DOCSLIB.ORG

Northumbria Research Link Northumbria Research Link

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Northumbria Research Link Northumbria Research Link CORE Metadata, citation and similar papers at core.ac.uk Provided by Northumbria Research Link Northumbria Research Link Citation: Luby, Antony (2016) Stars and saints: professional conversations for enhancing classroom practices. Education Today, 66 (3). pp. 2-6. ISSN 0013-1547 Published by: College of Teachers URL: This version was downloaded from Northumbria Research Link: http://nrl.northumbria.ac.uk/42614/ Northumbria University has developed Northumbria Research Link (NRL) to enable users to access the University’s research output. Copyright © and moral rights for items on NRL are retained by the individual author(s) and/or other copyright owners. Single copies of full items can be reproduced, displayed or performed, and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided the authors, title and full bibliographic details are given, as well as a hyperlink and/or URL to the original metadata page. The content must not be changed in any way. Full items must not be sold commercially in any format or medium without formal permission of the copyright holder. The full policy is available online: http://nrl.northumbria.ac.uk/pol i cies.html This document may differ from the final, published version of the research and has been made available online in accordance with publisher policies. To read and/or cite from the published version of the research, please visit the publisher’s website (a subscription may be required.) Stars and saints STARS AND SAINTS: PROFESSIONAL CONVERSATIONS FOR ENHANCING CLASSROOM PRACTICES ANTONY LUBY Senior Lecturer Teacher Development, Bishop Grosseteste University, Lincoln, UK Teaching is a complex and nuanced activity, constantly influenced by context and content, moderated through the thousands of interactions of teacher and taught. Against this demanding backdrop, can there be a meaningful professional (chartered) status that carries weight and recognises true expertise …or is it inevitable that it becomes an unwelcome administrative burden adding to an already overly demanding workload? (McFarlane 2016: 1) This paper explores a reflective activity – professional conversation – that may help to address the problem outlined above that was stated in the last issue of Education Today. In so doing, it recalls the recent experience of working alongside ‘starring’ teachers who are dedicated to serving the poor in areas of deprivation. And this recollection is framed around the advice of saints – secular, religious and philosophical. In the world of education we are regaled by a teacher of English – in his project for the Adastra Primary familiar with the advice of secular mid-50s – who was enthusing about Partnership. ‘Ad Astra’ (To the Stars) is saints Lawrence Stenhouse and the pilot Chartered Teacher course he a partnership of seven Nottinghamshire Donald Schon who have told us was undertaking with the University schools united by common bonds of about the importance of combining of West Scotland. I was enthralled by addressing poverty and being situated reflection with practice in the art the evidence he cited of changes in in, primarily, former mining villages of teaching. Perhaps we are less his classroom practices and the new and towns. The Adastra Primary familiar that centuries earlier, Saint knowledge he was gaining. I remember Partnership has identified five areas of Thomas Aquinas, Doctor of the thinking that, “I don’t really need to go child poverty, i.e. Universal Church, and patron saint of in to your class for evidence about this; universities, told us a similar tale: it is written all over your face, and the • material; way in which you speak.” • emotional; Teaching, says Thomas, is one of • language; the highest manifestations of the This experience was brought back • experience; and life of the mind, for the reason that to mind in spring 2015 when I was • aspiration. in teaching the vita contempliva participating in a follow-up seminar to and the vita activa are … united the University of Edinburgh conference Each of the schools is tackling these in a natural and necessary union. Into the Light: Practitioner Enquiry. issues of poverty in its own way; and (Pieper 1966). An officer from the General Teaching the aim of the research consultancy Council Scotland caught my attention project is to give the schools a However, as McFarlane (2016) rightly when she spoke of the “profound ‘snapshot’ of progress being made. states above, whilst all teachers will impact” made upon her by the At the outset, the main research agree that contemplation and action (recently disbanded) Chartered Teacher instruments were to be school – or reflection and practice – are scheme. It was evident to her that the documentation and interviews with necessary for teaching, who finds time scholarship and research undertaken staff. for contemplation? How might it be by Chartered Teachers had wrought possible to secure time for reflection in great change in their classroom But all was not well. To begin