DOCSLIB.ORG

English Grammar in American Schools Before 1850

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
English Grammar in American Schools Before 1850 DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION BULLETIN, 1921, No. 12 ENGLISH GRAMMAR IN AMERICAN SCHOOLS BEFORE 1850 By ROLLO LAVERNE LYMAN THE UNIVERSITY OF CHICAGO .e WASHINGTON GOVERNMENT PRINTING OFFICE 1922 ADDITIONAL COPIES OF THIS PUBLICATION NAT BE pm-let:Ran FROM THE SCPERINTICNDENT OF DOCUMENTS GOVERNMENT PRINTING OFFICE WASHINGTON, D. C. AT 20 CENTS PER COPY CONTENTS. Page. Introduction 5 Chapter I.Early instruction In the vernacular precedingEnglish gram- mar 11 1. Character of vernacular instruction In English. 1596-1422 12 2. Reasons for early emphasis on vernacular in America 15 3. Character of vernacular instruction in America. 1620-1720 17 Chapter IT. -Early apitearanes of English grammar inAmerica... 21 1. SChools and schoolmasters teaching Englishgrammar before 1775 ... 0 21 , 2. English grammars in America before 1781. 33 3. Early instruction in English grammar in Americancolleges 36 Chapter 11.1. - =Influences adding grammars to the curriculum 43 1. Franklin's English school 43 2. The influence of the Philadelphia English school 49 3. Educational theories supporting grammar in Americapp to 1775 .55 Chapter !V.The rapid rise of grammar after 1775 70 1. The legislative recognition of grammar 70 2. The flood of textbooks after 1784 77 3. The .extent of, lustruction in grammar th repre,entative.States. 1800 -1850 82 4. The status of grammhr. 1850 to 1870 02 Chapter S.Traditional rriethodh of teaching Lan grammar transferred to English grammar 103 1. Grammar as an art.. 105 2. Methods used in stadying Lily, and Latingrammar in general seventeenth century 107 3. Latin methods carried directly to Englishgrammar memorization 111 4. Parsing.. 120 5. False syntax 122 .6. Subordinate methods 124 7. Methods, used by Hughes and Byerley: 128 Chapter 1'1.-7-Gradual changes in method before 1850 132 1. The nature of. the dominating -textbooks. 1823-50 134 2. Other agents and agencies in the inductive approach s 140 3. Chief features of the inductive movement:applied togrammar 144 Appendix A. Chronological catalogsti of English grhmmars inAmerica before 1800 155 Appendix B. A,comparison of the Englishprograms of Turnbull and Franklin 158 List of authorities cited In thin dissertation I. Primary sources 161 IL Secondary authorities 165 Index 169 ENGLISH GRAMMARIN AMERICANSCHOOLS BEFORE1850. 4 "A4°Istory of Englishgramniar inthe UnitedStates would of some amusement ifarational mind couldderiveany amusement from perusinga record of abortiveattempts to teach thocorrect use of language byeverymeting / but actual practiceIn the art of tweaking'and writing it."WALus(W. B. -FowLE)(i. ) INTRODUCTION. PRIMARY PURPOSESOF THE STUDY. grammar,as aformal subject,distinct from 9thrbranches of instructionin the vernacular,wade butportiaicappearancesin the American schools before170.After !be RevolutionIts risewas extremely rapid. Englishgrammarpinedmomentumasthehold of Latingrammarweqkened, and bythe end of the firstquarter of the nineteenthcentury it becamesogenerally taught that thecommon termgrammarschool, fofmqly appliedto the secondary school of the Latin-grammartype,wilts nowbycommon consentusedto desig- nateanintermediate school with tnglish,grammar asits central Autry.. After1825 the prominenceof English graniinarbecame graduallyniomarlod, untilit reached its heightabout 1850-1875. Then beganaperiod of decline,conttnuing until.thetime of theCom- mittee of Fifteen, whichmade itsreport in 1895.' Thepast 25yearshaveseen arevival of attentiontogrammar, but ofa verymuchsaner typethan before. Noother study inthecur- riculum has hada morespectacular rise anda moredramatic fall. Moreover, concerningnoother study to-dayareeducatorsmorein tioubt.2 The firstpurposeof this study isto