published (5/6/13) an obituary of the journalist and broadcaster Michael Sullivan who, being born in 1937, would have been at QE in the late 40s/early 50s. At the height of Sullivan's TV fame in the 60s, Sam told a good story at the lunch table about Sullivan's undistinguished academic record and how he never got beyond the second form. This was on the basis that he was twice kept down a year and, in another year, there was a regressive renumbering of forms (eg third became second). The Times confirms that he left at 16. I think Sam quite enjoyed this sort of populist name dropping. At the beginning of one term he told us almost mischievously that, during the holiday, he had been introduced to "Mr Cliff Richard" (presumably in connection with the church).
DATE: 08 June 2013
CONNECTION WITH QE: Pupil 1964-71
The Times has just published (5/6/13) an obituary of the journalist and broadcaster Michael Sullivan who, being born in 1937, would have been at QE in the late 40s/early 50s. At the height of Sullivan's TV fame in the 60s, Sam told a good story at the lunch table about Sullivan's undistinguished academic record and how he never got beyond the second form. This was on the basis that he was twice kept down a year and, in another year, there was a regressive renumbering of forms (eg third became second). The Times confirms that he left at 16. I think Sam quite enjoyed this sort of populist name dropping. At the beginning of one term he told us almost mischievously that, during the holiday, he had been introduced to "Mr Cliff Richard" (presumably in connection with the church).
NAME: Alan Pyle
DATE: 22 June 2013
CONNECTION WITH QE: Pupil 1948-1953
Sad to read of Michael Sullivan's death [reply 4]. My age and in my first forms. In line with Sam's story, he did not fit in and seemed always to be in trouble. Lots of punishments. In my memory (to be corrected please if wrong) his father was in fact a schools inspector and Michael was eventually moved to another school. There are general lessons to be drawn from his and many other experiences of QE's in those days. And I emphasise THEN. I think the support we lacked was to review which of us were really suitable for this undoubtedly successful system so that we might have a better educational chance in another setting. Joining QE's is NOT the same as joining the Marines, is it?
DATE: 22 June 2013
CONNECTION WITH QE: Pupil 1948-1953
Sad to read of Michael Sullivan's death [reply 4]. My age and in my first forms. In line with Sam's story, he did not fit in and seemed always to be in trouble. Lots of punishments. In my memory (to be corrected please if wrong) his father was in fact a schools inspector and Michael was eventually moved to another school. There are general lessons to be drawn from his and many other experiences of QE's in those days. And I emphasise THEN. I think the support we lacked was to review which of us were really suitable for this undoubtedly successful system so that we might have a better educational chance in another setting. Joining QE's is NOT the same as joining the Marines, is it?
NAME: James (Jas) Cowen 
.jpg "James Cowen gallery")
Then & Now
DATE: 29 June 2013
CONNECTION WITH QE: pupil 56-63
I attended Founders Day with my wife Ayleen this year, as we did last year. My brother John who was at QEs from 1958-62 and left after O Levels also joined us. He said that when new rooms were added to the ground floor Sam C0cks pulled rank on the new young geography teacher Richard Dilley and occupied one of the rooms to teach (or not to teach) geography. However he soon retreated back to the top floor after having to endure chair scraping and other noises from Mr Biggs' music classes above. Mr Dilley was also at Founders Day and the last OE annual Dinner and of course is not the young teacher now [see photo].
Then & NowDATE: 29 June 2013
CONNECTION WITH QE: pupil 56-63
I attended Founders Day with my wife Ayleen this year, as we did last year. My brother John who was at QEs from 1958-62 and left after O Levels also joined us. He said that when new rooms were added to the ground floor Sam C0cks pulled rank on the new young geography teacher Richard Dilley and occupied one of the rooms to teach (or not to teach) geography. However he soon retreated back to the top floor after having to endure chair scraping and other noises from Mr Biggs' music classes above. Mr Dilley was also at Founders Day and the last OE annual Dinner and of course is not the young teacher now [see photo].
