DOCSLIB.ORG

Post-War Developments in Music Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Post-War Developments in Music Education View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Institute of Education EPrints Post-war developments in music education: an investigation of music education policy and practice, as implemented within three local education authorities during the period, 1944-1988 Pauline Adams Institute of Education University of London Doctor of Philosophy 2013 I hereby declare that, except where explicit attribution is made, the work presented in this thesis is entirely my own. Word count (exclusive of bibliography): 81,652 i Abstract In recent times there has been a resurgence of interest in the history of music education, which has opened up new opportunities for the re-interpretation of both established and changing philosophies, pedagogies and practices. Historical research into music services within LEAs is still a fertile area for investigation. This thesis brings new arguments and evidence to bear upon an under-researched and emerging area of study. The focus of this particular investigation emerged from the author’s earlier research into the history of the Inner London Education Authority (ILEA) music service, the findings of which revealed three interrelated factors underpinning its development: funding and commitment, strong leadership, and the ‘London’ factor. These earlier research findings prompted further questions leading to the conception of the rationale and focus for this thesis. The first was to ask if government reports, and the ensuing initiatives they fuelled, had led to other LEAs developing their approaches to state music education in similar or parallel ways and at similar rates, and the second was to examine the role that individuals played in steering the direction of music education within the different authorities. Empirical research has provided an overview of the developments in England within three separate demographically contrasting LEAs: Leicestershire, London and Manchester, which in turn represent a large rural county, the capital city, and a relatively large northern industrial city. During the period of the chosen time frame of this study the LEAs, and those appointed to lead them, were at their most powerful and influential, but, from the mid-1970s onwards, their autonomy gradually declined as education became more centralised through government intervention, resulting in loss of power and the consequent sidelining of their role, a situation which impacted significantly on state provision for music. This thesis examines the consequences of the effects of decision making, by organisations, and their individual interpretation, on music education thinking and practice. ii From the outset, it has been deemed crucial to set this historical enquiry into the broader context of wider public concerns and debate, and of changing social and economic climates, all of which have ensured that this microcosmic investigation extends beyond the boundaries of institutionalised education. iii Contents Chapter 1 Introduction Focus and aims 1 Conceptualising historical enquiry 2 Historiography and music 4 Influential agencies 10 The rational behind the three chosen LEAs 13 The foundations for LEA choices 15 Recurring themes 16 Methodology 17 Outline of thesis chapters 20 Chapter 2 Secondary education: a place for music in the curriculum Introduction 24 Towards expansion into mass secondary schooling 24 Towards the 1944 Education Act: initial consultation and discussion 26 The Norwood Report and the implementation of the 1944 Education Act 30 The comprehensive ideal: an alternative structure for secondary schooling 33 Staffing: the recruitment situation post- 1944 39 The curriculum: timetabling and a place for music 44 Examination: the argument for change 50 Conclusion 52 iv Chapter 3 Changing perspectives: implications for secondary school music Introduction 54 Unsung traditions and emerging musical trends 55 The rise of the teenage culture: tensions and resolutions 56 A different kind of diversity 64 The avant garde: innovative and contemporary approaches 75 Curriculum change: the York Schools Council Project 79 Examinations: new departures 85 Conclusion 89 Chapter 4 Music as a component of the primary curriculum: ideologies and practicalities Introduction 90 Schooling for all 90 The place of music within mass schooling 91 Towards a different model of teaching 98 A new phase: implications for post- Second World War development 101 Inheritances: the teachers and the schools, 1940s and 1950s 104 The 1960s: optimism and changing pedagogies 110 In service training in Leicestershire, London and Manchester 117 Conclusion 124 v Chapter 5 Instrumental developments: commitment and realisation Introduction 125 Post- war aspirations 125 A significant report 127 The way forward: findings