Aleksandr Valentinovich Amfiteatrov (1862-1938) was born in Russia. He became a fairly well known journalist and popular novelist. In 1902 he was exiled for writing a satirical article on the imperial family. He returned, then emigrated to France in 1905. During the First World War Amfiteatrov returned to Russia once more and in 1916 became editor of the nationalist newspaper "Russkaya volya". He left Russia for the last time in 1920 to settle in Italy. In 1927 he joined an anti-Soviet secret Society "Bratstvo Russkoi Pravdy" [Brotherhood of Truth]. He died at Levanto, Italy in 1938.
Paulus Orosius was a Christian historian, theologian and disciple of St. Augustine who came from Gallaecia. He wrote Historiarum Adversum Paganos Libri VII ("Seven Books of History Against the Pagans"), which he wrote in response to the belief that the decline of the Roman Empire was the result of its adoption of Christianity.
William Scoffin was Captain of the Arctic Whaler Duncombe.
Robert Boyle was born on 25 January 1627 at Lismore, Munster, seventh son of the notorious Richard Boyle, first Earl of Cork, thereby having high status and considerable wealth. His education began at home, then continued at Eton and with foreign travel from 1639. He visited France, Geneva - where he suffered a conversion experience which was to have a profound effect on him - and Italy, where he discovered the writings of Galileo. He returned to England in 1644, taking up residence at the family manor of Stalbridge, Dorset, from 1645. He visited Ireland in 1652-1653, then by 1656 moved to Oxford where he joined the circle of natural philosophers there which formed the liveliest centre of English science at that time. After the Restoration in 1660, many of them moved to London, where the Royal Society was founded (with Boyle among its founding Fellows), although Boyle did not move there until 1668, sharing a house in Pall Mall with his sister Katherine, Lady Ranelagh, until they both died in 1691. In the 1640's he became preoccupied with themes which were to continue throughout his life - vindication of an approved understanding of nature, in its own right as well as its utilitarian advantages; insistence on the importance of experiment in pursuing this aim, and the advocacy of spirituality. To these ends he became involved with other like-minded individuals known as the 'Invisible College', and subsequently the circle of intellectuals surrounding the Prussian emigré, Samuel Hartlib. He devoted his life to extensive and systematic experimentation, and to writing. His major scientific work on pneumatics, 'New Experiments Physico-Mechanical, Touching the Air and its Effects', used the air pump as the key piece of equipment used to explore the physical properties of air, vindicated the possibility of a vacuum, illustrated the extent to which life depended on air, and proved that the volume of air varies inversely with its pressure (Boyle's Law). 1661 saw the publication of the 'Sceptical Chemist' and 'Certain Physiological Essays', the beginning of a series where he sought to vindicate a mechanistic theory of matter and to remodel chemistry along new lines, and where he crucially vindicated an experimental approach. In the 1670's his publications continued the previous themes, but also included theology. In the 1680's, his interest shifted to medical matters, such as 'Memoirs for the Natural History of Human Blood' (1684), or the collections of recipes in his 'Medicinal Experiments' (1688-1694). At the same time, he continued his work as a Christian apologist, his 'The Christian Virtuoso' appearing in 1690. His concern about the theological implications of the new philosophy can be seen in 'Discourse of Things above Reason' (1681) and 'Disquisition about the Final Causes of Things' (1688). On his death in 1691 he endowed a Lectureship to expound the Christian message. His significance to the development of natural philosphy was recognised in his lifetime, and his influence was particularly important for Isaac Newton, the leading figure in the following generation, whose work is seen as the culmination of the scientific achievement of seventeenth-century England.
Born, 1825; PhD; Professor of Chemistry, Owen's College, Manchester, -1857; Fellow of the Royal Society, 1853; Royal Medal, 1857; Copley Medal, 1894; Secretary of the Royal Society, 1895-1899; Vice President of the Royal Society, 1887-1888; died, 1899.
