[History is] the most difficult of all the sciences. Fustel de Coulanges

At a school like Runnymede, where science subjects tend to be a destination for many, it has been thoroughly invigorating for an historian like myself to be tested and challenged each and every day by the bright, enthusiastic students she meets. The above quote may seem a little incongruous – but, in fact, it has been highly refreshing as a new arrival to Runnymede to consistently try and prove to students just how relevant the historical past is to their present, a present perhaps dominated by scientific discovery, technology and the future.

Year 7's boundless enthusiasm for history and for exploration was clear on the trip to the medieval conurbation of Atienza. Although their taste in movies leaves a lot to be desired (something slushy with Catherine Zeta Jones – and this from a Welsh woman – followed by 'Mr Bean') their inquisitiveness, conduct and patience when the heavens opened halfway up a hill to see the star attraction of the castle, did not. Mrs Tribe's grace under such pressure and the way she questioned students about what we could see showed off both their wealth of knowledge but also the magnificent training they receive as historians of quality who apply the most scientific of methodology to their answers and conclusions. The credit lies solely with Mrs Tribe – she gives the youngest students in the senior school the greatest headstart and preparation for the rest of their history studies.

The best scientists visit museums and take field trips, hence Year 8 followed suit. A very rainy arrival at the Thyssen museum did not dampen spirits (!) and two groups walked around the artistic gems with very wide eyes to see the Renaissance art we had analysed and discussed in class in real life, so to speak. Their comments and observations showed not only the ability to apply theoretical knowledge in practice to many paintings they had never seen before, but also an imaginative approach. Year 9 were surprised by my own imaginative approach to bringing history to life and making it more practical, less theoretical, when they commenced their study of the slave trade by trying to fit under their desks in the approximate amount of space the slaves themselves would have been allocated during the Middle Passage. What could have been quite a silly activity actually gave the students time to reflect by trying to experience, as far as possible, the hardships of the past themselves.

If one were to liken the history classes of Years 10 and 11 to a science, then it would perhaps be biology. Key Stage 4 students regularly managed to cut open and examine the contents of my heart and brain on a regular basis! This was fortunately done mainly through the sheer enthusiasm and ever-questioning attitudes of the students rather than their heart-breaking tendencies regarding homework. Both classes in each year group kept up a healthy rivalry with each other throughout the year and Year 10 in particular should be commended for studying the Spanish Civil War (a topic on next year's exam) with a scientific approach to sources, their maturity in accepting the complicated and emotive arguments surrounding it was impressive.

And so on to the Sixth Form. What a glorious mix of students Mrs Tribe and I had the pleasure of teaching this year, many of whom did in reality bring much science and a scientific approach to their studies. Mr Walter had certainly had his hand to play in preparing such great thinkers (I hope I have taken care of them well) as had Mrs Tribe, who was a constant source of guidance, advice, knowledge and patience to me in my acting role. Most approached their examinations with dedicated preparation, certainly all had the opportunities to enjoy healthy debate and vibrant discussion in the classroom. So much so, that Years 12 and 13 were by far and away the main suppliers sustaining my 'odd comments' board, from which a few (anonymous) pearls must be shared:

“Surely – the Event come before the Cause?”

“If something isn't religious, it's satanic.”

And my personal favourite... “As you know, I know a lot of the 'art'”. And with this one closes. If Runnymede students can continue to combine their interests in the sciences, arts and humanities, seeing the relevance and interdependency of all, then it will be with pride that they should venture out into the world.