David Albert Jones
- Published in print:
- 2007
- Published Online:
- September 2007
- ISBN:
- 9780199213009
- eISBN:
- 9780191707179
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199213009.003.0002
- Subject:
- Religion, Church History
This chapter describes the process of recruitment, selection, and examination of ordination candidates by bishops and their advisers. It examines the social and geographical backgrounds from which ...
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This chapter describes the process of recruitment, selection, and examination of ordination candidates by bishops and their advisers. It examines the social and geographical backgrounds from which the clergy were drawn. It describes the education of clergy at grammar and free schools and at the universities. It examines the specific training for ordination that was provided for them and how provision was made for poor candidates — mostly from geographically remote areas — unable to attend one of the universities, and new developments in training during the 1830s. The means by which prospective clergy secured their first posts is discussed, and the means provided to encourage them to continue their theological studies.Less
This chapter describes the process of recruitment, selection, and examination of ordination candidates by bishops and their advisers. It examines the social and geographical backgrounds from which the clergy were drawn. It describes the education of clergy at grammar and free schools and at the universities. It examines the specific training for ordination that was provided for them and how provision was made for poor candidates — mostly from geographically remote areas — unable to attend one of the universities, and new developments in training during the 1830s. The means by which prospective clergy secured their first posts is discussed, and the means provided to encourage them to continue their theological studies.
Christopher Hilliard
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199695171
- eISBN:
- 9780199949946
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199695171.003.0004
- Subject:
- Literature, Criticism/Theory, 20th-century Literature and Modernism
This chapter provides an anatomy of the Downing English School. It reconstructs the undergraduate population from 1932 until Leavis's retirement in 1962 using archival records and establishes the ...
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This chapter provides an anatomy of the Downing English School. It reconstructs the undergraduate population from 1932 until Leavis's retirement in 1962 using archival records and establishes the social background of these students. The chapter goes on to identify the professions in which Leavis's pupils clustered and considers the connections and disconnects between their Cambridge education and their subsequent careers. The most common career choice was teaching, and significant numbers went on to become publishers, BBC staff, actors, and directors. Others made use of their training in professions alien or inimical to Leavis, such as advertising. Still others went on to careers in business or the professions. As well as being the leader of a movement, Leavis was a college teacher like other college teachers, working with undergraduates for whom literature would not be a vocation.Less
This chapter provides an anatomy of the Downing English School. It reconstructs the undergraduate population from 1932 until Leavis's retirement in 1962 using archival records and establishes the social background of these students. The chapter goes on to identify the professions in which Leavis's pupils clustered and considers the connections and disconnects between their Cambridge education and their subsequent careers. The most common career choice was teaching, and significant numbers went on to become publishers, BBC staff, actors, and directors. Others made use of their training in professions alien or inimical to Leavis, such as advertising. Still others went on to careers in business or the professions. As well as being the leader of a movement, Leavis was a college teacher like other college teachers, working with undergraduates for whom literature would not be a vocation.
Christopher Hilliard
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199695171
- eISBN:
- 9780199949946
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199695171.003.0005
- Subject:
- Literature, Criticism/Theory, 20th-century Literature and Modernism
Teaching was the most popular profession among Leavis's students, and many teachers who did not know him personally were stimulated or emboldened by Scrutiny and Leavis's books. Leavis's critical ...
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Teaching was the most popular profession among Leavis's students, and many teachers who did not know him personally were stimulated or emboldened by Scrutiny and Leavis's books. Leavis's critical approach was most directly translated for school use in the practical criticism exercises that became common in sixth forms, largely as a result of Denys Thompson's efforts. The movement's influence in schools was often at the level of overarching vision rather than specific teaching methods. Those visions were diverse, even contradictory: Scrutiny ideas informed both David Holbrook's programme of creative writing and self-exploration and G. H. Bantock's campaign against ‘progressive’ education. Although the most active organizers of ‘the Scrutiny movement in education’—Thompson, Holbrook, Raymond O’Malley, Frank Whitehead, and Boris Ford—were commonly identified with ‘progressive’ trends, it was the triumph in the 1960s of progressive ideas, with their linguistic rather than literary premises, that marginalized Scrutiny currents in secondary education.Less
Teaching was the most popular profession among Leavis's students, and many teachers who did not know him personally were stimulated or emboldened by Scrutiny and Leavis's books. Leavis's critical approach was most directly translated for school use in the practical criticism exercises that became common in sixth forms, largely as a result of Denys Thompson's efforts. The movement's influence in schools was often at the level of overarching vision rather than specific teaching methods. Those visions were diverse, even contradictory: Scrutiny ideas informed both David Holbrook's programme of creative writing and self-exploration and G. H. Bantock's campaign against ‘progressive’ education. Although the most active organizers of ‘the Scrutiny movement in education’—Thompson, Holbrook, Raymond O’Malley, Frank Whitehead, and Boris Ford—were commonly identified with ‘progressive’ trends, it was the triumph in the 1960s of progressive ideas, with their linguistic rather than literary premises, that marginalized Scrutiny currents in secondary education.
