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Augustine Courtauld was born on 26 August 1904 at Bocking, Braintree, Essex; educated at Charterhouse and Trinity College, Cambridge, where he read engineering and geography, graduating in 1926. In 1926 he joined James Wordie's summer expedition to east Greenland as photographer and in 1927 Courtauld travelled with Francis and Peter Rodd to the mountains of Aïr in the southern Sahara. Courtauld attempted unsuccessfully to become a stockbroker and consequently returned to Greenland in the summer of 1929 on another expedition with Wordie.

In 1930 Courtauld met H. G. Watkins, who was planning an expedition to Greenland to explore the possibilities of an air route from the United Kingdom to western Canada over the ice cap. Part of the meteorological programme was the establishment of the ice-cap station some 140 miles north-west of the base camp manned continually by two men who would be relieved at approximately monthly intervals by dog sledge or aircraft. However, it took six weeks to reach the ice-cap station from the base camp and it became clear there was not enough food for two men to be left safely at the camp. Courtauld persuaded the party to allow him to man the station alone and he was left there on 5 December 1930. Courtauld spent five months alone, part of the time imprisoned beneath the snow and in darkness. In 1932 he was awarded the polar medal by George V.

Before World War Two Courtauld joined the organisation which was to become the Special Operations Executive, and in the summer of 1939 was asked by naval intelligence to take Duet up the Norwegian coast from Bergen to Trondheim gathering as much intelligence as he could. Courtauld served throughout World War Two in the Royal Naval Volunteer Reserve as sub-lieutenant, 1939, and lieutenant, 1940-1945.

After the war, he devoted himself to local government and community service, serving on Essex County Council from 1945 to 1955; becoming a JP and Deputy Lieutenant in 1946 and High Sheriff of Essex in 1953. He was a governor of Felsted School, chairman of Essex Association of Boys' Clubs, and vice-president of the Royal National Lifeboat Institution, 1957. He served three times on the council of the Royal Geographical Society; was Honorary Secretary between 1948 and 1951 and served on the committee of management of the Scott Polar Research Institute. Courtauld died in hospital in London on 3 March 1959.

No biographical history was available at the time of compilation.

Jean-Denis Barbier du Bocage was a French geographer and philologist.

Vero Louis Bosazza was born 21 January 1911; graduated in geography from University of Witswatersrand and obtained his Doctor's degree from University of South Africa; and worked as a practical field geologist, gaining extensive knowledge of South and Central Africa. During World War Two, Bosazza served with the South African Forces and on his return home worked in the Mineral Research Laboratories. Bosazza had an interest in the work of David Livingstone, maintaining that the scientific results of the Zambesi expedition of 1854-1864 were more important than previously considered. Bosazza was a Fellow of the Royal Geographical Society, 1947-1980. Bosazza died in Johannesburg on 26 March 1980.

F S A Bourne was a Fellow of the Royal Geographical Society 1886-1912. He worked for the China Consular Service and was in charge of the Blackburn Commercial Mission to China. No biographical history concerning Tratman was available at the time of compilation.

The Tristan da Cunha Fund was set up c 1886, by Douglas M Gane, a London solicitor. The purpose of the fund was to send aid to Tristan da Cunha following the failure of the potato crop and the loss of 15 of the islands best boat men at sea. The fund provided provisions for the islanders including wood, food and candles. Gane, Honorary Secretary of the Fund, who had visited the island aboard the clipper Ellora, repeatedly wrote to The Times in London to ensure the islanders were not forgotten. The Fund survived Gane's death in 1935, and his son, Irving B Gane, took over as Honorary Secretary. The Royal Geographical Society and the Royal Empire Society were the Fund's trustees. The fund was wound up sometime after 1951, as changes on the island meant that it was no longer dependant upon the Fund for survival.

Led expeditions in Canada including Southampton Island, 1936, Baffin Island, [1943] and Hudson Bay, [1947]; Fellow of the Royal Geographical Society, 1933- ; awarded the Patron's Medal in 1948.

Verney Lovett Cameron was born in 1844. A naval Lieutenant, Cameron was selected by the Royal Geographical Society to lead an expedition to find David Livingstone in 1872; Livingstone had died when Cameron reached central Africa; Cameron then crossed tropical Africa from east to west, the first European to do so; awarded the CB by Queen Victoria and the Gold Medal of the RGS. Cameron was a Fellow of the Royal Geographical Society 1876-1894 and died in 1894.

