The Committee of Inquiry into Reading and the Use of English, chaired by Sir Alan Bullock, was appointed by the then Secretary of State for Education, Margaret Thatcher, against a background of anxiety over falling standards. Its remit was to consider all aspects of teaching the use of English, including reading, writing and speech. It reported in 1974 and the final report was published in 1975 as A Language for Life (London, 1975).
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 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).
Established in 1979 as the British Comparative Education Society, an offshoot of the Comparative Education Society in Europe, its main aims were to encourage the growth of comparative and international studies by organising conferences, visits and publications. In 1997 it merged with the British Association of Teachers and Researchers in Overseas Education to form the British Association for International and Comparative Education.
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.
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).
Marguerite Elizabeth Cynthia Reynolds was born on 21 November 1928. She was educated at The Lady Eleanor Holle School, Hampton, Middlesex and trained as a teacher at The National Society's Training College of Domestic Subjects, also known as Berridge House from 1946. After qualifying in 1949, Cynthia applied to the London County Council for a teaching placement and worked at Chelsea Secondary School until 1952. After a brief interlude at Ilfracombe Grammar School, Devon, she returned to London to teach at the Kingsway Day College, teaching 16-18 year olds who were already in employment. In 1956 she became the domestic science teacher at Twickenham County School, where she taught both cookery and needlework up to 'O' level and was promoted to the Head of the department. While at Twickenham she was granted a year's secondment to attend a new course at Battersea College of Education for serving teachers which led to a Diploma in Education, with special reference to Home Economics, validated by the University of London. After qualifying for her diploma in 1966, Cynthia returned to Twickenham until 1967 when she moved to Stockwell Manor School in Brixton as the Head of Department.
By 1970 the Inner London Education Authority (ILEA) had established Teachers Centres which provided in-service (INSET) education for ILEA teachers and had a team responsible for the development home economics. Maureen Walshe was the Staff Inspector of home economics and was responsible for 4 subject inspectors who were each responsible for a region of the ILEA, oversaw the wardens of the Teachers Centres and were responsible for a subject area of home economics comprising needlecraft, special education, health education and child development. Patricia Searle, North and North West Inspector, was responsible for child development and oversaw the warden of Essendine Teachers Centre. Advisory teachers were also appointed to work with each subject inspector to help develop the different subject areas.
In the early 1970s there was a concern at government level over the cycle of deprivation and the need to educate the next generation of parents. In January 1971 Reynolds was appointed, with Honor Mason, as an ILEA Advisory Teacher, under the direction of Patricia Searle, to develop child care courses as part of Home Economics curriculum. Reynolds was based in the Essedine Home Economics Teachers Centre in West London while Mason was based in the Pitfield Street Home Economics Teacher Centre in East London.
Their first task involved making contacts by visiting schools outside London which were already running child care courses; contacting people working with children under 5 and visiting playgroups and nurseries. They each worked under a home economics inspector and with colleagues in health education. They also to made contacts with experts in child development at the Institute of Education and the Tavistock Institute. Two strands of work emerged from their initial research, firstly the development of the curriculum and a syllabus combined with practical experience, and secondly the creation in-service (INSET) education for teachers embarking on such courses.
By September 1971 they had set up several 'Child development and the family' pilot courses in ILEA schools. After surveying the existing materials it was decided there was a need to create a completely new course. Reynolds and Mason contacted Peter Weiss, Director of the Media Resources Centre (MRC), for help in creating teaching material, initially on the subject of child's play. They arranged a two-day workshop for teachers who were already teaching child development to discuss and decide the basic aims and format of the materials they needed. The first pack of teaching materials was introduced in 1972. Soon Reynolds was building up contacts with experts in the field of child development and pre-school education and wrote articles and gave talks to teachers. The ILEA was the first local authority to run courses in this scale, but later other authorities appointed similar advisory teachers. Her work was recognised as part of the Education for Parenthood project by the Department of Education and Skills.
