Challenge Trips

Year 8 Students Study the Origins of Modern English at Dr Johnson's House in the Heart of London's Old City

8F were excited to spend the day in Dr Johnson's House to contemplate local history the evolution of the English language and the origins of "correct spelling." The museum closed for us and allowed St Michael's the run of the whole house for the day! Please find Ayobammi Sanni's (8RU) reflections below:

In May we were blessed to go to Dr Johnson’s House in the City of London, one of the oldest houses in the UK. When we arrived we were greeted by a historian on the bottom floor who told us about the early life of Doctor Johnson, who he was and why this is his house or why it’s named after him. Inside the bottom floor there were many portraits of famous people of the time who knew Dr Johnson. One of them was Francis Barber, who was the first Black man to open up a school in England and had a massive impact on Dr Johnson’s life, who adopted him while he was in deep grieving for his wife who had died. 

On the second floor we saw the dining rooms and there were two rooms which both were used for eating and when they were finished eating in one room the men would move to another room to discuss "important" things such as business and how much their property cost, while the women retired to do embroidery and music. In one of the other rooms there was a big fireplace with a secret little door beside it, where they would put the wood for the fireplace inside. 

After this we had an activity  to match the old English words to their meaning. Some of the words even Dr Johnson did not know the meaning of! It was fascinating to think of how language had changed and continues to change today. One of the words was "vaticide" which meant murder of poets  (any word with the "cide" suffix means murder) and another word was "cameleopard" which meant giraffe!

On the third floor there was a room which contained many books and it was a library and we were told that many of the books inside the cabinets were actual books written by Dr Johnson in the 18th century. Inside this room we could also see two books inside a protected  glass  cabinet that were original copies of the dictionary that Dr Johnson published. In the middle of this room there was also an old chair with a rope blocking people from sitting on it. This was where Dr Johnson sat and wrote his dictionary - it even had worn through where he was leaning heavily! 

Our next activity was to work out what the word was from the dictionaries that existed before Dr Johnson - for example a dog was listed as "most commonly known animal", it must have been impossible! (all  definitions in a dictionary are meant to be unique). Then we saw 18th century clothing on a rack and we got to try on old English wigs that were used in the portraits around the house. 

On the fourth floor we saw a table with massive books on it which were copies of the original dictionary created by Dr Johnson - because there were so many words it was two books instead of one. I was surprised to find that when we turned the pages to the letter "X" there were no words at all because Dr Johnson thought that words beginning with the letter x were all foreign (Greek).  Then we had an activity to pick a word for the bowl and look for the meaning of it in the dictionary. I looked up the word “Slubberdegullion” which meant a worthless person then the word “Pissburnt” which meant a urine stain. In the ceiling there were pages from the works of Dr Johnson which made the room look even more fascinating. Then we got to write our names on paper with ink and a goose feather like Dr Johnson had to.  

My favourite part was looking up old words with fascinating meanings. I would love to go on another trip to see the history of London. 

Year 9 Students visit the Museum of Archaeology and Anthroplogy in Cambridge to discuss the Benin Bronzes

Twenty Year 9 students were invited to the University of Cambridge in January to visit Pembroke College and to discuss Archaeology with Professor Rob Law. The students were, in particular, fascinated to see some of the controversial Benin Bronzes at the Museum of Archaeology and Anthropology. Professor Law explained that while many groups want the return of these artefacts to West Africa due, in part, to the violent way in which they taken to Britain, there are also African-American groups that are campaigning for them to stay in the museum as they were made from materials acquired in Benin from the Transatlantic Slave Trade. Heidi, Stephanie and Anuoluwa share their thoughts on this complex and important issue below:

Heidi Anyijiobi - Retrun Them!

In the Cambridge Museum of Archaeology and Anthropology, I learned about the history of precolonial countries in Asia, Africa and South America. In particular, I was deeply fascinated by the exquisite artworks discovered, which challenged the colonist attitude/beliefs that non-Europeans were uncivilised. Acknowledging the severe hardships faced by colonised nations, I felt despondent when I was enlightened about the tragic, brutal events including the looting of significant objects in Benin.  

My favourite historical artefacts in the museum were the Nigerian masquerades and the Benin Bronzes. Deeply rooted in the traditions of various ethnic groups, such as the Yoruba, Igbo and Efik tribes, the masquerades are believed to embody the spirits of ancestors or deities. Still considered as significant aspects of modern–day celebrations, festivals and rituals, these serve as a reminder of the rich history and culture of West Africa. I really liked the patterns on the masquerades and the different colours incorporated. With deeper inquiries, I also learned that the masquerades serve as a bridge between the physical and spiritual worlds, linking to the religious aspects of ancient Nigeria. 