Botanical collection begun in Yorkshire c 1833; specialized in mosses and liverworts, an interest confirmed after a visit to Dr Thomas Glanville Taylor in Ireland in 1848. Came to the attention of Sir William Hooker in 1844 and sent to the Pyrenees on an expedition (1845-6) under the sponsorship of George Bentham. Hooker, Bentham and other botanists sent Spruce to South America in 1849. At the end of that year he travelled up the Amazon to Santarem where he met zoologist Alfred Russel Wallace and lepidopterist Henry Walter Bates. His exploration at this date included plants with medicinal properties, such as the datura and coca plants. He spent three years on the Orinoco and Negro rivers, then in 1854 ascended the Amazon by steamer to Nantua in Peru and then to the Andes, where he stayed two years and collected 250 species of ferns. In 1857 he came down the Amazon and went to Ecuador, later moving to Ambato which he made his headquarters and explored the Quintensian Andes. The India Office commissioned him to collect seeds and polants of the cinchona, the source of quinine, which were later sent to India. He published his report on this in 1861. In 1867 he finally returned to England and spent the remaining twenty seven years of life sorting his collections. These included notes on twenty one Amazonian languages, many hundreds of drawings, and notes and maps of three previously unexplored rivers.
Born, 1635; Education: Queen's College, Oxford; BA (1655), DCL (1677); Lincoln's Inn (admitted 1654); Career: Travelled abroad (1659-1661); Original Fellow of the Royal Society, 1663; Clerk to the Commission of Prizes (1664-1667); Clerk to the Privy Council (1664-1679); Deputy Vice-Admiral of the Provinces of Munster (1665), Vice-Admiral (1677); Envoy extraordinary to Portugal (1665-1669), Flanders (1671-1672) and to the Elector of Brandenburg (1680); Chief Commissioner of Excise (1671-1681); Commissioner for Assessment for Middlesex (1673-1680, Westminster (1677-1680), Gloucestershire (1679-1680, 1689-1690); MP for Penrhyn (1673-1679), Lostwithiel (1685-1687); Commissioner of Customs (1689-1697); Deputy-Lieutenant of Gloucestershire (1689-1694); Principal Secretary of State for Ireland (1690-1702); Privy Councillor, Ireland (1690-death); endowed an almshouse for eight helpless men and women on his estate at Dromderrick, Kinsale (1682); died, 1702.
Born, 1646; Education: Derby School; Jesus College, Cambridge; MA (Lit. Reg. 1674)
Career: Left school because of an attack of rheumatism (1662); travelled to Ireland in search of a cure; went to London (1670) where he met Henry Oldenburg (FRS date) and Sir Jonas Moore (FRS date), who became his patron; ordained (1675); first Astronomer Royal (1675-1719), he used his own instruments, which were removed by his widow after his death; Vicar of Burstow, Surrey (1684); a perfectionist, he was reluctant to publish his observations unless they were perfect, which led to conflict with Newton and Halley. On 12 December 1709 Queen Anne appointed a Board of Visitors of the Royal Observatory made up of the President and Council of the Royal Society, authorizing them to demand a copy of each year's observations, to direct what observations should be made, and to examine the observatory's instruments. Flamsteed's vigorous objections and refusal to co-operate further on the publication of his star catalogue and observations led to an incomplete version being published by Halley in 1712, which he condemned. After the accession of George I Flamsteed was able to buy up 300 of Halley's unsold copies, and after removing the sextant observations which he had previously approved and reserving some copies to display their errors, he burnt the rest. His observations were published to his very high standards posthumously in 1725 edited by his wife Margaret, and his 'Atlas Coelestis' in 1729, where the editor was again his wife with Crosthwait and Sharp responsible for the technical side; died, 1719.
David Gregory of Kinnairdie (1627-1720), inventor, apprenticed by his father to a mercantile house in Holland. Returned in 1655, and succeeded to the estate of Kinnairdie on the death of an older brother. Highly regarded in medicine, having a large gratuitous practice both among the poor, and people of standing. First man in Aberdeenshire to possess a barometer, and his weather forecasts exposed him to suspicions of witchcraft. Moved to Aberdeen and investigated artillery. With help of an Aberdeen watchmaker constructed an improved model of a cannon, forwarding it to his eldest son David , and to Newton, who held it was 'for the diabolical purpose of increasing carnage', and who urged him to break it up.