The ILEA ran a number of INSET courses in the early 1970s located at London Teachers Centres which brought teachers in contact with experts in the 'under 5s' fields. They also provided weekend residential courses at The Manor House in Stoke D'Abernon; Dartford College of Education and the University of Kent.
By the late 1970s Reynolds became involved in other home economics projects those she continued to support the child development work. Other projects included a project to develop guidelines for home economics teaching pupils in the first two years of secondary education; other in-service courses for home economics teachers; and the development of the home economics curriculum for pupils at the end of their secondary education.
In 1974 Reynolds studied at the Department of Education, University of Southampton for a MA (Ed.) course. She wrote her dissertation on the history and development of the teaching of home economics, using her previous work experiences. After completion of her course, Reynolds returned to the ILEA. She continued to work for the ILEA until she retired in December 1983.
Publications: Teaching Child Development (London, 1973).
Educational Certificates
Mary Anne Walker was a student at Bishops Stortford Training College and was awarded her teachers certificate after a period of probation at Wheathampstead National School in 1883, where she continued to work until at least 1890.
The certificates were framed for display purposes, probably in the 1980s and probably before arrival at the Institute.
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.
Between 1950 and 1960, four national conferences were held involving organisations and individuals representing a wide range of social work organisations and activities. The 1957 conference was held in Edinburgh and was entitled 'Children and Young People'. Regional study groups met prior to the conference to discuss questions raised in a 'Guide to Studies'. Members of these were drawn from many different types of organisation and included voluntary and local government social workers, academics, school teachers, church workers, doctors, education officers, and local councillors. They discussed a very wide range of issues and local concerns based on the five main chapters of the 'Guide to Studies': children at home; children at school; young people at work; leisure; and homemaking. Each local group drew up a report on their discussions and many were included in the published conference handbook.
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.
Denis Herbert Stott (1909-1988) was an educational psychologist who worked on delinquency, behavioural problems, child and adolescent development, and learning difficulties. He was educated at Cambridge, graduating in 1932 with a degree in Modern Languages and Economics. From 1932 to 1946 he taught languages in grammar and secondary modern schools, achieving a Diploma in Education from Oxford in 1943. From 1946 to 1951 Stott worked as a research officer for the Carnegie United Kingdom Trust, gaining a PhD from the University of London in 1950, and from 1951 to 1957 he was a Research Fellow at the Institute of Education, University of Bristol. In 1957 he moved to a post as Lecturer in Psychology at the University of Glasgow, from 1966-1968 was Professor and Chairman of the Psychology Department at the University of Guelph, Ontario, Canada and from 1968 to 1975 was Director of the Centre for Educational Disabilities at Guelph, becoming a Professor Emeritus on his retirement in 1975.
Duncan Taylor was a producer and programme editor in the Schools Broadcasting Department of the BBC from 1947 to 1972. Previous to this he worked in teaching, educational administration and the RAF. He was the author of several books for children on careers and historical subjects.
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.
The Education in Human Rights Network was established in January 1987 to 'enable and encourage communication between people working in a variety of educational settings in promoting an awareness and understanding of human rights', as it was considered that human rights education was receiving little Government and DES support.
The Network acted as a channel for communication between organisations and those people working in education, especially teacher education. Its aims were:
1) To promote an understanding of human rights and responsibilities as fundamental values in a pluralist democracy and for the world community. To encourage knowledge of both the protection of human rights and abuses of human rights in the UK, in Europe and in other areas of the world. To affirm the importance of human rights as basic values in education, at work and in society.
2) To ensure that the spirit and the content of the Universal Declaration of Human Rights, the European Convention for the Protection of Human Rights and Fundamental Freedoms, and other major rights documents are known to teachers and to young people in schools.
3) To help implement in the UK the Recommendations of the Committee of Ministers of the Council of Europe 'On teaching and learning about human rights in schools'.
4) To work through education to combat racism and sexism and make an educational contribution to the ending of discrimination on any ground such as sex, race, colour, language, religion, political or other opinion, national or social origin, association with a national minority, property, birth, age, disability or sexual orientation.