trace thecourseof this riseand fall, Vviththe changing educationalideals and theoriesaccompanying it.;to analyke£hocausesof the varied changesof the subject,andto determine when, where, why, and by,whom the successivemodifica- tionswereinauguritted and carriedout prior to 1850. Rept. Com. Fifteen, Jour. Proc., N. E.A., 1895,'p. 232.Fes' recommendationsconcern- inggrammar see ,Rcpt. Com. Fifteen, Educational iteriew, IX. 234-41. *The National COuncilof Teachers of Englishon Nov. 27,1915, in Chicago, appointeda committee t6 consider and recommenda suitable treatment inn' the -.schools offormal grammar. ENGLISH GRAMMAR IN AMERICAN SCHOOLSBEFORE 1 The second purpose of this dissertationis to.arrange systematically these varying methods used. from 1750to 1850 and to show how dry are interrelated both with the shifting conceptions ofthe nature and purpose of grammar and with the placegiven the study in the curriculum. No effort seems to have been madeto develop thse two important aspects of English grammar with historical accuracy.Itafecd; trea- tises on the general curriculum, in theirinfrequenrreferences to this particular branch of the vernacular,'are tilled' with inaccurate state- ments of fact- and with misleading generalizations,particularly in regard-to the early periods.'Only one who has had to deal with such inaccuracies can realize how diflitult it is toasvertain the truth con- cerning English grammar.It is therefore with due reservations that the writer statrs, as his thirdpurpose, an effort to establishwith concrete data a basis of reliable facts, especialIT inthe ,vague period of English grammar before the AmericanDevolution, A fourth purpose which this study- has-beencompelled to consider incidentally is to.show how g.ranimar 'was interrelated with declania- tion, oratory, composition, and literature,as .these five branchvs of instruction in the mother tongue ofa higher order than reading. writing, and spelling gradually made theirway into the program of American schools. SOURCES. This investigation rests primarilyupon an intensive examination of early English grammars, with special attentionto those in use from 1750 to 1850. [The date 1750 has beendetermined upon as most suitable to mark the beginnings of instruction informal English grammar in America. The grammars, then, of the eighteenthcentury, many of which passed through several editions both in Englandand America. were 'Three examples of such errors will suffice to Illustrate.Que'writer affirms: " English Oxammar was there(In Caleb Ilingham'a school, 17901 taught for the first timeIn Boston."W. 8 Fowls, English Grammar, C. 8..1., XII (1850, 72.Here is an error of at least 23 years (see Ch. 11, p. 23, which has been widely acceptedas stating the truth. Again. Noah Webster affirmed that " no. English grammarwas generally taught in com- mon schools when I was young."(1770.Am. J. of Ed., X111, 124.Letter to Henry Barnard, dated' 1840.1This, coming from the author of at least, the fifth Americangram- mar, (see Chap. II)(not the first, as commonly believed), has been largely influential in misinforming later writers upon the curriculum.Againi so careful a writer as Reeder asserts, concerning Noah Webster's "Gratnmatical Institutes of the EnglishLanguage," "these books la speller, grammar, and reader, 1783 -17851were the first works of the kind published in the United States. They were gradually introducedinto most of the schools' of the country."Reeder, .(list. Dev. of Bch. Readers, etc., 30. On the contrary, Wftster's grammar was not the first American grammar, and it enjoyed neithera long nor an exten- sive use as a textbook.W. D. Fowle, op.' cit.. 74 end 203.Reeder's Ittatement Is accurate 'concerning-the speller and the reader, bat itis quite erroneous concerning Part. 11 Webster's series. of 'Bee Chap. II, p. 33, INTRODUCTION. 