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.

The man with the terrible trousers

2017 ◽  
Author(s):  
Sir John Dermot Turing
Keyword(s):  
Social Norms ◽  
Foster Parents ◽  
Boarding School ◽  
Direct Control ◽  
Social Conventions ◽  
Whole School ◽  
Alan Turing ◽  
Family Perspective ◽  
The Family ◽  
Prep School

My uncle, Alan Turing, was not a well-dressed man. It is a tribute to those who employed him that he was able to flourish in environments that ignored his refusal to comply with social norms as much as he disregarded mindless social conventions. Social conventions, however, became an increasingly powerful influence over his life. Here I retell the story from the family perspective. There is an old photograph in the family album that shows Alan in his last years at Sherborne (Fig. 2.1). It was taken in June 1930—a few months after his friend Christopher Morcom’s death—and Alan looks relaxed and happy. But his trousers are a complete disgrace. It is not clear who took the picture, but the timing suggests that it was done at Commemoration, the annual festival at Sherborne to which parents and dignitaries are invited, and where boys, particularly senior boys, should be smartly turned-out. Ordinarily, Alan’s mother (my grandmother) would have intervened and spruced him up. But given that Alan was, like other boarding-school boys, responsible for his own clothes, she probably had no control over him any more, if indeed she ever had done. My grandmother had had little direct control over Alan during his formative years. My grandfather was serving the Empire in India, and she, as a good memsahib, was expected to be with him to run his household. (From the distance of a century or so, this seems a waste of talent, for my grandmother had a formidable intellect as well as many other gifts, and in a later age would probably have become a scientist of distinction.) So Alan was deposited in England with foster parents in St Leonards-on-Sea, and at nine years of age was sent off to a prep school called Hazelhurst, near Frant in Sussex. School seems to have been a reasonably good experience for him—at least in his first term. There was the incident of the geography test. At that time my father, being four years older than Alan, was in the top form while Alan was in the bottom one. The whole school was made to do a geography test. Turing 1 (my father) got 59 marks and Turing 2 (Alan) got 77; my father considered this a thoroughly bad show.

Frederick Maurice Rowe, 1891-1946

1948 ◽  
Vol 6 (17) ◽  
pp. 231-250
Keyword(s):  
Technical Training ◽  
Grammar School ◽  
The West ◽  
Textile Dyeing ◽  
The Family ◽  
Strong Attachment ◽  
The University ◽  
Edict Of Nantes

Frederick Maurice Rowe, Professor in the Department of Colour Chemistry and Dyeing at the University of Leeds, died on the 8 December 1946, at the age of fifty-five. He was born on 11 February 1891 at Stroud in Gloucestershire where his father, H. J. Rowe, was engaged in business as a coal merchant and dealer in builders’ materials, under the name of Wood and Rowe. From 1901 to 1908 he attended Marling School, Stroud, and always retained for it a strong attachment for which there were solid grounds. The school, founded and endowed in 1887 by Sir Samuel Marling, a prominent figure in the West of England cloth trade in that part of Gloucestershire, had attracted the attention of the Worshipful Company of Cloth workers by whose efforts a Department of Dyeing had been established at the Yorkshire College, Leeds. The Company decided to provide funds for an annual leaving scholarship to help a Marling School boy to proceed to Leeds for two years’ technological training in textile dyeing at the College. Similar provision was made at Cheltenham Grammar School and in consequence there were unusual opportunities for boys from Gloucestershire to go north for scientific and technical training whilst becoming familiar with another district famous for its woollen industry. On his mother’s side Rowe was descended from a family of Huguenots who fled from France after the revocation of the Edict of Nantes in 1685 and settled in Gloucestershire to practise their craft of woollen manufacture with which some members of the family continued to maintain a connexion. This circumstance and the Cotswold environment may have helped to direct Rowe’s choice of a career, but a love for chemistry was awakened in him by one of the masters at the school, Bartlett, whose influence in after years he frequently acknowledged with gratitude.