In addition to this, I was captivated by the Benin Bronzes, which are magnificent aspects of Western African culture. In the museum, these were displayed, showcasing the significance of the Oba and Ioba of the Benin Kingdom. These relics highlight the kingdom’s early interactions with European traders, particularly the Portuguese. Unfortunately, they also shed light on the unfortunate, devastating history because the artefacts were looted during the British punitive expedition of 1897. Hence why they are displayed in numerous museums around the world, such as this one. In my opinion, I believe that they should be returned to Nigeria because the Kingdom of Benin is present-day Nigeria. Enlightening individuals on the rich history of pre-colonial Nigeria, I think that this idea is wonderful because it not only enables the relics to be displayed in their original cultural context but also attracts tourists, which benefits the economy of this newly emerging country. Furthermore, it honours the heritage of the Benin Kingdom and returning looted artefacts is a step towards addressing historical injustices. 

In conclusion, I really enjoyed this trip because it helped me learn more about the history of different countries. In the future, I look forward to trips like this, where I can continue to expand my knowledge on these significant but often overlooked aspects of history. I would like to see the return of cultural relics, such as the Benin Bronzes to Nigerian museums, where they can be appreciated within their rightful context, celebrated by the local community and contribute to the preservation and understanding of Nigeria’s rich heritage.

Stephanie Eboh - Return Them!

The Benin Bronzes are a collection of intricate plaques and sculptures that once adorned the Royal Palace of Benin in present-day Nigeria. Created between the 13th and 19th centuries, these artefacts hold immense historical significance, reflecting the artistry, craftsmanship, and cultural practices of the Edo people. The bronzes served not only as decorative pieces but also as important symbols of power, history, and identity, depicting significant events, ancestral figures, and the rich heritage of the Benin Kingdom.

In 1897, these invaluable treasures were wrongfully acquired during a British military expedition that resulted in the sacking of Benin City. The British justified their actions with claims of punitive measures against local resistance, but their primary goal was the plunder of cultural treasures. This act not only deprived the Benin people of their heritage but also denied them the opportunity to preserve and share their history in their own context. 

The return of the Benin Bronzes would not only rectify this historical injustice but also allow Nigeria to reclaim a vital part of its cultural identity. Restitution would enable the Edo people to reconnect with their past, fostering pride and a deeper understanding of their history while also contributing to the global dialogue on colonialism, cultural heritage, and the importance of respect for all nations' legacies.

Anuoluwa Oyeneye - Don't Return Them!

Most people would say of course they should be returned, they were stolen - I initially had this thought too, as it seemed morally, to be the correct answer. However, after some deeper thought and finding out the origins of the Benin Bronzes, I now believe that the best thing to do for the future would be for them to stay in Europe/western museums.

The Benin Bronzes are a collection of bronze sculptures which decorate the palace of the Oba (powerful chief/king) and the Ioba (chief’s mother) in the Kingdom of Benin which is modernly known as Nigeria. They were made from the 13t - 16th century, and depicted stories of the Oba, traditions, and events in an artistic way, which clearly showed the talent and humanism of pre-colonial Africans.The sculptures were made from materials gained by the British in exchange for slaves during the slave trade. However, during The British Punitive Expedition of 1897, the British military burned and destroyed villages along with capturing and exiling the Oba and the Ioba. Then they looted thousands of cultural objects, including the Benin Bronzes and later sold them to museums and collectors.

Before forming an opinion, think of these two questions:

1. Currently, the British museums have no control over the oppressive actions of their ancestors, and neither does the Nigerian government

2. Think of what is most beneficial to all of humanity - not only a part of it

Although what the British did was unjust, as of now, these sculptures are scattered across museums in the Europe, including the Cambridge Museum of Archeology and Anthropometry, which is an accessible place for them to be.The Nigerian government announced that the rightful owner of the artefacts is the living descendants of the oba, however, after Germany had returned 21 of the Bronzes, they have not been publicly displayed, but have been kept in the palace of the current monarch of Benin.This is a huge issue, as it is important that they are publicly accessible, so that they can inform people today on the culture of pre-colonial Africa, and can easily be studied by a more people. It is important that people can have easy access to seeing these artefacts, so that more people have the opportunity know about the unique history of Nigeria, and so that they can be studied be experts and students everywhere. Furthermore, if they are kept it famous museums such as the British museum, they would be more available to a larger audience, rather than if they were kept else were.What will happen if all of the Bronzes are returned? Would they be seen again?

