scholarly journals James Kenner, 13 April 1885 - 30 June 1974

1975 ◽  
Vol 21 ◽  
pp. 389-405
Keyword(s):  
Primary School ◽  
Boarding School ◽  
School Education ◽  
Early Age ◽  
Grammar School ◽  
The Family ◽  
Church School

James Kenner was born on 13 April 1885 at Morpeth in Northumberland but his family came originally from Devon. His father, James Binmore Kenner, was born at Stoke Damarel in 1856, the son of a tailor’s seamster, but the family moved to London in his early boyhood. There they lived in humble circumstances in Soho Square and Kenner’s father, after only a primary school education, was sent out to work at an early age. However, he became a pupil teacher at St Martin’s Church School near Charing Cross and by his own effort and self- teaching matriculated at London University and then passed the Intermediate Arts Examination and was appointed an Assistant Master at Morpeth Grammar School in Northumberland about 1877. There he graduated B.A. London as an external student, a truly remarkable achievement for a self-taught man. In due course he became Second Master at Morpeth but in 1891 he gave up his post there to take over a small private boarding school at Brentwood, Essex, and developed it until he had about 100 boarding and day pupils; he retired in 1920 and died in 1940.

Johannes Martin Bijvoet, 23 January 1892 - 4 March 1980

1983 ◽  
Vol 29 ◽  
pp. 26-41 ◽  
Keyword(s):  
Blast Furnace ◽  
Secondary School ◽  
Primary School ◽  
Early Years ◽  
Early Age ◽  
The Third ◽  
The Family ◽  
The City ◽  
Harmonious Family

Johannes Martin Bijvoet* was born on 23 January 1892 in Amsterdam. His father, Willem Frederik Bijvoet, owned a dye factory. His mother was Barendina Margaretha Ruefer. He was the third of four sons in a harmonious family. His eldest brother, Willem Frederik, became a well known gynaecologist; his second brother, Bernard, became a famous architect; and his youngest brother, Frederik, succeeded his father in the management of the dye factory. The family lived in a traditional old house on the banks of one of his beloved Amsterdam’s many canals, the Binnenkant. In addition, they owned a small summer house in the dunes near IJmuiden, which was, in Bijvoet’s own words, ‘unequalled for romantic beauty, but in later years wiped out by the extension of a blast furnace site, so that even at an early age I met with the reverse of industrial blessing’. From 1897 to 1903 young Bijvoet went to the primary school ‘Zeemanshoop’ (sailor’s hope) at the Prins Hendrikkade, and from 1903 to 1908 he attended secondary school, the ‘Eerste vijfjarige HBS’ (literally: first five-year higher civil school) on the Keizersgracht. From these early years, spent in the old centre of the city, dated his lifelong attachment to Amsterdam .

Harold King, 1887-1956

1956 ◽  
Vol 2 ◽  
pp. 157-171 ◽  
Keyword(s):  
General Interest ◽  
Final Examination ◽  
Grammar School ◽  
Head Teachers ◽  
Interest In Science ◽  
Fellow Student ◽  
The Family ◽  
Church School ◽  
The Village ◽  
The Church

Harold King, who died on 20 February 1956, was brought up in Wales, although he had no Welsh blood in him. His father, Herbert King, who, together with his wife, came of Lancashire farming stock, was a schoolmaster by profession; he had received his training at Carmarthen and had hence become specially interested in Welsh education. Harold, the eldest of four children, was born on 24 February 1887 in the village of Llanengan, Carnarvonshire, where his mother was headmistress of the church school, his father being headmaster of the church school at the neighbouring village of Llanbedrog. Soon after Harold’s birth the family moved to Llanystumdwy, where his parents were headteachers of the church school until 1891; in the latter year they moved again, this time to Bangor, the move being dictated by Herbert King’s desire to provide the best education for his children; the parents remained head teachers of the St James Church School in Bangor until their retirement in 1923. It was in this modest and serious-minded environment that Harold King grew to manhood, and the marks of his upbringing remained with him to the end of his life. His earliest education was received at the school where his parents taught; from this he moved to Friars’ Grammar School, Bangor, where he spent about five years, and in 1905 he entered University College,, Bangor, as the holder of two scholarships. King himself has recorded that at this time he had a general interest in science, but was quite undecided as to which particular branch he would pursue. At the end of his intermediate course he was still undecided, but at this stage he was influenced by the advice of a fellow student to choose chemistry as one of the subjects for his final examination. The advice that was given to King was based on the excellence of the teaching of chemistry by the late K. J. P. Orton who held the chair at Bangor; it was a fortunate circumstance that he accepted this advice, for as he himself said, under the inspiration of Orton’s teaching he found chemistry both interesting and easy; his period of indecision was over; he had found the chosen subject for his life’s work, and in 1909 he graduated with first class honours.