with, I the everyday busyness of modern day practices. Indeed, she was so moved was impressed by the ‘star quality’ of teaching? that, in response, she undertook the teachers whom I interviewed about self-same scholarship and research. their current classroom practices. Their Well, the beginnings of a possible The power of conversation/dialogue creativity, honesty and desire to help answer lie in the past … not the dim, between professionals was being their children shone through. Notably, distant past of Saint Thomas Aquinas, manifested before my eyes; but it had though, some teachers voluntarily and but the relatively recent past of yet to fully register. informally disclosed their apprehension autumn 2003. Sitting in the staffroom about being ‘interviewed’. The of Montrose Academy, a not untypical This ‘registration process’ came to very word ‘interview’ has negative Scottish comprehensive secondary completion in summer 2015 when connotations. This negativity was school, I had the privilege of being I undertook a research consultancy corroborated by a deputy head teacher 2 Education Today Vol 66 No 3 Stars and saints of one of the schools who pointed the conversation will turn to events in The disinterested, objective researcher out that when a list of interviews a classroom that day, or to happenings is in pursuit of knowledge – and this (for a different research project) in school earlier in the week. And, is exemplified through the writing of was ‘published’ on the staffroom sometimes, such chat takes place journal papers and academic books. noticeboard, several members of staff after the football – in the pub. Be it But in the busyness of modern-day expressed disquiet at the prospect the changing room or the pub: the teaching, which teachers have the of being ‘interviewed.’ This led me conversations are characterised by time to read such papers and books? to re-think both the terminology and honesty. Each and all are aware that Indeed, the first recommendation made the research approach being adopted: the other has dedicated his life to to the Adastra Primary Partnership was: might there be a better way? teaching – it truly has been a vocation. Their passion for teaching has been Each school to set aside time from What counts as research? well spent and rewarded. And for this staff meetings for a Book Review each person’s view commands respect. Club in which staff quite simply My first line of thought was regarding discuss and share their thoughts terminology – that the term ‘interview’ The conversations are characterised regarding a book review. There might express a power imbalance. by empathy – we all know what it is is no expectation that any work The person conducting the interview like to have a rough day – a rough should arise from these readings. seems to be in charge, with the week indeed – when many of our good (Luby 2016:23) corollary being that the interviewee/ intentions and plans go awry. And teacher is, to some extent, power-less. although this empathy is expressed This recommendation was made in This may be true with a structured in a rough-handed manner – it is the realisation that it is more realistic or semi-structured interview as the nonetheless, genuine and heartfelt. We to allow staff the time to read two- interviewer determines the questions; have fellowship with one another. And page book reviews than it is to believe but not with an unstructured interview, because we have fellowship, we are they can find the time to read journal surely? The second line of thought was open to – and receive – constructive papers. But herein lies a deeper more to do with the approach itself. criticism from our friends. Empathy, message. This led me to peruse a draft paper by respect, critique: if ‘researchers must Lawrence Stenhouse (December 1980) justify themselves to practitioners’ Research as transformation that is available from University of East then their research should embrace Anglia Centre for Applied Research in empathy, respect and critique. In May 2010 at a committee meeting of Education. Stenhouse concludes that the Association of Chartered Teachers And my friends are in good company. A Scotland, … two points seem to me clear: philosophical saint, Aristotle, knows a first, teachers must inevitably be thing or two about education – having … a senior manager from one of intimately involved in the research written about phronesis, techne, the Scottish universities pointed process; and second, researchers poiesis, praxis. In the Nichomachaean out that the dissertations and must justify themselves to Ethics he writes: reports produced by chartered practitioners, not practitioners to teachers remain in a locked researchers (emphasis added). The person with understanding cupboard and are not even does not know and judge as one available in the university library. This emphasis on practice over and who stands apart and unaffected; Further discussion revealed that above research brought to mind three but rather, as one united by a this experience is not unique of my friends and their antipathy specific bond with the other, thinks although the most common towards research.