Alley was an English merchant who was active in the East India trade as an interloper where his flamboyant behaviour caused considerable irritation to the East India Company. Numerous pious interjections suggest he may have been a Puritan. He mentions that his wife travelled with him.

Lt William Harvey Hooper was ship's purser on HMS ALEXANDER, HMS HECLA and HMS FURY, 1818-1825. He died, 1833.

Born, 1788; merchant service; Royal Navy, 1805; surveying in Italian, Adriatic, Greek, and north African waters; Founder member of the Royal Geographical Society of London (RGS), 1830; President of the Royal Astronomical Society, 1845-1846; retired, 1846; President of the RGS, 1849-1850; Vice-President and Foreign Secretary of the Royal Society; Vice-President and Director of the Society of Antiquaries; died, 1865.

Born, 1846; Aberdeen grammar school, 1865; studied medicine at the University of Aberdeen, 1867; Anderson's Medical College; graduated MB, 1872 and MD, 1874; practised medicine in Scotland; Assistant Medical Officer in the Seychelles, 1873; Resident Surgeon in the civil hospital at Port Louis, Mauritius, 1874; Chief Medical Officer for the colony of Fiji, 1875; first Administrator of British New Guinea, 1888-1895; Lieutenant-Governor of British New Guinea, 1895-1898; Founder's medal of the Royal Geographical Society, 1896; Fellow of the Royal Geographical Society, 1898-1919; Governor of Lagos, 1899-1904; Governor of Newfoundland, 1904-1909; conducted a scientific expedition to Labrador, [1906]; Governor of Queensland, 1909-1914; retired, 1914; died, 1919.

Born, 1817; expedition to search for the companions of Sir John Franklin, 1850; expeditions off Tierra del Fuego and Patagonia, [1855-1857]; throughout his life he endeavoured to enlist public interest on behalf of the companions of Sir John Franklin; died, 1895.

During the early existence of Bedford College, the Professors were all part-time, some with second jobs elsewhere. Appointments were made in a haphazard fashion by the Council, giving the staff no period of notice if their services were dispensed with. Various Committees were set up to recommend candidates to the Council. Following the Incorporation of 1869, the staff were accorded the right of appeal to the Members of the College if dismissed, but not until 1892 was a three month period of notice instituted. Assistant members of staff, of which there were a growing number, mainly former students, were also employed by the Council, who received nominations from the Professors concerned. After 1896 the Board of Education had advisory powers relating to staff appointments.

For some time, staff files remained in the keeping of the Principal, though it appears that the day to day organisation of personnel matters resided with the Secretary until recent times.

Student societies began to emerge at Bedford College in the 1880s, and were actively encouraged by the first Principal, Emily Penrose, in order to increase the sense of community felt by the students. Types of society included subject-based academic groups, sporting societies such as the Boating Club, and political clubs. The Bedford College Union Society was created in 1913, and all the student societies except the Athletics Union and restricted societies (such as religious groups) came under its control. The Athletics Union, also formed in 1913, was responsible for sporting groups. Each society had its own set of rules (some even had magazines) and reported regularly in the College news sheet until World War Two. The number of student societies continued to increase, with 32 in 1936, 42 in the 1950s and 51 in 1980-1981. The Athletics Union ceased to exist as a separate body in 1969-1970, when it was replaced by a Sports Committee of the Bedford College Union Society.

The Bedford College Staff Association was founded in 1917, and brought together (on an irregular basis) all members of staff, both academic and administrative, to deliberate on matters of common interest. Later it became responsible for organising the Senior Common Room and a varying programme of social events, such as Christmas celebrations and the end of session Summer party. The Bedford College Assistant Staff Association was formed in 1918 to ensure that the Assistant Staff had a voice in various issues affecting the government of the College and their own status. Its meetings were few, however, due to the creation of the Association of University Teachers in the following year (1919), which had the same preoccupations. The AUT was founded for the 'advancement of University education and research, and the promotion of common action among University teachers and the safeguarding of the interests of its members'. The first Annual Meeting of the AUT was held at Bedford College in Jun 1920.

Following deliberations in 1849 by various provisional committees, the management structure of Bedford College was arranged into a Board, a Council, a Ladies Committee and a Professors Committee, coming into effect as a corporate body in Sep 1849.