David Gregorie (1661-1708, FRS 1692), astronomer, son of David Gregory (1627-1720). Professor of Mathematics at Edinburgh University in 1683, first professor to lecture publicly on Newtonian philosophy, enthusiastic promoter of Newton's 'Principia'. In 1691 went to Oxford where introduced to Newton, who became an intimate friend and who with Flamsteed influenced his appointment as Savilian Professor of Astronomy in Oxford. His principal work 'Astronomiae Physicae et Geometricae Elementa' in 1702 was the first text book composed on gravitational principles and remodelling astronomy in conformity with physical theory. Approved by Newton, who had included in it his lunar theory, and for which he wrote a preface. Gregory was a skilful mathematician who left manuscript treatises on fluxions, trigonometry, mechanics and hydrostatics, and who was also known for his printing in 1703 of all the writings attributed, with any show of authority, to Euclid.
James Gregory (1638-1675, FRS 1668) mathematician and elder brother of David Gregory (1627-1708) His scientific talent was discovered and encouraged by his brother, and in 1673 at age 24 he published his 'Optica Promota' containing the first feasible description of a reflecting telescope, his invention of it dating from 1661, and inspiring Newton to make his own reflecting telescope. Studied mathematics in Padua 1664-1667, publishing 'Vera Circuli et Hyperbolae Quadratura' in 1667, showing how to find the areas of the circle, elipse, and hyoerbole by means of converging series, and applying the same new method to calculation of logarithms. Friendly debate with Newton 1672-1673 as to merits of their respective telescopes. From 1674 first exclusively mathematical professor at Edinburgh.
Charles Gregory was one of the 32 children of David Gregory (1627-1720) and brother of the second David Gregory (1661-1708).
Born, 1635; Education: Queen's College, Oxford; BA (1655), DCL (1677); Lincoln's Inn (admitted 1654); Career: Travelled abroad (1659-1661); Original Fellow of the Royal Society, 1663; Clerk to the Commission of Prizes (1664-1667); Clerk to the Privy Council (1664-1679); Deputy Vice-Admiral of the Provinces of Munster (1665), Vice-Admiral (1677); Envoy extraordinary to Portugal (1665-1669), Flanders (1671-1672) and to the Elector of Brandenburg (1680); Chief Commissioner of Excise (1671-1681); Commissioner for Assessment for Middlesex (1673-1680, Westminster (1677-1680), Gloucestershire (1679-1680, 1689-1690); MP for Penrhyn (1673-1679), Lostwithiel (1685-1687); Commissioner of Customs (1689-1697); Deputy-Lieutenant of Gloucestershire (1689-1694); Principal Secretary of State for Ireland (1690-1702); Privy Councillor, Ireland (1690-death); endowed an almshouse for eight helpless men and women on his estate at Dromderrick, Kinsale (1682); died, 1702.
Born in 1659 at Bushby, Leicestershire, educated at Merchant Taylors School, and elected in 1677 to St John's College Oxford where he developed an interest in botany. In 1683 he was elected a law Fellow of St John's College, and in 1694 received the degree of Doctor of Common Law. With the permission of the college, he began a series of foreign tours. He studied botany in Paris under Tournefort (1686-1688) and in 1688 spent time in Leiden with Paul Hermann. The plants he listed in the Swiss Alps, Geneva Roma and Naples were sent to Ray to publish in his 'Stirpium Europeaorum' of 1694, and those from Cornwall and Jersey in his 'Synopsis methodica Stirpium Britannicarum' of 1690. He wa a tutor to Sir Arthur Rawdon, living mainly at Moira, County Down, then tutor to Charles Viscount Townsend on his continental tour, and in 1695 to Wriothesley, eldest son of William Lord Russell in France and Italy. During this period he began his revision of Gaspard Bauhin's 'Pinax', a project which remained unfinished at his death. Until 1702 he was tutor to Henry, second Duke of Beaufort at Badminton. In 1702 he had a short appointment as Commissioner for the Sick and Wounded, and the Exchange of Prisoners, follwed in 1703 with his appointment by the Levant Company as Consul in Smyrna. Here he indulged his botanical and antiquarian interests, collecting plants, copying anitquarian artefacts and collected coins.In 1717 he returned to England a wealthy man. In 1718 he was elected a Fellow of the Royal Society, and served on the council for two years. He made three further trips to the continent, in 1721, 1723 and 1727, visiting Boerhaeve in Holland and bringing Dillenius back to asist him with the 'Pinax'. He had been hampered in this by a quarrel with Sir Hans Sloane, who refused him his herbarium, but a reconciliation took place in 1727. Sherard died in 1728, leaving his books, drawings and paintings, and his manuscript of 'Pinax' to the library of the 'Physic Garden' at Oxford, the rest to St John's College. In addition, he left £3000 to establish the Sherardian Chair of Botany, naming Dillenius the first Sherardian professor. Sherard occupied a high position among botanists of his time, although the only work he himself wrote was 'Schola Botanica' (1689).