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 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.

scholarly journals And Nothing But the Truth by K. Pearson

2013 ◽  
Vol 3 (1) ◽  
Author(s):  
Debbie Feisst
Keyword(s):  
Young Adult ◽  
Boarding School ◽  
University Student ◽  
Young Adult Fiction ◽  
Full Time ◽  
Art Teacher ◽  
University Of Alberta ◽  
Award Winning ◽  
The Family ◽  
The University

Pearson, Kit. And Nothing But the Truth. Toronto: Harper Collins, 2012. Print. Victoria, B.C.-based and Governor General Award-winning author Kit Pearson delights yet again with her sequel to 2011’s The Whole Truth, which won the 2012 Canadian Library Association’s Book of the Year for Children Award and was previously reviewed in Deakin. Progressing three years since the first book in the ‘duology’, the year is now 1935, and our beloved heroine, Polly, almost thirteen years of age, is being made to move to Victoria to attend the same boarding school that her sister Maud excelled at and enjoyed so much. Polly would much rather spend the days with her doting grandmother, Noni, and exploring the wilds of Kingfisher Island with her sweet dog, Tarka, than attend St. Winifred’s School for Girls. Polly has her mind firmly set on not being a full time boarder and spending every weekend at home, to the detriment of her experience at St. Winifred’s as well as her ability to make friends at the school.  Noni, however, understands the need for a strong education and encourages Polly to stay full time even though they will miss each other dearly. The draw of attending Special Art classes every Saturday is finally enough to convince a budding talent like Polly, in addition to the gentle encouragement from her trusted art teacher. A magical scene in which Polly meets and interacts with the famous Canadian painter Emily Carr is especially poignant. Polly’s older sister Maud, now a university student in Vancouver, continues to play a large role in the story as well as in Polly’s life. Polly struggles amidst the headmistress’s constant reminders of what an intelligent and faithful student her older sister was. Now a young woman, Maud is changing and no longer readily accepting the ideals that St. Winifred’s instilled in her. As Maud suddenly begins to distance herself from the family, Polly yet again finds herself in a dilemma that threatens to tear their family apart. The ending, including the wonderful afterword that is often lacking from young adult fiction yet so satisfying, is bittersweet as we say goodbye to characters we have grown to love. This book and its prequel would make a lovely gift set for a tween girl. Highly recommended: 4 out of 4 stars Reviewer: Debbie Feisst Debbie is a Public Services Librarian at the H.T. Coutts Education Library at the University of Alberta.  When not renovating, she enjoys travel, fitness and young adult fiction.

John Bretland Farmer, 1865-1944

1945 ◽  
Vol 5 (14) ◽  
pp. 17-31 ◽  
Keyword(s):  
Sixteenth Century ◽  
Natural Science ◽  
Royal Botanic Garden ◽  
Grammar School ◽  
Botanic Garden ◽  
The Family ◽  
Obituary Notice ◽  
The University ◽  
Made In

By the death of Sir John Farmer in 1944 biology lost a remarkable personality, notable not only in academic botany and in the field of its application, but also as an administrator. He was born on 5 April 1865 at Atherstone, the son of John Henry Farmer and Elizabeth Corbett, née Rutland. The family was an old Leicestershire one of which the earlier name was Warde, the change to Farmer being made in the sixteenth century. He attended the Queen Elizabeth Grammar School at Atherstone, but owing to temporary ill-health he left after five years and was later educated privately. He went to Magdalen College, Oxford, in 1883 holding a demyship in natural science from that year to 1887, when he took a first class in the Honours School of Natural Science. While at Oxford Farmer came under the influence of Isaac Bayley Balfour, who was Sherardian Professor of Botany for the brief period of 1884-1888, when he went to Edinburgh as Professor of Botany in the University and Regius Keeper of the Royal Botanic Garden, a post which Balfour’s father had held before him. In after life Farmer always spoke most warmly of Bayley Balfour as teacher, botanist, gardener and friend, and ended an obituary notice of his old teacher with this high appreciation, ‘Really great men are very rare and Isaac Bayley Balfour was one of them’. It is probable that Farmer owed to Bayley Balfour not only encouragement in botany but also his gardening enthusiasm.

scholarly journals Christopher Kelk Ingold, 1893-1970

1972 ◽  
Vol 18 ◽  
pp. 348-411 ◽  
Keyword(s):  
Grammar School ◽  
Isle Of Wight ◽  
The Family ◽  
University College ◽  
The University