The Council was the most important of these bodies, being the holder of the executive functions and responsible for the general and educational management of Bedford College. It comprised nine members: one Trustee, two representatives of the Board, three Lady Visitors, and three Professors, the women on the Council being the final authority for 'all matters in which female propriety and comfort is concerned'. The Ladies Committee and the Professors Committee were intended to report to the Council, which would mediate between and unite the opinions of the two advisory bodies. Other powers included appointment and remuneration of staff and overseeing of College finances. Various decisions made by the Council included new plans for the conduct of finances, 1850, including a rigorous procedure for the drawing of cheques and the appointment of an auditor to oversee the accounts; the drawing up in 1856 of a systematic four year course of study for pupils, including a terminal examination; and the creation of a Committee of Education to assess and advise students.

The draft constitution of Bedford College, however, had never been formally adopted by the Board, and lacked any legal power. Despite numerous attempts, no formal charter could be agreed upon by all sections of the management structure, and the College was also suffering under financial pressures and suspicions of inadequate teaching methods. Following the death of Mrs Reid, her Trustees instigated the replacement of the College government by a Committee of Management chaired by Mark Pattison and containing several members of the old Council. After a period of autocratic rule, the Committee of Management framed a Constitution that was accepted by the Board and came into force in 1869. The College was incorporated as an Association under the Board of Trade, and the Articles of Association placed the government of Bedford College in the hands of a body of Members named 'The College', who took the place of the previous Board. The Council remained the main executive body, though it was no longer made up of representatives from different sections of the College, but was consist of ten Members, nine elected by 'The College' in General Meeting (with one third being women) and the Honorary Secretary. This Council had full executive powers and was also empowered to create Committees: a Committee of Education was instituted immediately.

The membership of the Council was changed from ten to twenty in 1892 to allow for the presence of representatives of the Residence, and a need for closer communication between Staff and the College government led to Staff representatives being awarded the position of assessors on the Council in 1902.

Following the grant of a Royal Charter in 1909, the Council was restructured to include representatives of the University of London, the London County Council, the teaching Staff, and the Governors, with the Principal becoming an ex officio member. One-third of the Councillors were still to be women. Meetings were held at least once a term, with the annual election of a Chairman, Vice Chairman and Honorary Treasurer at the first Council meeting after the Annual General Meeting. One-fifth of the elected Councillors (those chosen from among the Governors) was to resign at every AGM.

The Council conducted the general business of College, with powers to appoint and dismiss the Principal, Secretary, teaching staff and other employees, to appoint Standing or Special Committees (the Chairman of Council being an ex officio member of all committees), and supervise the overall revenue and expenditure of the College. They also maintained the Common Seal of the College, the affixing of which had to be attested by two Councillors and the Secretary of Council.

The size and makeup of the Bedford College Council has varied over the years, the final total being fixed at 32 by the Governors in 1982. Student Councillors were admitted to the Council in 1973 - elected by whole student body in secret ballot - and had to include the President and former President of Bedford College Union Society.

The early management structure of Bedford College was decided upon in 1849 by several provisional committees set up for the purpose, and, despite the original wish of Mrs Reid and her friends to keep the management of the College in the hands of women, relegated the executive authority over the propriety and comfort of the pupils to the four women who sat on the Council. Owing to the lack of Committee experience of the women involved in the venture, made clear in the provisional stages of the project, a decision was made that the Ladies Committee should retain no executive function, but merely be an advisory body.

The Ladies Committee was active as an advisory force, giving the Council its opinion on developments in the College and educational questions, but it faced a constant struggle to maintain adequate Committee procedures, only drawing up the requested by-laws in 1850-1851. These provided for the title of President for the Chairman of the Committee, but the office of Chair was not appointed systematically, and the meetings were often disorderly. Revised by-laws and Rules were drawn up in 1855, in which systems for electing representatives to the Council were outlined. The Committee also undertook yearly appointment of a salaried Lady Resident who was responsible for fees, household supervision and discipline in the College, until tenure of the office became permanent in 1854.

A group of Lady Visitors was formed from the original members of the Ladies Committee (which was often known as the 'Committee of Lady Visitors'), mainly for the purpose of chaperonage and discipline of the young ladies attending lectures. At a meeting of the provisional Ladies Committee in Aug 1849, rules for the conduct of students were drawn up, as was a timetable of supervision. No Professor's wife was permitted to be a Lady Visitor, and no Professor could reprimand a pupil except in the presence of a Lady Visitor. Twenty-one Lady Visitors were appointed in Oct 1849, though the draft constitution allowed for a maximum of forty, and numbers soon increased to thirty-nine. A locked book was kept for the Lady Visitors to enter remarks and suggestions. As the years went on, numbers became more and more difficult to maintain due to the expenditure of time required from the role. Despite the introduction of auxiliaries and chaperonage fees, numbers continued to decline until chaperonage was dispensed with in 1893.