Warren de la Rue was born, 1815; engineer who undertook research in chemistry and astronomy; FRS, 1850; Royal Medal, 1864; Vice President of the Royal Society, 1869-1870 and 1883-1885; died, 1889.
This Copy version was transcribed in the eighteenth century, possibly for reasons of security like the Journal Books and the Council Minutes. It is known that one volume of the Register was lost (Volume 2) and then recovered - but not before a replacement had been made, leaving three versions in total (Original, Duplicate and Copy). A further copy of the original Volumes 1and 2 was made (date unknown) and returned to the Society in 1814, being presented to Sir Joseph Banks (MSG/776). Volume 10 of the series does not exist - this was left as a deliberate gap in the sequence, to be filled if original papers became available for copying.
Amelia Fysh (nee Bullen) (born c 1922) was brought up in Grimsby. She won a scholarship to attend the local grammar school and during the war worked in the Royal Signal Corps as a cipher operator. At the end of the war she was working in the War Office in London. Before being demobilised she was recruited to teach young male recruits. After the end of the war she entered the teaching profession through completing the Emergency Training Scheme. Her first teaching role was a reception class of 50 children in a school in her home town. Appalled by the class sizes in primary schools she entered nursery education, running the nursery class at South Parade Primary School, also in Grimsby. During this time she completed the Child Development Diploma at the University of London, Institute of Education. In 1966 she gained a Certificate in Education of the Handicapped Child from the University of Leicester, School of Education.
In 1956 she became the Headteacher of Beech Green Nursery School in Aylesbury, Buckinghamshire, which had been opened in 1942 by the Save the Children Fund, initially for evacuees and the children of mothers working towards the war effort. When Amelia joined the nursery it was already inclusive in its nature but during her time there Fysh was a pioneer of learning through creating an environment that fostered creativity, outdoor play and inclusive education for children with learning and physical disabilities. During this time the nursery admitted fifty children with disabilities including Downs Syndrome, cerebal palsey, spina bifida, autism, epilepsy, and hearing and sight impairments. Many leaders from other playgroups visited Beech Green to talk to staff about their work and Amelia devised an eight week course regarding the work that had been completed at the nursery. She left the nursery school in 1972 to become a teacher trainer.
Amelia Fysh has been described as a champion of introducing educational inclusion, particularly for children with special needs, decades before the writing of the Warnock Report in 1978. She did not conform to one school of theory but drew on the work of a number of different academics including Jean Piaget, Susan Isaacs and Tina Bruce. Her main line of thought focused on the importance of the individuality of children. She stated a child's development could be stimulated through creative learning and important activities including water play, building materials, dressing up, role play, painting and cookery. Over a nine year period (1964-1973) she tracked the development of nursery years children through asking them to draw a man with felt-tip pen on a 6 inch by 9 inch piece of paper. No child was requested to complete a drawing and drawings were completed on regular (but not time specific) occasions. These works showed how a child's development was not linear. Amelia's work was published in 199[7] in 'Discovering Development with the 3-5s. A Longitudinal study 1964-1973'.
In more recent years Power Drawing, an education programme of the Campaign for Drawing, has encouraged teachers to follow the work of Amelia Fysh, and to retain a collection of the work created as evidence of their development. In 2003, aged 81 she worked for Buckinghamshire Local Education Authority (LEA), participating in their training provision on inclusion and special needs for nursery and child care providers.