Load more

Recommended publications
  • Contents PRIMARY SCHOOL – ANONYMOUS SUBMISSIONS
    Education and Skills Committee Teacher Workforce Planning Inquiry School Staff other than teachers / headteachers Treatment of evidence The Committee agreed to undertake a short inquiry into teacher workforce planning (and associated issues with school staffing).The Committee issued a call for views running for just over two weeks to inform the evidence sessions on Teacher Workforce Planning. The information was requested in a questionnaire and we have received a large number of responses. These are the responses from school staff who are not teachers or senior management As these submissions are sensitive in nature they have been anonymised wherever requested and the names of teaching staff have been removed, as that may lead to individuals working in schools or local authorities being identified. All those submitting were sent a message to make clear that their submissions would be published unless they stated otherwise. Contents PRIMARY SCHOOL – ANONYMOUS SUBMISSIONS ............................................................. 2 ANONYMOUS 1 ........................................................................................................................... 2 SECONDARY SCHOOL – NAMED SUBMISSIONS .................................................................. 2 SIMON NEEDHAM ...................................................................................................................... 2 SHEILA WHITE ...........................................................................................................................
    [Show full text]
  • John Chassar Moir (1900–1977) [1]
    Published on The Embryo Project Encyclopedia (https://embryo.asu.edu) John Chassar Moir (1900–1977) [1] By: Haskett, Dorothy Ciardullo, Patsy Keywords: fistulas [2] John Chassar Moir lived in the UK during the twentieth century and helped develop techniques to improve the health of pregnant women. Moir helped to discover compounds that doctors could administer to women after childbirth to prevent life-threatening blood loss. Those compounds included the ergot alkaloid called ergometrine, also called ergonovine, and d-lysergic acid beta- propanolamide. Moir tested ergometrine in postpartum patients and documented that it helped prevent or lessen postpartum hemorrhage in women. Moir also developed methods to treat tears between the bladder and the vagina [3], called vesico-vaginal fistulas, that occur due to complications of childbirth, and that cause urinary incontinence in women who have them. Moir was born in the county of Angus, Scotland, on 21 March 1900, the fourth and youngest child to Isabella Pirie and John Moir. In Angus, the younger Moir grew up in the coastal town of Montrose. His father was a wine merchant who owned a grocery store called William Moir and Sons. Moir studied science and German language during his education at the Montrose Academy in Angus. Moir studied medicine and received his Bachelor of Medicine (MBBS) and Bachelor of Surgery (MBChB) in 1922 from the University of Edinburgh [4] in Edinburgh, Scotland. After receiving his degrees, he studied abroad in Vienna, Austria, and in Berlin, Germany, where he continued his study of German, and at the Johns Hopkins Hospital [5] in the United States.