Already on the wane due to the emergence of the Reid Trustees and the prominence of the ladies on the Council, the powers of the Ladies Committee were further reduced upon the Incorporation of the College in 1869, when it failed to be given an important place in the constitution and had its numbers limited to 14. The last meeting was held in April 1893, though it had ceased to exert any real power for the preceding twenty-four years.

The Reid Trust came into existence in 1866, following the death of Mrs Reid, and provided a capital sum of £16,400 to be used 'for the promotion and improvement of female education'. It stipulated that there should be at least three (and no more than five) Reid Trustees, all unmarried women: the first Trustees were Elizabeth Ann Bostock, Jane Martineau and Eleanor Elizabeth Smith, who also served as Managers of the Residence. Control of capital which could help the financially precarious College, as well as control of the property leases, put the three in a position to determine a new structure of management for Bedford College. Due to their demands, the School attached to the College was closed and the Bedford College Council ceased to exist in Jun 1868, replaced for eighteen months by a Committee of Management. After a period of autocratic rule, the Committee of Management proposed a Constitution that was accepted by the Board and came into force in 1869. The College was incorporated as an Association under the Board of Trade, with Memoranda and Articles of Association, and the management structure consisted of a body of Members termed 'The College', which replaced The Board, and a new Council elected from amongst the Members.

Following this period of change, the Reid Trust used its income to promote female education, and, rather than giving an annual lump sum to Bedford College, chose to devote funds to the creation of scholarships, exhibitions and grants for entrance to the College made directly by the Trustees to the recipient. This was done through the creation in 1872 of a Scholarship Fund with capital of £2000. They also promoted higher education by making contributions to Bedford College Council for stated purposes such as the increase of the salaries of lecturers and a yearly public examination of the standard of teaching. Donations were made to the Library and laboratories, and money was sometimes provided for building or extension work.

After the first Government grant to Bedford College in 1895, the Reid Trust discontinued its contributions to higher education, and widened its donations to take in other institutions, such as the London School of Medicine for Women. A travelling scholarship named for Rachel Notcutt was founded in 1918 to commemorate her long service with the Trust, and the Trust has maintained close links with the affairs of the College. The Reid scholarships, which were suspended in [1985], were recently reinstated.

Born, 1722; probably educated at King Henry VIII School, Coventry, before entering Trinity College, Oxford, BA 1743; MA 1746; MB 1750; MD 1754; practiced in Birmingham, 1752-1769; founder member of Birmingham General Hospital, 1779; Fellow of the Royal College of Physicians, 1787; Fellow of the Royal Society, 1787; leading member of the Royal College of Physicians, being censor in 1789 and 1793, Harveian orator in 1790, Goulstonian lecturer in 1791, and Croonian lecturer in 1793; died, 1798.

Born, 1655; educated at Winchester College; at New College, Oxford, 1675-1682; FRS, 1684; second secretary of the Royal Society and edited the Philosophical Transactions; formed the Philosophical Society of Oxford, 1685; practised in Oxford; practised in Exeter, 1691-; Fellow of the Royal College of Physicians, 1692; died, 1721.

Caleb Burrell Rose was an East Anglian surgeon and geologist.

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.

Founder member of the Royal Society, one of the earliest Freemasons, he was devoted to the causes of the welfare of Scotland, loyalty to his monarch, and in promoting the new experimental philosophy. He was experienced in negotiating affairs of state, and an intimate friend of King Charles II. The son of Sir Mungo Moray of Craigie in Perthshire, he was educated in Scotland and in France, probably a member of the Scottish regiment which joined the French army in 1633. He made a considerable reputation for himself and was favoured by Cardinal Richelieu. In 1641 he was recruiting Scots soldiers for the French, later becoming Colonel of the Scots Guards at the French court. He was knighted in 1643 by Charles I. He was captured by the Duke of Bavaria in November 1643 whilst leading his regiment into battle for the French, and whilst in prison until 1645 was lent a book on magnetism by Kircherus, with whom he entered into correspondence. He tried unsuccessfully to arrange the escape of Charles I in 1646, and in 1651 was engaged in negotiations with the Prince of Wales to persuade him to come to Scotland, thus beginning his long friendship with the future Charles II.