Bernard Basil Bernstein (1924-2000) was educated at Christ's College, Finchley, London. After serving in the RAF during World War Two, he went on to study sociology at the London School of Economics, graduating in 1951. Meanwhile he also undertook social work, being a resident Settlement Worker at the Bernard Baron Settlement in Stepney, London, from 1947-1949, where he undertook family case work, youth club work, community organisation and participated in 'delinquent camps'. He went on to train as a teacher at Westminster Training College (1953-1954) and then taught a range of subjects at the City Day College, Golden Lane (1954-1960), becoming a Research Assistant at University College London (1960-1963) and obtaining a PhD from the University of London in 1963. From 1962 to 1967 Bernstein was a Reader in the Sociology of Education at the University of London Institute of Education, being Head of the Sociological Research Unit from 1962 and Professor in the Sociology of Education from 1967. From 1979 he was the Karl Mannheim Professor in the Sociology of Education at the Institute and from 1984 was Senior Pro-Director and Pro-Director Research. After his retirement in 1991 Bernsetin became an Emeritus Professor. He held honorary degrees from several different universities. Bernstein was influential in the field of socio-linguistics. His published works, in particular the five volumes of the series on Class, Codes and Control, have become classics in the field.
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 the Second World War, and amidst the post-War devastation. In the winter of 1951-1952 it was taken over by the Army and became Service Childrens' Education. The BFES Association was founded in 1967 to enable BFES teachers to keep in touch. In the 1980s it merged with the Service Childrens' Education Association (SCEA), which had changed its name to SCE, to become the BFES/SCE Association. It arranges annual reunions and publishes an annual magazine.
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.
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.
Sir David Eccles opened the Parent Teachers' Association Fête at Lyneham County Primary School, 15th July 1961.
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.
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.
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.
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.
The Archive of the Board of Education Inspectors' Association was named after Jack Kitching who was an HMI (Her Majesty's Inspector of Schools) from 1973-1982 and subsequently Honorary Archivist of the Association. Founded in 1919 as a direct consequence of the application of Whitleyism to the Civil Service, the Association was affiliated to the Association of First Division Civil Servants and its executive acted as the staff side of the Inspectorate Whitley Committee. Its main concerns were therefore salaries, pensions and conditions of service, although it also dealt with the function and activities of HMIs. In 1945 it changed its name to the Association of Her Majesty's Inspectors of Schools and in 1973 it amalgamated with the Association of First Division Civil Servants. It wound up its activities in 1992 on the creation of the Office for Standards in Education.
The London Parents Ballot Campaign (LPBC) was set up as a sub-committee of the Parents Central Consultative Committee of the Inner London Education Authority (ILEA), which represented the 3,000 or so elected Parent Governors of ILEA schools. It was run by Thomas Gretton (Chair), Corinne Julius (Secretary) and Diana Simpson (Treasurer), along with scores of volunteers. The Campaign was intended to ask the opinion of parents about the transfer of responsibility for education services from the ILEA to local authorities. The abolition of the ILEA was included in the 1988 Education Reform Bill, but had not been mentioned in any of the consultation documents. The LPBC was an attempt to canvass the views of parents before the Bill passed to the House of Lords. An initial press conference announcing the campaign was held on the 8 February 1988, and the Ballot took place in the last two weeks of March. The Campaign was funded through voluntary contributions from parents, businesses, unions and London boroughs; as well as fundraising events, culminating in a gala performance at the Albery Theatre. The ballot was supervised by the Electoral Reform Society, and provided one vote for each of the 280,000 children in London schools. It closed on the 31st of March, and revealed a 55 per cent return and a 94 per cent vote against the government's ILEA abolition proposals. The ILEA was abolished in March 1990.
Louis Arnaud Reid (1895-1986) studied philosophy at the University of Edinburgh and from 1919 to 1926 lectured in Aberystwyth and Liverpool. From 1932 to 1947 he was Professor at Armstrong College, Newcastle, and in 1947 became the first Professor of the Philosophy of Education in Britain, at the University of London Institute of Education, a post which he held until his retirement in 1962. After his retirement, among other activities, he continued to teach students in the Art and Design Department of the Institute of Education. He was closely involved with the Philosophy of Education Society of Great Britain and wrote and lectured widely on aesthetics and the arts.
Mimi Hatton was born in 1915. During World War Two, she was an infant teacher at St Mary Cray Junior and Infant School in Kent, and set up home teaching groups for the children when school was suspended for fear of bombing. The school was evacuated to North Wales in 1944, and there Miss Hatton set up schools in Tabernacle vestries, a disused sawmill and a disused science laboratory.
In 1946 she wrote to the Foreign Office offering her services as a teacher to the children of families of the occupying forces in Germany, and became a teacher with the BFES in 1946. She embarked to Germany on 18th December 1946, and initially taught at the BFES School in Bad Zwischenahn from 1947-1949. She then served successively as the Head of Oldenburg School, 1949-1950, and the BFES Bad Oeynhausen Nursery, Infant and Junior School, 1950-1952.