Christopher Tyerman
- Published in print:
- 2000
- Published Online:
- October 2011
- ISBN:
- 9780198227960
- eISBN:
- 9780191678776
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198227960.003.0001
- Subject:
- History, British and Irish Medieval History, British and Irish Modern History
Harrow could be said to be the second most famous school in the English-speaking world, its name synonymous with class, social division, and privileged education. A very English phenomenon, it still ...
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Harrow could be said to be the second most famous school in the English-speaking world, its name synonymous with class, social division, and privileged education. A very English phenomenon, it still arouses feelings of pride and unease, jealousy and hilarity, sentimentality and contempt, love and fury. Harrow remains common shorthand for a certain sort of exclusivity attracting the tawdriest excesses of snobbery and its inverted relative. The prominence of public schools in England's political and social history may not be admired or even admirable but it is inescapable. In that context alone, Harrow's contribution makes it worthy of study. Harrow was one of scores of local grammar schools founded by pious and wealthy men in the 16th and early 17th centuries. This book investigates how Harrow School developed and why, and locates its history within shifting social, political, and educational circumstances that gave rise to such institutions, later sustained them, and more than once threatened their extinction.Less
Harrow could be said to be the second most famous school in the English-speaking world, its name synonymous with class, social division, and privileged education. A very English phenomenon, it still arouses feelings of pride and unease, jealousy and hilarity, sentimentality and contempt, love and fury. Harrow remains common shorthand for a certain sort of exclusivity attracting the tawdriest excesses of snobbery and its inverted relative. The prominence of public schools in England's political and social history may not be admired or even admirable but it is inescapable. In that context alone, Harrow's contribution makes it worthy of study. Harrow was one of scores of local grammar schools founded by pious and wealthy men in the 16th and early 17th centuries. This book investigates how Harrow School developed and why, and locates its history within shifting social, political, and educational circumstances that gave rise to such institutions, later sustained them, and more than once threatened their extinction.
John Jenkin
- Published in print:
- 2007
- Published Online:
- January 2008
- ISBN:
- 9780199235209
- eISBN:
- 9780191715631
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199235209.003.0002
- Subject:
- Physics, History of Physics
Uncle William was a town identity and had assisted in re-establishing the local grammar school. William excelled there, and at age ten was sent to undertake the maximum number of papers for the ...
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Uncle William was a town identity and had assisted in re-establishing the local grammar school. William excelled there, and at age ten was sent to undertake the maximum number of papers for the Junior Certificate of the Oxford Local Examination. He failed in church history and Greek but was the youngest boy in England to obtain a certificate. Assisted by his Harborough family, William had survived and grown, although he ‘liked peace and was content to be alone’. For family reasons, his father now insisted that William be sent for his secondary education to King William's College on the Isle of Man, a public boarding school.Less
Uncle William was a town identity and had assisted in re-establishing the local grammar school. William excelled there, and at age ten was sent to undertake the maximum number of papers for the Junior Certificate of the Oxford Local Examination. He failed in church history and Greek but was the youngest boy in England to obtain a certificate. Assisted by his Harborough family, William had survived and grown, although he ‘liked peace and was content to be alone’. For family reasons, his father now insisted that William be sent for his secondary education to King William's College on the Isle of Man, a public boarding school.
Christopher Tyerman
- Published in print:
- 2000
- Published Online:
- October 2011
- ISBN:
- 9780198227960
- eISBN:
- 9780191678776
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198227960.003.0005
- Subject:
- History, British and Irish Medieval History, British and Irish Modern History
The first decades of the new Free Grammar School have traditionally been dismissed as Harrow's ‘Dark Ages’, the history of its Head Masters ‘scrappy and uninteresting’. It has been argued that only ...