After a failed Scottish rising in the Highland in 1653, his military career was over and he went into exile, in Bruges in 1656, then Maastricht until 1659, where he led the life of a recluse but spent his time in scientific pursuits. It was at this time that many of his letters to Alexander Bruce were written. Late in 1659 he went to Paris and did much, by correspondence, to help prepare for the return of the King to England, especially in relation to religious matters. After the return he was active in promoting the best interests of Scotland and was given high office. He was also provided with rooms at Whitehall Palace, the King's London residence, which included a laboratory, as the King shared his scientific interests. It was Moray who was the chief intermediary between the Royal Society and the King, and other highly placed persons at the Court such as Prince Rupert and the Duke of York. More important than his scientific work for the Society were his powers of organisation and firmness of purpose in establishing it on a sound and lasting basis, including his efforts in obtaining the three founding Royal Charters and his attempts to put the Society on a sound financial footing. In 1670 he and Lauderdale quarrelled, leading to Moray withdrawing from politics. On his death in 1673 he was buried in Westminster Abbey by personal order and expense of the king.

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.

Born on 3 June 1873 in Frankfurt am Main, Loewi attended, 1881-1890, a Gymnasium in Frankfurt of the old style where studies were centred on classical languages, resulting in lifelong cultural interests of great width and variety. He matriculated in medicine at Strassburg where he came into contact with Nannyn in clinical medicine, Schmiedeberg in pharmacology and Hofmeister in biochemistry, working under the latter after taking a course in chemistry in Frankfurt after graduation. His first post was with the City Hospital in Frankfurt, then with Dr. Hans Horst Meyer, Professor of Pharmacology at Marburg a.d. Lahn, where his researches were concerned with biochemical problems of metabolism. In 1902 he studied with Ernest Starling, Professor of Physiology at University College London, visited Cambridge and learnt about several productive lines of research which would influence him many years later, and met Sir Frederick Gowland Hopkins. On his return to Marburg he concentrated on renal function and publications on other subjects which had caught his interest, such as treatment with digitalis. He and his co-workers at Graz concentrated on the chemical transmission of effects from the nerve endings of the autonomic system until 1938, when the Nazi occupation of Austria and his temporary imprisonment compelled him to leave Austria. After a visit to England and a temporary post in Brussels, he was caught in England by the outbreak of World War Two in 1939 and worked in the Pharmacology Department at Oxford under Professor J A Gunn, before moving to the Medical School of New York University as Research Professor of Pharmacology in 1940. He became an American citizen in 1946, and died on 25 December 1961. He was awarded the Nobel Prize (Physiology or Medicine) in 1936, and elected a Foreign Fellow of the Royal Society in 1954. He married in 1908 Guida, daughter of Guido Goldschmidt, Professor of Chemistry in Prague and Vienna, and had 3 sons and one daughter.

Robinson was born into a well-to-do-family of surgical dressing manufacturers (Robinsons of Chesterfield). He entered Manchester University to read chemistry in 1902 aged sixteen, and on graduation began research there under W.H. Perkin. Other lasting relationships from this period were with C. Weizmann (from 1906) and A. Lapworth (from 1909). In 1912 Robinson was appointed to his first chair at the University of Sydney and subsequently occupied chairs of organic chemistry at Liverpool (1915), St Andrews (1920), Manchester (1922), University College London (1928), and the Waynflete Chair of Chemistry, Oxford (1930-1955): the university extended his tenure for four years after the normal retirement age. In all these posts, Robinson developed productive research schools working in a wide range of chemical problems, and in retirement his activity continued in a small laboratory made available by the Shell Chemical Company, where he was consultant.

He was elected FRS in 1920 (Bakerian Lecture 1930, Davy Medal 1930, Royal Medal 1932, Copley Medal 1942, PRS 1945-1950) and was awarded the Nobel Prize for Chemistry in 1947. The actual citation read 'for his investigations on plant products of biological importance, especially the alkaloids' though his Royal Society memorialists A.R. Todd and J.W. Cornforth suggest that 'it would have been equally, or possibly more, appropriate to have said "for his outstanding contributions to the entire science of organic chemistry".' (Biographical Memoirs of Fellows of the Royal Society, vol 22, 426.) Robinson was knighted in 1939 and appointed to the Order of Merit in 1949.

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.

The British Families Education Service (BFES) was established by the Foreign Office in 1946 to provide schooling for the children of British families stationed in the British Zone of Germany after World War Two, amidst the post-war devastation. In the winter of 1951-1952 it was taken over by the Army and became Service Children's Education. Arabella Kurdi, then Pallister, went to Germany in February 1947 and worked as School Meals and Domestic Science Organiser for the Service. As such she travelled widely within the British Zone and visited many schools and different areas of the country.

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.

