Faraday was born the son of a blacksmith in Newington Butts, Southwark. It is not known where he was educated as a child, but the family moved north near Manchester Square. At 13, he worked as a newspaper boy for George Riebau of Blandford Street. He then became an apprentice for seven years in bookbinding under Riebau. In 1810 and 1811, he attended lectures on science given by silversmith John Tatum (1772-1858) in the city of London and took notes. These were shown to the son of a Member of the Royal Institution of Great Britain (RI) who in turn showed them to the Member who was so impressed he gave Faraday tickets to see Humphry Davy (1778-1829) lecture at the RI in 1812. After writing to Davy to ask for a job, he was appointed as a chemical assistant at the laboratory at the RI in 1813. In 1813 he travelled with Davy to France as an assistant, secretary and valet; subsequently visiting laboratories in Italy, Switzerland and Germany until April 1815. In 1816 he began his `Commonplace Book' and was elected Member of the City Philosophical Society from 1816 to 1819 giving lectures on chemical subjects. From 1816 to 1828, he published his work results in journals such as Quarterly Journal of Science, Philosophical Magazine and Philosophical Transactions of the Royal Society. In 1821 he was appointed Superintendent of the RI to maintain the building. In 1825 he was appointed Director of the Laboratory and in 1833 he became Fullerian Professor of Chemistry at the RI. In 1821 he discovered electro-magnetic rotations, the principle of the electric motor. In 1831 he discovered electro-magnetic induction; also in the early 1830s, he discovered the laws of electrolysis and coined words such as electrode, cathode, anode and ion. In 1845 he discovered the magneto-optical effect and diamagnetism developing the theory of the electromagnetic field. In 1824 he was elected to the Royal Society. He gave lectures at the RI between 1825 and 1862, establishing the Friday Evening Discourses and the Christmas Lectures for the young. In 1827 he delivered a course of lectures on chemical manipulation to the London Institution and he also gave lectures for medical students from St George's Hospital from the mid 1820s onwards. In 1829 he was appointed Scientific Adviser to the Admiralty. In 1830 he was Professor of Chemistry at the Royal Military Academy, Woolwich until 1851. In 1836 he was appointed Scientific Adviser to the Corporation of Trinity House, the English and Welsh lighthouse authority, until 1865. During the 1850s and 1860s, he introduced electricity to lighthouses under this position. In 1844 he conducted an enquiry with the geologist Charles Lyell (1797-1875), into the Haswell Colliery, County Durham, explosion.
Born, 1635; Education: Queen's College, Oxford; BA (1655), DCL (1677); Lincoln's Inn (admitted 1654); Career: Travelled abroad (1659-1661); Original Fellow of the Royal Society, 1663; Clerk to the Commission of Prizes (1664-1667); Clerk to the Privy Council (1664-1679); Deputy Vice-Admiral of the Provinces of Munster (1665), Vice-Admiral (1677); Envoy extraordinary to Portugal (1665-1669), Flanders (1671-1672) and to the Elector of Brandenburg (1680); Chief Commissioner of Excise (1671-1681); Commissioner for Assessment for Middlesex (1673-1680, Westminster (1677-1680), Gloucestershire (1679-1680, 1689-1690); MP for Penrhyn (1673-1679), Lostwithiel (1685-1687); Commissioner of Customs (1689-1697); Deputy-Lieutenant of Gloucestershire (1689-1694); Principal Secretary of State for Ireland (1690-1702); Privy Councillor, Ireland (1690-death); endowed an almshouse for eight helpless men and women on his estate at Dromderrick, Kinsale (1682); died, 1702.
Born in 1659 at Bushby, Leicestershire, educated at Merchant Taylors School, and elected in 1677 to St John's College Oxford where he developed an interest in botany. In 1683 he was elected a law Fellow of St John's College, and in 1694 received the degree of Doctor of Common Law. With the permission of the college, he began a series of foreign tours. He studied botany in Paris under Tournefort (1686-1688) and in 1688 spent time in Leiden with Paul Hermann. The plants he listed in the Swiss Alps, Geneva Roma and Naples were sent to Ray to publish in his 'Stirpium Europeaorum' of 1694, and those from Cornwall and Jersey in his 'Synopsis methodica Stirpium Britannicarum' of 1690. He wa a tutor to Sir Arthur Rawdon, living mainly at Moira, County Down, then tutor to Charles Viscount Townsend on his continental tour, and in 1695 to Wriothesley, eldest son of William Lord Russell in France and Italy. During this period he began his revision of Gaspard Bauhin's 'Pinax', a project which remained unfinished at his death. Until 1702 he was tutor to Henry, second Duke of Beaufort at Badminton. In 1702 he had a short appointment as Commissioner for the Sick and Wounded, and the Exchange of Prisoners, follwed in 1703 with his appointment by the Levant Company as Consul in Smyrna. Here he indulged his botanical and antiquarian interests, collecting plants, copying anitquarian artefacts and collected coins.In 1717 he returned to England a wealthy man. In 1718 he was elected a Fellow of the Royal Society, and served on the council for two years. He made three further trips to the continent, in 1721, 1723 and 1727, visiting Boerhaeve in Holland and bringing Dillenius back to asist him with the 'Pinax'. He had been hampered in this by a quarrel with Sir Hans Sloane, who refused him his herbarium, but a reconciliation took place in 1727. Sherard died in 1728, leaving his books, drawings and paintings, and his manuscript of 'Pinax' to the library of the 'Physic Garden' at Oxford, the rest to St John's College. In addition, he left £3000 to establish the Sherardian Chair of Botany, naming Dillenius the first Sherardian professor. Sherard occupied a high position among botanists of his time, although the only work he himself wrote was 'Schola Botanica' (1689).
Born, 1826; BA; Astronomical Observer, University of Durham; FRAS; FCPS; Fellow of the Royal Society, 1860; died, 1875.
Norman Wingate (Bill) Pirie was born in Torrance, Stirlingshire, on 1 July 1907. After attending various schools in Scotland an England he completed his schooling at Rydal School, Colwyn Bay. He entered Emmanuel College Cambridge in 1925 to study for the Natural Science Tripos. Pirie specialised in biochemistry for Part II, attracted by the liveliness of the Biochemistry Department under Sir Frederick Gowland Hopkins, who had assembled a team of highly talented young biochemists including J B S Haldane, J Needham and D Keilin. He graduated BA in 1929 and was appointed Demonstrator in the Department of Biochemistry and recveived an Emmanuel College research fellowship. For the following five years Pirie worked on the purification of sulphur compounds, studying the chemistry and metabolism of compounds such as methionine and glutathione. In 1932 he began research with ASA (later Sir Ashley) Miles on the bacteria 'Brucella abortus' and 'Brucella mellitensis'. He retained an active interest in this research through the 1930's and 1940's.
