Category: School

Sew it goes, embracing wonkiness

When I began these posts in the theme of Little Big Steps, little did I know how small my steps would become, how small the majority of our steps would be. A few days before lockdown, I took the risk of going to my oldest friend’s funeral. The advice on social distancing, at that time, was less stringent. And the sorrow we all felt at losing one of the kindest, loveliest people I have ever known led to grabs of hands, consoling hugs. Then, within days, a brother fell ill, then my husband, then me. Nearly 5 weeks into (probable) COVID-19, little steps are all I can take, still plagued by breathlessness and fatigue caused by the virus piling an extra bag of sticks onto the heavy bundle I always carry due to twenty years of Chronic Fatigue Syndrome.

This is the longest thing I have written in five weeks. I have had little energy and little desire to write. Some days, all I have written in my journal is the day and the date, trying to keep track of some measure of normality, to know where I am.

My creativity has gone in another direction, towards sewing, a little bit at a time, using remnants given to me just before lockdown, stored in a box that I received from my eldest daughter for Mother’s Day, when we went for a socially-distanced walk along the banks of the River Medway. My last proper outing before self-isolating.

I didn’t learn sewing at home. My mother was a furious knitter, clicking at speed in her armchair whilst simultaneously watching telly. I never got the hang of it, the tension either too loose or too tight, stitches dropped, wonky ‘squares’ abandoned on the needles. But I did like sewing, beginning with cross stitch on those stiff oblongs of fabric with large holes in them, at primary school, appliquéing a felt seahorse onto fabric that became a swimming bag when I was in top class.

Grammar school knocked some of the enjoyment of sewing out of me. Excellence, striving for perfection, that was how it was, for all topics, and I soon learned that you only got help with things if you were already really good at them. Why support the girl who was struggling with sewing in straight lines, the girl who managed to stitch the skirt she was making to the skirt she was wearing? Why help me when there was the brilliant sewer who was performing miracles with an embroidered, ruched bodice and puffed sleeves? That other girl could get an A in O-Level Needlework, whilst I would have the subject removed from my school timetable as exam year approached, along with Music, which I also loved. I would do much better in languages, was forced to do Latin to help with my French and German. After all, at Rosebery County Grammar School for Girls results were everything.

Whilst I had no help at school, rather stern looks and disappointment from the teacher, I took a full-length skirt I was making to Mrs Field, my church choir mistress, who lived in a ‘big house’ and not only had a sewing machine but a sewing room! Mrs Field and her daughter Rosemary spent hours with me, showing me how to convert yards and yards of material into a ruffle to go on the bottom of my maxi-skirt. Long stitches and careful and even gathering made a floor-sweeping triumph when I wore it to the next Irish dance at Surbiton Assembly Rooms. They had patience with me, gave me one-to-one attention, and never made me feel inept and stupid, like I did in Mrs Whatshername’s class at school.

I took up sewing again when my daughters were small. I left them in a crèche at South Greenwich Adult Education Institute whilst I joined a sewing class. I was in my early twenties, and most of the other women were in their forties, fifties and upwards. I learned a lot about the menopause in that class. But, mostly, I learned how to make clothes for my children, complicated soft toys (my Mickey Mouse was a great success, once I unpicked the tail I had mistakenly sewn on his front and placed it on his bum) and made patchwork panels, which were added to quilts that were raffled at the end of each term, a panel or two by each class member stitched together.

Sewing became my sanity and insanity. After the girls were in bed, I would work on ‘just one more square’ of a patchwork bedspread, which led to another, and saw me sitting up into the night. I still have that bedspread, some 35 years on, now a picnic blanket.

These days, my sewing has taken on a free-form aspect. From the years of accurate pattern-following and precision-cutting and stitching of formal patchwork, I have discovered crazy patchwork (quick and easy by machine) and folded patchwork (takes longer by hand, but it is forgiving to inaccuracy and mistakes).