In 1952, she become headmistress of a school for educationally sub-normal girls in Kent (Broomhill Bank), a position she held for two years. In 1954, she was taken on by Devon County Council to run a similar school in Devon, Maristow House in Lord Roborough's estate on the banks of the river Tavy.
When she was first appointed, Maristow was semi-derelict, and she supervised its restoration to a usable condition. She then set about furnishing it for use as a boarding school, and hired all the staff. She ran the school until it closed in 1976, after being taken over by Plymouth City Council. At this point, she took early retirement, aged 61. Although primarily a girls school, in its later years it took in day boys up to the age of eleven.
Throughout her period at Maristow, Lord Roborough, as Chairman of the school governors, became a close friend, and she was regularly a guest at head of table at family dinners.
Pastoral head in an Inner London Education Authority (ILEA) comprehensive school; ILEA co-ordinator of the Schools' Council's Sex Differentiation Project; advisory teacher, director of the SCDC/EOC Equal Opportunities Project; senior inspector in the London Borough of Ealing; project Manager of the Schools Make A Difference (SMAD) project; in the London Borough of Hammersmith and Fulham; Professor of Professional Development in Education, University of Keele; Associate Director of the International School Effectiveness and Improvement Centre, Institute of Education, University of London. Senior Associate of The Leadership for Learning Network at the University of Cambridge and adviser for The London Challenge.
Born, 1930; Latymer Upper School, Hammersmith; national service in the Royal Signals; attended St Catherine's College Cambridge, 1953-1956; tutor at Wandsworth School, 1956-1968 (Senior Geography Master, 1967-1968); Director of the Thameside Research and Development Group, Institution of Community Studies, 1968-1969; Housemaster at Elliot School, Putney, 1969-1970; Chairman of the Barons Court Labour Party, 1961-1963; contested Warwick and Leamington as a Labour candidate,1964; sat on the Hammersmith Local Government Committee of the Labour Party, 1966-1968; co-opted member of the Greater London Council (GLC) Planning and Transport Committees, 1966-1973; elected MP for Acton, 1970-1974 and Newham South, 1974-1997; Secretary of the Parliamentary Labour Party Education Group, 1971-1974.
The Programme for Reform in Secondary Education was established in 1975 as a pressure group campaigning for the principle of 'a fully comprehensive system of secondary education'. It held conferences, meetings and workshops, published pamphlets and a newsletter and participated in debates in the press and broadcast media. Among those influential educationists involved in the group's activities were Harry Rée, Maurice Kogan, Caroline Benn, Gabriel Chanan, Margaret Maden and Maurice Plaskow. It officially wound up its activities in 1994.
Bernarr Rainbow (1914-1998) trained at Trinity College of Music and was appointed Organist and Choirmaster of High Wycombe Parish Church and Senior Music Master at the Royal Grammar School, High Wycombe in 1944. In 1952 he became Director of Music at the teacher training College of S. Mark and S. John in Chelsea, transferring to Gypsy Hill College of Education in 1972 and then becoming Head of Music at Kingston Polytechnic. He retired in 1978. Rainbow researched, wrote and published extensively on music education and historical musicology, becoming a distinguished scholar of the history of music education and gaining three postgraduate degrees from the University of Leicester. He wrote a biography of John Curwen (1816-1880), the inventor of the tonic sol-fa method of singing, and founded the Curwen Institute to promote his work. He was President of the Campaign for the Defence of the Traditional Cathedral Choir which resisted the introduction of women and in 1996 he established the Bernarr Rainbow Award for School Music Teachers.
Rosemary Sassoon (b 1931) specialises in the educational and medical aspects of handwriting. In 1988 she completed a PhD from the Department of Typography and Graphic Communication at the University of Reading on 'Joins in children's handwriting, and the effects of different models and teaching methods'. She spent two years researching and designing a typeface that used letterforms which children found easy to read. The subsequent design is the Sassoon Primary typeface. Since 1987 Sassoon has, in partnership with Adrian Williams, developed a range of font products for reading and handwriting education in schools. These typefaces are now used worldwide for both the teaching and reading of handwriting. Publications: 'Computers and Typography' (Contributing Editor); 'The Art and Science of Handwriting'; 'The Acquisition of a Second Writing System'; 'Signs, Symbols and Icons' (written in conjunction with Albertine Gaur); 'Handwriting of the Twentieth Century'; 'The Designer'.