In 1934 he began his longstanding collaborative research with the biochemist F C (later Sir Frederick) Bawden, then with the Potato Virus Research Unit in Cambridge, on viruses responsible for potato disease. Their work demonstrated conclusively that the genetic material found in all viruses is ribonucleic acie (RNA) and thus contradicted the view of Wendell Stanley, who had thought the viruses consisted entirely of protein. Bawden and Pirie realized that RNA might be the infective component of viruses but they were unable to confirm this experimentally, and it was not until 1956 that this was established by others. Bawden had moved to the Rothamsted Experimental Station, Harpenden, Hertfordshire, in 1936 and in 1940 Pirie moved there himself, having been appointed Virus Physiologist. He became Head of the Biochemistry Department in 1947.
Pirie's research into plant viruses had intitiated his interest in properties and uses of leaf protein. Wartime food shortages prompted investigative work on the large-scale extraction of leaf protein for human food and tests were undertaken at Rothamsted. After the war Pirie continued this line of research, with support from the Rockefeller and Wolfson Foundations and later, under the International Biological Programme, he worked on methods of extraction. Although the potential of leaves as a human protein source had first been mooted in 1773, the full significance of it was not recognized until the twentieth century. Pirie was the first to develop a practical technology for its extraction. Pirie argued that in many climates more edible protein could be obtained by cultivation of leaf crops than any other form of cultivation. Much of his attention was given to studying suitable plants and to developing equipment for efficient small scale or household production of leaf protein, particularly in the developing world. He was also interested in marketing it as suitable for human consumption through use in recipes.
Pirie was elected to the Fellowship of the Royal Society in 1949 'for his researches on plant viruses, especially as regards their isolation and their chemical and physical properties. With F C Bawden he was responsible for demonstrating that tobacco mosaic virus and several other plant viruses were nucleoproteins. These two workers were the first to isolate a plant virus in 3 dimensional crystalline form. Much of the recent work on plant viruses has been stimulate4d by these important discoverie. In addition Pirie has worked on the chemistry of antigens and has also concerned himself with the assessment of purity of large molecules of bilogical interest'. Pirie gave the Royal Society Leeuwenhoek Lecture for 1963 and was awarded its Copley Medal in 1971 'in recognition of his distinguished contributions to biochemistry and especially for his elucidation of the nature of plant viruses'. In 1976 he received the first Rank Prize for Nutrition and Agronomy.
Pirie died 29 March 1997. His wife, the opthalmologist Antoinettte Pirie with whom he had a son and a daughter, predeceased him in 1991.
The Register Books exist in Original and Copy form. The Original set was copied in the eighteenth century, possibly for reasons of security as were the Journal Books and the Council Minutes. It is known that one volume of the Register was lost (Volume 2) and then recovered, but not before a replacement had been made, leaving three versions. A further copy of Volumes 1 and 2 of the Register was made (date unknown) and returned to the Society in 1814, being presented to Sir Joseph Banks (MSG/776). Volume 10 of the series does not exist - this was left as a deliberate gap in the sequence, to be filled if original papers became available for copying. MS/245 may once have been considered as part of, or supplementary to, the Register Book. It contains copies of original documents in Classified Papers 23(i) and (ii) on the subject of inoculation, and is copied and bound in similar style.
This system of assessment began in December 1831, and became the norm for most papers, although the Reports were not necessarily presented in person. The Statutes of the Royal Society for 1831 describe the process by which papers were judged; those failing to gain a majority vote on two meetings of the Committee were rejected, but the Committee could call upon any Fellow to present a written Report to assist the process of deliberation before the second meeting, Formal printed sheets first appeared in 1898 and continue to the present day.
Thompson was born in Wombwell, South Yorkshire, and educated at King Edward VII School, Sheffield, and Trinity College, Oxford, where his tutor was C.N. Hinshelwood. He gained first class honours in Natural Sciences (Chemistry) in 1929. He then spent a year researching in Berlin with F. Haber before returning to Oxford to take up a Fellowship at St John's College. Thompson quickly established himself as one of the finest teachers in the university and many of his students went on to great scientific distinction and included F.S. Dainton, C.F. Kearton, J.W. Linnett, R.E. Richards and D.H. Whiffen, all of whom became Fellows of the Royal Society. Thompson's main research interest in Berlin had been gas reactions but on his return to Oxford he focused his research activity in the area of chemical spectroscopy and in particular work on the infrared. During the Second World War he worked for the Ministry of Aircraft Production in collaboration with G.B.B.M. Sutherland on the infrared spectroscopic analysis of enemy aviation fuels, and in 1943 he and Sutherland were members of a British scientific mission which visited the USA on behalf of the Ministry. After the war Thompson continued to play a major role in demonstrating how infrared spectra might be applied to a very wide range of chemical studies. He contributed to international science as Foreign Secretary of the Royal Society, 1965-1971, when the Society's overseas activities were greatly expanded, and as President of International Council of Scientific Unions (ICSU), 1963-1966, and of International Union of Pure and Applied Chemistry (IUPAC), 1973-1975. Throughout his life Thompson gave devoted service to football, from amateur player in his youth to Chairman of the Football Association, 1976-1981.
Thompson was elected FRS in 1946 (Davy Medal 1965) and was knighted in 1968.
Amelia Fysh (nee Bullen) (born c 1922) was brought up in Grimsby. She won a scholarship to attend the local grammar school and during the war worked in the Royal Signal Corps as a cipher operator. At the end of the war she was working in the War Office in London. Before being demobilised she was recruited to teach young male recruits. After the end of the war she entered the teaching profession through completing the Emergency Training Scheme. Her first teaching role was a reception class of 50 children in a school in her home town. Appalled by the class sizes in primary schools she entered nursery education, running the nursery class at South Parade Primary School, also in Grimsby. During this time she completed the Child Development Diploma at the University of London, Institute of Education. In 1966 she gained a Certificate in Education of the Handicapped Child from the University of Leicester, School of Education.