7. largely influential in determining school practices of the day.Book 1 learning in the eighteenth century had an even more literal significance ! than it has to-day in many an ill-conducted classroom."As the text- book, so the stud " is a comparatively safe assumption. So,_ too, for primary evidence as to the changes in methods of instruction. beginning about 1823, the writer has turned to the lead- ingtexts of the various periods.For example, this dis4ertation points out, that 1850 was the central turning point. in the h! story of methods in -grammar.5Greene's "Analysis" of 1S-IT.was tl e cubui- nation of various influences breaking away from the older concep,- tions and the forerunner of numerous other textbooks of the iiext .25 years.Likewise -Swinton's Language Lessons, of 1813. ea le as the result. of seatterplagita"tion and efforts of the previot :- quarter century, and in,their wide,adoption Swinton'. Lessons. fastened upon the schools the new idea of graunnat as incidental to eiereises in writingland speaking. And, of a more recent ,period, SWates Gram- mar, with its imitators, has given the still, newer turn oft incidental st why to-the subject of formal grammar. In addition to the textbooks thenisdves the educational vritings of authors contemporary with the various periods have thrit)%yn consid- erable light, upon various advances made in classroom Methods. ,To be sure, a commentakw like Comenius, I look. Brinslev. L ke, Frank- lin, or Mann is usually, in his theory, Shore or less in ad .ance of his time, aq the reforms he advocates are indicative of m hods which do not become general for a considerable period after hiadvocacy:of them" , 'In addition, the writer is indebted to Dr. Marcus W.I,Ternegan, of : the University of -Chicago-, for generous advice and.sistance, and especially for permission to use his voluminous daton private schools taken from colonial newspapers. This materia has-been of invaluable aid, )especially in indicating ninny of the pi-ivate
Load more

Recommended publications
  • 2021 Prospectus
    2021 PROSPECTUS RELATIONSHIPS • RESPECT • RESPONSIBILITY Welcome from the Principal RELATIONSHIPS • RESPECT • RESPONSIBILITY 3 Thank you for showing an interest in Grosvenor Grammar School. Our School Ethos is underpinned by the three values of Relationships, Respect and Responsibility. As a new pupil to our school, your child will be warmly welcomed into the Grosvenor family and our dedicated staff work hard to ensure that our pupils feel supported and encouraged at every stage of their educational pathway. We have a proud tradition in Grosvenor of celebrating academic achievement, whilst ensuring that our pupils become caring, confident adults. We provide a broad, balanced curriculum and strong careers advice to enable your child to fulfil his or her potential. I would encourage you to come and visit our school to see our fantastic, modern facilities which enable us to provide a vast range of extra-curricular activities. Happiness breeds success in Grosvenor and we encourage everyone to get involved in our school community. I am proud of the achievements of all our pupils and look forward to welcoming your child. Please see our website at www.grosvenorgrammarschool.org.uk for further information. I would be very happy to answer any questions or queries you have about Grosvenor and hope you enjoy reading our Prospectus. Dr F Vasey Principal GROSVENOR PROSPECTUS > 2021 RELATIONSHIPS • RESPECT • RESPONSIBILITY 5 Contents Principal’s Welcome 3 Our Mission and Aims 6 Admissions and Enrolment 7 Arrangements for Pastoral Care 8 Pupil and Safety Protection 13 Extra-curricular activities 14 The School Curriculum 16 Pupil Achievements 24 Working with Parents 29 Positive Behaviour Policy 31 Charges and Remissions Policy 36 Admissions Criteria 39 Admissions criteria (Year 8) 39 Admissions criteria (Years 9 -12) 41 Admissions criteria (Years 13 and 14) 42 APPENDICES 1 - 3 1.