scholarly journals Norman James Petch, 13 February 1917 - 9 December 1992

1995 ◽  
Vol 41 ◽  
pp. 342-357 ◽  
Keyword(s):  
World War I ◽  
Early Age ◽  
Grammar School ◽  
Good Sense ◽  
World War ◽  
The West ◽  
The Family ◽  
Great Love ◽  
The Village ◽  
General Strike

Norman Petch was born in Glasgow on 13 February 1917, the third child in a family of three boys and one girl. He had an English father who was a commercial traveller in drapery for most of his working life, and a Scottish mother. The family moved to England shortly after World War I, where most of his youth was spent in various parts of the West Riding of Yorkshire. He was not to live again in Scotland until relatively late in his career, when in 1973 he became Professor of Metallurgy at Strathclyde University. Despite this, he was proud of his Scottish origins, and had a great love of Scotland which was reflected in his eventual retirement to Culbokie in the Black Isle. Norman’s grandfather lived at Findon Cottage in Culbokie where he had been the agent for Sir George MacKenzie, a large landowner. His property, comprizing a delightful cottage and 10 acres, was a constant attraction to Norman from the age of two through his school years, and indeed throughout his life provided a serene environment in which to relax and to write, and finally a retirement haven. His education began in Yorkshire in the local school in the village of Aberford, where he exhibited an early interest in technology by making a crystal wireless set and by showing a mature knowledge of the workings of the family car. During the General Strike in 1926 Norman built a trolley from an old tin bath and pram wheels in order to transport logs from a nearby wood, as coal was unavailable at this time. He was clearly a contemplative child who played long games of chess with his father, and at an early age revealed a thoughtful attitude to life. In later years he was not a person to provide instant wisdom, but after mature reflection could be relied on to talk very good sense. His secondary education was principally at the Grammar School in Tadcaster, but completed at the West Leeds High School when the family moved to Leeds.

David Graham Lloyd. 20 June 1937 — 30 May 2007

2007 ◽  
Vol 53 ◽  
pp. 203-221 ◽  
Author(s):  
Spencer C. H. Barrett ◽  
Deborah Charlesworth
Keyword(s):  
High School ◽  
New Zealand ◽  
Primary School ◽  
Boarding School ◽  
Early Years ◽  
Identical Twin ◽  
Twin Brother ◽  
The Family ◽  
Country Life ◽  
Long Jump

David Graham Lloyd was born on 20 June 1937 at Manaia, Taranaki, New Zealand, slightly ahead of his identical twin brother, Peter. The births caused surprise to the family because twins were not expected. His father was a dairy farmer, and David's early years were immersed in country life and helping on the farm. David's mother died of cancer when he was eight years old and his father brought up the twins, as well as his elder siblings, Judith and Trevor, with the help of their grandparents, who farmed next door. Although the death of their mother was a sad loss, David seems to have had a happy childhood and to have excelled at primary school before moving to boarding school with Peter in 1950. At New Plymouth Boys High School, David was most interested in the sciences and also in sports, for which the school was well known. Although relatively small in stature, he played in the first team at rugby, was a tenacious tackler, and also excelled at sprinting and long jump.