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The first decades of the new Free Grammar School have traditionally been dismissed as Harrow's ‘Dark Ages’, the history of its Head Masters ‘scrappy and uninteresting’. It has been argued that only with the arrival of William Horne from Eton in 1669 can there be discerned ‘light in the darkness’. It has been customary to attribute Harrow's ascent towards its later prominence to Thomas Bryan or even Thomas Thackeray, described by one of his most noted 19th-century successors as the second founder of Harrow School. Yet already in 1690 the then Head Master, William Bolton, described Harrow in print as a public school. Although other grammar schools in England had statutory provision for fee-payers and foreigners, Harrow's exploitation of such pupils was on an altogether more considerable scale. Whatever the achievements of pupils or teachers in its first years, the establishment of Harrow School on firm and lasting foundations was the work of William Hide, Head Master from April 1628 until April 1661.Less
The first decades of the new Free Grammar School have traditionally been dismissed as Harrow's ‘Dark Ages’, the history of its Head Masters ‘scrappy and uninteresting’. It has been argued that only with the arrival of William Horne from Eton in 1669 can there be discerned ‘light in the darkness’. It has been customary to attribute Harrow's ascent towards its later prominence to Thomas Bryan or even Thomas Thackeray, described by one of his most noted 19th-century successors as the second founder of Harrow School. Yet already in 1690 the then Head Master, William Bolton, described Harrow in print as a public school. Although other grammar schools in England had statutory provision for fee-payers and foreigners, Harrow's exploitation of such pupils was on an altogether more considerable scale. Whatever the achievements of pupils or teachers in its first years, the establishment of Harrow School on firm and lasting foundations was the work of William Hide, Head Master from April 1628 until April 1661.
Andrew Wallace
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199591244
- eISBN:
- 9780191595561
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199591244.001.0001
- Subject:
- Classical Studies, Poetry and Poets: Classical, Early, and Medieval, Literary Studies: Classical, Early, and Medieval
This book weaves a three-part story around the reception of a group of ancient poems in the grammar schools of sixteenth- and seventeenth-century England. First, it argues that the ancient Roman poet ...
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This book weaves a three-part story around the reception of a group of ancient poems in the grammar schools of sixteenth- and seventeenth-century England. First, it argues that the ancient Roman poet Publius Vergilius Maro (70–19 BCE) is an agile theorist of the nature and mechanics of instruction. Second, the book offers a long view of pedagogical engagements with a sequence of self-reflexive studies of instruction in his canonical poems, emphasizing how grammarians, commentators, editors, schoolmasters, and translators responded to this aspect of Virgil's achievement in the midst of their own attempts to make his poems teachable. Third, the book contends that complex responses to Virgil's meditations on instruction pervade early modern grammar texts, miscellaneous schoolbooks, and works by writers such as Henry Howard, Earl of Surrey (1516/17–1547), Edmund Spenser (1552?–1599), Francis Bacon (1561–1626), and John Milton (1608–1674). Identifying and tracking traditions of interest in Virgil's preoccupation with instruction, the book argues, further, that humanist pedagogy is characterized not only by an evolving commitment to classical Latinity and the studia humanitatis, but also by a commitment to studying the dilating space that separates the master from his schoolboys. In sixteenth- and seventeenth-century England the discourse of ‘mastery’, of self-sufficient and pre-eminent achievement, frequently struggles to conceive of itself in any form other than the paradigmatic relationship between schoolmaster and scholar.Less
This book weaves a three-part story around the reception of a group of ancient poems in the grammar schools of sixteenth- and seventeenth-century England. First, it argues that the ancient Roman poet Publius Vergilius Maro (70–19 BCE) is an agile theorist of the nature and mechanics of instruction. Second, the book offers a long view of pedagogical engagements with a sequence of self-reflexive studies of instruction in his canonical poems, emphasizing how grammarians, commentators, editors, schoolmasters, and translators responded to this aspect of Virgil's achievement in the midst of their own attempts to make his poems teachable. Third, the book contends that complex responses to Virgil's meditations on instruction pervade early modern grammar texts, miscellaneous schoolbooks, and works by writers such as Henry Howard, Earl of Surrey (1516/17–1547), Edmund Spenser (1552?–1599), Francis Bacon (1561–1626), and John Milton (1608–1674). Identifying and tracking traditions of interest in Virgil's preoccupation with instruction, the book argues, further, that humanist pedagogy is characterized not only by an evolving commitment to classical Latinity and the studia humanitatis, but also by a commitment to studying the dilating space that separates the master from his schoolboys. In sixteenth- and seventeenth-century England the discourse of ‘mastery’, of self-sufficient and pre-eminent achievement, frequently struggles to conceive of itself in any form other than the paradigmatic relationship between schoolmaster and scholar.