    [Show full text]
  • Social Selectivity of State Schools and the Impact of Grammars
    _____________________________________________________________________________ Social selectivity of state schools and the impact of grammars A summary and discussion of findings from ‘Evidence on the effects of selective educational systems’ by the Centre for Evaluation and Monitoring at Durham University The Sutton Trust, October 2008 Contents Executive summary 3 Introduction and background 5 Findings -- selectivity 7 Findings – pupil intakes 10 Findings – attainment 12 Discussion 13 Proposed ways forward 16 Appendix 18 2 Executive summary Overview This study shows that the vast majority of England's most socially selective state secondary schools are non-grammar schools. However, England's remaining grammar schools are enrolling half as many academically able children from disadvantaged backgrounds as they could do. The research also concludes that the impact on the academic results of non-grammar state schools due to the ‘creaming off’ of pupils to grammar schools is negligible. Grammars have a widespread, low-level, impact on pupil enrolments across the sector. A relatively small number of non-selective schools do see a significant proportion of pupils ‘lost’ to nearby grammars, but this does not lead to lower academic achievement. The Trust proposes that a further study be undertaken to review ‘eleven plus’ selection tests to see whether they deter bright pupils from disadvantaged backgrounds applying to grammar schools, and urges more grammars to develop outreach schemes to raise the aspirations and achievement of children during primary school. It also backs calls for religious schools to consider straightforward 'binary' criteria to decide which pupils should be admitted on faith grounds, and other ways – including the use of banding and ballots – to help make admissions to all secondary state schools operate more equitably.
    [Show full text]
  • Phonetic Enhancement and Three Patterns of English A-Tensing
    University of Pennsylvania Working Papers in Linguistics Volume 23 Issue 1 Proceedings of the 40th Annual Penn Article 21 Linguistics Conference 2017 Phonetic Enhancement and Three Patterns of English a-Tensing Yining Nie New York University Follow this and additional works at: https://repository.upenn.edu/pwpl Recommended Citation Nie, Yining (2017) "Phonetic Enhancement and Three Patterns of English a-Tensing," University of Pennsylvania Working Papers in Linguistics: Vol. 23 : Iss. 1 , Article 21. Available at: https://repository.upenn.edu/pwpl/vol23/iss1/21 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/pwpl/vol23/iss1/21 For more information, please contact [email protected]. Phonetic Enhancement and Three Patterns of English a-Tensing Abstract English a-tensing has received numerous treatments in the phonological and sociolinguistic literature, but the question of why it occurs (i) at all and (ii) in seemingly unnatural disjunctive phonological environments has not been settled. This paper presents a novel phonetic enhancement account of a-tensing in Philadelphia, New York City and Belfast English. I propose that a-tensing is best understood as an allophonic process which facilitates the perceptual identity and articulatory ease of nasality, voicing and/or segment duration in the following consonant. This approach unifies the apparently unnatural phonological environments in which the two a variants surface and predicts the attested dialectal patterns. A synchronic account of a-tensing also provides
    [Show full text]
  • The Reversal of a Sound Change in Cincinnati Stephanie M
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarlyCommons@Penn University of Pennsylvania Working Papers in Linguistics Volume 3 Issue 1 (N)WAVES and MEANS: A selection of Article 19 papers from NWAVE 24 1-1-1996 The Reversal of a Sound Change in Cincinnati Stephanie M. Strassel Charles Boberg This paper is posted at ScholarlyCommons. http://repository.upenn.edu/pwpl/vol3/iss1/19 For more information, please contact [email protected]. The Reversal of a Sound Change in Cincinnati This working paper is available in University of Pennsylvania Working Papers in Linguistics: http://repository.upenn.edu/pwpl/vol3/ iss1/19 The Reversal of a Sound Change in Cincinnati Stephanie M. Strassel and Charles Boberg University of Pennsylvania 1 Introduction One of the most important variables for characterizing and distinguishing American English dialects is the phoneme /'iJ:./, or "short-a", the sound of mat, mass and man. Many dialects have two main allophones of l'i1:-/: a tense ['iJ:.h], characterized by phonetic raising along the outer perimeter of the vowel space and the development of a central in-glide; and a lax, monophthongal ['iJ:.] more or less in the position of cardinal ['iJ:.]. In some dialects these allophones have split into two phonem~. Labov (1991:12), in putting forth a tertiary typology of English dialects, calls this split one of two "pivot points" in American English. Some of the oldest American dialects, those on the Atlantic Coast and in the South, have tense /'iJ:./ in a restricted set of environments, most commonly before front nasals, voiceless fricatives and varying subsets of the voiced consonants.