5) To help develop good practice and strategies in education which will futher the aims above.
6) To establish and maintain links with projects and networks in Europe and in other countries and to publish a termly bulletin to facilitate this.
The first major project of the Network was to organise the Human Rights Education Forum and Fair to coincide with the 40th anniversary of the Universal Declaration of Human Rights in December 1988. Funding for this was secured from the Joseph Rowntree Charitable Trust, whilst the employment of a professional co-ordinator was supported by the European Human Rights Foundation.
Following this, the Network worked hard to influence the work of the National Curriculum Council during the development of the National Curriculum, and it sponsored a major curriculum development programme.
Aside from this work, the Network held an annual summer conference, produced some books on English, History and Foreign Languages in the curriculum. Summer schools followed in the late 1990s. Money secured from Europe also meant that the Network had to formalise and draw up a constitution.
The Network boasted members such as Hugh Starkey, Margherita Rendel and Audrey Osler. Eventually, after long periods of inactivity, the Network came to an end in 2005.
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.
Eileen Molony (1914-1982) was a BBC television producer involved in the production of a wide range of programmes, particularly in the areas of travel, natural history, education and child development. She produced the television series The Expanding Classroom which was first broadcast in 1969 and intended to provide an insight into schools which were implementing some of the recommendations of the Report of the Central Advisory Council for Education, Children and Their Primary Schools, 1967 (The Plowden Report). The schools covered in the programmes included Ashton County Primary School, Worcestersire; Eveline Lowe Primary School, London; Ashley Down Junior School, Bristol; Devizes Road Primary School, Salisbury, Wiltshire; Delves Infants' School, Walsall, Staffordshire; Fernwood Primary School, Nottinghamshire; Huntingdon Primary School, Nottinghamshire; Milford Primary School, Nottinghamshire; Portlans Primary School, Nottinghamshire; Green Meadow Primary School, Swindon, Wiltshire; and Eynsham County Primary School, Oxfordshire.
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.
The The Dave O'Reilly Experiential Learning Archive was formed in 1998 at the instigation of Ed Rosen, who was concerned to collect and preserve a record of the development of experiential learning since its beginnings in the USA in the 1970s.
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.
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.
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.
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).
Gene Adams was a teacher who became a Museums Education Advisor. Adams received a BA in Fine Arts (Hons) from the University of Natal in South Africa in 1953. Soon after graduating she travelled to London and from 1956 to 1957 was employed as Assistant Curator at the William Morris Gallery, Walthamstow. During her return to South Africa from late 1957 she worked at temporary experimental museum educational projects at the South African National Gallery in Cape Town. She moved to London permanently in May 1959 to take up part time educational work at the Geffrye Museum.
After qualifying as a teacher in 1963 at the Institute of Education, Gene Adams taught at various London schools as an art teacher. In 1970-1974 Adams was seconded to the Geffrye Museum as a part time teacher and became the Teacher in Charge of the Art Room. After a series of activities at the Geffrye in 1974 looking at the history and architecture of the Spitalfields area, Adams helped formed the 'Save our Spitalfields' group who created an independent exhibition in 1979 promoting the Spitalfields area and highlighting the architecture which was at risk of demolition. The exhibition later toured museums in the south east.
In 1975 Gene Adams was appointed the Art and Museum Education Advisory Teacher at the Inner London Education Authority (ILEA). Here she developed educational activities in museums and art galleries, including school visits, holiday activities, in-services training courses for ILEA teachers, and general information leaflets for teachers on museums education mostly based at the historic houses of the Greater London Council (GLC). In 1978 she became the ILEA Museum Education Advisor.
When the ILEA was abolished in 1990 there was no place for her role in the new London authorities and she became a freelance museums education advisor. She was also a member of the education committee of Museum of Moving Image (MOMI), (later the NFT/MOMI education committee/South Bank Education Committee.) Adams also wrote articles on museums education for 'Questions' magazine, and ran a course for staff at the Museum Department of Kraftangan, a Malaysia crafts organisation, to help them establish an education service.