Christopher Tyerman
- Published in print:
- 2000
- Published Online:
- October 2011
- ISBN:
- 9780198227960
- eISBN:
- 9780191678776
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198227960.003.0002
- Subject:
- History, British and Irish Medieval History, British and Irish Modern History
By his own admission, John Lyon did not found Harrow School. The Charter he obtained from Queen Elizabeth I dated February 19, 1572, explicitly stated that he was re-endowing an existing school. ...
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By his own admission, John Lyon did not found Harrow School. The Charter he obtained from Queen Elizabeth I dated February 19, 1572, explicitly stated that he was re-endowing an existing school. There is clear evidence of a school at Harrow before 1572; Lyon himself made provision to support its functions during his lifetime. Lyon did not live to supervise the creation of his new foundation, the so-called Free Grammar School of John Lyon, in the town of Harrow-on-the-Hill. Lyon's foundation only reached physical reality after painful brushes with architects, builders, local hostility, and the court of Chancery in September 1615 when the new schoolhouse opened its door to the first pupils, nearly a quarter of a century after Lyon's death on October 3, 1592. The plainest evidence for the existence of a school before 1572 comes from two contrasting sources: the records of entrants to Gonville and Caius College, Cambridge, and a letter written in 1626 by an octogenarian resident of Bridgewater, Somerset, called George Roper. This chapter looks at the history of Harrow School.Less
By his own admission, John Lyon did not found Harrow School. The Charter he obtained from Queen Elizabeth I dated February 19, 1572, explicitly stated that he was re-endowing an existing school. There is clear evidence of a school at Harrow before 1572; Lyon himself made provision to support its functions during his lifetime. Lyon did not live to supervise the creation of his new foundation, the so-called Free Grammar School of John Lyon, in the town of Harrow-on-the-Hill. Lyon's foundation only reached physical reality after painful brushes with architects, builders, local hostility, and the court of Chancery in September 1615 when the new schoolhouse opened its door to the first pupils, nearly a quarter of a century after Lyon's death on October 3, 1592. The plainest evidence for the existence of a school before 1572 comes from two contrasting sources: the records of entrants to Gonville and Caius College, Cambridge, and a letter written in 1626 by an octogenarian resident of Bridgewater, Somerset, called George Roper. This chapter looks at the history of Harrow School.
Andrew Gurr
- Published in print:
- 1996
- Published Online:
- October 2011
- ISBN:
- 9780198129776
- eISBN:
- 9780191671852
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198129776.003.0013
- Subject:
- Literature, Shakespeare Studies, Drama
When the boy companies first started playing professionally for money in the 1570s, they had a long pedigree to support them. Choristers and boys ...
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When the boy companies first started playing professionally for money in the 1570s, they had a long pedigree to support them. Choristers and boys from the grammar schools were used to staging plays as part of the educational tradition that exploited playing to improve speech and body language, the art of the orator manifest in ‘pronunciation and gesture’. Boys in the choir schools at St Paul’s, Westminster, and the Chapel Royal in Windsor were the main stage players, backed intermittently by the non-singing schools such as Paul’s and the Merchant Taylors’. These early groups, or rather their teachers and choirmasters, maintained with varying degrees of truth the claim that their play-acting was part of the educational curriculum. This chapter looks at the history of the early boy playing companies of London, their performances, the plays they performed, and the playhouses where they performed.Less
When the boy companies first started playing professionally for money in the 1570s, they had a long pedigree to support them. Choristers and boys from the grammar schools were used to staging plays as part of the educational tradition that exploited playing to improve speech and body language, the art of the orator manifest in ‘pronunciation and gesture’. Boys in the choir schools at St Paul’s, Westminster, and the Chapel Royal in Windsor were the main stage players, backed intermittently by the non-singing schools such as Paul’s and the Merchant Taylors’. These early groups, or rather their teachers and choirmasters, maintained with varying degrees of truth the claim that their play-acting was part of the educational curriculum. This chapter looks at the history of the early boy playing companies of London, their performances, the plays they performed, and the playhouses where they performed.