In 1956 she became the Headteacher of Beech Green Nursery School in Aylesbury, Buckinghamshire, which had been opened in 1942 by the Save the Children Fund, initially for evacuees and the children of mothers working towards the war effort. When Amelia joined the nursery it was already inclusive in its nature but during her time there Fysh was a pioneer of learning through creating an environment that fostered creativity, outdoor play and inclusive education for children with learning and physical disabilities. During this time the nursery admitted fifty children with disabilities including Downs Syndrome, cerebal palsey, spina bifida, autism, epilepsy, and hearing and sight impairments. Many leaders from other playgroups visited Beech Green to talk to staff about their work and Amelia devised an eight week course regarding the work that had been completed at the nursery. She left the nursery school in 1972 to become a teacher trainer.
Amelia Fysh has been described as a champion of introducing educational inclusion, particularly for children with special needs, decades before the writing of the Warnock Report in 1978. She did not conform to one school of theory but drew on the work of a number of different academics including Jean Piaget, Susan Isaacs and Tina Bruce. Her main line of thought focused on the importance of the individuality of children. She stated a child's development could be stimulated through creative learning and important activities including water play, building materials, dressing up, role play, painting and cookery. Over a nine year period (1964-1973) she tracked the development of nursery years children through asking them to draw a man with felt-tip pen on a 6 inch by 9 inch piece of paper. No child was requested to complete a drawing and drawings were completed on regular (but not time specific) occasions. These works showed how a child's development was not linear. Amelia's work was published in 199[7] in 'Discovering Development with the 3-5s. A Longitudinal study 1964-1973'.
In more recent years Power Drawing, an education programme of the Campaign for Drawing, has encouraged teachers to follow the work of Amelia Fysh, and to retain a collection of the work created as evidence of their development. In 2003, aged 81 she worked for Buckinghamshire Local Education Authority (LEA), participating in their training provision on inclusion and special needs for nursery and child care providers.
Mary Irene Anderson (more generally known by her middle name of Irene) was born in Scotland and was educated at the Girls' High School in Doncaster and Lady Margaret Hall, Oxford, where she studied geography, graduating in 1941. She worked as Geography Mistress at Kirkby Stephen Grammar school, Westmorland, 1941-1944. Wishing to work as a missionary, Miss Anderson then underwent two years of training at the Church of Scotland Women's Missionary College in Edinburgh from 1944-1946, followed by a short period running the Church of Scotland Club for Fishergirls, until December 1947. In March 1948 she then moved to the Gold Coast and took a post as Geography Mistress at Achimota School, remaining there until 1953 when she was appointed Headmistress of the Aburi Girls' Secondary School, a Scottish Mission Girls' School, where she stayed until her retirement in 1970.
Bernard Basil Bernstein (1924-2000) was educated at Christ's College, Finchley, London. After serving in the RAF during World War Two, he went on to study sociology at the London School of Economics, graduating in 1951. Meanwhile he also undertook social work, being a resident Settlement Worker at the Bernard Baron Settlement in Stepney, London, from 1947-1949, where he undertook family case work, youth club work, community organisation and participated in 'delinquent camps'. He went on to train as a teacher at Westminster Training College (1953-1954) and then taught a range of subjects at the City Day College, Golden Lane (1954-1960), becoming a Research Assistant at University College London (1960-1963) and obtaining a PhD from the University of London in 1963. From 1962 to 1967 Bernstein was a Reader in the Sociology of Education at the University of London Institute of Education, being Head of the Sociological Research Unit from 1962 and Professor in the Sociology of Education from 1967. From 1979 he was the Karl Mannheim Professor in the Sociology of Education at the Institute and from 1984 was Senior Pro-Director and Pro-Director Research. After his retirement in 1991 Bernsetin became an Emeritus Professor. He held honorary degrees from several different universities. Bernstein was influential in the field of socio-linguistics. His published works, in particular the five volumes of the series on Class, Codes and Control, have become classics in the field.
Charles Henry Burden (1869-1957) was the first headmaster of Hyde Technical School from 1902 to 1912. He had served previously for five years in York and prior to that in Cheshire. In 1912 he became headmaster of Beverley Grammar School, Yorkshire, until his retirement in 1935. During this period he was Mayor of Beverley three times. He received two bachelor's degrees (in Arts and Science) and a certificate of education from the University of London. Between December 1906 and April 1907, Burden toured various schools in Canada and the USA as part of the Mosely Commission. His mission was 'to ascertain their methods of teaching and to make note of the resources available'. Alfred Mosely (1855-1917), formerly a businessman in South Africa, was concerned with the growing economic power of the United States and convinced that the reason for this advance could be found in their schooling and its abundant resources. With the help of the Ministry of Education, he set up a commission of enquiry which published a report in 1903. He organised another education commission in 1906.
Brian Holmes (1920-1993) trained as a science teacher at the Institute of Education, University of London in 1946. He went on to classroom teaching in grammar schools in London, 1946-1951, and was then a lecturer in science at Durham University. He joined the staff of the Institute of Education, University of London, in 1953 and was Professor of Comparative Education at the Institute, 1975-1985. He was instrumental in the development of a number of national and international comparative education societies and had wide interests in international and comparative education and alternative philosophies of education.
Robin Tanner (1904-1988) became a teacher in 1924, having studied at Goldsmith's College, London, and taught in schools in Greenwich, and then in Corsham and Chippenham, Wiltshire. In 1935 he became on of His Majesty's Inspectors of Schools in primary education and subsequently worked in Leeds, Gloucestershire and Oxfordshire. In Oxfordshire he worked with Edith Moorhouse, the County's Primary Adviser and his views on primary education were also influenced by the work of Christian Schiller. He retired in 1964 but continued to participate in numerous short courses and conferences, giving lectures and arranging displays to illustrate his themes, including at Dartington Hall in Devon, Cowley Manor in Gloucestershire and Woolley Hall in Yorkshire. Tanner believed that the study of natural things and the exploration of arts and crafts, music and poetry were essential for the development of teachers and children. He was himself a distinguished artist and etcher and helped to found and support the Crafts Study Centre at the Holborne Menstrie Museum in Bath. He married Heather Spackman in 1931.
