Kenneth C. Maclure, 1914-1988

On 24 March 1988 Canada lost one of its pioneer polar air navigators in the sudden death of Kenneth Maclure while vacationing with his wife Margaret (Blackmore) in Mexico. ... In 1941, ... Maclure proposed a grid system for measuring direction in high latitudes to overcome the problem created by the extreme convergency of the meridians. ... he was the first Canadian to reach the North Geographic Pole. Maclure's grid direction proposal was thoroughly tested and proved to be a simple technique for measuring direction on polar flights. ... Maclure's grid was altered to further simplify navigation on high latitude flights originating from North America. [He participated in a number of scientific flights across the Canadian Arctic to Alaska including:] ... the Ptarmigan weather flights by the USAF out of Alaska over the Arctic Ocean and Operation Cariberg, to study the migration of caribou from timberline to the barrens and to study the amount and state of ice in Hudson's Bay. ... His work included acoustic and electromagnetic research in ice-filled waters, which necessitated many visits to the Canadian Arctic Archipelago. ... This quiet, modest Canadian, a major contributor to modern-day polar air navigation, will be greatly missed by his former associates and all who knew him. ..

The Science of Antislavery: Scientists, Abolitionism, and the Myth of Slavery's Backwardness

"The Science of Antislavery" explores the critical though rarely studied role scientists played in the early antislavery movement. It argues that scientists not only helped legitimize abolitionism but also helped create the myth that slavery was a backward institution. During the Age of Revolution (1770-1830), when antislavery societies first took root, abolitionism attracted many scientific supporters. Though their refutations of scientific racism are perhaps better known, they also made many arguments that went beyond race. Chemists argued that new chemical techniques would fertilize the soil more effectively, which would in turn reduce the need for slave labor. Botanists touted the natural environments of new British colonies in Africa and Southeast Asia, contending that they would make ideal free labor alternatives to Caribbean plantations. Geologists argued that the western American frontier, with its unique mineral deposits, was best suited to free white agricultural settlements rather than slavery’s expansion. Even by the 1830s, when the movement was taken over by a more radical, less elite multiracial coalition, scientific arguments continued to influence antislavery arguments. From the 1830s until the Civil War, antislavery supporters on both sides of the Atlantic argued that slaveholders’ alleged refusal to adopt new machinery was evidence of their backwardness. Today, as a new generation of historians demonstrate how modern slavery in fact was, The Science of Antislavery shows how the idea that it was somehow never modern came into being

Secondary Education in BBC Broadcast 1944–1965: drawing out networks of conversation and visions of reform

This study examines the representation of Local Education Authority (LEA) secondary schooling in England and Wales as it was portrayed in non-fiction British Broadcasting Corporation (BBC) programmes in the twenty-one years that followed the 1944 Education Act. The primary sources drawn on for this study include the surviving microfilmed radio scripts, dating from 1944–1965 and held at the BBC Written Archives (BBC WAC). The correspondence files from contributors to programmes also provide a key source from BBC WAC. The majority of the programmes considered are radio broadcast, however some documentary films on the topic of secondary education, made by the BBC and transmitted on television, are also analysed. Where audio-visual copies have survived, the programmes were viewed at the BFI Viewing Services. The study draws on 235 BBC programmes in total, made in the years 1944–1965. The details of these broadcasts can be seen in the three Appendices accompanying this study. The study also employs the use of drawing to present key ideas. This study explores how broadcasts are formed as cultural products. The research questions address: what was the content of these programmes? Who collaborated to create and edit these programmes and how were the programmes devised to inform the public about the provision of secondary education? What was the role of the All Souls Group (ASG) in this collaboration? The public included a domestic audience in England and Wales and an overseas audience for whom distinct broadcasts were usually created. A further element of the research is a scrutiny of the BBC as an organization that positions itself as neutral. The considered programmes enabled a group of eloquent educationalists to use their rehearsed and edited ‘conversation’ on a public stage. As the study unfolds it becomes apparent that the members of the informal education discussion group, the ASG, were lobbying to encourage the topic of secondary education to resurface sufficiently often on air. The study concludes with recognition that the reinforcing of loyalties between overlapping networks, such as the BBC and the ASG, should no longer be approached with reticence in academic research.AHRC full-funding 2013–201