and deliberations 130 London: early commitment to instrumental provision 136 Manchester: an early instigator of instrumental teaching 146 Leicestershire: a latecomer and example of post- war commitment 150 Conclusion 156 Chapter 6 The Youth Orchestra: a post- war phenomenon Introduction 158 Early commitments: influences and inroads 158 Post- war context: the focus of extra-curricular provision 160 Leicestershire: starting from scratch 163 Broadening horizons: realising ambition through exposure 168 Financial constraints: implications and responses 171 London: starting from a secure base 174 Manchester: transcending difficulties 179 Conclusion 184 vi Chapter 7 Music appreciation and concerts for schools Introduction 187 The music appreciation movement: a place in the curriculum 187 The growth of professional orchestras: civic pride and cultural 190 transmission Government policy and the arts: a commitment 195 Manchester: an early example of concert provision 199 London: an example of wartime provision and continuing commitment 203 Leicestershire: an example of challenges facing a rural county 213 Conclusion 217 Chapter 8 Conclusions Introduction 219 Early key players 219 LEA commitment: extending musical opportunity 221 A place for music: wider vision tempered by physical constraints 223 Divisions exposed 225 Strengths of the research and areas for further enquiry 226 Bibliography 229 vii Acknowledgements The research base has been gathered from a number of libraries and repositories, and thankful recognition is due to all those archivists who have made visits relevant and profitable: Adam Goodwin, Leicestershire Record Office, Stuart Robinson, Hallé Orchestra Archives, Frances Cook, London Philharmonic Orchestra Archives, Anna Wright, Royal Northern College of Music Archives, and Chris Bornet, Royal College of Music Library. In addition, archivists at The Manchester City Library, the Manchester Record Office, and the London Metropolitan Archives have supported areas of enquiry. Particular thanks are given to the invaluable help given by John Whitcombe, compiler and current holder of the Leicestershire Schools Symphony Orchestra’s archive, whose own appreciation of his time as a member of the Orchestra has provided some of the impetus for pursuing aspects of this study. There is appreciation to all those who have agreed to provide oral testimony: Eileen Bentley, Kate Buchanan, Helen Coll, Gerald Forsyth, Malcolm Fletcher, Victor Fox, Richard Hallam, Stuart Johnson, Allan Jones, Emyr Wynne Jones, Anice Patterson, John Ridgeon, and Sally Zimmermann. Special thanks goes to John Stephens, who has been a source of continuing encouragement, and has been willing to pass on some of his extensive and insightful knowledge gathered from a long and illustrious career in music education. A special thank you also goes to Yvonne Browne, who has given time to proof reading the text with a seasoned eye, and whose support has been greatly valued. Grateful thanks are due to Dr Tom Woodin, the internal reader for the thesis, who has provided additional and valuable perspectives for consideration. Lastly, and above all, much appreciation is given for the patient and expert guidance that my supervisor, Dr David Crook, has unstintingly offered throughout the often challenging and difficult periods of the writing of the thesis. viii Abbreviations ACGB Arts Council of Great Britain BBC British Broadcasting Corporation CEMA Council for the Encouragement of Music and the Arts CEO Chief Education Officer CSE Certificate of Secondary Education CYM Centre for Young Musicians DES Department for Education and Science ESTA European String Teachers Association GCSE General Certificate of Secondary Education GLC Greater London Council GRSM Graduate of the Royal Schools of Music GSE General Certificate of Education HMI Her Majesty’s Inspectorate ILEA Inner London Education Authority LEA Local Education Authority LCC London County Council LCM London College of Music Leicestershire SSO Leicestershire Schools Symphony Orchestra LPO London Philharmonic Orchestra London SSO London Schools Symphony Orchestra MANA Music Advisers National Association MYO Manchester Youth Orchestra NAME National Association of Music Educators NATG National Association of Teachers and Governors ix NUT National Union of Teachers NUWT National Union of Women Teachers RAA Regional Arts Association RAM Royal Academy of Music RCM Royal College of Music RMCM Royal Manchester College of Music ROSLA Raising of the School Leaving Age RSA Royal Society of Arts RSMA Rural Schools Music Association SBL School Board for London SCCE Schools Council for Curriculum and Examinations TCM Trinity College of Music x Chapter 1 Introduction Focus and aims The period of study chosen for
Load more

Recommended publications
  • A Critical Analysis of the Concept of Christian Education with Particular Reference to Educational Discussion After 1957