The Cambridge Association for the Advancement of State Education (CAASE) was formed in November 1960 by a group of parents dissatisfied with the provision of space and equipment in a local Cambridge primary school. The Association quickly developed into a county-wide discussion group. It described itself as a 'non-party, non-sectarian association of people, mostly parents' which 'aimed at making the public and government more alive and sensitive to the needs of our schools'. Its stated objects were: to collect and disseminate information about national and local educational policy and to provide a forum for discussion of this; to work for the improvement and expansion of state educational facilities; to further communication between the local education authority, parents and others interested in education; and to look at alternatives to the eleven-plus examination. Its membership was open to anyone normally resident or working in Cambridgeshire and parents of children in Cambridgeshire schools. CAASE's activities comprised running study groups and working parties, holding public meetings and lectures, lobbying the local education committee, county councillors, and participating in local and school government.
CAASE was keen to encourage similar groups in other counties. The organisation was initially brought to national public notice by an article in The Observer in June 1961. The Cambridge Association provided enquirers with information on their work and advised on the formation of local associations. CAASE was also instrumental in the development of a national federation of local associations. In January 1962, after offers of assistance from the Advisory Centre for Education, representatives of 9 local associations met to discuss plans for a national organisation. The Joint Committee for the Advancement of State Education was formed at this meeting as a preliminary step to the creation of a federal body.
The first Joint Committee meeting in February 1962 discussed issues of the publicity, financing and policy of the national organisation. After further meetings the Joint Committee was dissolved on 30 September 1962 and the Confederation for the Advancement of State Education (CASE) was formed. Its stated aims were to facilitate the exchange of information amongst the local associations, to encourage and assist the formation and functioning of associations, to publicise opinions held by a substantial majority of member associations on important educational issues, and to organise concerted action. CASE was set up solely to serve the local associations.
CASE quickly became an active organisation. By January 1963 there were 55 local associations in existence or in the process of being formed, with a total membership of approximately 3000. In 1963 CASE supported the NUT's Campaign for Education and commenced its first fact-finding project, on 'Teacher Supply'. In the same year CASE representatives met with Sir Edward Boyle, Minister for Education, to discuss school building work. This meeting was followed by the agreement of a press statement and a press conference. The Chairman's letter for 1965 describes meetings with Mr Crosland, Secretary of State for Education, and with the NUT, a BBC broadcast, and a conference and AGM to be held in Bristol. The Confederation was later renamed the Campaign for the Advancement of State Education.
The Child Development Society started in October 1949, under Dorothy Gardner at the Institute of Education, although it stemmed from the Institute's Child Development Course, which began in 1933 under Susan Isaacs. It is the oldest advanced course of study for Primary Teachers. The Society maintained strong links with the Institute and the early Presidents of the Society were also the Tutors of the Child Development Course. The Society's purpose was to promote the advancement of Child Development Studies and to provide a forum for the dissemination of research, issues, and educational thinking, particularly in relation to the young child. All members had pursued or were the tutor of an advanced course in study of Child Development.
The Executive Committee contained a President, Chairperson, Secretary, Treasurer, and not more than 12 other members of the Society. When the consistution was amended in 1988, membership was opened to all those whose work entailed or had entailed the study of Child Development and a new President was to be elected each year from the field of the study of Child Development. Later amendments in 1991 added the post of Vice-Chairman to the Executive Committee.
The Society held two annual lectures, usually at the Institute of Education. An invited address which preceded the Annual General meeting (remaned The Susan Isaacs Memorial Lecture from around 1987), held in October/November, and the Dorothy Gardner Memorial Lecture in May or June. Until the early 1990s the Society held occasional conferences in Oxford, which were replaced in 1995 with the annual Maureen Shields Commemorative Annual Seminar Weekends in Brighton, where a panel of distinguished speakers, well known in their fields of study, considered a chosen theme. It also published an annual news letter containing news of the Society, its members and activities together with the transcripts of the previous year's lectures. Proceeds from the Society went towards supporting the relevent Child Development causes including the Institute of Education Nursery and the Vicky Hurst Trust.
The Society was wound up in 2002 due to the lack of new members.
The Comparative Education Society of Europe (CESE) was founded in 1961 and is still active at the time of writing. The purpose of the Society is to encourage and promote comparative and international studies in education. CESE is a founding society of the World Council of Comparative Education Societies (WCCES).
The College was formed as the Society of Teachers in 1846, by a group of private schoolmasters from Brighton who were concerned about standards within their profession, and was incorporated by Royal Charter as the College of Preceptors in 1849. It pioneered a system for the formal examination and qualification of secondary school teachers and many teachers have acquired the qualifications of the College: ACP (Associate), LCP (Licentiate) and FCP (Fellow). It was also one of the first bodies to examine and provide certificates for secondary school pupils of both sexes, from all over England and Wales, at different levels, and in a wide variety of subjects. Through its publications, meetings, lectures and discussions, the College also participated in debates on examinations, standards and a wide range of professional and educational issues, particularly those affecting private schooling. Many influential educationists have been associated with the College, either as members of Council or as lecturers or advisers, including Joseph Payne (1808-1876), Frances Mary Buss (1827-1894), and Sir John Adams (1857-1934). The College continues to provide in-service qualifications for teachers and is now called the College of Teachers (since 1998).
Educational Certificates
The certificates were framed for display purposes, probably in the 1980s and probably before arrival at the Institute.
The National Association of Development Education Centres (NADEC) was formed as a network of local centres in the early 1980s, with a core staff of 2-3 people. In the 1980s, NADEC established a Joint Agencies Network (JAG) which was a youth work network. Later, at the end of the decade the Inter Agency Committee for Development Education, an informal network of development NGOs engaged in development education, was set up. This, in turn, established the National Curriculum Monitoring Project (NCMP), a lobbying network with a part-time worker for curriculum change. The Agency also discussed the setting up of a Global Education Network (GEN), a broader NGO network, but this never came to fruition. In 1993, NADEC became subsumed within the Development Education Association (DEA), taking JAG with it. Initial research for the DEA had been undertaken in 1991-1992 with funding from Rowntrees, and the Inter Agency Committee for Development Education became a joint founder. After the 1993 launch a Council (essentially a Board of Trustees) and various Sub Committees were set up. Plus, the DEA continued to control the network of about 50 Centres - a key part of Development Education history - independent local centres which had originally been accredited in terms of status by NADEC. The DEA held an AGM and a range of conferences from 1994 onwards and in 1997 a major expansion of organisation saw the establishment of DFID and development education funding from UK government. As a consequence, a significant youth work programme was established in the late 1990s around the theme of global youth work.
