scholarly journals Henry Frederick Baker, 1866-1956

1956 ◽  
Vol 2 ◽  
pp. 49-68 ◽  
Keyword(s):  
Royal Society ◽  
Early Years ◽  
Mathematical Work ◽  
Grammar School ◽  
School Subject ◽  
Regular School ◽  
Science And Art ◽  
Animal Physiology ◽  
Present Generation ◽  
And Mathematics

Henry Frederick Baker, who died in Cambridge on 17 March 1956, was at the time of his death the senior Fellow of the Royal Society, having been elected in 1898. To the present generation of mathematicians he is known chiefly as the founder of a vigorous school of geometry, but in fact his contributions to knowledge in that field, to which the second half of his life was devoted, only represent about half of his mathematical work, and the range which he covered goes far beyond the bounds of geometry. While much of his earlier work has been overtaken by the march of time, his contributions to the theory of functions, differential equations, and continuous groups had in their day as much influence as his later work on geometry, and any attempt to review Baker’s contributions to mathematics must take as much account of his early work as of his later contributions. Baker was born in Cambridge on 3 July 1866, the son of Henry Baker and his wife Sarah Anne. Little is known about his early years in Cambridge, but at the age of eleven he came under instruction from the Rev. Frederick Hatt, later headmaster of Moulton Grammar School, Spalding, who sent him in for the examinations of the Science and Art Department of the Committee in Council on Education. The examinations were on sound, light and heat, electricity and magnetism, animal physiology, physiography, geology, and mathematics. In later years, Baker referred to this period of his life more than once, attributing to the instruction he then received his lasting interest in natural science, and in particular he gratefully acknowledged the debt he owed to Mr Hatt. Except for mathematics, which was a regular school subject, the instruction he received consisted of one lecture a week on each subject. The pupils took no notes, and little practical work was done, but they were encouraged to do things for themselves.

scholarly journals David Gwynne Evans, 6 September 1909 - 13 June 1984

1985 ◽  
Vol 31 ◽  
pp. 172-196
Keyword(s):  
Physical Chemistry ◽  
Royal Society ◽  
Whooping Cough ◽  
Early Years ◽  
Grammar School ◽  
The Public ◽  
The Third ◽  
North Wales ◽  
University Department ◽  
The University

David Gwynne Evans was born in Atherton, near Manchester, on 6 September 1909 of Welsh parents; his father, a schoolmaster, was from Pembrokeshire and his mother from Bangor, North Wales. He was the third of four children in a distinguished family. His older brother, Meredith Gwynne, became Professor of Physical Chemistry in Leeds and later in Manchester and was a Fellow of the Royal Society. His sister, Lynette Gwynne, took a degree in modern languages at Manchester University and taught in girls’ high schools. His younger brother, Alwyn Gwynne, after holding a lectureship in Manchester University was appointed to the Chair of Physical Chemistry in Cardiff University. David left Leigh Grammar School in 1928 at the age of 18 years and worked for two years in a junior capacity for the British Cotton Growers’ Association at the Manchester Cotton Exchange. However, when Alwyn went up to Manchester University in 1931, David decided to go with him and both graduated B.Sc. in physics and chemistry three years later and M .S c. after a further year. At this time Professor Maitland in the Department of Bacteriology wanted a chemist to help in the public health laboratory which was run by his department. Professor Lapworth recommended David for the post and thus David entered the field of bacteriology and immunology, to which he was to contribute so much. He was appointed Demonstrator and soon afterwards Assistant Lecturer in the University Department. During these early years he worked with Professor Maitland on the toxins of Haemophilus pertussis (now Bordetella pertussis ) and related organisms, work that provided a sound basis for his subsequent interest in whooping cough immunization and later for his abiding interest in vaccination against other diseases and in the standardization of vaccines and antisera.