Nicholas Hope
- Published in print:
- 1999
- Published Online:
- November 2003
- ISBN:
- 9780198269946
- eISBN:
- 9780191600647
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0198269943.003.0006
- Subject:
- Religion, Church History
Discusses a clergy training in university theology, analyses Lutheran ‘Orthodoxy’, in particular the controversial definition given by Pietism and the reformation of manners (c.1690–1730). Examines ...
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Discusses a clergy training in university theology, analyses Lutheran ‘Orthodoxy’, in particular the controversial definition given by Pietism and the reformation of manners (c.1690–1730). Examines what was taught at grammar school and university, censorship of theological and religious books, and at clergy background and recruitment.Less
Discusses a clergy training in university theology, analyses Lutheran ‘Orthodoxy’, in particular the controversial definition given by Pietism and the reformation of manners (c.1690–1730). Examines what was taught at grammar school and university, censorship of theological and religious books, and at clergy background and recruitment.
Ian Green
- Published in print:
- 1996
- Published Online:
- October 2011
- ISBN:
- 9780198206170
- eISBN:
- 9780191677007
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198206170.003.0004
- Subject:
- History, British and Irish Early Modern History, History of Religion
This chapter discusses different forms of catechizing. Catechizing could take place in church, in the home, or in school, or any combination of these, and it could take place in large groups of mixed ...
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This chapter discusses different forms of catechizing. Catechizing could take place in church, in the home, or in school, or any combination of these, and it could take place in large groups of mixed age. Catechizing was a means of ensuring that all members of the church could recite by heart a number of formulaic answers. Catechizing at the intermediate level was different from the other two levels in terms of the wide range of catechumens, and in the increased reliance on written or printed forms. One level of catechizing was the narrowest of all and this was the level of the higher forms of grammar schools and the first years at university, during which students were exposed to longer and more difficult forms. Catechizing here had much the same aims there as at the intermediate level.Less
This chapter discusses different forms of catechizing. Catechizing could take place in church, in the home, or in school, or any combination of these, and it could take place in large groups of mixed age. Catechizing was a means of ensuring that all members of the church could recite by heart a number of formulaic answers. Catechizing at the intermediate level was different from the other two levels in terms of the wide range of catechumens, and in the increased reliance on written or printed forms. One level of catechizing was the narrowest of all and this was the level of the higher forms of grammar schools and the first years at university, during which students were exposed to longer and more difficult forms. Catechizing here had much the same aims there as at the intermediate level.
Glanmor Williams
- Published in print:
- 1993
- Published Online:
- October 2011
- ISBN:
- 9780192852779
- eISBN:
- 9780191670558
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780192852779.003.0018
- Subject:
- History, British and Irish Early Modern History
The trends towards the extension of education observable among the lay men and women were strengthened in the sixteenth century. Literacy and the interest in acquiring printed materials became more ...
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The trends towards the extension of education observable among the lay men and women were strengthened in the sixteenth century. Literacy and the interest in acquiring printed materials became more common as the printing press was developed. Despite the downfall of education with the dissolution of monasteries, the need for teaching remained greater than ever. Another impetus of a more distinctly cultural kind was added by the metamorphosis of the concept of a gentleman — the Renaissance man. The impact of religion was a powerful stimulus to education. One of the outstanding features of educational provisions during the period was the encouragement of endowed grammar schools. The impact of the Reformation was also evident on the visual arts but the main focus of cultural activity was in literature. Surprisingly, Welsh authors published many more books in other languages than in their own.Less
The trends towards the extension of education observable among the lay men and women were strengthened in the sixteenth century. Literacy and the interest in acquiring printed materials became more common as the printing press was developed. Despite the downfall of education with the dissolution of monasteries, the need for teaching remained greater than ever. Another impetus of a more distinctly cultural kind was added by the metamorphosis of the concept of a gentleman — the Renaissance man. The impact of religion was a powerful stimulus to education. One of the outstanding features of educational provisions during the period was the encouragement of endowed grammar schools. The impact of the Reformation was also evident on the visual arts but the main focus of cultural activity was in literature. Surprisingly, Welsh authors published many more books in other languages than in their own.
Christopher Tyerman
- Published in print:
- 2000
- Published Online:
- October 2011
- ISBN:
- 9780198227960
- eISBN:
- 9780191678776
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198227960.003.0004
- Subject:
- History, British and Irish Medieval History, British and Irish Modern History
When John Lyon's wife Joan died on August 27, 1608, the governors entered into full possession and control of the Lyon trusts and endowments. Their behaviour over the following few years would ...