Dorothy Ellen Marion Gardner (1900-1992) had a long career as a nursery and primary school teacher, lecturer and researcher in education and child development. She was educated at Cheltenham Ladies College where she took a Froebel course in child development. After a short period of teaching in Edinburgh she came to London and worked at the Rachel Macmillan Nursery School, the Norland Institute and the Francis Holland School in Baker Street. She was then appointed as a lecturer in Infant and Junior School Education at Bishop Otter College, Chichester. She was among the first intake of students to the new Department of Child Development at the Institute of Education, University of London from 1934 to 1936 where she became a close personal friend of Susan Isaacs (1885-1948). She then moved to the City of Leeds Training College as a lecturer in methods of education before succeeding Susan Isaacs as Head of the Department of Child Development in London in 1943. She lectured widely in the United Kingdom and abroad and was vice-chairman of the Nursery Schools Association. Her publications included Testing Results in the Infant School (1942), Longer Term Results of Infant School Methods (1950), Education of Children Under Eight (1949), The Role of the Teacher in the Infant and Nursery School (1965) and Experiment and Tradition in Primary Schools (1966). Dorothy Gardner retired in 1968 and completed a biography of Susan Isaacs which was published in 1969.
Ethel Hatchard was born in 1891and educated at the North London Collegiate School for Girls, where she held a London County Council (LCC) scholarship between 1906 and 1908. She was also awarded a bursary to train as a teacher but did not take this up, owing to the death of her mother. In 1916 she took an intensive course for teachers of young children run by the LCC at the City of London College, Moorfields. Between 1916 and 1917 she taught at the Infants' Department of London Fields School, Hackney, London, resigning to become a full-time mother. She succeeded in the preliminary examination for the [teachers'] certificate in 1919. She taught at a private school, 1927-1928, and gave lessons in singing and pianoforte from 1930-1936, returning to teaching 'at the first opportunity' at Rayleigh Infants' School, Essex where she taught from 1936 onwards. She was granted leave of absence to attend a one-year course for unqualified teachers at Wall Hall Training College, 1950-1951 and she continued teaching into the 1950s. She died in 1983.
Elsie Lane was appenticed to a wigmaker in 1912 and had a long career as a hairdresser, wig-maker and teacher of wig-making, including in her own school in Mile End Road, London.
Lucy Irwin appears to have been a pupil at No. 2 School, Marlborough Street, Dublin. Her address is given as Leinster Terrace, Aughrim Street, North Circular Road, Dublin.
Sir David Eccles opened the Parent Teachers' Association Fête at Lyneham County Primary School, 15th July 1961.
Frederick James Gould was born in Brighton in 1855, the son of William James Gould, an opera-chorus singer, and his wife Julia. He was a choir-boy at St George's Chapel, Windsor Castle from 1865-1868. Educated in Chenies, Buckinghamshire, Gould became a day and Sunday school teacher, 1871-1877. He had been brought up an evangelical Anglican, but 'developed religious doubt' whilst the head teacher at Great Missenden church school, 1877-1879. He moved to London in 1979, where he married Mahalah Elizabeth Lash (1879) and worked for 16 years as an assistant master in London board schools. He disliked his teaching work, with the huge classes (sometimes over 100 boys) and stringent financial measures imposed by the Board. His fully-signed notes in the 'Agnostic Journal' in 1887 were seen by the School Board, and he was transferred from Bethnal Green to Limehouse and exempted from Bible-teaching duties. In 1891 he asked the Board to let him resume Bible-teaching on an ethical-agnostic basis, but was denied. Gould joined the Ethical Movement in 1889, working with the East London Ethical Society and creating a scheme of ethical lessons (1892 onwards) for use in its Sunday school. He also wrote Humanist articles for the 'Literary Guide' (1886 onwards). In 1890, he joined Charles A. Watts and G.J. Holyoake in forming a Propagandist Press Committee, which evolved into the Rationalist Press Association by 1899. Gould left teaching in 1896 and was active in the new Ethical Union until 1899. In that year the family moved to the Midlands, where Gould worked as Secretary to the Leicester Secular Society until 1908. He founded the Leicester Positivist Society in 1908 and ran it for 2 years. After this he was a lecturer and demonstrator for the Moral Education League. Although the League was ended by World War One, Gould continued to work with the help of a fraternal Committee. His work included writing books, lecturing and tours of Bombay, the USA, and the UK, all on ethical topics (1916-1923). He worked as Honorary Secretary to the International Congress of Moral Education from 1919-1927, and continued to participate in their work after this date, adressing the Congress at Krakow in 1934. The death of his son in World War One led to an increased interest in the League of Nations and and world peace. In 1924-1925, Gould edited the final volumes of 'Humanity' (the 'Positivist Review'). His numerous books and pamphlets cover a multitude of subjects, including religious history, Biblical criticism and educational methods.
Isabel Fry (1869-1958) was an educationist, social worker and reformer. She was born in March 1869 into the famous reforming Quaker family, as the daughter of Sir Edward Fry (1827-1918), jurist, and Mariabella Hodgkin. She was one of nine children. Her siblings included Joan Mary Fry (1862-1955), a leading Quaker; Agnes Fry (1868-1957), author; (Sara) Margery Fry (1874-1958), penal reformer and Principal of Somerville College, Oxford; Roger Eliot Fry (1866-1934), artist and critic; and Anna Ruth Fry (1876-1962), pacifist and Quaker activist. In around 1885 Isabel attended school at Highfield and in 1891-1892 went to teach at Miss Lawrence's School in Brighton [later named Roedean] with Constance Crommelin [later Mrs John Masefield]. In around 1895 she moved to London with Constance and coached small groups of children in their own homes, including at Harley Street, and also at private schools in London, including at a school she founded in Marylebone Road. In 1908 Isabel Fry met the Turkish educational and social reformer Halidé Edib and visited Turkey for the first time. In 1912 she began to take deprived children to her summer cottage at Great Hampden, for holidays and teaching. Between 1913 and 1915 she held classes in Gayton Road, Hampstead and at other schools in London, in 1914 she paid her second visit to Turkey and in 1916 she worked as a welfare supervisor in a factory in the Midlands. In 1917 she founded The Farmhouse School, Mayortorne Manor, Wendover, Buckinghamshire, an experimental school in which training in farm and household duties were emphasised. It was here that she made a close personal friend of Eugénie Dubois, who taught French at the Farmhouse School. In 1930 she left Mayortorne Manor and worked in settlements for unemployed miners in Wales and Durham with her sister Joan, and in the Caldicot community in Maidstone, Kent. In 1934 she opened a new experimental school for deprived children and refugees at Church Farm, Buckland near Aylesbury, Buckinghamshire. Isabel Fry died in 1958. She published three books, Uninitiated (Osgood, Mcilvaine & Co, London, 1895), The Day of Small Things (Unicorn, London, 1901) and A Key to Language: A Method of Grammatical Analysis by Means of Graphic Symbols (Sidgwick & Jackson, London, 1925).