Basic English was developed by Charles Kay Ogden (1889 - 1957) as an 'international language' and as a system for teaching English to speakers of other languages using a simplified vocabulary of 850 words.

In 1927 Ogden established the Orthological Institute followed by the publication, in quick succession, of 'Basic English' (1930), 'The Basic Vocabulary' (1930), 'Debabelization' (1931) and 'The Basic Words' (1932). A period of rapid expansion saw the establishment of 30 agencies connected with Basic English across the world and by 1939 there were around 200 printed works in, or about, Basic English.

In 1943 Winston Churchill established a cabinet committee looking at Basic English. Following the committee's report, Churchill made a statement to the House of Commons on 9 March 1944. The statement outlined a strategy to develop Basic English as an 'auxiliary international and administrative language'. The statement was later published as White Paper CMD. 6511 titled 'The Atlantic Charter, and the Prime Minister's Statement on Basic English of March 9, 1944; in their original form, and in Basic English, for purposes of Comparison' (DC/BEF/5/10).

Ogden assigned his copyright for Basic English works to the Crown in June 1946. In 1947, with a grant from the Ministry of Education, the Basic English Foundation was established. The Basic English Foundation was constituted as a charitable trust 'to develop the study and teaching of the system and to promote a knowledge of Basic English, and thereby of the English Language, throughout the world'. The Basic English Foundation would remain closely associated with the Orthological Institute through which a certain amount of teacher training in Basic English was conducted.

Following the Second World War those concerned with Basic English were not able to reassemble the international network of teaching agencies. However, the promotion of Basic English as a means of teaching English continued.

The Basic English Foundation's main activity was translating and publishing books in Basic English and, after a controversial history, it finally wound up its activities in the 1960s.

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.

John Stanley Beaumont Boyce was born in Stoney Stratford, Buckinghamshire, in 1911. He was the youngest of the three sons of E R S Boyce, Headmaster of Wolverton County School which his sons attended. In 1930 Boyce won a scholarship to St John's College, Oxford, from where he graduated in French and German. He worked as a Master at Ellesmere College, Cheltenham, until 1937 and thereafter at Coatham School, Redcar. In August 1937 he married Margaret L Nicholls of Oxford with whom he had 3 children.

Boyce had served with the OTC during peacetime. During the War he served with the Oxford and Bucks Infantry Regiment, followed by work under John Newsom in northern Germany as part of the military government. As part of the Education Branch he was involved in setting up local government and education systems. He ended the war with the rank of Major.

Following the war Boyce was employed as an assistant Chief Education Officer (CEO) in Hertfordshire Education Authority under John Newsom. In 1951 he became Deputy CEO in West Sussex and in 1957 followed this with work as Deputy CEO in Lancashire. He was appointed CEO of Lancashire in 1968, a post he held until his retirement in 1973.

In 1986 he received an Honorary LLD from Lancaster University. He died peacefully from cancer in 1992, 10 days after his 81st birthday.

The ILEA Bridging Course began as a pre-pilot scheme in 1976 with one college and two associated schools. By 1980, the numbers involved had grown to nine secondary schools and five colleges of further education in seven divisions of the ILEA. The intention of the Course was to bridge the transition from school to working life. It was part-funded by the EEC from 1978-1982.

In 1918, the recommendations of a Departmental Committee on the construction of scales of salary (Cd 8939), paved the way for the first Burnham report of 1919, which established a provisional minimum scale for elementary school teachers payable from January 1920. This initial stage was followed in 1921 by four standard scales of salary allocated by areas, which were to operate for four years. Negotiations for scales of salary to operate following the four year settlement ended in disagreement and was finally decided by arbitration, Lord Burnham acting as arbiter. Four new scales were formulated as well as some re-allocation scales for individual authorities.

In 1919, the Standing Joint Committee on Scales of Salary for Teachers in Public Elementary Schools was established at the request of the President of the Board of Education 'to secure the orderly and progressive solution of the salary question in Public Elementary Schools on a national basis and its correlation with a solution of the salary problem in Secondary Schools'. Similar committees were subsequently established concerned with the salaries of teachers in secondary schools and those teaching in technical schools. The committees became known as the Burnham Committees after the chairman Lord Burnham, and following his death in 1933 the title was officially adopted.

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 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).

Ebenezer Cooke (c 1837-1913) was a drawing master interested in the theory and practice of art education, who expressed his views in conference papers and journal articles. He taught in a variety of establishments, including succeeding John Ruskin at the Working Men's College. Among other activities, he served on the Council of the Society for the Development of the Science of Education (founded in 1875 as the Education Society), and on the Committee of the Third International Congress for the Development of Drawing and Art Teaching, 1908. In 1894 he also published an English edition of Pestalozzi's How Gertrude Teaches Her Children.