NAME: Malcolm Walton 
DATE: 11 September 2013
CONNECTION WITH QE: Pupil 1953 - 59
Yes I well remember "the book's wrong!" and also Sam C0cks reading the book upside down in one lesson (from the first desk in front of him) and making a great point about if he could do it thus, we should at least be able to keep up by reading it the right way up. My prize memory of him is when I was away with a cracked bone in my foot (caused during PE!) and I telephoned a fellow pupil to ask what the Geography homework was for tomorrow, the answer was "to draw the railway systems of Kent Surrey and Suffolk", which took me all evening to do and was, for me, beautifully presented. I handed the homework in and got 0; because Suffolk should have been Sussex. Protesting that this was what I was told the homework was cut no ice at all. My other memory was that he informed us that The Elizabethan, published at the end of each school year was proof read by The Headmaster, The Second Master and C0cks himself. With a smirk he let it be known that he made sure that it was his version that went to print !
DATE: 11 September 2013
CONNECTION WITH QE: Pupil 1953 - 59
Yes I well remember "the book's wrong!" and also Sam C0cks reading the book upside down in one lesson (from the first desk in front of him) and making a great point about if he could do it thus, we should at least be able to keep up by reading it the right way up. My prize memory of him is when I was away with a cracked bone in my foot (caused during PE!) and I telephoned a fellow pupil to ask what the Geography homework was for tomorrow, the answer was "to draw the railway systems of Kent Surrey and Suffolk", which took me all evening to do and was, for me, beautifully presented. I handed the homework in and got 0; because Suffolk should have been Sussex. Protesting that this was what I was told the homework was cut no ice at all. My other memory was that he informed us that The Elizabethan, published at the end of each school year was proof read by The Headmaster, The Second Master and C0cks himself. With a smirk he let it be known that he made sure that it was his version that went to print !
NAME: James (Jas) Cowen Then & Now
DATE: 12 September 2013
CONNECTION WITH QE: pupil 56-63
Malcolm, you should at least have got two thirds marks (6 or 7 out of 10) for the Kent and Surrey part of the railway system if done well. When was there any apparent logic in the marks allocated to different pupils by Sam except in respect I think whether he liked you or not or thought you were intelligent or not? Who really knows, as there was no independent assessor which could have been a good idea in respect of various masters, where there was no objective but subjective marking. There was a rumour that he threw the homework up the stairs and where it landed was what you got. I don't consider that too libellous a statement given the crazy marking variations in my classes.
Then & NowDATE: 12 September 2013
CONNECTION WITH QE: pupil 56-63
Malcolm, you should at least have got two thirds marks (6 or 7 out of 10) for the Kent and Surrey part of the railway system if done well. When was there any apparent logic in the marks allocated to different pupils by Sam except in respect I think whether he liked you or not or thought you were intelligent or not? Who really knows, as there was no independent assessor which could have been a good idea in respect of various masters, where there was no objective but subjective marking. There was a rumour that he threw the homework up the stairs and where it landed was what you got. I don't consider that too libellous a statement given the crazy marking variations in my classes.
NAME: Nick Dean
DATE: 04 February 2014
CONNECTION WITH QE: Pupil 1964-71
The "genuine champagne perry" jingle entered my consciousness at an early age, although, to the extent that I wondered at all what 'perry' actually meant, I suppose I equated it with something like 'cocktail' or 'cup'. For enlightenment, I had to wait until a geography lesson in about the second form when the textbook arrived at Somerset and Sam observed, off piste, as it were, that this was the pear equivalent of cider. However, he added with a chuckle that, these days, perry was generally put through a process that enabled it to be marketed at Christmas under the name of Babycham. (This was another of his occasional jolly allusions to popular taste. I've referred elsewhere to his meeting Cliff Richard and his memories of the OE broadcaster, the late Michael Sullivan.)
This reply also appears in Thread W7.
DATE: 04 February 2014
CONNECTION WITH QE: Pupil 1964-71
The "genuine champagne perry" jingle entered my consciousness at an early age, although, to the extent that I wondered at all what 'perry' actually meant, I suppose I equated it with something like 'cocktail' or 'cup'. For enlightenment, I had to wait until a geography lesson in about the second form when the textbook arrived at Somerset and Sam observed, off piste, as it were, that this was the pear equivalent of cider. However, he added with a chuckle that, these days, perry was generally put through a process that enabled it to be marketed at Christmas under the name of Babycham. (This was another of his occasional jolly allusions to popular taste. I've referred elsewhere to his meeting Cliff Richard and his memories of the OE broadcaster, the late Michael Sullivan.)
This reply also appears in Thread W7.