    [Show full text]
  • Conway Grammar School Handbook
    Conway Grammar School Handbook Conway Grammar School 24 Fournier Road, Conway, MA 01341 (413) 369-4239 District Mission Statement Building dynamic learning communities, one student, one teacher, one family at a time. Conway Grammar School Mission Statement The Conway Grammar School is a community dedicated to creating a safe, supportive, respectful, and challenging learning environment. Our mission is to develop thoughtful and confident individuals who value differences and respond positively to our changing world. 2 TABLE OF CONTENTS Page SCHOOL MISSION 2 I. SCHOOL DIRECTORY 6 FRONTIER REGIONAL AND UNION #38 SCHOOL DISTRICT ADMINISTRATION 6 CONWAY GRAMMAR SCHOOL COMMITTEE MEMBERS 6 CONWAY GRAMMAR SCHOOL TEACHERS AND STAFF 7 CONWAY OUT-OF-SCHOOL TIME PROGRAM 8 II. SCHOOL POLICIES AND PROCEDURES 9 ATTENDANCE 9 School Hours 9 Absences 9 Tardiness 9 Early Dismissals 9 Making Up Work Due to Absences 10 SCHOOL CLOSINGS AND LATE OPENINGS 10 TRANSPORTATION 10 Buses 10 Schedules 10 Bus Safety Rules and Policies 11 Bus Incidents Policies 11 Motorists 12 FOOD SERVICE 12 School Lunch Program 12 Cafeteria Rules 14 Snack 14 RECESS GUIDELINES AND PLAYGROUND SAFETY 14 Clothing 14 Throwing of objects 14 Rough play 14 Games 15 Play structures 15 COMMUNICATIONS WITH THE SCHOOL 15 Parent Notes 15 3 Use of Phones 15 School Website 15 Parent/Teacher Conferences 16 Progress Reports 16 Student Records 16 CONFIDENTIALITY 17 Medical Records 17 Parent/Guardian Information Sharing 18 Communicating Problems 18 SCHOOL VISITORS 18 Posting of Fliers and Notices 18 FACILITIES AND GROUNDS 18 Parking 19 Fire and Safety Drills 19 Lost and Found 19 III.
    [Show full text]
  • Academy Articles of Association: Model One for Use by Mainstream, Special, 16-19, Alternative Provision Academies and Free Schools; and Studio Schools
    Academy articles of association: model one For use by mainstream, special, 16-19, alternative provision academies and free schools; and studio schools February 2016 ACADEMY ARTICLES OF ASSOCIATION MODEL ONE For use by mainstream, special, 16-19, alternative provision, free and studio schools Contents Contents 2 INTERPRETATION 5 OBJECTS 8 GENERAL MEETINGS 18 NOTICE OF GENERAL MEETINGS 18 PROCEEDINGS AT GENERAL MEETINGS 19 PARENT TRUSTEES 24 CO-OPTED TRUSTEES 26 TERM OF OFFICE 26 SUSPENSION 27 DISQUALIFICATION OF TRUSTEES 28 CLERK TO THE TRUSTEES 30 CHAIRPERSON AND VICE-CHAIRPERSON OF THE TRUSTEES 30 POWERS OF TRUSTEES 31 CONFLICTS OF INTEREST 32 THE MINUTES 33 COMMITTEES 33 DELEGATION 34 CHIEF EXECUTIVE OFFICER AND PRINCIPALS 34 MEETINGS OF THE TRUSTEES 34 PATRONS AND HONORARY OFFICERS 38 THE SEAL 38 ACCOUNTS 38 ANNUAL REPORT 39 ANNUAL RETURN 39 NOTICES 39 INDEMNITY 40 RULES 40 2 ACADEMY ARTICLES OF ASSOCIATION MODEL ONE For use by mainstream, special, 16-19, alternative provision, free and studio schools AVOIDING INFLUENCED COMPANY STATUS 41 THE COMPANIES ACT 2006 A COMPANY LIMITED BY GUARANTEE ARTICLES OF ASSOCIATION OF MOORLANDS LEARNING TRUST COMPANY NUMBER: 07663864 3 ACADEMY ARTICLES OF ASSOCIATION MODEL ONE For use by mainstream, special, 16-19, alternative provision, free and studio schools THE COMPANIES ACT 2006 COMPANY LIMITED BY GUARANTEE ARTICLES OF ASSOCIATION OF MOORLANDS LEARNING TRUST 4 ACADEMY ARTICLES OF ASSOCIATION MODEL ONE For use by mainstream, special, 16-19, alternative provision, free and studio schools INTERPRETATION 1. In these Articles:- a. Not used; b. “the Academies" means all the schools and educational institutions referred to in Article 4a and operated by the Academy Trust (and “Academy” shall mean any one of those schools or educational institutions); c.