To Those who Followed the Lead... Readfield, Kennebec County, Maine : From the Early 20th Century to the Time of our National Bicentennial in 1976

https://digitalmaine.com/books/1081/thumbnail.jp

'Administering Empire' annotated bibliographic Check List

For a record of published memoirs and studies related to the Colonial Service there is the very extensive 'Administering Empire' annotated bibliographic Check List compiled by Terry Barringer of Wolfson College, Cambridg

The Educational Roots of Henry Moore's Public Works, 1938-1950

Between 1938 and 1950, Henry Moore worked on four public commissions for four widely divergent educational establishments, each one representing a different strand of educational provision as it existed in Britain in the years either side of the Second World War. The first commission was for a series of reliefs to decorate the side of the Senate House building at the heart of the University of London’s new Bloomsbury campus. It was commissioned by the campus’ architect Charles Holden who had provided Moore with his first public commission a decade earlier. The second was for a sculpture to populate the front of a revolutionary new ‘Village College’ in Cambridgeshire devised by the educationalist Henry Morris and designed by the architects Walter Gropius and Maxwell Fry. Neither of these commissions came to fruition, but the extent and the significance of Moore’s preparatory works produced towards them demand more attention than they have received to date. Moore’s work towards a sculpture depicting a ‘family group’ for the Impington Village College would ultimately come to resolution for the Barclay School in Stevenage, one of the first Secondary Modern schools built in England after the war and the implementation of the 1944 Education Act. Finally, whilst working on these two interlinked commissions in the months immediately following the end of war, Moore produced a reclining figure in stone for the grounds of the Dartington School, an experimental and independent co-educational college in Devon set up by the philanthropic educationalists Dorothy and Leonard Elmhirst. With this thesis I will explore the significance of this series of public commissions and the figures who commissioned them in the context of educational and cultural reform as it was planned for and implemented in these years. Each of Moore’s resultant drawings and sculptures speak directly of and to the moments and the meanings of their inception, their forms representative of both his attitude to the potentiality of public art and the extent of his visual vocabulary, traceable through the nexus of Moore’s experience of education as it developed in the first half of the twentieth century

A conceptual and historical exploration of ideological influences on the development of state education within England and Wales

This dissertation is concerned with the relationship between a state and its public education system. It is based upon the premise that the system in England and WaIes is inherently rooted in its nineteenth century past and that recent educational policies have only served to strengthen this fact rather than reforming the system to give it more relevance for a society about to enter the twenty-first century. This orientation serves to perpetrate epistemological, sociological, economic and vocational perspectives which are more appropriate for the nineteenth century than for our own times. The dissertation makes the point that educational policymaking at the end of the twentieth century in England is based on outmoded thinking, outdated concepts of statehood, society, the relationship between citizen and state, knowledge and, therefore, education itself. The thesis concerns itself with a comparative overview of the development of 'statehood' and a consideration of the notion of 'ideology'. It examines the ideological sources and development of education in three historical settings. This is followed by a detailed examination of the sources of the national system of education in England. The current educational climate is considered in the light of developments since the enactment of the legislation of 1944. This is centred upon a close study of the parliamentary debates which preceded the Acts of 1944 and 1988 which clearly demonstrated that the educational agenda, in political terms, is still dominated by nineteenth century thinking, not the least important aspect of which is religion. The conclusion argues that, with the advent of postmodernism, a new relationship is needed between education and the state. Indeed, the whole structure and methodology of education will need to be re-worked to take advantage not only of new means of understanding available, but also of new understanding of knowledge itself