The Girls' Day School Trust (GDST) is an independently run but centrally supported group of schools initially created in 1872 to advance the education of women. By 2007 the GDST was running 29 schools located across England and Wales. The motto of the trust was 'Knowledge Is Now No More a Fountain Sealed'.
The Group Relations Training Association (GTRA) was a financially independent, non profit making association which was founded in 1967 by members of the Tavistock Institute for Human Relations and the Management Studies Department of Leeds University. It was a national network promoting and supporting personal and organisational growth through group learning methods, it encouraged the skilled use of group training methods in Europe and the development of further innovations in group training methods. Its main activities were the Annual Conference and the Annual Group Laboratory: a five day event where a number of training groups or 'T-groups' worked on the study of their own internal processes and interpersonal styles, with a view to personal development. The GTRA ended [Sep 1995].
The first Principal of the London Day Training College, opened in 1902, was Sir John Adams. The Principal was also a University of London Professor of Education until 1945. Percy Nunn and Margaret Punnet acted as Master and Mistress of Method who had the 'personal oversight of the men and women students respectively, will give lectures on method and school management, will supervise the attendance of students at practising schools and preside at criticism and model lessons and generally act as tutors and directors'. In 1905 these titles were replaced by those of Vice-Principal. Percy Nunn succeeded Adams as Principal in 1922, and Miss Punnett became the sole Vice-Principal.
From its establishment in 1902 the London Day Training College was governed by a Local Committee appointed by the Technical Education Board (TEB) of the London County Council (LCC). This was originally composed of representatives from the TEB, the Senate of the University of London and the London School Board. From 1904, when the LCC took responsibility for all education in London, the LDTC Local Committee reported to the LCC's Higher Education Sub-Committee and was composed of the Chairman of the LCC, the Chairman and Vice-Chairman of the LCC Education Committee, the Chancellor and Vice-Chancellor of the University of London and six representatives each from the University and the LCC. In Nov 1909 when the LDTC became a School of the University, the composition of its governing body was altered to include the College's Principal and Vice-Principal. At the same date it changed its name from the LDTC Local Committee to the LDTC Council. The LCC retained financial control while the LDTC Council was responsible for all other management issues. In Jun 1930, with a view to the transfer of management of the College to the University of London, Senate appointed a Transfer Committee which reported in Jul 1931. A Provisional Delegacy, appointed by Senate, took over management in 1931 (see IE/ULD). In 1932 full control of the LDTC was transferred to the University of London, not as a School, but as a central activity of the University, and was re-named the Institute of Education. From this date it was governed by a Delegacy appointed by Senate and an Academic Board (see IE/ACB) composed of Institute staff.
Thomas Percy Nunn was born in Bristol in 1870, the son of a schoolmaster. He was educated and taught in his father's school. In 1903 he joined the staff of the London Day Training College where he taught mathematics and science and supervised the arrangements for teaching practice. In 1905 he was appointed Vice-Principal and was Principal of the College, 1922-1932, and Director of the Institute of Education, University of London, 1932-1936. He became a University Professor of Education in 1913, and was knighted in 1930. Nunn sat on the Board of Education's Consultative Committee, was an influential witness to the Hadow Committee, served on the Labour Party's advisory committee on education, and was a member of the Child Guidance Council. His academic interests were broad, encompassing science, mathematics, philosophy and psychology. Nunn was involved in a wide range of organisations, including the Aristotelian Society, the British Association, the British Psychological Society, the Mathematical Association and the Training College Association. His publications included The Aims and Achievements of Scientific Method: An Epistomological Essay (1907) and Relativity and Gravitation (1923), but it is for Education: Its Data and First Principles (1920) that he became most famous. Nunn died in Madeira in December 1944.
The Archive of the Board of Education Inspectors' Association was named after Jack Kitching who was an HMI (Her Majesty's Inspector of Schools) from 1973-1982 and subsequently Honorary Archivist of the Association. Founded in 1919 as a direct consequence of the application of Whitleyism to the Civil Service, the Association was affiliated to the Association of First Division Civil Servants and its executive acted as the staff side of the Inspectorate Whitley Committee. Its main concerns were therefore salaries, pensions and conditions of service, although it also dealt with the function and activities of HMIs. In 1945 it changed its name to the Association of Her Majesty's Inspectors of Schools and in 1973 it amalgamated with the Association of First Division Civil Servants. It wound up its activities in 1992 on the creation of the Office for Standards in Education.
The London Association for the Teaching of English was formed in March 1947 by a number of teachers of English and others interested in the subject.The purpose was to provide a society in the London area for all interested in the teaching of English. Its objective was to provide a live forum for the exchange of ideas, for the practical study of problems connected with English teaching and for the dissemination of the results of group and individual work. Teachers from all types of schools and training colleges were invited. The inaugural meeting was held on June 3rd 1947 at the London Institute of Education. In September 1963 the National Association for the Teaching of English was formed and LATE became a corporate member. By the 1960s membership included teachers of English of all levels, in primary and secondary schools, day and training colleges and universities.
In 196[3] the Association's aims were:
(i) To undertake education research by means of group investigations, or by any other method, according to the nature of the problem
(ii) To campaign in educational field for such reforms as are considered necessary in the interests of education in and through English
(iii) To provide an opportunity for the communication of experiences and conclusions drawn from them
(iv)To give members an opportunity of hearing authoritative speakers on topics of importance and interest to teachers of English
(v)To furnish all members with full reports of meetings, conferences and study groups
(vi)To publish such results of our work as merit wider dissemination
(vii)To participate in the work of the National Association
LATE's work involved the creation of study and discussion groups which met and reported to the Association, and created books for schools; holding of two weekend conferences and several day conferences a year which often formed the starting point for a group study; holding of evening meetings twice a term with either speakers from the Association or an address by a 'distinguished speaker'. They were particuarly interested in composition, comprehension and poetry, and campaigned in the area of examinations. Reports of conferences were published and sold.