    Hughes, Frederick E. (1988) A critical analysis of the concept of Christian education with particular reference to educational discussion after 1957. PhD thesis, University of Nottingham. Access from the University of Nottingham repository: http://eprints.nottingham.ac.uk/13721/1/383536.pdf Copyright and reuse: The Nottingham ePrints service makes this work by researchers of the University of Nottingham available open access under the following conditions. · Copyright and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. · To the extent reasonable and practicable the material made available in Nottingham ePrints has been checked for eligibility before being made available. · Copies of full items can be used for personal research or study, educational, or not- for-profit purposes without prior permission or charge provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. · Quotations or similar reproductions must be sufficiently acknowledged. Please see our full end user licence at: http://eprints.nottingham.ac.uk/end_user_agreement.pdf A note on versions: The version presented here may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher’s version. Please see the repository url above for details on accessing the published version and note that access may require a subscription. For more information, please contact [email protected] A critical analysis of the concept of Christian Education with particular reference to educational discussions after 1957 by Frederick E.
    [Show full text]
  • Changes in the Provision of Physical Education for Children Under Twelve Years
    Durham E-Theses Changes in the provision of physical education for children under twelve years. 1870-1992 Bell, Stephen Gordon How to cite: Bell, Stephen Gordon (1994) Changes in the provision of physical education for children under twelve years. 1870-1992, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/5534/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 CHANGES IN THE PROVISION OF PHYSICAL EDUCATION FOR CHILDREN UNDER TWELVE YEARS. 1870-1992 Stephen Gordon Bell The copyright of this thesis rests with the author. No quotation from it should be published without his prior written consent and information derived from it should be acknowledged. A thesis presented for the degree of M.A.(Ed,) in the Faculty of Social Science University of Durham 1994 I 0 JUM 199! Abstract A chronological survey over 120 years cannot fail to illustrate the concept of changesas history and change are inter-twined and in some ways synonymous„ Issues arising from political,social,financial,religious, gender and economic constraints affecting the practice and provision of Physical Education for all children under 12 in the state and independent sectors,including those with special needs,are explored within the period.The chapter divisions are broadly determined by the Education Acts of 1870,1902,1918,1944 and 1988 to illustrate developing changes.
    [Show full text]
  • The Impact of the American Invasion of Grenada on Anglo- American Relations and the Deployment of Intermediate-Range Nuclear Forces in Britain
    Clemson University TigerPrints All Theses Theses 5-2014 The mpI act of the American Invasion of Grenada on Anglo-American Relations and the Deployment of Intermediate-Range Nuclear Forces in Britain Timothy Anglea Clemson University, [email protected] Follow this and additional works at: https://tigerprints.clemson.edu/all_theses Part of the European History Commons, and the International Relations Commons Recommended Citation Anglea, Timothy, "The mpI act of the American Invasion of Grenada on Anglo-American Relations and the Deployment of Intermediate-Range Nuclear Forces in Britain" (2014). All Theses. 1979. https://tigerprints.clemson.edu/all_theses/1979 This Thesis is brought to you for free and open access by the Theses at TigerPrints. It has been accepted for inclusion in All Theses by an authorized administrator of TigerPrints. For more information, please contact [email protected]. THE IMPACT OF THE AMERICAN INVASION OF GRENADA ON ANGLO- AMERICAN RELATIONS AND THE DEPLOYMENT OF INTERMEDIATE-RANGE NUCLEAR FORCES IN BRITAIN A Thesis Presented to the Graduate School of Clemson University In Partial Fulfillment of the Requirements for the Degree Master of Arts History by Timothy Robert Anglea May 2014 Accepted by: Dr. Michael Silvestri, Committee Chair Dr. Stephanie Barczewski Dr. Edwin Moise ABSTRACT This thesis studies the impact the American invasion of Grenada in 1983 had on Anglo-American relations and the deployment of cruise missiles in Britain. Anglo- American nuclear relations were dependent on a strong level of trust between the two governments. The deception employed by President Reagan’s government in concealing American intentions concerning Grenada from the British government broke that trust.