Leslie Hugh Norman Cooper, 17 June 1905 - 19 September 1985

1994 ◽  
Vol 39 ◽  
pp. 111-128
Keyword(s):  
World War I ◽  
Early Years ◽  
Poor Health ◽  
Early Age ◽  
Full Time ◽  
Grammar School ◽  
World War ◽  
Music Student ◽  
North Wales ◽  
The Family

Leslie Henry Norman Cooper was born in Broadstairs on 17 June 1905, the son of Charles Herbert Cooper and Annie Cooper (née Silk). His father, Charles, had talents in drawing, painting, kitchen gardening and fishing but he had poor health and never had a full-time occupation. He was twice turned down as a volunteer for the army in World War I. The family lived frugally on income from inheritances from the Australian branch of the Cooper family. They moved to Conwy, North Wales, in 1915 because of the war threat. His father died in 1933. Leslie Cooper was educated at the John Bright Grammar School in Llandudno. From these early years he developed a deep affection for the countryside, and particularly for the mountains of North Wales, which was to remain with him for the rest of his life. He was an exceptional scholar and, on leaving school in 1921 at the early age of 16, he was awarded the Eyton Williams Scholarship, a State Scholarship and the Caernarvonshire County Exhibition, each of which was tenable for three years at University College North Wales, Bangor. There he met his future wife, Gwynedd Daloni Seth Hughes, a music student and a native of Bangor.

scholarly journals Hvorfor kom N. F. S. Grundtvig ikke i Viborg Latinskole?

1951 ◽  
Vol 4 (1) ◽  
pp. 92-94
Author(s):  
F. Paludan-Müller
Keyword(s):  
Boarding School ◽  
Final Examination ◽  
Grammar School ◽  
Guinea Coast ◽  
Whole School ◽  
The Family ◽  
Turn Over ◽  
The University

Why did N. F. S. Grundtvig not go to the Grammar School in Viborg? By F. Paludan-Miiller. N. F. S. Grundtvig had three elder brothers, who all became clergymen like himself. These brothers were: 1) Otto Grundtvig (1772—1833), who entered the University in 1789 from Herlufsholm boarding-school in South Sjaelland and afterwards was a clergyman on the island of Falster and subsequently in the vicinity of Copenhagen; 2) Jacob Ulrich Hansen Grundtvig (1775—1800), who entered the University from Viborg Grammar School in 1795 and died as a clergyman in the Danish colony on the Guinea Coast; 3) Niels Christian Bang Grundtvig (1777—1803), who also entered the University from Viborg, in 1796, and also died as a clergyman on the Guinea Coast. Both these elder brothers who were nearest in age to N. F. S. Gr. were prepared as private pupils for some years by Pastor L. Feld before they were sent to the Grammar School in Viborg. N. F. S. Grundtvig, too, was taught as a private pupil, from his ninth to his fifteenth year, by Pastor Feld (who at that time was a clergyman at Thyregod in the middle of Jutland). Strangely enough, he was afterwards sent to the Latin School in Aarhus, and not to Viborg as one would naturally have expected. The reason for this may perhaps be found in the behaviour of his elder brothers as students at Viborg Grammar School, for its records show that their careers at the school were not very successful. Jacob was a stubborn character and not a very diligent student. In 1794 he and another boy attacked some of their fellow-pupils during a game of ball, and he was subsequently reprimanded in front of the whole school, and very nearly sent down. But he promised to turn over a new leaf, and remained at the school, which he left in 1795 after doing badly in his final examination. Niels also showed a lack of diligence, and, in consequence of this, was a »private pupil« during his last two years at school, which at that time meant, among other things, that the school took no responsibility for him as a student. However, he did very well in his final examination in 1796. — Presumably it was these circumstances which caused the family to decide to send the youngest brother (N. F. S. Grundtvig) to Aarhus.

Willis Jackson, Baron Jackson of Burnley, 1904-1970

1971 ◽  
Vol 17 ◽  
pp. 379-398
Keyword(s):  
Primary School ◽  
Great Majority ◽  
Early Age ◽  
Grammar School ◽  
The University ◽  
University Of Manchester

Lord Jackson of Burnley, distinguished technologist, educationist, statesman of science and unforgettable personality, ‘Willis’ as he was known to his innumerable friends, died at the relatively early age of 65 on 17 February 1970, at the height of his career and in the midst of activities in the service of his country. Jackson was born in Burnley, Lancashire, the only son of Herbert Jackson, Parks Superintendent, and Annie née Hiley). From the start his motivations were strong, sufficient to obtain from Rosegrove Primary School (1909- 1916) a scholarship to Burnley Grammar School (1916-1922), and thence the rare distinction of a Burnley Educational Committee Scholarship of £60 per annum for three years to the University of Manchester. One of his oldest friends, Professor Jack Allen, writes of his undergraduate years—‘I remember clearly that it was generally recognized by students and staff that a “star” was among us, extremely gifted, very proud of Burnley, and happy to share his gifts with fellow-students not so bright as himself, and with a sparkle of fun in his eyes. He was apparently able to follow Professor Beattie’s highly original lectures without difficulty—an achievement which impressed the great majority, who found them quite baffling.’