scholarly journals John Arthur Shercliff, 10 September 1927 - 6 December 1983

1985 ◽  
Vol 31 ◽  
pp. 524-541
Keyword(s):  
Early Stage ◽  
Early Years ◽  
Practical Skills ◽  
Grammar School ◽  
Science And Engineering ◽  
Keen Interest ◽  
Qualified Teacher ◽  
And Mathematics

John Arthur Shercliff was born and bred in Eccles, Manchester, the youngest of a family of three. His father, William Shercliff, was a teacher of geography, together with some physics and mathematics, at Eccles Grammar School; Arthur’s lifelong interest in the application of mathematics to practical problems of science and engineering owed much to his father’s influence during his early years. His mother, Marion Prince Shercliff ( née Hoult), was also a qualified teacher with a keen interest in the humanities and literature, an interest that complemented the more practical skills of her husband, and provided a stimulating and liberal environment for the flowering of natural talents. Arthur displayed these natural talents at an early stage. He attended Monton Green Council School, and in 1938 won a scholarship to Manchester Grammar School, where he remained till 1945. At the outbreak of war the school was briefly evacuated to Blackpool; Arthur recorded in a letter from Blackpool ‘It’s rotten having no relatives with you’ and he further maintained that the 3d then charged on the miniature railway was a fraud!

scholarly journals Edward Charles Titchmarsh, 1899-1963

1964 ◽  
Vol 10 ◽  
pp. 305-324
Keyword(s):  
Seventeenth Century ◽  
Royal Society ◽  
Family Background ◽  
Religious Tradition ◽  
Early Years ◽  
Mathematical Work ◽  
The Family

Edward Charles Titchmarsh was born on 1 June 1899, at Newbury; he was the son of Edward Harper and Caroline Titchmarsh, and he had an elder sister, and a younger sister and brother. His father was a Congregationalist minister and an M.A. of London University; his father’s people were tradesmen at Royston, never more than fairly prosperous, and on both sides of the family there was a strict religious tradition. Titchmarsh himself wrote an eminently readable account of his family background for his own family; it begins with the derivation of the name from the place Ticcea’s marsh and contains a record going back to the eighteenth and even seventeenth century, and ending with his own schooldays. It is written with the clarity which was characteristic of his mathematical work, and recounts his school days and the somewhat restricted background of his early years with a critical and often humorous detachment. I have used this and the notes which he made for the Royal Society in what follows, in addition to other material supplied by Mrs Titchmarsh and many mathematical friends, especially A. E. Ingham, J. L. B. Cooper and J. B. McLeod. His father was chosen later as minister of Nether Chapel in Sheffield (partly because he was a non-smoker as well as, of course, a teetotaler), and so Titchmarsh was educated at King Edward VII School, Sheffield, from 1908-1917. He wrote that they had far too much homework, and that in the upper part of the school he went on to the classical side, giving up science, and learned ‘enough Latin to pass Higher Certificate and enough Greek to fail.’ After that he specialized in mathematics, and did some physics, but experiments always baffled him and he maintained that he knew no chemistry.

Hooke recommemorated

1996 ◽  
Vol 50 (1) ◽  
pp. 139-140
Keyword(s):  
Social Life ◽  
Royal Society ◽  
Early Years ◽  
Domestic Life ◽  
Robert Hooke ◽  
Arts And Sciences ◽  
Personal Interaction ◽  
The Arts ◽  
Christ Church ◽  
History Of