The Schools Council was established in 1964 by the Secretary of State for Education. It took over responsibility for curriculum and examinations previously undertaken by the Secondary Schools Examination Council and the Curriculum Study Group. In 1969, with a revised constitution, it became a registered charity and, in 1970, an independent body financed in equal parts by government and local education authorities. A wide range of educational bodies, including teachers' organisations, were represented on the Council. In 1983-1984 its work was taken over by the Schools Curriculum Development Committee and the Secondary Schools Examination Council. In 1984 it went into voluntary liquidation. It was a non-directive body intended to provide leadership in curriculum, examination and assessment development. Its work was undertaken by committees and working parties responsible for different programmes. It commissioned much research into these areas and published a large quantity of reports.
Founded in 1968, the Society of Teachers Opposed to Physical Punishment (STOPP) was a pressure group which campaigned for the abolition of corporal punishment in schools and other institutions in the United Kingdom. It lobbied government officials, parliament, the churches, local education authorities, teachers' organisations and other bodies, wrote constantly to the press and published surveys and reports. It also investigated individual cases and supported families taking cases to the European Court of Human Rights. After corporal punishment was abolished in all state-supported education in the UK in 1986, the Society wound up its affairs. The Children's Legal Centre carried on its remaining casework and the residue of its funds were transferred to the group End Physical Punishment of Children (EPOCH).
The Universities Council for the Education of Teachers (UCET) was created in 1966-1967 by the merger of the Conference of Heads of University Departments of Education (CHUDE) and the Conference of Institute Directors (CID). CHUDE had been founded in 1959 as a forum for the heads of university education departments in England and Wales whilst CID, founded in 1957, acted similarly for the directors of institutes of education. The Council 's objects are to provide a forum for discussion, make a contribution to policy and act as a clearing house for information on all matters relating to the education of teachers of relevance to its members.
The Hands family consisted of William Joseph (b 1865) and his three children, Mary Constance (b 1889), Wilma Sybil (b 1890) and William Joseph George (b 1892). Mary Ann Walker was probably his wife and mother of the children. William Joseph Hands trained as a teacher at Battersea St John's Training College (1884-1885), and seems to have specialised in science and art. Upon qualification, he worked for a time at Wheathampstead National School, Hertfordshire (at least 1885-1890). Mary and Sybil Hands also trained as teachers at Salisbury Training College. William Joseph George Hands studied mathematics at Jesus College, Cambridge, 1910-1914. Although it is not known where he trained as a teacher, he later became His Majesty's Divisional Inspector of Schools for Derby (c.1920s). He was instrumental in the organisation of the Board of Education Exhibition which took place in connection with the Imperial Education Conference, 1923. He also helped to found the International Educational Society which was formed for the purpose of circulating lectures by scholars in literature, science, art and music on gramophone record for use in schools, adult education classes and at home.
