PREPARATORY SCHOOL
Have we lost our marbles ?
No one really knows when the game of marbles first began , or when the first marble was made . It is probably fair to say that in one form or another they have been around almost as long as mankind . Archaeologists have found game boards and playing pieces in the earliest excavated graves in Egypt and the Middle East and in most other parts of the world .
The marbles we are more familiar with , were first manufactured in Germany in the 1800s . The game during this century had become popular throughout the United States and other countries . In 1903 , Martin Frederick Christensen made the first machine-made glass marbles on his patented machine . This machine was responsible for the first mass production of the glass marble and inevitably the explosion of its popularity in every schoolyard , including Guildford Grammar Preparatory School .
In Australia , games are played with marbles of different sizes . The smallest and most common is about 15 mm in diameter . The two larger , more valuable sizes are referred to as semi-bowlers ( mediums ) and tom-bowlers , being about 20 mm and 25 mm in diameter respectively .
Interestingly as you walk around ‘ The Marble Patch ’, what appears to be just a game of marbles , is a much more complex event that takes place each recess and lunchtime . One begins to realise that ‘ The Marble Pit ’ is not just a patch of grass and dirt , but a classroom without walls , whiteboards and a teacher . The students unknowingly or knowingly are learning more than just the simple game of marbles . They participate in a learning experience where students learn from each other , with all of them alternating between the role of educator and student .
This simple game provides a number of learning experiences .
Isaac Newton and Pythagoras would be amazed at the use of distance , estimations , angles , weights and force , which each player needs to consider when executing a roll or throw .
Trades are common and each student interacts in high level trade deals , including three and four way deals that would make trade week in the AFL look simple . The use of mathematics when deciding these trades is complex and at times almost unable to be understood . The calculations made would have many economists baffled .
They categorise marbles according to so many categories that Charles Darwin would be in a spin . The number of ‘ species ’ is
massive and yet each student knows their name and characteristics .
The rules designed for each game , though seemingly simple , have complex clauses and sub clauses and at times , require a ‘ parliament ’ to decide the final outcome . The senate would do well to witness how these decisions are made and added to the Book of Laws that exists in spirit .
Students are interacting in such a way that their year group is no longer apparent . They view each other as equal , all sharing a common goal . They share each other ’ s victories and losses , knowing that they will fight another day .
Finally , as your child comes home speaking a new language , Marblish , it is useful to understand some of this terminology :
• Commie or common – made of clay ; natural colour or monochrome coloration . Made in huge quantities during 19th and early 20th centuries
• Pearls – opaque with single colour with mother of pearl finish
• Toothpaste – also known as plainsies in Canada . Wavy streaks usually with red , blue , black , white , orange
• Tiger – clear with orange-yellow stripes
• Crystal or clearie or purie – any clear coloured glass
• Cat ’ s eye or catseye – central eye-shaped coloured inserts or cores
• Rare , most valued and prized due to its rareity
• Tom bowler – a big marble
Mr David Macdonald Year 5 Teacher and Marble Maven
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