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When John Lyon's wife Joan died on August 27, 1608, the governors entered into full possession and control of the Lyon trusts and endowments. Their behaviour over the following few years would determine more surely than any written instruction whether or not John Lyon's benefaction would survive. Implementing founders' wishes could be risky. At Harrow School, the discharge of their obligations led the governors into court in 1611 as defendants in a Chancery lawsuit brought against them for misuse of funds and neglect of the terms of the trusts they managed. The case and the judgment of Lord Chancellor Ellesmere revealed the problems faced by, as well as the diligence of, the governors while at the same time determining the parameters within which they could administer the proceeds from Lyon's bequest. From the evidence and arguments presented in Chancery and the governors' own records, it is possible to piece together with some precision the construction of the schoolhouse and the opening of the Free Grammar School itself.Less
When John Lyon's wife Joan died on August 27, 1608, the governors entered into full possession and control of the Lyon trusts and endowments. Their behaviour over the following few years would determine more surely than any written instruction whether or not John Lyon's benefaction would survive. Implementing founders' wishes could be risky. At Harrow School, the discharge of their obligations led the governors into court in 1611 as defendants in a Chancery lawsuit brought against them for misuse of funds and neglect of the terms of the trusts they managed. The case and the judgment of Lord Chancellor Ellesmere revealed the problems faced by, as well as the diligence of, the governors while at the same time determining the parameters within which they could administer the proceeds from Lyon's bequest. From the evidence and arguments presented in Chancery and the governors' own records, it is possible to piece together with some precision the construction of the schoolhouse and the opening of the Free Grammar School itself.
David Denison
- Published in print:
- 2014
- Published Online:
- January 2015
- ISBN:
- 9780197265666
- eISBN:
- 9780191771927
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197265666.003.0007
- Subject:
- History, World Modern History
The ‘parts of speech’ which have played a fundamental role in most descriptions of grammar, from primary school curriculum to advanced linguistic theory, are explored in this article, which considers ...
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The ‘parts of speech’ which have played a fundamental role in most descriptions of grammar, from primary school curriculum to advanced linguistic theory, are explored in this article, which considers some intriguing changes in recent everyday English that challenge traditional assumptions about the definition and usefulness of word classes such as ‘pronoun’, ‘adjective’ and ‘noun’. The article raises important questions about what happens at the boundaries between these word classes and looks at how we can answer these questions—potentially changing the direction of both future linguistic research and pedagogical practice.Less
The ‘parts of speech’ which have played a fundamental role in most descriptions of grammar, from primary school curriculum to advanced linguistic theory, are explored in this article, which considers some intriguing changes in recent everyday English that challenge traditional assumptions about the definition and usefulness of word classes such as ‘pronoun’, ‘adjective’ and ‘noun’. The article raises important questions about what happens at the boundaries between these word classes and looks at how we can answer these questions—potentially changing the direction of both future linguistic research and pedagogical practice.
Andrew Wallace
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199591244
- eISBN:
- 9780191595561
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199591244.003.0006
- Subject:
- Classical Studies, Poetry and Poets: Classical, Early, and Medieval, Literary Studies: Classical, Early, and Medieval
The conclusion emphasizes that in the schools Virgil's poems were celebrated not just as objects to be imitated, but as spectacular images of mastery in subservience to mastery (chiefly, subservience ...
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The conclusion emphasizes that in the schools Virgil's poems were celebrated not just as objects to be imitated, but as spectacular images of mastery in subservience to mastery (chiefly, subservience to the example of Homer). The conclusion emphasizes once again how fully the poet had become a creature of the schoolroom during the centuries since Quintus Caecilius Epirota introduced his works to the pedagogical scene at Rome. As grammarians and schoolmasters from ancient Rome to Renaissance England wrapped their lessons around Virgil's hexameters, and as English schoolboys struggled with the octavo Virgils they held in their hands, they were studying poems that were already studying the schoolmaster's ambitions. In grammar schools all across Renaissance England ‘the book of Maro’ was a gateway to upper-form studies of the auctores. Even more significantly, it was a gateway to some of humanist pedagogy's most self-conscious meditations on the promise and fragility of the educational project.Less
The conclusion emphasizes that in the schools Virgil's poems were celebrated not just as objects to be imitated, but as spectacular images of mastery in subservience to mastery (chiefly, subservience to the example of Homer). The conclusion emphasizes once again how fully the poet had become a creature of the schoolroom during the centuries since Quintus Caecilius Epirota introduced his works to the pedagogical scene at Rome. As grammarians and schoolmasters from ancient Rome to Renaissance England wrapped their lessons around Virgil's hexameters, and as English schoolboys struggled with the octavo Virgils they held in their hands, they were studying poems that were already studying the schoolmaster's ambitions. In grammar schools all across Renaissance England ‘the book of Maro’ was a gateway to upper-form studies of the auctores. Even more significantly, it was a gateway to some of humanist pedagogy's most self-conscious meditations on the promise and fragility of the educational project.