Louis Christian Schiller (1895-1976), a former HMI and and important promoter of progressive ideals and child-centred teaching in primary education, was born on 20th September 1895 in New Barnet, London. He attended Tyttenhanger Lodge Preparatory School, near St. Albans as a boarder (1907-1909) and then moved to Greshams School, Holt, Norfolk (1909-1914) where he became head boy, a sprinting champion of the school and won a mathematics scholarship to attend Sidney Sussex College, Cambridge University. Before Schiller went up to Cambridge, World War One broke out and he volunteered and was commissioned in the Lincolnshire Regiment. He fought at Mons and had a long spell at the front. He was wounded in action in 1917 and was awarded the Military Cross. After the war he went Cambridge and studied for his Maths degree (1919-1920).
Schiller went on to teach Maths at Rendcomb School in Gloucestershire (1920-1923) a progressive secondary school run by one of his former teachers, Mr. J. H. Simpson. During this time he also carried out original work in the teaching of Geometry and was invited to join the Committee of the Mathematical Association dealing with the teaching of Geometry in Preparatory Schools and contributed to their report. He took on voluntary, part time teaching and gained experience of handicraft work and of teaching in elementary and central schools. Schiller attended the London Day Training College (1923-1924) and studied for his Teachers Diploma under Dr. T. Percy Nunn who became a very influential figure in Schiller's life. He passed with distinction. It was at this time that Schiller met his future wife who was also studying for her Teachers' Diploma. Schiller was appointed as an Assistant Inspector by the Board of Education in 1924 and spent some time in the office of the Board in Whitehall gaining administrative experience. In August 1925 he moved to Liverpool where he eventually became District Inspector. On 19 August 1925 Christian Schiller married Lyndall Handover and whilst in Liverpool their three daughters, Gerda, Meryl and Lyris were born. In 1937 Schiller was transferred to Worcestershire where the family remained until 1946 and it was during this period that the Schillers' son Russell was born. HMI organised national refresher courses for teachers and Schiller was involved in running residential courses for teachers at this time. In 1946 Schiller was appointed as the first Staff Inspector for Primary Education, following the reorganisation brought about by the 1944 Education Act. This brought him back to London and the family moved to Hadley Wood, near Barnet. Schiller spent time pursuing his interest in the primary teaching of maths and his enthusiasm for art and movement in education grew. He continued to run courses for teachers, often with the collaboration of Robin Tanner, who became a good friend, where he promoted progressive ideals and practice. Whilst at the Ministry of Education Schiller was called upon to recommend someone to run a new course for Primary Heads at the University of London Institute of Education. Schiller said he was interested himself and in 1955 he retired from the Ministry and took up the post of senior lecturer. The one year course ran between 1956 and 1963 and many of those who attended it would go on to become influential figures in the field of primary education themselves, such as Leonard Marsh, John Coe, Connie Rosen and Arthur Razzell. Schiller left the Institute of Education in 1963 but remained actively involved in education lecturing, advising, visiting schools and acting as an external examiner and assessor. He was an influential figure in the establishment and development of Goldsmiths' College's Postgraduate Primary Course and Plowden Course. At Goldsmiths College he also sat on the Plowden Committee. Schiller continued to work right up until his death on 11 February 1976 at his home in Kenton, London. Schiller had several articles published and worked on a book about numbers (which was never completed), but it was through his lectures and his involvement in courses for teachers that Schiller reached his audience and made an impact.
Lyndall Schiller, wife of Christian Schiller, was born on 18 April 1900 in Acton, London to Fredrick and Ada Handover. She was educated at Godolphin and Latymer School and went on to read English at Royal Holloway College, University of London, where she graduated with a first. She attended the London Day Training College (1923-1924) to study for her Teachers' Diploma and it was here that she met Christian Schiller. She taught English and French at Twickenham [and later at Clitheroe]. As was usual for most women at the time, on her marriage Lyndall gave up teaching. She married Christian Schiller on 19 August 1925.