As well as her career in museum education, Gene Adams was also actively opposed corporal punishment in schools. She was a member of the National Council for Civil Liberties and in 1968 formed an anti-corporal punishment pressure group, known as the Society of Teachers Opposed to Physical Punishment (STOPP). She also served on the NCCL Executive and its Children's Rights Committee for several years. In 1973 Gene Adams resigned from the STOPP Committee.
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'.
Dorothy Glynn was one of Her Majesty's Inspectors of Schools and may have used these slides in her work.
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 General Teaching Council (GTC) (England and Wales) was the culmination of a series of initiatives intended to push for the creation of an English General Teaching Council. There had been previous attempts by CATEC (Campaign for a General Teaching Council) in 1980-1981; the Joint Council of Heads in 1982; and a UCET (Universities Council for the the Education of Teachers) led the initiative from 1983-1990. This last was a grouping of educational and teaching organisations which led to the creation of a GTC working party chaired by John Sayer. The working party held meetings, wrote papers on the role and function of a GTC and put together an outline for a development action plan.
This work was taken forward by the creation of a registered company named GTC (England and Wales), incorporated in August 1988. Its first directors were Mary Russell and John Sayer, and the company lay dormant for a year until it could take over officially from the UCET initiative ( in February 1990). Its aims were to promote' the establishment of a statutory GTC for England and Wales' and '... to liaise with the teaching profession and its representative associations, with statutory and non-statutory educational bodies, and with others representing key public interests'.
The elected executive committee of GTC (England and Wales) comprised 8 Honorary Directors and 1 Honorary Secretary. The Directors were taken from various associations which had been meeting on an informal basis to further the idea of a general council, a grouping which was known as the Forum. John Sayer became the Honorary Secretary. For the next nine years, the Executive Committee met one month before and after each of the termly Forum meetings. Following an initial rotation of the Chair, John Tomlinson was approached to act as a permanent Chairman in 1990. In 1994, Malcom Lee became the Honorary Treasurer, John Sayer became Vice-Chair, and Roger Haslam took over as Secretary. Administration was undertaken on shoe-string budget provided by contributions from Forum associations, and the work was mostly voluntary. Tomlinson, Sayer, Haslam and Lee remained as the main administrators untill 2000. The GTC (England and Wales) was housed in a NATFHE building in Britannia Street, London.
Alongside the GTC (England and Wales), which acted as a political pressure group, the GTC (England and Wales) Trust was created as registered educational charity. This parallel organisation focused on the non-political aspect of the work and served as a vehicle for deliberations on professional matters. Its charitable status allowed it to accept money from funding bodies such us the Paul Hamlym Trust, the NATFHE Educational Trust and the Association of Education Committees Trust.
The GTC (England and Wales) and the associated Trust worked hard to promote legislation for a statutory GTC. It also produced written proposals and responses on teacher induction, initial teacher education and training, and continuing professional development. Links were formed with other teaching councils, especially Scotland, as well as organisations such as CATE (later the TTA), OFSTED, SCAA (now QCA), FEDA, and local authority associations such as WJEC, ACC and AMA.
A General Teaching Council for England was formally agreed in 1998 by the Teaching and Higher Education Act, which also made provision for the establishment of a General Teaching Council for Wales. The GTC for England was finally founded in September 2000 after several years of negotiotions. The GTC ( England and Wales) and GTC ( England and Wales) Trust were dissolved in 2001.
The History of Education Society was founded in 1967, 'to further the study of the history of education by providing opportunities for discussion among those engaged in its study and teaching'. The Society sponsors the publication of two peer-reviewed journals: History of Education and History of Education Researcher.