    [Show full text]
  • The Speaker of the House of Commons: the Office and Its Holders Since 1945
    The Speaker of the House of Commons: The Office and Its Holders since 1945 Matthew William Laban Submitted in partial fulfilment of the requirements of the Degree of Doctor of Philosophy 2014 1 STATEMENT OF ORIGINALITY I, Matthew William Laban, confirm that the research included within this thesis is my own work or that where it has been carried out in collaboration with, or supported by others, that this is duly acknowledged below and my contribution indicated. Previously published material is also acknowledged below. I attest that I have exercised reasonable care to ensure that the work is original, and does not to the best of my knowledge break any UK law, infringe any third party’s copyright or other intellectual Property Right, or contain any confidential material. I accept that the College has the right to use plagiarism detection software to check the electronic version of this thesis. I confirm that this thesis has not been previously submitted for the award of a degree by this or any other university. The copyright of this thesis rests with the author and no quotation from it or information derived from it may be published without the prior written consent of the author. Signature: Date: Details of collaboration and publications: Laban, Matthew, Mr Speaker: The Office and the Individuals since 1945, (London, 2013). 2 ABSTRACT The post-war period has witnessed the Speakership of the House of Commons evolving from an important internal parliamentary office into one of the most recognised public roles in British political life. This historic office has not, however, been examined in any detail since Philip Laundy’s seminal work entitled The Office of Speaker published in 1964.
    [Show full text]
  • Investigating School Leadership at a Time of System Diversity, Competition and Flux
    The University of Manchester Research Investigating school leadership at a time of system diversity, competition and flux Link to publication record in Manchester Research Explorer Citation for published version (APA): Courtney, S. (2015). Investigating school leadership at a time of system diversity, competition and flux. Citing this paper Please note that where the full-text provided on Manchester Research Explorer is the Author Accepted Manuscript or Proof version this may differ from the final Published version. If citing, it is advised that you check and use the publisher's definitive version. General rights Copyright and moral rights for the publications made accessible in the Research Explorer are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. Takedown policy If you believe that this document breaches copyright please refer to the University of Manchester’s Takedown Procedures [http://man.ac.uk/04Y6Bo] or contact [email protected] providing relevant details, so we can investigate your claim. Download date:27. Sep. 2021 Investigating school leadership at a time of system diversity, competition and flux A thesis submitted to the University of Manchester for the degree of PhD in the Faculty of Humanities 2015 Steven John Courtney School of Environment, Education and Development, Manchester Institute of Education List of contents Abstract .....................................................................................................