Chitty Clyde
- Published in print:
- 2010
- Published Online:
- March 2012
- ISBN:
- 9781847427113
- eISBN:
- 9781447303497
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781847427113.003.0002
- Subject:
- Sociology, Social Research and Statistics
This chapter argues that policy since 1997 has been marked by confusion and contradiction, with Labour wanting to appear to be non-ideological in their approach to welfare reform in order to try and ...
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This chapter argues that policy since 1997 has been marked by confusion and contradiction, with Labour wanting to appear to be non-ideological in their approach to welfare reform in order to try and capture as much of the middle-class vote as possible, and so unwilling to tackle the question of the role of grammar schools in the education system, or that of how to deal with selection on entry to secondary schools. It links Labour's use of top-down initiatives such as the literacy hour and their extension of the National Curriculum to a fairly clear attempt to privatise education. It concludes by suggesting that there is now little to choose between the two main political parties in respect of education policy.Less
This chapter argues that policy since 1997 has been marked by confusion and contradiction, with Labour wanting to appear to be non-ideological in their approach to welfare reform in order to try and capture as much of the middle-class vote as possible, and so unwilling to tackle the question of the role of grammar schools in the education system, or that of how to deal with selection on entry to secondary schools. It links Labour's use of top-down initiatives such as the literacy hour and their extension of the National Curriculum to a fairly clear attempt to privatise education. It concludes by suggesting that there is now little to choose between the two main political parties in respect of education policy.
Anne Spry Rush
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199588558
- eISBN:
- 9780191728990
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199588558.003.0005
- Subject:
- History, British and Irish Modern History, Cultural History
This second chapter on education explores how, at mid-century, prominent West Indian educators worked to preserve the traditional British-style grammar school at the secondary level, resisting the ...
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This second chapter on education explores how, at mid-century, prominent West Indian educators worked to preserve the traditional British-style grammar school at the secondary level, resisting the efforts of British colonial officers to advance changes in curricula that officials believed would make it more relevant to Caribbean society and more useful to West Indian people. Utilizing reports from educators from the 1920s–40s it explores the roles of the imperial government, colonial officials, and West Indians in the education debate. It argues that West Indian educators resisted changes in part because they believed that traditional education would continue to be the key to advancement within the British social structure in which they lived, and in part because they considered British culture integral to their own identity. The value West Indians placed on British–style schooling would continue to affect the nature of Caribbean education into the post–war period.Less
This second chapter on education explores how, at mid-century, prominent West Indian educators worked to preserve the traditional British-style grammar school at the secondary level, resisting the efforts of British colonial officers to advance changes in curricula that officials believed would make it more relevant to Caribbean society and more useful to West Indian people. Utilizing reports from educators from the 1920s–40s it explores the roles of the imperial government, colonial officials, and West Indians in the education debate. It argues that West Indian educators resisted changes in part because they believed that traditional education would continue to be the key to advancement within the British social structure in which they lived, and in part because they considered British culture integral to their own identity. The value West Indians placed on British–style schooling would continue to affect the nature of Caribbean education into the post–war period.
Richard Saville
- Published in print:
- 2008
- Published Online:
- September 2012
- ISBN:
- 9780748638024
- eISBN:
- 9780748672295
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748638024.003.0003
- Subject:
- History, Political History
By the seventeenth century, the extension of grammar schools and higher education, coupled with the Calvinist theology, provided the Reformed Church of Scotland with an intellectual base well suited ...