NAME: Paul Wright
DATE: 22 July 2014
CONNECTION WITH QE: Taught Latin 1963-69
I remember sitting at the head of the next table to Sam C0cks at lunchtime. When he was asked whether he would like jam roly poly or chocolate pudding, I heard him say "I'll have jam roly poly AND chocolate pudding". The boys told me that for Christmas they were going to buy him a knife, a fork and a shovel.
DATE: 22 July 2014
CONNECTION WITH QE: Taught Latin 1963-69
I remember sitting at the head of the next table to Sam C0cks at lunchtime. When he was asked whether he would like jam roly poly or chocolate pudding, I heard him say "I'll have jam roly poly AND chocolate pudding". The boys told me that for Christmas they were going to buy him a knife, a fork and a shovel.
NAME: Alan Pyle
DATE: 16 September 2014
CONNECTION WITH QE: Pupil 1948-1953
I remember a full broadside from Sam for my attempt to describe one picture in his geography O-level textbook. It was of a rural scene in the Middle East. I wrote, "The field is called a fellahin". The phrase was underlined by Sam all the way down the page over the rest of the essay and I was awarded a minimum mark. Perhaps being one I was supposed to know?
DATE: 16 September 2014
CONNECTION WITH QE: Pupil 1948-1953
I remember a full broadside from Sam for my attempt to describe one picture in his geography O-level textbook. It was of a rural scene in the Middle East. I wrote, "The field is called a fellahin". The phrase was underlined by Sam all the way down the page over the rest of the essay and I was awarded a minimum mark. Perhaps being one I was supposed to know?
NAME: Nigel Wood .jpg "Nigel Wood")
DATE: 17 September 2014
CONNECTION WITH QE: Pupil 1957-64
Yes, a bit of a gaffe, Alan. I wonder whether Sam also knew that fellahin is a plural word. I've just found that out by Googling. I expect yours was the same picture, featuring a Bedouin tent, whose description gained me 2/10 from Sam. In my case there were mitigating circumstances ... In the mid-1930's my father had been in a team installing telephone exchanges in Cairo and Alexandria. My mother, who'd been in Egypt with him, fished out for me a 'better' picture than the one in the textbook from some musty corner at home. Better it may have been, but that cut no ice with Sam. I seem to recall that we had a good laugh at home about the 2/10 (laughs weren't that frequent there) and that my mother never offered homework advice again.
DATE: 17 September 2014
CONNECTION WITH QE: Pupil 1957-64
Yes, a bit of a gaffe, Alan. I wonder whether Sam also knew that fellahin is a plural word. I've just found that out by Googling. I expect yours was the same picture, featuring a Bedouin tent, whose description gained me 2/10 from Sam. In my case there were mitigating circumstances ... In the mid-1930's my father had been in a team installing telephone exchanges in Cairo and Alexandria. My mother, who'd been in Egypt with him, fished out for me a 'better' picture than the one in the textbook from some musty corner at home. Better it may have been, but that cut no ice with Sam. I seem to recall that we had a good laugh at home about the 2/10 (laughs weren't that frequent there) and that my mother never offered homework advice again.
NAME: Alan Pyle
DATE: 19 September 2014
CONNECTION WITH QE: Pupil 1948-1953
I wonder if I would have been awarded another mark for stating "the fields were called fellahin"? There was such a strict regime over the teaching methods THEN. As though the masters themselves were hard cover walking textbooks with gowns like tattered dust covers. Foxed by nicotine. The same pages year after year. Yet, despite Sam's, - let us say - eccentric ways I found a life-long love of maps and the interpretation of the land.
DATE: 19 September 2014
CONNECTION WITH QE: Pupil 1948-1953
I wonder if I would have been awarded another mark for stating "the fields were called fellahin"? There was such a strict regime over the teaching methods THEN. As though the masters themselves were hard cover walking textbooks with gowns like tattered dust covers. Foxed by nicotine. The same pages year after year. Yet, despite Sam's, - let us say - eccentric ways I found a life-long love of maps and the interpretation of the land.