At writing (May 2010) LATE was still active. Their website is http://www.late.org.uk
Martin Lightfoot (1942-1999) was educated at St. Christopher's School in Letchworth, Tiffin School in Kingston and Downing College, Cambridge University, where he read English. Having spent some years as a Director of Penguin Books Ltd and Managing Director of Penguin Education, during which time he was also a key supporter of the National Association for the Teaching of English, in 1974 Lightfoot was appointed as Deputy Education Officer (Services) at the Inner London Education Authority where he was responsible for relations with the Inner London Boroughs and the Greater London Council and community and race relations issues. In 1977 he became Director of the Schools Council Industry Project, conducted jointly with the Confederation of British Industry and Trades Union Congress. From 1981-1983 he served as Specialist Adviser to the Select Committee on Education, Science and Arts where he was responsible for the drafting of reports, including on secondary examinations and curriculum, school meals and on 16-19 education. Lightfoot then took up an academic post at Brunel University, where he was a Senior Research Fellow, Director of the Centre for the Study of Community and Race Relations (1984-1988), and Co-Director of the Education Policy Centre. At Brunel, Lightfoot lectured on law and public services in the Departments of Law and Government, and taught education policy and management, community and race relations, education policy and public service organisation on postgraduate courses in Public and Social Administration. His research projects included 'Expectations of higher education' (c.1980s) during which the perspectives of undergraduates, graduate employers, academic staff, politicians and administrators were examined and 'Recreating Education: London and Education Reform' (1990-1991), which was funded by the Leverhulme Trust and examined the process of setting up education authorities in the Inner London boroughs subsequent to the break-up of the Inner London Education Authority. During his time at Brunel, he also acted as a consultant to the London Borough of Southwark during its preparations to take over educational administration from the Inner Lonodn Education Authority. He retired from Brunel University in 1990 and then worked as an independent educational consultant. During 1992-1993 he was a Visiting Fellow at the Department of Policy Studies, Institute of Education, University of London.
Bruce Martin (b 1917) studied at Cambridge and then with the Architectural Association. Following World War Two he worked in the Architects' Department of Hertfordshire County Council. The County Architects Department was formed in 1946 with C.H. Aslin as County Architect and Stirrat Johnson-Marshall as his Deputy. On the instigation of the County Education Department and under the influence of its famous Education Officer, John Newsom, it immediately embarked on what became known as 'The Hertfordshire experiment': a large building programme designed to provide many new primary schools for the County. In order to meet this challenge The Architects' Department used many pioneering techniques, including the pre-ordering of building materials, and the use of prefabricated construction. It also employed innovative educational ideas, which were associated with the move to 'child-centred' schools. The programme received widespread coverage in the architectural press. As part of the team responsible for the design and construction of primary schools in the County, Martin worked alongside Mary Crowley, A.R. Garrod, W.D. Lacey, David Medd, Oliver Carey, Anthony Cox and W.A. Henderson. Many of this group went on to become influential figures in the 'new school building' movement. The 1947 Primary School Programme of the County Council included the design of ten new primary schools: The Burleigh School, Blindman's Lane, Cheshunt; Essendon; Mill Lane Junior Mixed Infants School, Bushey; Strathmore Avenue Infant School, Hitchin; Bedford Road Junior Mixed Infants School, Letchworth; LCC Estate Junior School, Oxhey; Oliver Road Junior Mixed Infants School, Hemel Hempstead; and Little Green Lane Junior School, Croxley Green. In the following years he was also involved in the design and construction of Morgans Road Junior Mixed Infants School, Hertford.
The Moot was a private discussion group convened in 1939 by Joseph Houldsworth Oldham (1874-1969) in order to consider postwar social reconstruction within a Christian framework. It was composed of eminent philosophers and intellectuals such as T.S. Eliot, Karl Mannheim, R.H. Tawney and Sir Fred Clarke. Membership overlapped with the Council of the Churches on the Christian Faith and the Common Life. Individual members circulated papers for comment by correspondence and for discussion in meetings held three or four times a year..
Pastoral head in an Inner London Education Authority (ILEA) comprehensive school; ILEA co-ordinator of the Schools' Council's Sex Differentiation Project; advisory teacher, director of the SCDC/EOC Equal Opportunities Project; senior inspector in the London Borough of Ealing; project Manager of the Schools Make A Difference (SMAD) project; in the London Borough of Hammersmith and Fulham; Professor of Professional Development in Education, University of Keele; Associate Director of the International School Effectiveness and Improvement Centre, Institute of Education, University of London. Senior Associate of The Leadership for Learning Network at the University of Cambridge and adviser for The London Challenge.
Nicholas Hans (1888-1969) was born in Russia and studied, and later lectured, in the Faculty of Philology at the University of Odessa during the turbulent decades following 1905. He participated in political life in Odessa during and after the 1917 Revolution, serving as a member of the City Council from 1918. In 1919 Hans left Russia for England and took up studies in the Department of Education, King's College, London. In the 1920s he began to work on the Year Book of Education, continuing this work until the outbreak of World War Two. During the War he worked as a civil servant in the Censorship Department of the Ministry of Information. In 1946 he was appointed as lecturer at King's College, becoming a Reader in Comparative Education in 1948. During this time he collaborated with Joseph Lauwerys at the Institute of Education in supervising higher degree students and arranging overseas trips, and he continued these activities after his retirement in 1953. He wrote and published on a wide range of topics, including comparative education, educational policy in Russia, and the history of Russian and eighteenth century education.
Nathan Isaacs (1895-1966) was a metallurgist and was awarded the OBE for the contribution he made to this field during World War Two. However, he also took a scholarly interest in the fields of philosophy, psychology and metaphysics, and was particularly interested in the work of Jean Piaget and in theories of child development and of the teaching of science to children. He lectured and wrote widely on these topics. He married the psychologist and educator Susan Fairhurst in 1922 and was closely involved with her work in the Malting House school experiment. After her death in 1948 he married Evelyn Lawrence, who had also worked at the Malting House School, Cambridge. They were both deeply involved with the National Froebel Foundation, an organisation devoted to promoting the ideas of the educationist, Friedrich Froebel.