    [Show full text]
  • 1 Introduction 1
    Notes 1 Introduction 1. A debate exists whether a ‘Second Cold War’ did in fact break out or whether this merely a changing phase of the ongoing Cold War. This changing situation in East-West relations from the late 1970s onwards will henceforth, be referred to as the Second Cold War. See, for example, Fred Halliday, The Making of the Second Cold War (London: Verso Editions and NLB, second edition, 1986). 2. Private discussions. In 1979 only 2 per cent of the electorate thought defence was a major issue in the election. By 1983 this had risen to 38 per cent. Michael Heseltine, ‘The United Kingdom’s Strategic Interests and Priorities’, RUSI Journal, vol. 128, no. 4, December 1983, pp. 3–5, p. 3. The 1983 election campaign was noteworthy for the action of the previous Labour Prime Minister, James Callaghan, who took the unprecedented step of repudiating his own party’s defence policy; Ian Aitken, ‘Callaghan Wrecks Polaris Repairs’, Guardian, 26 May 1983; Peter M. Jones, ‘British Defence Policy: the Breakdown of the Inter-party Consensus’, Review of International Studies, vol. 13, no. 2, April 1987, pp. 111–31; Bruce George and Curt Pawlisch, ‘Defence and 1983 Election’, ADIU Report, vol. 5, no. 4, July/August 1983, p. 2; Michael Heseltine, Life in the Jungle: My Autobiography (London: Hodder and Stoughton, 2000), p. 250. 3. Peter Calvocoressi, ‘Deterrence, the Costs, the Issues, the Choices’, Sunday Times, 6 April 1980. 4. Nicholas J. Wheeler, ‘Perceptions of the Soviet Threat’, in British Security Policy: the Thatcher Years and the End of the Cold War, edited by Stuart Croft (London: HarperCollins Academic, 1991), p.
    [Show full text]
  • History of Education in England Part 1
    ITT MFL on-line support for teacher education in languages A Recent History of Primary and Secondary Education in England part 1: 1944 to 1985 Sui-Mee Chan and Pat East with Sabia Ali and Maria Neophytou adapted and updated by Keith Faulkner ITT MFL booklet: A RecentWorking History of Primary andwith Secondary yourEducation in Englandtrainees: 1 Native speakers’ specific training needs CILT, the National Centre for Languages 3rd Floor, 111 Westminster Bridge Road, London SE1 7HR www.cilt.org.uk in association with the Training and Development Agency for Schools (TDA) Publishing imprint: ITT MFL Series: Working with your Trainees: Native speakers’ specific training needs Based on booklet 10th Edition 2004 This booklet first published on-line 2008 ITT MFL print ref: on-line WwyT NS 01a © Sui-Mee Chan, Pat East, Sabia Ali and Maria Neophytou, 2004, Keith Faulkner 2008 The moral right of Sui-Mee Chan, Pat East, Sabia Ali, Maria Neophytou and Keith Faulkner to be identified as the joint authors of this on-line book is hereby asserted. Citation must be accompanied by due acknowledgement to all authors and the published source. This on-line book has been approved for publication by the ITT MFL Editorial Board ITT MFL booklet: A Recent History of Primary and Secondary Education in England 2 Contents Introduction 4 1 1944 and post-war reform: the dawn of the modern era: 8 2 The 1950s and 1960s: adapting to a changing society 10 3 The 1970s and 1980s: equal opportunities initiatives 15 Glossary of terms & abbreviation 24 ITT MFL booklet: A Recent History of Primary and Secondary Education in England 3 Introduction The introduction will give you an idea of the aim of the booklet and its content, and, more importantly, how to use it.