Before Adolf Hitler came to power in Germany, Hilde Jarecki moved to England and was later involved in bringing children safely to Britain via The Kindertransport. She spent around 20 years working as the Senior Professional Advisor for the London Playgroup Association. As part of her involvement, early on she carried play equipment to the new playgroups, gave advice to members, organised meetings and had a major role in the playgroup movement. Hilde was the first person to introduce the concept of mothers helping in the playgroup that their child attended. She is perhaps best known for her book Playgroups: a Practical Approach, which was published by Faber in 1975. The publicity information for this book states: 'Hilde Jarecki, a professional adviser who has spent eight years as an organizer and tutor for the Inner London Playgroups Association, has written an essentially practical handbook based on her extensive experience, which will be invaluable for those employed full time in pre-school playgroup work and for parents of young children.' In the foreword of the book, written by Edna Oakeshott, March 1974, she describes Hilde Jarecki as: 'a pioneer who has given of herself unsparingly to establish a smooth-running organization on a professional footing. No more living recommendation could be provided than her vivid pictures of children and their parents in the playgroup setting.' Hilde continued her pioneering work within the playgroup movement until she was unable to continue on the grounds of ill health.
Born, 1918; educated Christ's Hospital, Horsham; Oxford (chemistry); research chemist, Glaxo, [c1940]-1943; Naval Air arm, [1943-1945]; sub-lieutenant careers advisor, Lee-on-Solent, 1945; school teacher, Devon, [1945-1950]; worked in recruitment, British Nylon Spinners [1950]-1960; Secretary of the Manchester University Careers and Appointments Service, 1960-1984; died 1995.
Horace Panting trained at the Institute of Education, University of London in 1934-1935. He was an East London science teacher holding posts at Holborn Boys' School, 1935-1940, and later at Stratford and Plaistow Grammar Schools and West Ham College of Technology. He retired in 1977. Throughout his teaching career he took a keen interest in school sport, both within the schools in which he taught and through involvement with associations such as West Ham Schools Sports Association and the London Schools Cricket Association.
Harry Rée (1914-1991) was a student at the Institute of Education, University of London, from 1936-1937. He went on to become a language master at Bradford Grammar School and, after gaining a distinguished war record for his activities with the French resistance, was headmaster of Watford Grammar School. He then became the first Professor of Education at York University, 1961-1974. In the 1960s and 1970s he was a strong proponent of comprehensive education and was actively involved in a number of pressure groups, including the Society for the Promotion of Educational Reform through Teacher Training and the Programme for Reform in Secondary Education. In 1974 he left his professorship to return to classroom teaching in Woodberry Down Comprehensive School, London, where he remained until his retirement in 1980. In his retirement he continued to campaign for comprehensive education, for exchanges between young workers within the European Community and the reform of the 1988 Education Act. He was particularly influenced by Henry Morris (1889-1961) who, as Chief Education Officer for the County, had pioneered 'Village Colleges' in Cambridgeshire in the 1930s, and Rée became Morris's biographer and a strong advocate for community education.
Composed of individuals from adult education, voluntary agency and broadcasting backgrounds, this group met on an ad-hoc basis in 1983, organised its first conference in March 1984 and adopted a formal constitution in June 1985. Its aims were to promote adult learning through personal networks such as self-help groups. It wound up its activities in 1990.
The Institute was founded in 1902 as the London Day Training College. Financed and controlled by the London County Council and with the academic support of the University of London, it was initially a college for training elementary school teachers to work in the capital. In 1909 it became a School of the University of London, losing this status when, in 1932, it was transferred wholly to the control of the University. At this date it also changed its name to the Institute of Education, University of London. During the years it had gradually expanded its role, starting to train secondary school teachers and to offer higher degrees and research. Particularly important were its work in training teachers for colonial service and the establishment of the Child Development Department.