Born, 1930; Latymer Upper School, Hammersmith; national service in the Royal Signals; attended St Catherine's College Cambridge, 1953-1956; tutor at Wandsworth School, 1956-1968 (Senior Geography Master, 1967-1968); Director of the Thameside Research and Development Group, Institution of Community Studies, 1968-1969; Housemaster at Elliot School, Putney, 1969-1970; Chairman of the Barons Court Labour Party, 1961-1963; contested Warwick and Leamington as a Labour candidate,1964; sat on the Hammersmith Local Government Committee of the Labour Party, 1966-1968; co-opted member of the Greater London Council (GLC) Planning and Transport Committees, 1966-1973; elected MP for Acton, 1970-1974 and Newham South, 1974-1997; Secretary of the Parliamentary Labour Party Education Group, 1971-1974.
The Philosophy of Education Society of Great Britain was founded in 1964 under the presidency of Professor Louis Arnaud Reid. Its aim was 'to promote the development and teaching of the rigorous philosophical study of educational questions'. The Society is still active at the time of writing. It holds an annual three-day conference at New College, Oxford, as well as a variety of local branch meetings and conferences. The Society publishes the Journal of Philosophy of Education and IMPACT, a series of policy-related pamphlets.
R T Smith was an HMI in Wiltshire.
Founded in 1968, the Society of Teachers Opposed to Physical Punishment (STOPP) was a pressure group which campaigned for the abolition of corporal punishment in schools and other institutions in the United Kingdom. It lobbied government officials, parliament, the churches, local education authorities, teachers' organisations and other bodies, wrote constantly to the press and published surveys and reports. It also investigated individual cases and supported families taking cases to the European Court of Human Rights. After corporal punishment was abolished in all state-supported education in the UK in 1986, the Society wound up its affairs. The Children's Legal Centre carried on its remaining casework and the residue of its funds were transferred to the group End Physical Punishment of Children (EPOCH).
The Textbook Colloquium was founded by Christopher Stray and Ian Michael in 1988 to promote the interdisciplinary study of textbooks,especially from a historical perspective. It was affiliated with the Institute of English Studies, University of London and had members in Britain, Europe, North America and Australasia.
Members of the Board included: John Fauvel, Ian Michael, Jean Russell-Gebbett, Chris Stray and John Wilkes.
Their interests ranged from printing and publishing history to the history of education; from particular school subjects to the writing of textbooks; from collecting books to the sociology of the classroom. The group held three Colloquia a year and published its own journal Paradigm, the last issue of which came out in Autumn 2007. The Colloquium closed in 2008.
A distinguished social and economic historian, Richard Henry Tawney (1880-1962) was educated at Rubgy School and Balliol College, Oxford, from where he graduated in 1903. He lived and worked at the University Settlement, Toynbee Hall, in the East End of London and then lectured at Glasgow University from 1906-1908. Tawney joined the Executive Committee of the Workers' Educational Association (WEA) in 1905, serving for over forty years, and between 1908 and 1913 was a WEA class tutor in Lancashire. He was appointed Director of the Ratan Tata Foundation for the Study of Poverty at the London School of Economics (LSE) in 1913. He moved from LSE to Balliol College, Oxford University, in 1918, where he was a Fellow, returning again in 1919 as a Reader in economic history. He was Professor of Economic History at the London School of Economics, 1931-1949. Tawney served on the Consultative Committee of the Board of Education, 1912-1931, and on the University Grants Committee, 1943-1948. He was also a Christian Socialist and proponent of democratic education. Tawney took an active part in discussions on educational reform and exercised influence on policy-making in the area of education. His publications on the topic include: Secondary Education for All (1922) and Education: the Socialist Policy (1924). As an economic historian he is best known for The Acquisitive Society (1921) and Religion and the Rise of Capitalism (1926).
In 1864, Louisa Makin (1836-1912) married Robert White (1825-1887). He had two surviving children by his first wife, Elizabeth (1827-1855), a daughter Fanny Alicia White (1853-1922 - later married to Dr Julian Willis) and a son Robert Hornby White (1850-1888). Robert and Louisa White had several children. After their first child, a son, was still-born in 1865, Louisa went on to have Mary Louisa (Louie) White (1866-1935); Lucy Winifred (Winnie) White (1869-1962); Jessie Gertrude (1871-[1941]; and Agnes Sarah (1873-1882). Winnie married Charles Henry Nicholls (1866-1938) in 1902. Their daughter, born after the death of a first child) was Agnes Margaret (Poppy) Nicholls (1907-1993). All three daughters were educated at Sheffield High School and worked as teachers.
Winnie Nicholls worked for two years for the London University matriculation, but gave up her studies when her father died. She worked as a private governess (1888-1892) and then as a staff and form mistress at Kensington High School (1892-1901). During this period she trained in elocution at the Guildhall School of Music, and between 1902 and 1917 she taught elocution and history of art at various local schools including St Margaret's, Harrow, Kensington High School, Putney High School, Croyden High School and Leinster House School. In 1916-1917 she founded and was Head of The Garden School, which was based on principles of love, freedom, brotherhood, cooperation and service. The school moved from London to Ballinger, Great Missenden in 1921, and in 1928 to Lane End, near High Wycombe, 'where open air and contact with great natural beauty played an important part in the lives of pupils and staff. While academic subjects were given their due importance in the curriculum, music, rhythmic movement, drama, art and handicrafts were considered equally essential. All forms of original expression were encouraged'. Winnie Nicholls retired in 1937, though the school continued for another 10 years. She was also heavily involved with the New Education Fellowship, which held conferences at the Garden School.
Mary Louisa (Louie) White worked as a music teacher. She was also a composer and pianist of some skill, and invented the 'Letterless Method' of teaching music to beginners.
Jessie Gertrude White appears to have been a music teacher.
The Hands family consisted of William Joseph (b 1865) and his three children, Mary Constance (b 1889), Wilma Sybil (b 1890) and William Joseph George (b 1892). Mary Ann Walker was probably his wife and mother of the children. William Joseph Hands trained as a teacher at Battersea St John's Training College (1884-1885), and seems to have specialised in science and art. Upon qualification, he worked for a time at Wheathampstead National School, Hertfordshire (at least 1885-1890). Mary and Sybil Hands also trained as teachers at Salisbury Training College. William Joseph George Hands studied mathematics at Jesus College, Cambridge, 1910-1914. Although it is not known where he trained as a teacher, he later became His Majesty's Divisional Inspector of Schools for Derby (c.1920s). He was instrumental in the organisation of the Board of Education Exhibition which took place in connection with the Imperial Education Conference, 1923. He also helped to found the International Educational Society which was formed for the purpose of circulating lectures by scholars in literature, science, art and music on gramophone record for use in schools, adult education classes and at home.