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By the seventeenth century, the extension of grammar schools and higher education, coupled with the Calvinist theology, provided the Reformed Church of Scotland with an intellectual base well suited to theological and philosophical controversy. The improvement in methods of learning, persistent correction and criticism, and a rigorous logic inculcated the ability to establish where connections lay between Scripture and natural law, which enabled theologians and lawyers to cull hearsay and isolate pleading for particular interests. While these rigorous standards lent themselves to theology and philosophy, they also benefited the professions, by promoting the intellectual patience needed for understanding sequences, precedents and consequences as required for success in law, administration, medicine, banking and foreign trade. This chapter explores intellectual capital in Pre-1707 Scotland, focusing on the intellectual strengths available to the middling and upper ranks in the Scottish professions. It discusses four pillars of the Scottish system: Calvinism, the Scots legal system, grammar schools and universities, and the ‘metaphysical intellectualism’ and the commonsense philosophy adopted by numerous professionals and landowners.Less
By the seventeenth century, the extension of grammar schools and higher education, coupled with the Calvinist theology, provided the Reformed Church of Scotland with an intellectual base well suited to theological and philosophical controversy. The improvement in methods of learning, persistent correction and criticism, and a rigorous logic inculcated the ability to establish where connections lay between Scripture and natural law, which enabled theologians and lawyers to cull hearsay and isolate pleading for particular interests. While these rigorous standards lent themselves to theology and philosophy, they also benefited the professions, by promoting the intellectual patience needed for understanding sequences, precedents and consequences as required for success in law, administration, medicine, banking and foreign trade. This chapter explores intellectual capital in Pre-1707 Scotland, focusing on the intellectual strengths available to the middling and upper ranks in the Scottish professions. It discusses four pillars of the Scottish system: Calvinism, the Scots legal system, grammar schools and universities, and the ‘metaphysical intellectualism’ and the commonsense philosophy adopted by numerous professionals and landowners.
David Turner
- Published in print:
- 2015
- Published Online:
- September 2015
- ISBN:
- 9780300189926
- eISBN:
- 9780300213133
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300189926.003.0007
- Subject:
- History, British and Irish Early Modern History
This chapter describes the British public school system from 1945 to 1979. Topics covered include the 1944 Education Act, which made it compulsory for local councils to offer secondary education free ...
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This chapter describes the British public school system from 1945 to 1979. Topics covered include the 1944 Education Act, which made it compulsory for local councils to offer secondary education free to everyone; increased spending on state secondary education, which raised the number of pupils at grammar schools; the pressure on public schools to improve both their A and O level results and the increased emphasis on academic success; the arrival of co-education; the Labour government's appointment of a Public Schools Commission in 1964; the entry of direct grant schools into the public school sector, which increased competition; and the improvement of feeding and facilities in the post-war era.Less
This chapter describes the British public school system from 1945 to 1979. Topics covered include the 1944 Education Act, which made it compulsory for local councils to offer secondary education free to everyone; increased spending on state secondary education, which raised the number of pupils at grammar schools; the pressure on public schools to improve both their A and O level results and the increased emphasis on academic success; the arrival of co-education; the Labour government's appointment of a Public Schools Commission in 1964; the entry of direct grant schools into the public school sector, which increased competition; and the improvement of feeding and facilities in the post-war era.
Celia Hughes
- Published in print:
- 2015
- Published Online:
- January 2016
- ISBN:
- 9780719091940
- eISBN:
- 9781781708989
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719091940.003.0002
- Subject:
- Political Science, Political Theory
This chapter presents stories of childhood and early adolescence to consider the beginnings of radical subjectivity and journeys towards left enclaves. It situates the protagonists’ stories against ...
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This chapter presents stories of childhood and early adolescence to consider the beginnings of radical subjectivity and journeys towards left enclaves. It situates the protagonists’ stories against existing studies of post-war family life in order to show how they fit into prevalent patterns of social continuity and change, and to emphasise their role as agents challenging the post-war social and domestic consensus. Through attention to early structures of feeling or underlying feeling, it shows how encounters and experiences in the family home, school, and local community intersected with the wider national and international world, to forge often uneasy and disputatious relationships with the post-war landscape.Less
This chapter presents stories of childhood and early adolescence to consider the beginnings of radical subjectivity and journeys towards left enclaves. It situates the protagonists’ stories against existing studies of post-war family life in order to show how they fit into prevalent patterns of social continuity and change, and to emphasise their role as agents challenging the post-war social and domestic consensus. Through attention to early structures of feeling or underlying feeling, it shows how encounters and experiences in the family home, school, and local community intersected with the wider national and international world, to forge often uneasy and disputatious relationships with the post-war landscape.