    [Show full text]
  • Key Stage 3 Prospectus
    WELCOME TO BOSTON GRAMMAR SCHOOL It can be difficult, in a few short lines, to We are proud of our traditions, and we have a encapsulate the distinctive ethos and aims of a clear vision of the future. We hope that you school, and we encourage all parents share in our aspirations for your children. considering this school for their child’s John McHenry education to visit us and see the school in Principal action for themselves. What we believe you will see is a selective school dedicated to the pursuit of academic excellence, within the context of a friendly and caring community. With able and motivated pupils, and a dedicated team of staff, this school encourages all talents, creates a purposeful environment in which to learn, and provides opportunities for the spiritual, moral, cultural and social development of all of its students. In the setting of our fine historical buildings, we prepare our students to take their places in the wider community, equipping them to compete in the future employment market and take their place at the forefront of society. THE LIFE OF THE SCHOOL Anyone visiting Boston Grammar School We celebrate that fact through our traditions: quickly feels the history of the town running from Beast Mart (a celebration of the medieval through its veins: from the death of Lady Jane cattle market) to Charter Day, with more Grey and the seizure of land forfeited to the recent but very relevant commemorations like Borough Council to build the school, through our annual Remembrance Service alongside, its letters patent from Queen Mary and its the school immerses its pupils in the history Charter from Queen Elizabeth, up to the and traditions of their society.
    [Show full text]
  • Grammar School Statistics
    BRIEFING PAPER Number 1398, 03 January 2020 Grammar School By Shadi Danechi Statistics Contents: 1. Background 2. National trends in grammar schools since 1947 3. Snapshot of grammar schools in 2019 4. GCSE Attainment 5. Research about grammar schools www.parliament.uk/commons-library | intranet.parliament.uk/commons-library | [email protected] | @commonslibrary GRAMMAR SCHOOLS IN ENGLAND In January 2019 around 176,000 pupils PROPORTION OF GRAMMAR PUPILS PROPORTION OF GRAMMAR PUPILS (around 5% of state-funded secondary pupils) 40% 40% attended 163 grammar schools in England. 30% 30% Under the School Standards and Framework Act 1998 no new maintained grammar school can be 20% 20% opened, and existing schools cannot introduce new selection. 10% 10% However, there has been a gradual but steady 0% increase in the proportion of pupils at grammar 0% 1947 1961 1975 1989 2003 2017 schools since the Act. This is because the average 1947 1961 1975 1989 2003 2017 size of grammar schools has increased. Notes: England and Wales to 1969, England only thereafter The number of state grammar schools NUMBERNUMBER OF OF GRAMMAR GRAMMAR SCHOOLS SCHOOLS peaked at almost 1,300 in the mid 1960's. 1,4001,400 1,2001,200 25% At this time around a quarter of all pupils in state secondaries attendended grammars. 1,0001,000 800800 The number of grammars started falling soon 600600 £10,000 after. The fastest period of decline was the 400400 place funding per AP pupil since 1970s; between 1971 and 1978 650 grammar 2015/16 schools closed. 200200 00 Grammars are unevenly distributed, with 75% 19471947 1961 1961 1975 1975 1989 1989 2003 2003 2017 2017 of LEA's having no grammar schools.