NAME: James (Jas) Cowen Then & Now
DATE: 27 September 2014
CONNECTION WITH QE: pupil 56-63
My sympathy to you both, Alan and Nigel, for your low marks for geography homework! I say this a little smugly as one who often got 10/10 for homework. Perhaps you were a victim of Sam's marking methodology referred to by me in reply 8 back in 2013. Some marks I received in English 1B class were comparable to yours. For essays on 'Signposts' and 'Grass' for Mr Alford I did a description of various forms of signposts and grasses rather than the imaginative story that was expected. I soon got the hang of it, though, and the marks of 2/10 came to an end. I hope your 2/10 marks also ended later.
I am glad, Alan, that despite Sam's eccentric ways, you still found a life-long love of maps. As we did not get too much sound teaching at school we have all to look at atlases to know the geography of the world such as mountains, rivers, towns and cities etc., if only to be able to hold our own in quizzes with geography questions. I personally want to be not entirely ignorant in the presence of my daughter Marie, who is in the last year of her Open University geography degree. I am also sure that trying to describe the contents of those pictures in that geography O-Level textbook has helped me be more observant of what is contained in photos and in paintings for that matter.
Then & NowDATE: 27 September 2014
CONNECTION WITH QE: pupil 56-63
My sympathy to you both, Alan and Nigel, for your low marks for geography homework! I say this a little smugly as one who often got 10/10 for homework. Perhaps you were a victim of Sam's marking methodology referred to by me in reply 8 back in 2013. Some marks I received in English 1B class were comparable to yours. For essays on 'Signposts' and 'Grass' for Mr Alford I did a description of various forms of signposts and grasses rather than the imaginative story that was expected. I soon got the hang of it, though, and the marks of 2/10 came to an end. I hope your 2/10 marks also ended later.
I am glad, Alan, that despite Sam's eccentric ways, you still found a life-long love of maps. As we did not get too much sound teaching at school we have all to look at atlases to know the geography of the world such as mountains, rivers, towns and cities etc., if only to be able to hold our own in quizzes with geography questions. I personally want to be not entirely ignorant in the presence of my daughter Marie, who is in the last year of her Open University geography degree. I am also sure that trying to describe the contents of those pictures in that geography O-Level textbook has helped me be more observant of what is contained in photos and in paintings for that matter.
NAME: Nigel Wood
DATE: 28 September 2014
CONNECTION WITH QE: Pupil 1957-64
I think you have a good point, James, about the seemingly dull exercise of describing a picture making one more observant. I suppose that the finding of differences of detail in the pairs of cartoons sometimes presented in at least one of the less posh newspapers was also useful. I was grateful of this 'training' recently when assembling a pair of sliding wardrobe doors bought as part of a flat-pack. The instructions consisted entirely of drawings (so the supplier didn't have to produce instructions in many languages), but success was entirely dependent on observing minute differences between the drawings, such as the positions of tiny dots representing screw-holes. [In case you're worried, the doors haven't fallen off yet].
DATE: 28 September 2014
CONNECTION WITH QE: Pupil 1957-64
I think you have a good point, James, about the seemingly dull exercise of describing a picture making one more observant. I suppose that the finding of differences of detail in the pairs of cartoons sometimes presented in at least one of the less posh newspapers was also useful. I was grateful of this 'training' recently when assembling a pair of sliding wardrobe doors bought as part of a flat-pack. The instructions consisted entirely of drawings (so the supplier didn't have to produce instructions in many languages), but success was entirely dependent on observing minute differences between the drawings, such as the positions of tiny dots representing screw-holes. [In case you're worried, the doors haven't fallen off yet].
NAME: Alan Pyle
DATE: 02 October 2014
CONNECTION WITH QE: Pupil 1948-1953
Sam's marking system for homework [reply 14] was hard to read. One exercise was to produce a diagram illustrating the annual output of crude oil from a list of producing countries. Having no time to draw fancy well heads in proportion for example, I opted for a very simple coloured set of labelled squares on a graph paper grid. To my utter amazement I was awarded 10/10! Now of course this is data journalism and things can be animated. What would Sam have made of all that?
DATE: 02 October 2014
CONNECTION WITH QE: Pupil 1948-1953
Sam's marking system for homework [reply 14] was hard to read. One exercise was to produce a diagram illustrating the annual output of crude oil from a list of producing countries. Having no time to draw fancy well heads in proportion for example, I opted for a very simple coloured set of labelled squares on a graph paper grid. To my utter amazement I was awarded 10/10! Now of course this is data journalism and things can be animated. What would Sam have made of all that?