    [Show full text]
  • Montrose Year Book 1907
    ) in Queen's Restaurant, ,„ high street (TEMPEUANCE. (Closc to iiunicipal Builduigs). Choice Menu. Moderate Chargres. MONTROSE YEAR=BOOK . AND . DIRECTORY . FOB . I907. CONTAINS Local Almanac and Obituary Notices of Public Men, Reg-isters of Municipal and Parliamentary Voters, Datefj of Noteworthy Local Events, Directory of Trades and Professions, Salaries of Public Officials, General Directory, &e. .\l >J .-; 'r R o E : PRINTED AND ITBr.r.SHJSl. ir, ALI5X. OC'NN & CO., LTD., AT " KBVIEW " OmCE, 97 HIGH STREKT. QUEEN'S TEMPERANCE HOTEL Marriage and Social Parties catered for. Iiunoheon and Dinner Baskets Supplied to Picnic Parties. Reasonable Tettaa. \\)llllam n^oir 6i Sons, SEEDSJVIEN, 7 and 9 HIGH STREET, MONTROSE. Telephone No. ii. Telegrams—Moir, Montrose. BUSINESS HOURS, 8 a.m. till 8 p.m. SATURDAYS, 8 a.m. till 10 p.m. WEDNESDAYS, 2 pm. Price Lists on Application. (. /yv\-e<iA. 2_V cm Chemists, «^ Prescriptions. THIS MOST, IMPORTANT IT. 272 ^H ^ 'Jt Sight Testing Rooms. XHOS. BURRKIvIv, F.S.M.C. LONDON, March, 1899. Holder of the Diploma granted by the Worshipful Guild of Spectacle Makers for Proficiency in Sight Testing (1904). ADVERTISEMENTS. U. i). G.RA55, Fainter and Decorator, U and 24 NEW WYND (Opposite Star Hotel), MONTROSE. » w»wi ncat i All Departments of House and Hall Decoration carefully executed, at Moderate Charges. WILLIAM GIBSON, Junr., BUTCHKR, , U3 MURRAY STREET, M ONTROSE. ROUNDS, HAMS, AND TONG.UES. SAUSAGES AND MINCE. A. B. IVIORTOlSr. HAIRDRESSER, 105 Murray Street, Montrose. ALL REQUISITES FOR THE TOILET IN STOCK. ADVERTISEMENTS. Established 1848- Telephone 5x5. Telegrams— Duthie," Coachbuilrlcrs, ^^4B^m, Montrose.
    [Show full text]
  • 1 Education and Skills Committee Teacher Workforce Planning Inquiry Secondary School Teacher Questionnaires ALAN BARR
    Education and Skills Committee Teacher Workforce Planning Inquiry Secondary school teacher questionnaires SECONDARY SCHOOLS TEACHERS NAMED SUBMISSIONS ........................................... 6 ALAN BARR ........................................................................................................ 6 VICTORIA BARR ................................................................................................ 8 CHARLES BULLOCH ....................................................................................... 10 GRAEME CAMPBELL ...................................................................................... 11 ALEX CLOWES ................................................................................................ 13 PAUL COCHRANE ........................................................................................... 15 ANDY CRUIKSHANK ........................................................................................ 17 DANIEL DAVIS ................................................................................................. 19 LIZ DIGHTON ................................................................................................... 21 JEAN DOCHERTY ............................................................................................ 24 C DORIAN ........................................................................................................ 26 AMANDA ELVINES ........................................................................................... 29 RACHEL GARRETT ........................................................................................
    [Show full text]
  • Information Report for the Period 12 December to 6 February 2017
    AGENDA ITEM NO 4 REPORT NO 72/17 SCHEDULE 1 ANGUS COUNCIL CHILDREN AND LEARNING COMMITTEE – 21 FEBRUARY 2017 Teacher Numbers and Recruitment – February 2017 Update 1.0 BACKGROUND 1.1 This schedule provides a regular update to Committee about teacher numbers and recruitment. 2.0 Teacher Numbers The following table compares current teacher numbers with those gathered as part of the 2016 census on the 16th September: Table to follow, 2 columns, 3 rows, first row headers to follow, 4 columns, 3 rows, first s Date Teacher No. 21 September 2016 (2016 census) 1132.67 13 December 2016 1138.41 16 January 2017 1134.70 3.0 Teacher Vacancies 3.1 The number of current primary teacher vacancies as at 16 January 2017 is 3.1 FTE. There has been an overall increase in vacancies of 0.2 FTE since the December update. This is partly due to a Principal Teacher appointment at one school which has created teacher vacancy in another Angus School. Recruitment remains a high priority and the appointment of new staff in the primary sector is on-going. This has been successful and appointments have recently been made for 4.0 permanent staff and 2.0 FTE supply staff. Five schools have part time vacancies which make up the total 3.1 FTE vacancies. Internal class cover from their existing complement of promoted teaching staff is provided in all of the above schools. Quality Improvement Officers are providing advice and guidance to ensure this is managed well and that any adverse impact on the pace of individual school improvement is minimised.
