Why do we ask students to write essays? At least part of the answer to that question is found in 16th century France.

On February 28, 1571 a rich and slightly eccentric French nobleman, Michel de Montaigne, moved a chair, a table and more than a thousand books into the tower of his Bourdeaux castle. He had decided to retreat from ‘the slavery of the court and of public duties’ and, pausing only to carve inspirational quotes on the ceiling, he spent the next twenty years inventing and finessing the essay.  

Essay is a corruption of from the French essai, ‘an attempt.’ In these he attempted to encapsulate his learning and thoughts on many different topics into a few hundred words, although some are considerably longer. As a sceptic Montaigne never claimed complete knowledge but shared his research and concluding thoughts on topics as varied as cannibalism, vanity, smells, idleness. books, sending letters and drunkenness.  He was incredibly well read and liked to consider the arguments and thoughts of others before concluding with his own. However, the real topic of his work, he claimed, was himself: his essay made him learn new things, order his thoughts and developed his personality. The essays, amounting to over 1000 pages, were a huge hit – Shakespeare had a copy – and became the chief model used for students to express their learning ever since. 

At Royal High we are always seeking to support and develop academic curiosity. Whether it be researching and assessing solutions in Problem Based Learning, taking part in Maths and Science Olympiads or challenging themselves in the Bebras computational thinking competition, our students are always keen to stretch themselves.  

In our Sixth Form especially there is a real focus on preparing students for extended work at university through taking either the Extended Project Qualification (A level students) and the Extended Essay (IB Diploma). With their supervisor students develop research skills and critical thinking and develop a question to answer on a topic of their choice. Reading through UCAS forms prior to submission (UCAS is something that we do early and well at RHB– we already have plenty of offers in) is a great Head’s privilege. When they refer to them in their personal statements university admissions officers really see the value of these projects to our students, in both process and product. 

Our Sixth Formers have selected to write on topics as diverse as: 

‘To what extent do neonatal blood spot screening programmes for galactosemia reduce the implications of the disease: a comparison between UK and US screening programmes?’

‘In what ways and to what extent can John Stuart Mill’s utilitarian moral theory justify the decision in the landmark case (Airedale NHS Trust v Bland, 1993)?

‘How did American print news affect the public opinion of involvement in The Vietnam War between 1965 And 1973?’

‘Beneath the Plumage’ – an illustrated information book about parrots 

‘How effective is canine therapy for people with autism?’

Montaigne would be very proud! So, a dinner table discussion game for you and your families: what would your EPQ or Extended Essay title be? I look forward to chatting about this with many of you at our Sixth Form Open evening and at other gatherings later in the term. 

Find out more about our unique Sixth Form offer and choice of academic pathways. Register here and join us on 11 October for our Sixth Form Open Evening and 16 October to learn more about our Sixth Form pathways.