Richard Nichols, The Diaries of Robert Hooke, The Leonardo of London, 1635-1703 . Lewes, Sussex: The Book Guild, 1994, Pp. 185, £15.00. ISBN 0- 86332-930-6. Richard Nichols is a science master turned historian of science who celebrates in this book Robert Hooke’s contributions to the arts and sciences. The appreciation brings together comments from Hooke’s Diaries , and other works, on each of his main enterprises, and on his personal interaction with each of his principal friends and foes. Further references to Hooke and his activities are drawn from Birch’s History of the Royal Society, Aubrey’s Brief Lives , and the Diaries of Evelyn and of Pepys. The first section of the book, ‘Hooke the Man’, covers his early years of education at home in Freshwater, at Westminster school and at Christ Church, Oxford, where he soon joined the group of experimental philosophers who set him up as Curator of the Royal Society and Professor of Geometry at Gresham College, Bishopsgate. Hooke’s domestic life at Gresham College is described - his intimate relationships with a series of housekeepers, including his niece, Grace Hooke, and his social life at the College and in the London coffee houses.

scholarly journals Promoting STEAM learning in the early years: “Pequeños Científicos” Program

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Valeria M. Cabello ◽  
M. Loreto Martinez ◽  
Solange Armijo ◽  
Lesly Maldonado
Keyword(s):  
Swot Analysis ◽  
Educational Inequality ◽  
Developed Countries ◽  
Early Years ◽  
Cross Sectional ◽  
Steam Education ◽  
Academic Enrichment ◽  
Cross Sectional Design ◽  
And Mathematics ◽  
High Educational

Education in the early years is an excellent space for promoting integrated learning. The STEAM education model combines Science, Technology, Engineering, Arts and Mathematics holistically and has gained force globally, mostly in developed countries. However, in developing countries of Latin America, STEAM education programs are incipient and still unfamiliar to many early childhood and primary school educators. "Pequeños Científicos" is a pioneer educational program in Chile aimed at providing extracurricular academic enrichment to students 3 to 10 years old, with a gender-empowering approach. With a cross-sectional design and integrating data from students, researchers and educators, this article documents program design and implementation issues based on a partial application of SWOT analysis grounded on strengths, weaknesses and opportunities. The strengths were the strongest elements that might be transferred to similar interventions, for instance, students were positively engaged in the learning processes and actively communicating their advances through diverse artistic formats. The weaknesses were mainly difficulties that can be avoided in future replication, such as teachers' management of children's behavior. Opportunities present alternatives to these types of programs to improve and grow; for example, through articulation of the courses and including children with additional needs. We call for tackling the weaknesses for more efficient application and discuss the promotion of STEAM learning in the early years in the contexts of high educational inequality for future replication in diverse contexts.

scholarly journals ANTONIO DE ULLOA, DISCOVERER OF PLATINUM

1998 ◽  
Vol 6 (7) ◽  
pp. 1-6
Author(s):  
Lavinel G. Ionescu
Keyword(s):  
South America ◽  
Royal Society ◽  
Scientific Societies ◽  
Spanish Family ◽  
And Mathematics ◽  
Academy Of Sciences ◽  
Royal Society Of London

Don Antonio de Ulloa, a member of a distinguished Spanish family, was born in 1716 and died in 1795. He studied physics and mathematics and was a member of many scientific societies, including the Academy of Sciences of Paris and the Royal Society of London. He traveled widely in Europe and the Americas and occupied many important positions, including those of Frigate Captain, Commander of the Royal Squadron of the Spanish Armada, Goverment of Huancavelica -Peru, Louisiana, and Florida. In l735, while a member of a scientific expedition sent by the Spanish and French governments to South America to measure a degree of meridian in Quito, close to the equator, he discovered platinum in the mines of Lavadero or wash gold in the district of Choco.

Peter Medway: of his time?

2016 ◽  
Vol 15 (1) ◽  
pp. 22-39
Author(s):  
Wayne Sawyer
Keyword(s):  
Design Methodology ◽  
Early Years ◽  
Important Work ◽  
School Subject ◽  
Content Type ◽  
Early Twenty ◽  
Late Twentieth

Purpose The purpose of this paper is to discuss the important work of Peter Medway in seeking to define English as a school subject in the period from the 1980s to the early years of this century. Design/methodology/approach The author reviews the work of Peter Medway. Findings The paper addresses the issue of how his work reflected – or not – the curriculum thinking of his time and the complexity of ideas he brought to this endeavour. Originality/value This paper is an original look at the work of Peter Medway in the late twentieth and early twenty-first centuries.