    [Show full text]
  • The Extraordinary Influences of Two British Physicians on Medical Education and Practice in Texas at the Turn of the 20Th Century
    The extraordinary influences of two British Physicians, Vesalius, V, 2, 79 - 84,1999 The extraordinary influences of two British physicians on medical education and practice in Texas at the turn of the 20th Century OR. Burns & H.G. Campbell Summary In 1891, two British doctors emigrated to Galveston, Texas to become professors in a new medical school. During long and outstanding careers, William Keiller and James Edwin Thompson transferred the best of Old World traditions in anatomy and surgery. The University of Texas Medical Branch became an outstanding teaching institution because of their dedication to professional excellence. Résumé En 1891, deux médecins britanniques émigrent à Galveston, Texas, pour devenir professeurs dans une nouvelle école de médecine. Pendant cette longue et marquante carrière, William Keiller et James Edwin Thompson ont apporté le meilleur des traditions de l'Ancien Monde en anatomie et chirurgie. La Faculté de Médecine de l'Université du Texas devint une institution d'enseignement éminente grâce à leurs grandes qualités professionnelles. Five generations after John Morgan brought Keiller (1861 -1931) was born in Auchendinny, traditions of British medical education from a village in Midlothian, Scotland, on July 4,1861 Edinburgh to Philadelphia, a small group of (2). He received his general education at the doctors became professors at the University of Montrose Academy, the Perth Academy, and Texas Medical Branch (UTMB), the first the University of Edinburgh. His university studies university-based medical school in Texas (1). in art piqued an interest in anatomy which he Two of these doctors brought British and pursued avidly during medical studies at the European traditions to the sandy beaches of Royal College of Physicians and Surgeons of Galveston when this school opened in October Edinburgh, and the Physicians and Surgeons 1891.
    [Show full text]
  • Angus and Mearns Directory and Almanac, 1846
    21 DAYS ALLOWED FOR READING THIS BOOK. Overdue Books Charged at Ip per Day. FORFAR PUBLIC LIBRARY IL©CAIL C©iLILECirD©IN ANGUS - CULTURAL SERVICES lllllllllillllllllllllllllllillllllllllllllllllllllllllllll Presented ^m . - 01:91^ CUStPI .^HE isms AND MSARNS ' DIRECTORY FOR 18^6 couni Digitized by tlie Internet Arcliive in 2010 witli funding from National Library of Scotland http://www.archive.org/details/angusmearnsdirec1846unse - - 'ir- AC'-.< u —1 >- GQ h- D >- Q. a^ LU 1*- <f G. O (^ O < CD i 1 Q. o U. ALEX MAC HABDY THE ANGUS AND MEAENS DIRECTORY FOR 1846, CONTAINING IN ADDITION TO THE WHOLE OP THE LISTS CONNECTED WITH THE COUNTIES OP FORFAR AND KINCARDINE, AND THE BURGHS OP DUNDEE, MONTROSE, ARBROATH, FORFAR, KIRRIEMUIR, STONEHAVEN, &c, ALPHABETICAL LISTS 'of the inhabitants op MONTROSE, ARBROATH, FORFAR, BRECBIN, AND KIRRIEMUIR; TOGETHEK WITH A LIST OF VESSELS REGISTERED AT THE PORTS OF MONTROSE, ARBROATH, DUNDEE, PERTH, ABERDEEN AND STONEHAVEN. MONTROSE PREPARED AND PUBLISHED BY JAMUI^ \VATT, STANDARD OFFICE, AND SOIiD BY ALL THE BOOKSELLERS IN THE TWO COUNTIES. EDINBURGH: BLACKWOOD & SON, AND OLIVER &c BOYD, PRINTED AT THE MONTROSE STANDARD 0FFIC5 CONTENTS. Page. Page Arbroath Dfrectory— Dissenting Bodies 178 Alphabetical List of Names 84 Dundee DtRECTORY— Banks, Public Offices, &c. 99 Banks, Public Offices, &c. 117 Burgh Funds . 102 Burgh Funds .... 122 Biiri^h Court 104 Banking Companies (Local) 126 128 Bible Society . • 105 Burgh Court .... Coaches, Carriers, &c. 100 Building Company, Joint-Stock 131 Comraerciiil Associations . 106 Coaches 11« Cliarities . , 106 Carriers 119 Educational Institutions . 104 Consols for Foreign States 121 Fire and Life Insurance Agents 101 Cemetery Company 124 Friendly Societies .