    [Show full text]
  • Higher Technological Education and British Policy Making: a Lost Opportunity for Curriculum Change in Engineering Education?
    Paper ID #8689 Higher Technological Education and British Polict Making: A lost opportu- nity for curriculum change in engineering education Dr. John Heywood, Trinity College-Dublin John Heywood MA MSc LittD (Dublin) M.Litt (Lanacaster). Professorial Fellow Emeritus of Trinity College – The University of Dublin and formerly Professor and Director of Teacher Education in the University (1977 – 1996). In addition to a higher doctorate he is the holder of a Masters degree in engineering education (MSc). He is a Fellow of the Royal Astronomical Society, a Fellow of the American Society for Engineering Educa- tion, a Senior Member of the Institute of Electrical and Electronic Engineers, a Fellow of the Chartered Management Institute, and a Licentiate and Fellow of the College of Preceptors. His major studies are co-authored book ”Analysing Jobs” about what engineers do at work; three editions of ”Assessment in Higher Education” ; ”Learning, Adaptability and Change; the Challenge for Education and Industry” and the American educational research award winning ”Engineering Education: Research and Development in Curriculum and Instruction” published by IEEE/Wiley. He is a recipient of a Sci- ence, Education and Technology Division Premium of the London IEE for his contribution to engineering education. Page 24.666.1 Page c American Society for Engineering Education, 2014 Higher Technological Education and British Policy Making: A lost opportunity for curriculum change in engineering education? Abstract The opportunity for technical colleges in England to undertake a radical change in the curriculum came when in the nineteen-fifties a select group of these institutions (Colleges of Advanced Technology) had their status raised to offer a degree equivalent diploma for the education and training of engineers and technologists for industry.
    [Show full text]
  • Life in the Medieval University
    LIFE IN THE MEDIEVAL UNIVERSITY CAMBRIDGE UNIVERSITY PRESS London: FETTER LANE, E.C. 4 C. F. CLAY, Manager New York: G. P. PUTNAM'S SONS Bombay, Calcutta, and Madras: MACMILLAN AND CO., Ltd. Toronto: J. M. DENT & SONS, Ltd. Tokyo: THE MARUZEN-KABUSHIKI-KAISHA All rights reserved LIFE IN THE MEDIEVAL UNIVERSITY 1 The Project Gutenberg eBook of Life In The Medieval University Author: Robert S. Rait, M.A. The Student's Progress (From Gregor Reisch's Margarita philosophica, Edition of 1504, Strassburg) CAMBRIDGE UNIVERSITY PRESSLondon: FETTER LANE, E.C. 4C. F. CLAY, Manager 2 The Project Gutenberg eBook of Life In The Medieval University Author: Robert S. Rait, M.A. First Edition, 1912 Reprinted 1918 With the exception of the coat of arms at the foot, the design on the title page is a reproduction of one used by the earliest known Cambridge printer, John Siberch, 1521 NOTE ON THE FRONTISPIECE In this picture the schoolboy is seen arriving with his satchel and being presented with a hornbook by Nicostrata, the Latin muse Carmentis, who changed the Greek alphabet into the Latin. She admits him by the key of congruitas to the House of Wisdom ("Wisdom hath builded her house, she hath hewn out her seven NOTE ON THE FRONTISPIECE 3 The Project Gutenberg eBook of Life In The Medieval University Author: Robert S. Rait, M.A. pillars," Proverbs ix. 1). In the lowest story he begins his course in Donatus under a Bachelor of Arts armed with the birch; in the next he is promoted to Priscian. Then follow the other subjects of the Trivium and the Quadrivium each subject being represented by its chief exponent—logic by Aristotle, arithmetic by Boethius, geometry by Euclid, etc.