Additionally, it can also be argued that Western museums are better equipped to preserving artefacts for longer periods of time, as the Bronzes have currently already been preserved for over a century. This is because they have more advanced equipment and technology to do so and ensures that the artefacts are in good condition for as long as possible. As well as this, they also have specialised staff to care for fragile objects. To keep the Benin Bronzes in the best possible condition, the best place for them is at western museums. A suitable solution for this would be for the museums or private collectors to return a portion of the relics to Nigeria, once they have the proper resources to conserve them.

If the Benin Bronzes were to be returned, there are also concerns that it would lead to other nations demanding/claiming artefacts back.This not only  would have a significant impact on the diverse collections of global museums, which could also have significant economic impacts for museums which run for profit.

In my opinion, the Benin Bronzes should not be returned back to Nigeria, because although morally it may seem just to return them all back to their place of origin, ultimately, for the good of the majority, and taking into account the fact that the neither the museums or the Nigerian government are responsible for the actions of people hundreds of years ago, it is best that they stay where they are not only for us now, but for the people of the future.

Year 12 Students go to Aerospace Careers Conference

Students studying Physics in year 12 were recently invited to an Aerospace Careers Event at Dulwich College. The day included robotics, virtual reality, 3D computing and quantum mechanics; and provided students with a great opportunity to explore how theory can be put into practice in the real world and in the future. Students particularly enjoyed meeting a robot dog and asking it questions. Libero Abebe said he "learned how VR is used to solve problems, how robots like the robot dog are designed to help with tasks, and how technology is used in areas like defence and maintenance". 

There were talks from the Aerospace Careers Programme, led by its Chairman Dr Michael Smith and his colleagues Chris Marshall, Lee Mason and Mike Stokes; and industry professional Aaron Ellis, Graduate Mechanical Engineer at Babcock International, the leading provider of critical, complex engineering services which support national defence, save lives and protect communities. In workshops held during the afternoon everyone was over the moon to explore the future of AI in space and see how 3D printers bring ideas to life. Students soared through virtual skies with VR headsets and tested their piloting skills in flight simulators. Ellis introduced a timed challenge to see who could build the tallest tower using paper and tape, where everyone worked in teams and learned the importance of a strong foundation. 

Please find the reflections of Aron Villanueva, 12RU, below: 

"On Friday 29th November, we attended “Aerospace Day” at Dulwich College. I learnt about various topics surrounding aerospace and STEM such as the fourth industrial revolution, robotics and NASA’s Artemis program. Furthermore, we were introduced to companies like Babcock and Boston Dynamics with interactive activities and presentations presented by well-experienced engineers around those industries. After the morning presentations and appetising lunch, we were moved around to four activity rooms where we used collaboration and problem-solving skills to complete tasks such as: building the tallest tower with tape and paper, flying a drone in a simulation, and talking to a robot dog! Personally, what I enjoyed most was the amazing food and canteen… but if you want a serious answer, I would say using the virtual reality headsets to simulate a plane was very cool! An amazing experience and opportunity that I thank the school and the science department for making possible. 🙂"

Year 7 Students Discover Local History on Walking Tours of Southwark

All Year 7 classes were able to enjoy engaging with the History of the streets that they live on during Arts and Enrichment Week. With bespoke guided walking tours led by experts from the History Department, students were able to appreciate their home in a new way and received specialist training in how to read the city scape. Please find the reflections of Elisabeth J, 7SA below:

I really enjoyed the walking tour of Southwark. The best part of the walk was learning new information about the streets that I've walked on my whole life! - like the dragon statues and how they mark the borders of The City of London and The Great Charter of 1068. At first, I didn't realise what the walk was going to be about but then I loved coming to realise how connected our area is to some of the most important events in History and that even the smallest of things like where our school  building itself had such a big role to play. My friends and I found it fascinating how much we learnt in only 3 hours and it shocked us how much we didn't know about our school, our local area and what used to be there. I found it particularly scary/fascinating to know that our school is built on a World War 2 bombsite with 5 bombs discovered....so far! I will certainly be looking at Bermondsey in a different way now!