    [Show full text]
  • An Historical Survey of Education in Angus To
    AN HISTORICAL SURVEY OF EDUCATION IN ANGUS TO THE YEAR 1872 FROM ORIGINAL AND CONTEMPORARY SOURCES, EMBRACING EARLY EDUCATION AND THE BEGINNINGS OF SYSTEMATIC EDUCATION; THE PARISH SCHOOL SYSTEM; BURGH SCHOOLS; SCHOOLS OF INDUSTRY; AND THE ORIGIN AND ESTABLISHMENT OF INFANT SCHOOLS Joseph Chasser Jessop A Thesis Submitted for the Degree of PhD at the University of St Andrews 1930 Full metadata for this item is available in St Andrews Research Repository at: http://research-repository.st-andrews.ac.uk/ Please use this identifier to cite or link to this item: http://hdl.handle.net/10023/13742 This item is protected by original copyright "An Historical Survey of Education in Angus to the Year 1872 from Original and Contem­ :porary Sources, embracing Early Education and the Beginnings of Systematic Education; the Parish School System; Burgh Schools; Schools of Industry; and the Origin and Establishment of Infant Schools" - being a Thesis presented by Joseph Chasser Jessop, M.A., to the University of St. Andrews in application for the Degree of Ph. D., April)l930. INTRODUCTION. I Angus or Forfarshire is emphatically a microcosm of Scotland. Its various and distinct features whether geographical, historical, ecclesiastical, or archaeolog- :ical, mark the county as peculiarly Scottish. Angus presents valley, rook, and hill. Through the heart of the county runs that fine expanse of fertile land, known as Strathmore, the big valley. The Sidlaw Hills separ- :ate Strathmore from Strathbeg, the little valley, through which flows the Lunan. The eounty is bounded on the north by the "Braes of Angus", consisting of the spurs of the Grampians,and the valleys that are formed by them: Glenisla, Glenprosen, Clova, Lethnot, and Glenesk.
    [Show full text]
  • A Survey of School Library History from the Eighth to the Twentieth Century
    This file is part of the following reference: Clyde, Laurel A. (1981) The magic casements: a survey of school library history from the eighth to the twentieth century. PhD thesis, James Cook University. Access to this file is available from: http://eprints.jcu.edu.au/2051 788 BIBLIOGRAPHY 789 "BIBLIOGRAPHY This bibliography includes documents and works cited in foot- notes. It also includes bibliographies and surveys which provided a substantial number of references to further sources. Not listed are the numerous general histories of education and librarianship con- sulted, unless reference was made to them in the chapter on "The Historiography of School Libraries" or in footnotes. Also not listed are the many standard reference tools used, including dictionaries, general encyclopaedias, encyclopaedias of education or librarianship, biographical dictionaries, and atlases, Some of which were used only once to establish a date, a location, or the correct title or date of publication of a work. Omitted, too, are the many indexes and abstract- ing publications, covering the fields of education and librarianship, which were used to locate books, manuscripts, and articles, including Library Literature, Library and Information Science Abstracts, British Education Index, Australian Education Index, The Education Index, ERIC (Educational Resources Information Centre) services, Newspapers in Australian Libraries, and the British Museum (now the British Library), Library of COngress, and State Library of New South Wales published catalogues. The bibliography will be set out in the following way: 1. "MANUSCRIPT "SOURCES 2 • MONOGRAPHS a) GoverumentPublications i) United Kingdom ii) United States of America iii) Australia b) "General Monographs c) Literary Sources" d) Histories of Individual "Schools 790 e) Published School 'Li br ary 'Cat al ogue s f) School Prospectuses' 3.
