The Nun in the Computer Room
I got my first computer when I was 4 years old which, for those of you who know me, probably explains a lot. It was an Acorn Electron, it had 32KB of RAM, it cost my parents a fortune and, until 1993, it was my only real piece of computing kit. Sure, I had an Atari 2600, but with my Electron, I could play games that I'd bought, type out page after page of code from "Electron User" to run games featured in the magazine's pages – because my parents couldn't get the version with the tape on the front – and, ultimately, learn BASIC and create my own software.
My parents' gift and foresight – in seeing the value of buying a computer for me at such an early age – were probably the most valuable things I would be given at such an early age, despite not knowing it until long after I'd left school. Aside from hours spent playing Repton, Elite and the myriad of other fantastic Superior Software games, the Electron gave me a grounding in programming, something which has been a huge contribution to who I am and what I do today.
The Computer Room
By the time I was 10, we'd moved from the centre of Birmingham to the suburb of Great Barr on the very edges of the city, and in September 1990, I started secondary school at Stuart Bathurst R.C. High School. My earlier tour of the four-storey building that formed part of my new school in Wednesbury, hadn't included a visit to the room in the corner of the top floor which housed the Maths department, but my first lesson in that room changed everything.
At my primary school – St. Catherine's in Birmingham, if you must know – we had a single RM machine. I can't remember much about it, apart from the fact that it was very basic and didn't sound anything like my computer sounded when it was loading programs from the cassette tapes. But this amazing computer room was packed full of computers – a few Archimedes machines, but mostly BBC Micros hooked up to monitors of varying capabilities.
Slightly more amazing than the lab full of computing equipment, however, was the teacher who inhabited it.
The Nun
During the 80s, I'd grown up with the vision of bespectacled old men with beards who taught computing – if you're around my age, and you had any interest in computing around that time, you might remember The Computer Programme which was commissioned by the BBC. The story is much longer and complicated but, as basically as possible, Acorn Computers and the BBC had designed the BBC Micro to be an essential part of british education, and it certainly fellt like Stuart Bathurst had embraced that vision with gusto.
Except that whilst sometimes seen wearing glasses, our teacher didn't have a beard and wasn't a man, but was an intensely intimidating nun, who went by the name of Sister Celsus. Those that messed with her soon learned not to, and it wasn't long until everyone was given a basic understanding of computing and the BBC BASIC langauge.
The small handful of us who had already been exposed to BBC BASIC and knew our way around the computers were quickly identified and nurtured, motivated into spending more time with the computers and often pushed, in class, to deliver advanced work. In the first two years at the school, we were given access to the computer room at lunchtimes and some were even given access to help out with more technical projects, taught about databases and more interesting uses of the machines.
Long before computing became part of any syllabus, Sister Celsus was teaching kids how to program, how to properly interact with computers – not simply how to use Microsoft Word, Excel and PowerPoint and choose Comic Sans as your font.
Whatever happened to Computing in schools?
At the start of my second year, the BBC Micros had all but been replaced by Archimedes machines, and by the start of my third, RM-branded, watered-down PCs – no doubt cheaper than their Acorn counterparts – had started to make their way into the computing lab, and many classrooms around the school. Computing became less of a subject about programming and more about how to use computers for everyday needs, for writing letters, creating presentations and basically learning how to get around Windows.
When the time came to move into my third year, Sister Celsus had left the school, and the real passionate forces behind computing at Bathurst began to disappear. More and more Windows PCs, complete with ClarisWorks and very early versions of Microsoft Office, became commonplace throughout the school. Of course, a handful of students used to spend as much time on the remaining BBC and Acorn machines, mucking around and playing games like Elite and Exile until as late as 1993 on machines which had been distributed throughout the school.
It was around that time that my Electron moved to it's final resting place in my parent's loft, shortly after they'd bought me a Commodore Amiga. I'm sure both computers are still up there, and I imagine they both still work, though, if I remember correctly, one of the Electron's loose chips might need a bit of a jiggle in order to get it running again – something those who teach computing could probably do with. I got further involved in BASIC programming through AMOS Professional on my Amiga, but the early lessons in how to program stuck with me.
Much of everything I've heard about ICT classes in schools recently makes me cringe. Horror stories of students being taught that the style of a presentation is more important than the content, and – particularly abhorrent to me – students being taught how to create websites using PowerPoint. Friends of mine who actually failed their ICT course because they created a website using commercially acceptable methods instead of using Microsoft Office to do so. Perhaps it's just my interest in the field that clouds my memories, but I remember my computing classes being nothing like that – while we did learn how to use word processors and other applications, we were always encouraged to find new uses for the technology we were using.
Yes, there have been whispers of suggestions from Whitehall that the teaching of programming will be making a comeback to our schools, but it's the likes of Anna Debenham, who I'm sure will be the subject of many future ALD-themed blog posts, who are the real pioneers here. Becoming involved in schemes where us developers actually go out into schools and ask to be part of unconventional ICT lessons is a great way to help in this area – it's just a shame that teaching students something that doesn't involve office productivity software is labelled as unconventional.
Perhaps what should be thought of as unconventional is actually teaching kids – the potential developers of tomorrow – how to learn, and how to keep up with the rapidly changing standards and moving targets of modern web development.
Being thankful
Having a teacher like Sister Celsus bolstered the investment my parents had made, and whilst no-one stepped into the void left by her with the same level of interest, the time she dedicated to the subject galvanised my interest in the subject. I'd probably still be doing something with regards to computers right now, but I doubt I'd be as interested as I am had it not been for her.
Perhaps it's down to the fact that computing has become so ubiquitous, so big a part in everyday life, that the teaching of the subject has become so watered down, but I hope there are still teachers out there who recognise pupils with a knack for computing and who give them the same level of encouragement that I received from that amazing little Irish nun.
This entry is my contribution to Ada Lovelace Day 2011. You may also be interested in The Nun and the Archimedes – my buddy Matt Patterson's ALD post from 2009.