    [Show full text]
  • Parents' Guide to State Boarding Schools
    Parents’ Guide to state boarding schools Combining state education with pay-for boarding ' Crown copyright 1999 Location of state boarding schools Hayden Bridge Community High School and Sports College Keswick School Polam Hall School Dallam School Ripon Grammar School Lancaster Royal Grammar School ✈ Liverpool College De Aston School Skegness The Thomas Adams Grammar School School The Priory ✈ Academy LSST Ashby School Adams’ Wymondham Grammar School College Wellbeck - ✈ The Defence Sixth Form Old Swinford College Hospital Hockerill Anglo- European College Colchester Royal Burford School Grammar School ✈ The Royal St George’s ✈ Grammar School School The Harefield Academy Holyport College Royal The Wellington Alexandra and Academy Reading School ✈ Albert School Sir Roger Beechen Cliff School Manwood’s School Gordon’s School✈ The Duke of York’s Sexey’s School Brymore Academy Peter Symonds Royal Military School College Cranbrook Shaftsbury School Steyning School Grammar School QE Academy 050 100 km The Five Islands School Foreword Robin Fletcher National Director State Boarding Schools’ Association Welcome to the latest edition of the ‘Parents’ Guide to State Boarding Schools’. A few years ago a regional tourist board coined the phrase ‘Britain’s best-kept secret’ as a way to lure more visitors. This is not a tourist guide of course, but it might be fair to say that state boarding is perhaps the ‘best-kept secret’ in British education. Members of the State Boarding Schools Association represent enormous diversity. There are 38 state boarding schools right across the UK ranging in boarding numbers from under 50 to over 600. The mix of schools includes grammar schools and schools specialising in areas like agriculture or military.
    [Show full text]
  • Ruaridh Purse [email protected]
    Ruaridh Purse [email protected] Education and Qualifications 2016– Ph.D. in Linguistics, University of Pennsylvania Advisor: Dr. Meredith Tamminga 2019 CTL Graduate Teaching Certificate, University of Pennsylvania Center for Teaching and Learning 2012–2016 M.A. (First Class Honours) in Linguistics, University of Edinburgh Dissertation: An Electromagnetic Articulography Perspective on ‘/t,d/ Deletion’ Advisor: Dr. Alice Turk Publications Purse, Ruaridh, 2019. The envelope of variation for /l/ vocalisation in Philadelphia English. University of Pennsylvania Working Papers in Linguistics, volume 25(2) Purse, Ruaridh, 2019. The Articulatory Reality of Coronal Stop ‘Deletion’. Proceedings of the 19th International Congress of the Phonetic Sciences (XIX). Melbourne, Australia Purse, Ruaridh, 2019. Variable Word-Final Schwa in French: An OT Analysis. University of Pennsylvania Working Papers in Linguistics, volume 25(1) Cardoso, Amanda and Lauren Hall-Lew, Yova Kemenchedjieva, Ruaridh Purse, 2016. Between California and the Pacific Northwest: The Front Lax Vowels in San Francisco English. In Valerie Fridland, Betsy Evans, Tyler Kendall, and Alicia Wassank, eds. Speech in the Western States, Volume 1: The Coastal States, pp. 33–54. Publication of the American Dialect Society. Durham, NC: Duke University Press. DOI: 10.1215/00031283- 3772890 Purse, Ruaridh and Euan McGill, 2016. An Intraspeaker Variation Study of Scottish English /r/ Pharyngealisation. Lifespans & Styles: Undergraduate Working Papers On Variation. 2(2): 36–44. DOI: https://doi.org/10.2218/ls.v2i2.2016 Hall-Lew, Lauren and Amanda Cardoso, Yova Kemenchedjieva, Kieran Wilson, Ruaridh Purse, and Julie Saigusa, 2015. San Francisco English and the California Vowel Shift. Proceedings of the 18th International Congress of the Phonetic Sciences (XVIII).
    [Show full text]