A couple of months ago, I found a book in Oxfam, The Coats Book of Embroidery, from 1978. This is where I discovered folded patchwork, and I am learning new embroidery stitches, techniques like whipping and interlacing, adding different colours to the base stitches. I look at the diagrams, skim-read instructions, make my own wonky way, deciding on what I am making and how to make it, with what, long after I join the first two pieces of fabric. It is a lot like the way I write, never plotting or planning, not knowing how it will end. But it’s a heck of a lot less frustrating than writing. There are no abandoned drafts, though there has been some unpicking and restitching, much like editing a piece of writing. I now feel I can just enjoy sewing without Mrs Whatshername looking down her long nose, over the top of her glasses, when I was in Class 3M at Rosebery. As for making an embroidered, ruched bodice, I don’t care for it, actually. I am making a folded patchwork rainbow with wonky embroidery and experimenting with inlay appliqué, thank you very much. No-one will be marking it or inspecting it for faults. It will soon be hanging in my front window, along with the other rainbows and hearts in the street.

On rereading (or just reading) A Kestrel for a Knave

A Kestrel for a Knave, by Barry Hines, was first published in 1968, and the Ken Loach film, Kes, came out the year after. I don’t remember if I read the book or saw the film first. As I read, scenes from the film played in my head. I now wonder if I read the book at all, or just saw the film. I was rereading (or perhaps just reading) A Kestrel for a Knave, for a writing and wellbeing event. We were asked to bring along a book on the theme of nature or ecology; one that meant something to us. I am sure that this book brought about my lifelong love of birds of prey.

A Kestrel for a Knave is about the transformation of a boy’s life through raising a hawk – Kes. Billy Casper lives in a mining town in Yorkshire with this mum and brother. His father has left home, and Billy no longer sees him. Billy is coming up to school-leaving age, which was 15 in those days. He is expected to work down the mine, as most lads who go to his school end up doing; Billy’s brother Jed is a miner. But the only thing Billy is interested in is his kestrel.

Billy is no saint. He steals Kes from a nest, and when he tries and fails to borrow a book on falconry from the library, he goes to a bookshop and steals a book instead. This is a child who can barely read and write, yet he teaches himself the art of falconry from this book.

A Kestrel for a Knave is filled with the language of nature. At school assembly, hymn books ‘bloomed white across the hall as they were opened.’ At a football match, Billy is described as ‘growling like a little lion’, and the other boys as ‘ a herd of multi-coloured cross-breeds gambolling around the ball.’

Cinematic descriptions, with an all-seeing eye narrating, made the book just right for translating into a motion picture. An omniscient narrator is frowned upon in current fiction-writing, but Barry Hines does it so well. The voice does not feel all-knowing; it’s just that there is no singular point of view. And the reader can easily picture the settings, action and people.

The scene I remember most is in the classroom, where Mr Farthing is leading a session on fact and fiction. He asks the boys to tell true stories, and the first boy leads with a tale of filling wellies with tadpoles and then putting them on. The other boys then encourage Billy to talk about his hawk. Billy holds the class and the teacher in rapture as he talks about Kes. This is a boy who is seen as unintelligent, a write-off, but here he is, an expert on falconry. The boys are then asked to write a tall story. Billy’s, poorly written in terms of spelling and grammar, describes an evening where his father is living back home. They go to the cinema as a family, and have fish and chips on the way home. It’s heartbreaking. What should be an ordinary account of family life might just as well be a fairytale.

Of course, the book does not end well. Billy takes money, meant to place bets on behalf of his brother, and spends the cash. Both horses win, and Jed would have won a tidy sum. Enough to take a week off work. Unable to catch Billy, Jed tries to take Kes from the shed where Billy keeps him, and inadvertently kills the bird. 

The edition I read was published in 1998, thirty years after the book was first published. There is an afterword by Barry Hines. Hines went to a grammar school; his brother to a secondary modern, like Billy. He talks about the divisions this caused, with children condemned as less intelligent, less worthy. Billy is seen as a failure, but, ‘If there had been a GCSE in Falconry, Billy would have been awarded an A grade, which would have done wonders for his self-confidence and given him a more positive self image.’

I have written previously about the divisions of the school system, my own experience of grammar school, while my sisters were sent to secondary moderns. I can see why Ken Loach picked up this book so readily and made it into a film that tells so much about class divisions and education.

A Kestrel for a Knave is well worth rereading (or reading for the first time?). Next for me is to watch the film Kes again.

WordPress Themes