Tobias Rushton Weaver was born in London in 1911, the younger son of Sir Lawrence and Lady Weaver (nee Kathleen Purcell, harpist). He was educated at Temple Grove School, Eastbourne, and at Clifton College, Bristol. In 1929 he attended Corpus Christi College, Cambridge, gaining degrees in classics and law. In October 1932, Weaver moved to Toronto to work as a bank clerk for two years at the Canadian Bank of Commerce. Upon his return to England, he enrolled at the London Day Training College (later the Institute of Education) and gained a teaching certificate. Weaver's first post (1935-1936) was as a class teacher at the Park Modern School, Barking, which he followed with a one-term appointment as a 'beak' at Eton. In 1936 he was appointed Assistant Director of Education to Wiltshire County Council, and in 1939 became Assistant Director for Higher Education to the Essex County Council. Weaver served in the Royal Navy during World War Two, before taking up a post at the War Office in the Army Education Branch in 1942. Here he was Civil Assistant to the Director and later the Director General of Army Education. It was also during the war that Weaver married Marjorie Trevelyan (1941) and saw his first two children born. In 1946, Toby Weaver joined the Civil Service and was posted to the Ministry of Education, where he joined the Teachers Branch. The Branch was at that time employed in the creation of 55 Emergency Training Colleges to absorb the 100,000 applicants for a shortened training. By 1947, he had moved to the Schools Branch as Territorial Officer in charge of LEAs in the south east. In Jan 1948 Weaver became the Assistant Secretary to the External Relations Branch, with the title of Chief Information Officer. Responsibilities included the Ministry's press and public relations, editing the Annual Report, and representing the Ministry at overseas educational conferences. His next role was once more in the Schools Branch as Assistant Secretary in charge of the School Building Programme and the organisation of schools, 1952-1956. In 1956, Weaver became Under-Secretary in charge of Schools Branch, taking responsibility for advising on all aspects of policy affecting schools, including the reorganisation of all-age schools, the comprehensive system, maintenance allowances, and attendance on the Minister during debates. In Jan 1962 he was promoted Deputy-Secretary, Schools. In 1963, he was appointed Deputy-Secretary, Higher Education, a post he held until his retirement in 1973. Early on, the role included advising Ministers on the implementation of the Robbins Report on Higher Education, and Weaver largely drafted the 1966 White Paper `A Plan for Polytechnics and Other Colleges'. His work was therefore largely responsible for the establishment of the binary policy for higher education and the creation of polytechnics. Other responsibilities included liasing with the University Grants Committee, university salaries, teachers' salaries and assessor on the Burnham Committee, further education, art education and teacher training. Following his retirement, Weaver acted as Visiting Professor of Education at the University of Southampton, 1973; Professor of Higher Education at the Institute of Education, 1974-1976; and Professor of Educational Administration at the Open University, 1976-1978. In addition to the above, Toby Weaver acted as Governor of Clifton College; a member of the Education for Capability Committee of the Royal Society of Arts; Governor of Imperial College (1963-1987); Chairman of the Validation Board of the School of Independent Study, North-East London Polytechnic; Chairman of the Housing Association for Officers and their families; Member of the All Souls Group; and a Member of the British Academy. Toby Weaver was honoured with a CB in 1961 and a knighthood in 1973.
The British National Antarctic or Discovery Expedition of 1901-1904
was the first official British exploration of the Antarctic regions since James Clark Ross's voyage, 1839-1843. It was organised by a joint committee of the Royal Society and the Royal Geographical Society (RGS) and it aimed to carry out scientific research and geographical exploration. Its scientific results covered extensive ground in biology, zoology, geology, meteorology and magnetism and King Edward VII Land, and the Polar Plateau via the western mountains route were discovered. The expedition did not make a serious attempt on the South Pole, its principal southern journey reaching a Furthest South at 82°17'S.
In March 1965, at the requests of the Governments of Argentina and Chile, the British Government established a Boundary Court to determine the border between the two countries in a disputed area between Boundary Posts 16 and 17. L P Kirwan, the Secretary and Director of the RGS, was a member of the court and of the field mission. The court made its award on 24 November 1966.
A C Hoey accompanied N C Cockburn on his journey to Abyssinia and made astronomical observations of the area South of Mount Nyiro and West of Mount Ndoto, 1909.
An H Cecil Hoey was Fellow of the Royal Geographical Society, 1909-1919, but it is not certain whether this was the same person.
Author of Over Land and Sea: A Log of Travel Round the World in 1873-1874. Brother of F H H Guillemard, FRGS.
Born, 1850; educated at Rugby; Ceylon Civil Service, 1871-1875; joined the Hakluyt Society, 1877; called to the Bar, 1879; Council of the Hakluyt Society, 1887; Fellow of the Royal Geographical Society, 1892-1928; Chancellor of the Diocese of Ely, 1894; Counsel of the Chairman of Committees at the House of Lords, 1896-1922; President of the Hakluyt Society, 1908-1926; member of the RGS Council, 1912; Inner Temple Bencher, 1914; died,1928.
Publications: The Voyage of François Pyrard de Laval to the East Indies, the Maldives, the Moluccas, and Brazil translated by Albert Grey, assisted by H.C.P. Bell (1888)
Aubrey Howard Ninnis was commissioned as purser in SS AURORA on the Imperial Trans-Antarctic Expedition, 1914-1916, he was intended for the shore party but stranded when the AURORA broke adrift. He was on the Aurora Relief Expedition, 1916-1917; he died in New Zealand in 1956.