This house with
its G-Plan living-room / a lineage of photo albums / framed embroidered landscapes / denial seeped deep into its walls / the boxed silverware and its DNA of Christmas meals / milk in the freezer / so much forgetfulness / its meaninglessness of ornaments / dusty hooks where pictures once hung / steam trains puffing a past / my signed poetry books / paeons to Royalty / so many Syd Lawrence albums / collectors’ plates like beacons / boxes packed and waiting / medicines nearly sorted / places he fell into / a message from the Queen / only echoes as a home
He pulls up outside his house and I walk over the road from where we are staying this week at the mother-in-law’s to say hello to Ray who has got his own gravy – the good pension, he tells me in talking about elderly needs, and all that this buys layered in the back of the car, this red runaround which uncannily through an unknowing local purchase by Ray once belonged to my father-in-law Jim who had driven it till quite old and with a shade more geriatric danger than his neighbour now does – parked half on and half off the kerb – and then Ray’s oblivious disregard for, at the time, a dribbling nose, and his young man’s performances in the Black and White Minstrels all those years ago which we only learned in a passing anecdote while talking about music at Jim’s funeral.
Accumulation of knowledge
is properly sequenced about:
and Jack the Ripper.
10,000,000 memorised grammatical terms
properly sequenced to allow
Newton’s First Law
in an eighteen page appendix.
Incremental accumulation of knowledge
is properly sequenced about –
using evidence /
parallelograms using evidence –
and James I.
The spirit of Hirsch
and prescribed knowledge,
possessive pronoun and
more valuable skills,
calculate the area of what pupils learn.
[Source: Knowledge and the Curriculum, Nick Gibb introduction]