Charles Halliley Kellaway, 1889 - 1952

1953 ◽  
Vol 8 (22) ◽  
pp. 502-521 ◽  

Charles Kellaway was born on 16 January 1889, in the parsonage attached to the pro-Cathedral of St James, Melbourne (Victoria), where his father was then curate to the Dean, Hussey Burgh Macartney. The father, Alfred Charles Kellaway, had been born at Swanage, Dorset, in 1856, of parents who came from Lulworth; but on his seventh birthday, 23 September 1863, his mother had embarked with him for Australia, whither his father had apparently preceded them, to start anew as a farmer in Victoria. The venture cannot have prospered greatly, since Alfred Kellaway, the father of Charles, became a teacher in the State Education Department and thus supported himself through his University course, graduating with honours in history and political economy, before he was ordained and entered upon his main career in the Church. After holding the curacy above mentioned he became Vicar of All Saints Church, Northcote—a parish in the Melbourne suburbs. His wife, Anne Carrick Roberts, Charles Kellaway’s mother, had been born at Longford, Tasmania, in 1854. Her parents had emigrated first to New Zealand, from there to Tasmania, where her father’s elder brother was a well-known solicitor in Hobart, and finally, in 1870, to Melbourne. Her father, Richard Roberts, was the younger son of a Welsh anglican clergyman, and had married Frances Halliley, from whom Charles inherited not only his second name, but also his only ancestral link with the natural sciences; for she was the daughter of a north-country manufacturer who had had an interest in chemistry, and had been a friend of John Dalton. Schooling and University in Melbourne Charles Kellaway was the eldest son and second child in a family of five— three sons and two daughters. He spoke in after years with affectionate gratitude of the puritan atmosphere of his upbringing in the parsonage, and of the self-sacrifice accepted by his parents for the education of their family—secondary schooling for all five, followed by a university course for four of them; an heroic achievement, indeed, even in those days, on a clerical stipend of never much more than £300 a year!

Author(s):  
P. R. Ducretet

Author(s):  
R.V. Vaidyanatha Ayyar

This chapter offers a vignette of the policy and administrative environment in which a State Education Department has to function. It describes the challenge of administering a mammoth regulatory system, of managing relationship with Chief Minister, politicians, and Vice-Chancellors, and managing teacher unions the crippling burden of litigation, and the establishment of the country’s first State Council of Higher Education. It also explores questions such as: What is a university? Should an institution encompass almost all significant branches of knowledge, combine teaching and research, and be engaged in the creation of knowledge if it were to be called a university? Can a university promote arts and culture? How is a woman’s university different? What could be the State-level mechanism for regulation of and coordination among universities? Should private participation in the expansion of access be encouraged, and if so how? What should be the policy towards minority education institutions?


1971 ◽  
Vol 1 (1) ◽  
pp. 9-14 ◽  
Author(s):  
John S. Sinacore

Recognizing that problems arising from human ecology do not represent medical failure so much as educational failure, and that prevention is cheaper in the long run than rehabilitation, the New York State Education Department is implementing a course of study in the Health Sciences incorporating knowledge from the disciplines of medical science and public health, aimed at prevention through education. Curriculum materials for 4th grade through high school, developed by the State Education Department, deal initially with the nature and proper use of drugs as a basis for understanding drug abuse. Drug education, to be effective as a drug abuse deterrent, should be taught by a well prepared health education teacher within the context of health education which touches on areas of mental health, physical health, consumer health, public health, safety and pharmacology. Intensive teacher training programs are underway in six institutions of higher education in New York State to prepare teachers licensed in other educational areas to fulfill state certification requirements in health education. Additional teachers are being trained to teach inservice courses in their own districts; their $600 salary per 30 hour course taught is paid by the State Education Department. The goal is to reach 7500 teachers during this school year. The program participants are brought into contact with consultants from many related fields. A learn-by-doing method is utilized involving group processes and activities designed to encourage individuals to become responsible for their own learning and the learning of others.


1982 ◽  
Vol 10 (3) ◽  
pp. 48-57
Author(s):  
G.M. Orr

The purpose of this paper is to help the practitioner in multilingual environments by making him or her aware of the need to establish a sound operational base from which to work before agonizing over the practicalities of the implementation stage. In essence, the paper seeks to show teachers that much of what is successful today in terms of school-based curriculum development is, in fact, grounded in theory: theory that is readily understood and useful to educators working in a variety of contexts.Today, in the Torres Strait, the schooling process appears to be widening the educational gap between white Queenslanders and their Islander counterparts„* Teachers as curriculum developers, along with parliamentary heads and state education department dignitaries, must realize that problems of this kind can be grappled with initially only from within the geographical context. In other words, the problems of the oppressed must be solved by the oppressed who, first of all, need to understand their position and then transform it. But if problem transformation is going to take place from the inside, as has been suggested already, then it must include an examination of the role of the school for, according to Raskin.


1976 ◽  
Vol 23 (7) ◽  
pp. 551-553
Author(s):  
John J. Sullivan

During the 1973-74 school year. two sixth-grade classes in New York conducted classroom tri als of hand-held calculators. Each child in these classes had a Bowmar “Brain” hand-held calculator for his usc during mathematics lessons each day. The project was organized by the Bureau of Mathematics Education, New York State Education Department. The calculators were provided free of charge by Bowmar/ALl, Inc., and supervision was provided by the principals of the project schools.


1930 ◽  
Vol 23 (1) ◽  
pp. 52-59
Author(s):  
Wm.E. Breckenridge

For some years the use of the slide rule as a check in trigonometry has been allowed in the Regents' Examinations of New York State provided that all the computation work appears on the answer paper. The State Education Department insists that the students of trigonometry be trained in the use of tables of natural and logarithmic functions. This training is tested by the requirement that all computation work appear on the answer paper. Having tested this part of the work, the Department encourages the student to check his work as any engineer would do-by the slide rule. The procedure is:(1) Solve the triangle by logarithms.(2) Check to 3 significant figures by the slide rule.(3) If time allows, check to 5 significant figures by the usual logarithmic check or the check of natural functions.


1974 ◽  
Vol 2 (5) ◽  
pp. 50-52

Worldwide, education authorities are concerned about the problem of relevance of courses for secondary school students. Many systems are trying to develop job-relevant experiences for youth.Two recent reports have considered the issues involved in work experience courses. Extracts from the Queensland State Education Department ‘s Research and Curriculum Branch – Education Abstract (No.216, March 1974 & No. 217, April 1974) are reproduced below for your interest.How relevant are the issues raised to the educational program you are seeking to develop in your school?


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