CSU was established in 1972 to support the work of Higher Education Careers Services throughout the UK and Eire. Working in conjunction with the Association of Graduate Careers Advisory Services (AGCAS), CSU also publish career guides and profiles for almost every possible area of work, as well as computer aided careers guidance systems and software. CSU is a registered charity which benefits Higher Education through supporting the work of careers advisory services in higher education and is an agency of Universities UK (formerly the Committee of Vice Chancellors and Principals (CVCP)), and the Standing Conference of Principals of Colleges and Institutions of Higher Education in the UK (SCOP). CSU consists of a publishing arm, which manages the Prospects Series of employer and postgraduate recruitment directories and vacancy publications, all of which are also online at www.prospects.ac.uk; and a Guidance and Information Services (GIS), which develops and manages information and software for careers services. It works in partnership with univeristy careers advisers to ensure careers information is widely distributed throughout the higher education system and online at www.prospects.ac.uk.

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 Fred Clarke (1880-1952) was an eminent educationist. Having qualified as a teacher and gained a degree in History from Oxford University, Clarke held a number of posts in teacher education and university departments in Britain and abroad, including as Senior Master of Method at York Diocesan Training College, 1903-1906, Professor of Education at Hartley University College, Southampton, 1906-1911, Professor of Education, University of Cape Town, South Africa, 1911-1929 and Professor of Education, McGill University, Montreal, Canada, 1929-1934. In 1935, Clarke was appointed as Adviser to Oversea Students at the Institute of Education, University of London and in 1936 he became Director of the the Institute, a position which he held until his retirement in 1945. Clarke also served on numerous committees, including for the British Council and Colonial Office, and was influential in the establishment of the National Foundation for Educational Research and the McNair Committee. After his retirement he remained connected with the Institute, becoming once again Adviser to Oversea Students and also undertook other advisory roles, notably for the National Union of Teachers. Sir Fred Clarke was an influential figure in the development of teacher education, colonial and comparative education and he also promoted the application of sociology to educational theory.

The Forest School Camps were formed in the tradition of the original Forest School which dated from 1929 until World War Two. Ernest Westlake, co-founder of the Order of Woodcraft Chivalry, has purchased a site on which to build a Quaker-influence Forest School in Godshill, Hampshire. When he died before he could realise his plans, his son, Aubrey, set up the school, though his first attempt at running the school in 1929 was disastrous as all four of the pupils contracted scarlet fever and the school was forced to close. A year later Aubrey appointed Cuthbert Rutter as Headmaster and the school re-opened.

The Forest School was a progressive school in which children went on summer holiday camping hikes and learnt about survival skills and the environment. In due course the school moved to Whitwell Hall, Norfolk, in 1938 but the Hall was requisitioned by the military in 1940 and, despite attempts, was never reopened.

The talks about reopening the school led to a reunion camp at the Hall, organised by Arthur Cobb and run by John Glaister. This camp had around 30 children and proved to be such a success that further camps were organised in 1948 and 1949. The ensuing two-week camps had 'lodges' accommodating 60 children between the ages of 6.5 and 17. Although sleeping arrangements and activities were age appropriate, eating, the morning rally and evening entertainments were done as a single unit. Children learned many skills including cooking, and woodwork, and, were taught 'to know the world, to submit to the world and to change the world' (Cobb, c 1953). The attainment of independence was the most important achievement. Over time the Forest School Camps became a Registered Charity and a Company Limited by Guarantee whose purpose is the promotion of holidays and outdoor activities for children and young people.

Forest School, and the subsequent camps, were directly based on the Order of Woodcraft Chivalry, established after World War One. Woodcraft aimed to 'create a Forest School where children might have a continuous education in natural surroundings', and, Forest School emulated this. Furthermore, at Forest School the children were organised into the same Woodcraft age-groups, referred to as 'Elves, Woodlings, Trackers and Pathfinders' and subjected to Woodcraft tests and trials.

Forest School was also heavily influenced by progressive education. At the Forest School each child was treated individually and adults were there to supervise or provide guidance, rather than as authoritative figures. It operated 'very much as a large family', in which 'the children were guided by the group feeling of the school as a whole' (Hedger, 1963), and was organised by typically progressive 'democratic form of government' (Hedger, 1963). Later, the same ethos was applied to the camps.

The organisation gained huge strength in the 1950s when a number of left-wing people joined the staff and many teachers were also recruited. The basis of the camps is still the standing camps or lodges where children are taught camping and woodcraft skills but there are also a number of adventure-style camps involving canoeing, pot holing and camping abroad.

FSC was an unincorporated body until 1967 when it became a Company Limited by Guarantee and a Charity. In 1997 there were 34 camps advertised in the programme and over 1200 places for children and today the camps continue to be run entirely by volunteers.

Dorothy Glynn was one of Her Majesty's Inspectors of Schools and may have used these slides in her work.