In 1942 the McNair Committee was established by the Board of Education, 'To investigate the present sources of supply and the methods of recruitment and training of teachers and youth leaders and to report what principles should guide the Board in these matters in the future.' It published its report in 1944. It was divided over the best method of reorganising teacher training, and it was four years before, in 1949, a new scheme for London was instituted. An 'Area Training Organisation' (ATO) for the London area was created. Confusingly, this took the name University of London Institute of Education and comprised around thirty affiliated individual colleges and education departments, including the 'old' Institute of Education. A new governing body (Council), and committee structure was created for the scheme to look after syllabuses, examinations, etc for all the constituent colleges which retained their own local governing bodies and administraive structures for local matters. The separate identity of the old Institute, sometimes now termed 'central activity' or 'Central Institute' was ensured by the establishment of a separate governing body (Committee of Management) and committee structure. However, both 'Central' and 'Wider' Institutes were administered from the 'Central Institute' building and shared one single administrative structure (registry, accounts office and examinations department). This arrangement was dissolved in 1975 and in 1987 the Institute once again became a School of the University of London, incorporated by Royal Charter. As a graduate college of the federal University it now offers a wide range of courses including initial teacher education, further professional development and research degree programmes and is a major centre for educational research.
When, in 1928, the Joint Board scheme for the association between universities and teacher training colleges was adopted, the University of London adopted a scheme under which it took responsibility for syllabuses and examinations in seventeen London training colleges. The scheme was administered by a Training Colleges Delegacy appointed annually by Senate. This was composed of representatives of the Colleges, the London County Council and the University. It was responsible for the approval of syllabuses, the admission of new Colleges to the scheme and the periodic visitation of member institutions. It appointed an Examinations Council and an Advisory Board to carry out specific tasks. The Colleges themselves were divided into groups, each associated with a 'parent' university college, and each with its own Committee. The Domestic Subjects Group was composed of the National Training School of Cookery, later re-named the National Training College of Domestic Subjects, the National Society's Training College of Domestic Subjects (also known as 'Berridge House') and Battersea Polytechnic Domestic Science Training College. The 'parent' college was King's College of Household and Social Science.
George Barker Jeffery was born in 1891 and educated at Strand School, King's College London and Wilson's Grammar School, Camberwell. In 1909 he qualified as a teacher at the London Day Training College and graduated from University College London in 1911. He went on to teach, research and publish on mathematics and mathematical physics at University College, holding the post of Assistant Lecturer in Applied Mathematics from 1912 to 1921. In 1921 Jeffery became University Reader in Mathematics at University College, and in 1922 Professor of Mathematics at King's College London. In 1924 he returned to University College as Astor Professor of Pure Mathematics. In 1945 Jeffery was appointed as Director of the newly-established University of London Institute of Education where he became interested in the problems of West African education. He was also actively involved in the Secondary School Examinations Council, the National Advisory Council on the Training and Supply of Teachers, the National Foundation for Educational Research, the New Education Fellowship, the Advisory Council on Education in the Colonies and the Association of Teachers in Colleges and Departments of Education. Jeffery was elected as a Fellow of the Royal Society in 1926 and served as Vice-President from 1938-1940. His publications include Relativity for Physics Students (1924) and African Education (1953). He retired from the Institute in 1957.
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.
The career of Richard Goodings (d 1992) included school teaching, educational administration and research, and lecturing in higher education. From 1965 to his death in 1992 he was on the staff of the School of Education, University of Durham. Prior to this, whilst he was a member of staff of the University of London Institute of Education in the late 1950s, he began work on a history of the Institute which was never completed.
The London Day Training College was founded in 1902. It became the Institute of Education in 1932.
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.
When, in 1928, the Joint Board scheme for the association between universities and teacher training colleges was adopted, the University of London adopted a scheme under which it took responsibility for syllabuses and examinations in seventeen London training colleges. The scheme was administered by a Training Colleges Delegacy appointed annually by Senate. This was composed of representatives of the Colleges, the London County Council and the University. It was responsible for the approval of syllabuses, the admission of new Colleges to the scheme and the periodic visitation of member institutions. It appointed an Examinations Council and an Advisory Board to carry out specific tasks. The Colleges themselves were divided into groups, each associated with a 'parent' university college, and each with its own Committee.
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.