John James Rickard Macleod, 1876-1935

1935 ◽  
Vol 1 (4) ◽  
pp. 584-589
Keyword(s):  
Royal Society ◽  
Early Death ◽  
Early Age ◽  
Grammar School ◽  
University Of Toronto ◽  
Medical College ◽  
Mcgill University ◽  
The University ◽  
University Of Leipzig ◽  
Regius Professor

John James Rickard Macleod, the son of the Rev. Robert Macleod, was born at Cluny, near Dunkeld, Perthshire, on September 6, 1876. He received his preliminary education at Aberdeen Grammar School and in 1893 entered Marischal College, University of Aberdeen, as a medical student. After a distinguished student career he graduated M.B., Ch.B. with Honours in 1898 and was awarded the Anderson Travelling Fellowship. He proceeded to Germany and worked for a year in the Physiological Institute of the University of Leipzig. He returned to London on his appointment as a Demonstrator of Physiology at the London Hospital Medical College under Professor Leonard Hill. Two years later he was appointed to the Lectureship on Biochemistry in the same college. In 1901 he was awarded the McKinnon Research Studentship of the Royal Society. At the early age of 27 (in 1902) he was appointed Professor of Physiology at the Western Reserve University, Cleveland, Ohio, a post he occupied until 1918, when he was elected Professor of Physiology at the University of Toronto. Previous to this transfer he had, during his last two years at Cleveland, been engaged in various war duties and incidentally had acted for part of the winter session of 1916 as Professor of Physiology at McGill University, Montreal. He remained at Toronto for ten years until, in 1928, he was appointed Regius Professor of Physiology in the University of Aberdeen, a post he held, in spite of steadily increasing disability, until his lamentably early death on March 16, 1935, at the age of 58.

Francis Vernon, the Early Royal Society and the First English Encounter with Ancient Greek Architecture

2013 ◽  
Vol 56 ◽  
pp. 29-61 ◽  
Author(s):  
Matthew Walker
Keyword(s):  
Royal Society ◽  
English Language ◽  
Early Years ◽  
Ancient Greek ◽  
Initial Exposure ◽  
History Of ◽  
British Architecture ◽  
European Publication ◽  
The City ◽  
The Temple

Francis Vernon (c. 1637-77) is not a particularly well-known figure in the history of British architecture, but perhaps he should be. In 1675 he became one of the first English people to have set foot in Athens and, the following year, published what was undisputedly the first account in the English language of the city and its architecture. Vernon was a member of the recently founded Royal Society and one of a group of English and French travellers who journeyed through central Greece and Turkey in the 1670s. He was murdered in Isfahan in early 1677. Vernon's account of the time he spent in Athens was published in the Society's journal, thePhilosophical Transactions, in 1676, and it included brief but illuminating descriptions of the Erechtheion, the Temple of Hephaestus and the Parthenon, the latter written over ten years before the bombing of the temple by a Venetian army in 1687. TheTransactionsoften contained both travel writing and antiquarian material and, in this respect, Vernon's account was typical of the journal's somewhat eclectic content in its early years. Significantly, Vernon's publication predated more famous accounts of Greece from the period, such as those written by his travelling companions Jacob Spon (who released hisVoyage d'ltalie, de Dalamatie, de Grèce et du Levantin France in 1678) and George Wheler, whoseA journey into Greecewas published in 1682. Unlike Vernon, both Spon and Wheler survived their journeys. The only European publication on Athens that preceded Vernon's was a French text of 1675 that would prove to be a fabrication. As this article will demonstrate, Vernon's initial exposure of this fabrication was one of the reasons why his account of the city became so important in English intellectual culture at the time.

Sign in / Sign up

Export Citation Format

Share Document