    [Show full text]
  • Marys Montrose
    M R S D A W S O N R O W L E Y F H ALL O MORCOTT , RUTLAND Whi z H a lu mz I S D ED I C A T ED B Y TH E AUTHOR P R E F A C E . TH E substance o f this volume a ppea red first o f which o r in booklets, the contents were igi na lly popular lectures delivered in connec f tion with my congregation . I have requently been requested to gather the matter of those te booklets into one volume . It may be a s w for garded some hat venturesome, one who is blind, to undertake such a task . That would have been so in some circumstances ; but with the effective aid which I have te f r i d f M F. c e ve . M rom my riend W elvin , it has been in my case a light and easy task . fo r In preparing the volume the press, and te in passing it through the press, I have ceived such able help as only a large ex peri ence in similar matters would have enabled f him to con er. Duplicate passages have been removed , and new matter is added . The original lectures be ing in connection with the congregation, it was deemed unadvisable, and it might have been invidious, to introduce into the narrative such a history of the Free Church as will be looked fo r in what pur ports to be a parochial history. Much o f the information given I had acquired myself fo r during my stay in the parish, but a large of F e part, especially the early days the re M Church, I have been indebted to iss J .
    [Show full text]
  • Stuart Hood, Twentieth-Century Partisan
    Stuart Hood, Twentieth-Century Partisan Stuart Hood, Twentieth-Century Partisan Edited by David Hutchison and David Johnson Stuart Hood, Twentieth-Century Partisan Edited by David Hutchison and David Johnson This book first published 2020 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2020 by David Hutchison, David Johnson and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-5275-5447-3 ISBN (13): 978-1-5275-5447-4 TABLE OF CONTENTS List of Illustrations ................................................................................... vii Acknowledgements ................................................................................. viii Introduction ................................................................................................ 1 David Johnson and David Hutchison Part One: Behind Enemy Lines Chapter One .............................................................................................. 10 “In the Shadow of Fascism and War.” A Village Dominie’s Son and his Place in Twentieth-Century Historical Memory Terry Brotherstone Chapter Two ............................................................................................
    [Show full text]
  • A History of Secondary Education in Scotland
    sis. (gnrncU IntocraitH Slibrarg Jtttata, S7«tn ^nrtt at i on Div i sion f .. Muc """""""' """^ LA655 .S92™" *iiS?il3fii.?.'„.?ffi9.^"'*'X education in Scot 3 1924 030 564 201 olin The original of tiiis book is in tine Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924030564201 A HISTORY OF SECONDARY EDUCATION IN SCOTLAND AN ACCOUNT OF SCOTTISH SECONDARY EDUCATION FROM EARLY TIMES TO THE EDUCATION ACT OF 1908 BY JOHN STRONG, M.A., F.R.S.E. RECTOR OF THE MONTROSE ACADEMY OXFORD AT THE CLARENDON PRESS 1909 |i In Y 1 I t; A /\.. & \a334 HENRY FROWDE, M.A. PUBLISHER TO THE UNIVERSITY OF OXFORD LONDON, EDINBURGH, NEW YORK TORONTO AND MELBOURNE PREFACE The scope of this history extends considerably beyond the limits assigned by the title. As it is only within recent years that elementary, secondary, and University education in Scotland have been given clear definitions, and as the interaction of educational developments in different countries is much greater than a superficial inquiry would indicate, I have adverted freely to the history of elementary and University education, and, wherever it has seemed necessary or desirable, connected educational developments at home with corresponding developments abroad. But to avoid expanding the volume unduly I have excluded a consider- able amount of available ' home ' material—interesting and somewhat lighter reading, but not essential to the main purpose of the book—and have in general merely indicated parallelisms in other countries. Thus it seemed to me undesirable to do more than suggest the influence of the Hellenic movement in Germany in the eighteenth century on the educational developments in Scotland in the nine- teenth, although there seems little doubt of its probability.
    [Show full text]