    [Show full text]
  • British Government Publications Concerning Education: An
    DOCUMENT RESUME ED 105 892 IR 001 934 AUTHOR Vaughan, J. E.; Argles, Michael TITLE British Government Publications Concerning Education: In Introductory Guide. INSTITUTION Liverpool Univ. (England). Sciool of Education. PUB DATE 69 NOTE 36p. EDRS PRICE MP-$0.76 BC Not Available from EDRS. PLUS POSTAGE DESCRIPTORS *Educational Research; *Government Publications; Guides; *Inf)rmation Sources; Instructional Materials; Literature Guides; gmublicatioas; Reference Materials IDENTIPIERS *Great Britian ABSTRACT A revised version of a 1963 guide to British government publications lists U.K. departments, committees and other agercies which issue documents relating to education, and regular publications which make up the literature of education. Each agency and its relationship to the subject is explained and its publishing role summarized; building bulletins, curriculum pamphlets, annual reports and other publications of the Department of Education and Science are listed and explained. In introduction explains how various materials are listed and cataloged and how reprintsmay be obtained. Addresses for Her Majesty's Stationery Office, the government publisher, are included. (SK) BRITISH GOVERNMENT ,-, PUBLICATIONS CONCERNING EDUCATION: An Introductory Guide I. E. VAUUHAN MO MICHAEL AIGLES 1.1110. i SCHOOL OF EDUCATION THE UNIVERSITY OF LIVERPOOL ISO 2 cv cr coLn RITISH GOVERNMENT 2.-- PUBLICATIONS CM LI./ CONCERNING EDUCATION: An Introductory Guide J. E. VAUGHAN AND MICHAEL ARGLES US DEPAITMENT OP plEALTN. EDUCATION IIVAILPARII NATIONAL INSTITUTE OP EDUCATION THIS DOCUMENT HAS SEEN REPRO OUCED ENACTLT AS RECEIVED 0 ROM THE PERSON OR ORGANIZATION ORIGIN STING : T POINTS Of VIEW OR OPINIONS STATED 00 NOT NECESSARILY 'TERRE SENT Off IC IAL NATIONAL INSTITUTE Of EOuCATIoN POSITION OS POLICY SCHOOL OF EDUCATION THE UNIVERSITY OF LIVERPOOL 1969 3 pEitmeSSION TO REPRODUCE THIS COPYRIGHTED MATERIAL Eir Nom PHDIS ONLY HAS SEEN GRANTED 5v 3 E.
    [Show full text]
  • Recovering History Education's Forgotten Past Diversity And
    Recovering History Education’s Forgotten Past Diversity and Change in Professional Discourse in England, 1944-1962 Christopher Edwards UCL Institute of Education, University of London PhD Thesis 2016 Declaration I, Christopher Edwards confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. Word Count 96257 words 2 Abstract This study explores diversity and change in the professional discourse of history education texts published in England between 1944 and 1962. Specifically, it examines post-war authors’ views on the aims of history education and on the role that primary source materials should play in the teaching of history. This analysis reveals that this professional discourse emerged as part of a dynamic social practice in which a vibrant community of post-war authors set out their various visions for a “proposed” history education. This textual analysis draws on methods of discourse analysis, which focus on the selection and structuring of ideas. A review of the secondary literature, which reflected back on on post-war history education revealed the existence of two contradictory positions. On the one hand, contemporary critics have heralded the period as a “Dark Age” in which rote learning, dull pedagogy and obedience to a narrow and celebratory history dominated. In contrast, on the other hand, other commentators have viewed the period as a “Golden Age” whereby history teaching was underpinned by robust civic and moral aims and in which pupils readily acquired a positive and secure national historical narrative. This study examines these two conflicting interpretations by closely analysing an array of post-war seminal historical texts published by key figures, such as, Rachel Reid, Robert Unstead, Estella Lewis and Gordon Batho and organisations, including: The Historical Association, the Incorporated Association of Assistant Masters and the University of London Institute of Education.
    [Show full text]
  • Rights Brought Home: the Human Rights Bill
    RIGHTS BROUGHT HOME: THE HUMAN RIGHTS BILL PRESENTED TO PARLIAMENT BY THE SECRETARY OF STATE FOR THE HOME DEPARTMENT BY COMMAND OF HER MAJESTY OCTOBER 1997 CM 3782 £5.30 Contents Title Page Preface by the Prime Minister Introduction and summary Chapter The case for change 1: Chapter The Government's proposals for enforcing the Convention rights 2: Chapter Improving compliance with the Convention rights 3: Chapter Derogations, reservations and other protocols 4: Annex: The Convention rights (relevant Articles of the European Convention on Human Rights and its First Protocol) Prepared for the Internet by The Stationery Office Command Paper No. Cm 3782 published by The Stationery Office as ISBN 0 10 137822 X Price: £5.30 [pounds sterling] (c) Crown copyright 1997 Preface by the Prime Minister The Government is pledged to modernise British politics. We are committed to a comprehensive programme of constitutional reform. We believe it is right to increase individual rights, to decentralise power, to open up government and to reform Parliament. The elements are well known: a Scottish Parliament and a Welsh Assembly giving the people of Scotland and Wales more control over their own affairs within the United Kingdom; new rights, based on bringing the European Convention on Human Rights into United Kingdom law; an elected Mayor and new strategic authority for London with more accountability in the regions of England; freedom of information; a referendum on the voting system for the House of Commons; and reform of the House of Lords. This White Paper explains the proposals contained in the Human Rights Bill which we are introducing into Parliament.