‘On some precipice in a dream’: Representations of Guilt in Contemporary Young Adult Gay and Lesbian Fiction

2012 ◽  
Vol 5 (2) ◽  
pp. 184-194
Author(s):  
Kate Norbury
Keyword(s):  
Young Adult ◽  
Identity Development ◽  
Gay And Lesbian ◽  
Early Age ◽  
Survivor Guilt ◽  
Sexual Identities ◽  
Best Friend ◽  
Positive Identity ◽  
The Family ◽  
Depressive Episodes

This article explores the representation of guilt in six recent young adult novels, in which it is suggested that teen protagonists still experience guilt in relation to their emerging non-normative sexual identities. The experience of guilt may take several different forms, but all dealt with here are characterised by guilt without agency – that is, the protagonist has not deliberately said or done anything to cause harm to another. In a first pair of novels, guilt is depicted as a consequence of internalised homophobia, with which protagonists must at least partly identify. In a second group, protagonists seem to experience a form of separation guilt from an early age because they fail to conform to the norms of the family. Certain events external to the teen protagonist, and for which they cannot be held responsible, then trigger serious depressive episodes, which jeopardise the protagonist's positive identity development. Finally, characters are depicted as experiencing a form of survivor guilt. A gay protagonist survives the events of 9/11 but endures a breakdown, and, in a second novel, a lesbian protagonist narrates her coming to terms with the death of her best friend.

Primary School Education in India: An Overview

2011 ◽  
Vol 3 (5) ◽  
pp. 439-440
Author(s):  
R. Solai Raja R. Solai Raja ◽  
◽  
S. Banumathi S. Banumathi ◽  
T. Dhanabalan T. Dhanabalan
Keyword(s):  
Primary School ◽  
School Education ◽  
Education In India

Konsep Orang Tua Yang Durhaka Dalam Perspektif Islam

AKADEMIKA ◽  
2017 ◽  
Vol 11 (1) ◽  
pp. 116-124
Author(s):  
Siti Suwaibatul Aslamiyah
Keyword(s):  
Family Environment ◽  
Social Life ◽  
Adult Life ◽  
Growth Period ◽  
Early Age ◽  
Family Roles ◽  
Good Person ◽  
Elderly Parents ◽  
The Family ◽  
Expectant Mothers

Many are peeling many of wich explore the child’s ungodly behavior to parents, but few who explore the opposite phenomenon of the ungodly behavior of parents against their children. Children is a grace from God of Allah swt to his parents to be grateful, educated and fostered to be a good person, strong personality and ethical Islamic. While, the development of religion in children is largely determined by the education and their experience, especially during the pre-election period of expectant mothers and fathers and the first growth period from 0 to 12 years. For that, the author is moved to explore and examine (about) the concept of elderly parents in the perspective of Islam. This is the author thoroughly to know who exactly the child in his existence according to Islam? What is the rule and rule of education in family and family roles in children’s education? What are the preparations (actions) that are classified as the ungodly behavior of parens against the child? In this study shows there is an effect (impact) between the family environment (parents) on the formation of islamic character and ethics in children from an early age mainly from the factors of prospective fathers and prospective mothers so the authors get the correlation that the failure of good personality planting in early childhood will turn out to form a problematic person in his adulthood (his grow up). While the success of parents guiding their children will determine the formation of character and their morals so that the family environment conditions are crucial for the success of children in social life in their adult life later (after grow up).  In this study resulted in the conclusion that there are some things that make the parents become ungodly against their children and it has been conceptualized in the holy book of the Qur’an which at least in this study collected there are 14 components of eldery behavior of the lawless to their children.

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