Elisabeth J, 7SA

Year 8 Students Enter the Forbidden Headquarters of 

The Order of St John! 😮

This term students in 8F were granted special access to The Museum of The Order of St John. As part of an ongoing project with The Speakers Trust to reclaim the cultural spaces of London, our students were given the keys to The Gate of St John for the day - a space strictly off limits to the majority of the population for hundreds of years! Originally the headquarters of The Knights of the Order of St John of Jerusalem, who made their name during the troubled history of The Crusades one thousand years ago, The Clerkenwell Priory later became an important building for state security. 8F were given access to the rooms in which Shakespeare's plays were first edited by government censors before exploring the spaces in which William Hogarth, Samuel Johnson and Charles Dickens would work and socialise over the last 300 years. These Year 8 students then spent a day, one week later, developing their public speaking skills with specialist staff from The Speakers Trust on their experiences in the shadows of The Order of St John.

Please find Felipe's reflections below:

'These past weeks our class has been learning about public speaking from going on trips and having workshops. The other week we went on a trip to the Museum of the Order of St John both to learn about the history of the Order of St John and the museum and learning how to speak in public . After exploring the museum, we in our groups created a presentation and presented it to the class . The following week we learned about public speaking from an expert whilst doing fun games and making speeches . After practising and rehearsing our speeches we performed them to the class and received certificates from our hard work. Overall the workshop and the trip was very enjoyable and I would recommend it to other students. Thank you to Mr Magnoff for organising the trip and Ms Cumber and Mr Muir for taking us on the trip.'

Felipe S, 8MA

Year 8 Students go on Mars Rover Space Mission at 

Cambridge University

Eight Year 8 students were selected by Cambridge University to attend a full day workshop at the world famous Cavendish Laboratory. This was in recognition of their outstanding work in Physics this year. These students took part in a hands on session with the scientists that conducted the Mars Rover Missions, exploring the mechanics and challenges of researching a world beyond our own planet. These students were also given a bespoke tour of the prestigious St John's College, home to numerous Nobel Prize winners who have positively changed the world. One day this could be you! Please find the reflections of Michelle and Adriel below:

I really loved exploring St John's College, where we were allowed to walk around the campus, learning about what each area was for. I particularly liked the small garden where student scholars would go to study. We also passed by the church where students and scientists would get married  and attend mass. After this we went to the science department where we learned about student life and attended a lecture on the nature of science. Then we went on to start a project to make a suitable Rover that could survive Mars's conditions without being damaged. It was really interesting to think about the qualities of the materials we needed to use - with reference to things like brittleness and longevity. One day I would love to be involved in exploring space.

Michelle K, 8DA

In St John's College, we embarked on a very prestigious journey that helped us to learn more about science. I also really enjoyed the Mars Rover project that built on our knowledge about forces, to create a vehicle suitable for the terrain of Mars.  It helped me learn a lot more about Physics and how we can use this knowledge to our advantage both on Earth and on Mars!

Adriel A, 8DA

On Thursday 5th October, we visited Pembroke College, which is part of Cambridge University and is also the third oldest college in Cambridge. A dozen St Michael’s students attended the trip, along with other students from other secondary schools. We received an introduction to Pembroke College which was immediately followed by a Q and A session with three students from the college, which helped us to understand what life might be like for us if we attend Cambridge University in the future. We were then given a tour around Pembroke College by one of the volunteering students. including the laundry facilities and the layout of the dormitories. After the tour, all students were provided with a free lunch voucher which meant they were entitled to a free main, side and dessert in the Pembroke College Hall, surrounded by paintings of famous, pioneering ex-students.

After lunch was finished, we attended a lecture Anglo-Saxon and Viking treasure that included details of medieval customs and burial culture. A few short quizzes and games on this topic were given to students to complete which were all great fun. The lecture ended with a debate. The debate was over the question; “Does History affect the present and the future?” Students were asked to stand on one side of the room if they agreed and the other side of the room if they disagreed. All of the students immediately flocked to the ‘Yes’ side of the room, and only one History teacher (ironically) stood alone on the ‘No’ side of the room. Many points were made by both sides of the debate with the vast majority of the points from the ‘Yes’ side coming from St Michael’s students and Mr Magnoff. By the end of the debate, the ‘Yes’ side clearly won and this was in large measure due to the gifted students of St Michael’s.

I had a very positive experience at Pembroke College. I learned a lot of very useful information on my post-16 choices. Personally, I would like to attend Cambridge for a Law degree in order to become a lawyer in the future. I learnt that Cambridge and most other universities don’t require any specific A-levels, however, essay based subjects such as History and English would likely help get into universities for a Law course.

Lorenzo L (10DA)