    [Show full text]
  • Property Law
    The Law Commission (LAW COM. No. 111) PROPERTY LAW RIGHTS OF REVERTER REPORT ON A REFERENCE UNDER SECTION 3(l)(e) OF THE LAW COMMISSIONS ACT 1965 Presented to Parliament by the Lord High Chancellor, by Command of Her Majesty November 1981 LONDON HER MAJESTY’S STATIONERY OFFICE f4.00 net Cmnd. 8410 The Law Commission was set up by section 1 of the Law Commissions Act 1965 for the purpose of promoting the reform of the law. The Commissioners are- The Honourable Mr. Justice Ralph Gibson, Chairman.* Mr. Stephen M. Cretney. Mr. Stephen Edell. Mr. B. J. Davenport, Q.C.? Dr. Peter M. North. The Secretary of the Law Commission is Mr. R. H. Streeten and its offices are at Conquest House, 37-38 John Street, Theobalds Road, London, WClN 2BQ. *Mr Justice Ralph Gibson was appointed Chairman of the Law Commission as from 1 October 1981 in succession to Lord Justice Kerr. tMr. Davenport was appointed a Law Commissioner as from 14 September 1981 in place of the late Mr. W. A. B. Forbes, Q.C., who died on 4 May 1981. 11 PROPERTY LAW RIGHTS OF REVERTER CONTENTS Paragraphs Page REPORT SUBMITTED BY THE LAW COMMISSION .......... V MEMBERSHIP OF THE WORKING PARTY ON RIGHTSOFREVERTER ...... vii REPORT OF THE WORKING PARTY ON RIGHTS OF REVERTER ......... 1 INTRODUCTION ........... 1-3 1 PART I BACKGROUND ........ 4-10 1 PART11 THE QUESTIONS RAISED BY THE STATUTES .......... 11-55 4 A. The nature of the trustees’ interest and the questions raised by the 1925 real property legislation .......... 11-20 4 B. The questions arising directly on the word- ing of the 1841, 1854 and 1873 Acts .
    [Show full text]
  • From Sunningdale to Good Friday: Power Entrenchment and Paramilitary Inclusion
    From Sunningdale to Good Friday: Power Entrenchment and Paramilitary Inclusion The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Nicholson, David E. 2009. From Sunningdale to Good Friday: Power Entrenchment and Paramilitary Inclusion. Master's thesis, Harvard University, Extension School: Master of Liberal Arts in Ext. Studies (ALM). Citable link https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37367344 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA From Sunningdale to Good Friday: Power Entrenchment and Paramilitary Inclusion David E. Nicholson A Thesis in the Field of Government for the Degree of Master of Liberal Arts in Extension Studies Harvard University June 2009 Copyright 2009 David E.Nicholson Abstract The central question that guides my research is: how do civil wars end? In answering the question, I focus on the case of Northern Ireland to emphasize the importance of history in political outcomes. My argument isolates variables that determined the outcomes of the Sunningdale and Good Friday Agreements. The first variable, power entrenchment, derived from legal, economic, political, and social arrangements that dated to the Cromwellian settlement. These arrangements permitted the loyalists/unionists of Northern Ireland to wield hegemonic power over the Irish Catholic community for over three centuries. The entrenched power of the unionists, present during the implementation of the Sunningdale Agreement, enabled the unionists to bring down the power-sharing executive.
    [Show full text]