NAME: Stephen Giles 
DATE: 04 October 2014
CONNECTION WITH QE: inmate 1957-64
Eh? Speak up boy!
DATE: 04 October 2014
CONNECTION WITH QE: inmate 1957-64
Eh? Speak up boy!
NAME: James (Jas) Cowen Then & Now
DATE: 04 October 2014
CONNECTION WITH QE: pupil 56-63
I am glad, Nigel, the observational training was so useful in regard to the flat-pack wardrobe. I had similar success with a self assembly hi-fi system in my first year of marriage but have not had anything similar since. As regards Sam C0cks other teaching methods, have we or any others benefited from his asking all round the class in order to get the right answer to a question posed? Did it make us more prepared at job interviews to be ready for questions fired at us, to save our embarrassment at not knowing the right answer? It has led me in the past to abandon formal interviews of candidates for jobs I needed to get someone to fill but to talk with them in a friendly informal way, rather than firing questions for which they freeze. Similarly, I preferred such ways for my being interviewed for jobs. I am sure it is a more beneficial process for all concerned. I only had Sam for geography but how were his methods of teaching history?
Then & NowDATE: 04 October 2014
CONNECTION WITH QE: pupil 56-63
I am glad, Nigel, the observational training was so useful in regard to the flat-pack wardrobe. I had similar success with a self assembly hi-fi system in my first year of marriage but have not had anything similar since. As regards Sam C0cks other teaching methods, have we or any others benefited from his asking all round the class in order to get the right answer to a question posed? Did it make us more prepared at job interviews to be ready for questions fired at us, to save our embarrassment at not knowing the right answer? It has led me in the past to abandon formal interviews of candidates for jobs I needed to get someone to fill but to talk with them in a friendly informal way, rather than firing questions for which they freeze. Similarly, I preferred such ways for my being interviewed for jobs. I am sure it is a more beneficial process for all concerned. I only had Sam for geography but how were his methods of teaching history?
NAME: Nick Dean
DATE: 05 October 2014
CONNECTION WITH QE: Pupil 1964-71
Sam's methods for teaching history were largely the same - and equally as uninspiring - as those for geography. He would read from a rather dated textbook and, from time to time, interject prepared observations of his own, plus the occasional joke (such as the one about people celebrating the dawn of modern times on the way home from the Battle of Bosworth). There would also be periodic fits of anger and/or violence (as when boys imitated him when purporting to laugh at his jokes). The only innovation I can remember was when he used his Book of British Battles to sketch military formations on the board. A year or so after I left school I was told by one of his common room colleagues that, when John Wakelin left (c1965), Sam had applied for the post of senior history master, but was not shortlisted. I agree generally with Jas's points about job selection and his observations about Sam's going round the form - "put your hand DOWN!" - are certainly interesting.
DATE: 05 October 2014
CONNECTION WITH QE: Pupil 1964-71
Sam's methods for teaching history were largely the same - and equally as uninspiring - as those for geography. He would read from a rather dated textbook and, from time to time, interject prepared observations of his own, plus the occasional joke (such as the one about people celebrating the dawn of modern times on the way home from the Battle of Bosworth). There would also be periodic fits of anger and/or violence (as when boys imitated him when purporting to laugh at his jokes). The only innovation I can remember was when he used his Book of British Battles to sketch military formations on the board. A year or so after I left school I was told by one of his common room colleagues that, when John Wakelin left (c1965), Sam had applied for the post of senior history master, but was not shortlisted. I agree generally with Jas's points about job selection and his observations about Sam's going round the form - "put your hand DOWN!" - are certainly interesting.
NAME: Derek White
DATE: 05 October 2014
CONNECTION WITH QE: Pupil 1955 -1962
Anyone remember Sam also being known as Buster? How many of us still imitate Buster to this day? My favourite expression 'Don't talk' - must be spoken with fixed jaws and lips. What about those leg flicks whilst he was umpiring the first XI on a sweaty July afternoon?
DATE: 05 October 2014
CONNECTION WITH QE: Pupil 1955 -1962
Anyone remember Sam also being known as Buster? How many of us still imitate Buster to this day? My favourite expression 'Don't talk' - must be spoken with fixed jaws and lips. What about those leg flicks whilst he was umpiring the first XI on a sweaty July afternoon?
Back to top
Add reply
All threads
Threads post-2012