Christopher Kelk Ingold, the son of William Kelk Ingold and Harriet Walker Newcomb, was born at Forest Gate, London, on 28 October 1893. On account of his father’s health, the family moved to Shanklin, Isle of Wight, while he was still an infant. His father, William Kelk Ingold, died when Christopher was only 5 years old, and his sister Doris, who survives him, was only 2 years old. Christopher Ingold attended Sandown Grammar School, and went on to Hartley University College, Southampton, now the University of Southampton; there he obtained his B.Sc. Honours Degree as an external student of the University of London in October 1913. At school and at college he was better at physics than at chemistry; but at Southampton in those days, physics was taught as a completed subject, very neat and tidy and rather dull, whereas chemistry, under Professor D. R. Boyd, was taught as a living, growing, and exciting subject, and he therefore decided to take up chemistry. He does not seem to have played games at school or college; however, he once told the writer that he could have done better in his degree examinations if he had not devoted so much time to playing chess in the Union.

Mao's Wife—Chiang Ch'ing

1967 ◽  
Vol 31 ◽  
pp. 148-150
Author(s):  
Hao-Jan Chu
Keyword(s):  
Primary Education ◽  
Performing Arts ◽  
Boarding School ◽  
University Library ◽  
The Family ◽  
Provincial Capital ◽  
The Government ◽  
The University

Chiang Ch'ing was born Li Yun-ho in 1913 in Chiucheng, Shantung Province. When she was very young her parents separated and her mother took her with her elder sister to the provincial capital of Tsinan. At the end of her primary education Chiang was sent to the Provincial Vocation School for Performing Arts in Taian, a boarding school with tuition provided free by the government as her father was no longer contributing to the support of the family. In Teturn for free education the students were obliged upon graduation to join the experimental troupe as unpaid apprentices for an unspecified period. While a student at the school Chiang had an affair with the principal, Chao T'ai-mou, who in 1930 took her to Tsingtao when he went to teach in the newly-founded National Tsingtao University. Unqualified for acceptance as a student, Chiang found a post in the university library as a junior assistant copying index cards.

scholarly journals Maurice Neville Hill, 1919-1966

1967 ◽  
Vol 13 ◽  
pp. 192-203
Keyword(s):  
Nobel Prize ◽  
Boarding School ◽  
John Donne ◽  
The Other ◽  
King's College ◽  
The Family ◽  
University College ◽  
University College London ◽  
And Mathematics ◽  
The University

Maurice Hill was born in Cambridge on 29 May 1919. His father was A. V. Hill, the distinguished physiologist, who was at that time a Fellow of King’s College, Cambridge. In 1913, A. V. Hill married Margaret Keynes, the sister of Maynard Keynes, the economist, and of Geoffrey Keynes, the surgeon and author of erudite bibliographies of William Harvey, John Donne and others. Margaret’s father was J. N. Keynes (1852-1949), Registrary to the University, a Fellow of Pembroke College until his marriage, and the author of a well-known book on statistics. His wife Florence Ada Keynes ( née Brown), who was one of the earliest students of Newnham College, was Mayor of Cambridge in 1932 and published two books, one when she was 86 and the other three years later. Maurice was the youngest of a family of four children, having one brother and two sisters. Shortly after Maurice’s birth, the family moved to Manchester where A. V. Hill became Professor of Physiology and received a Nobel Prize. In 1923 they moved to Highgate when A. V. Hill became Professor of Physiology at University College London. At the age of six Maurice went to Byron House School. His school reports have been preserved; they give a picture of an intelligent little boy with an ‘open, happy nature’, interested in many things but finding neatness in writing hard to attain. In 1928 he went to Highgate Junior School where he stayed for almost three years. His performance and reports were undistinguished and he was sent for a year and a half to Avondale, a boarding school at Clifton, near Bristol. Here his work at once improved and he was consistently near the top of his class. In 1932 he returned to Highgate and started in the Senior School as a day boy. He remained there till 1938. From the start he found an interest in physics and mathematics.

scholarly journals Bertram Dillon Steele, 1870-1934

1934 ◽  
Vol 1 (3) ◽  
pp. 345-348
Keyword(s):  
17Th Century ◽  
First Year ◽  
Grammar School ◽  
The Third ◽  
Professional Success ◽  
The Family ◽  
University Professor ◽  
The Law ◽  
The University ◽  
The Church

Bertram Dillon Steele was born on May 30, 1870, at Plymouth, where he spent his boyhood and attended the Grammar School. It was a tradition in the family that they were the descendants of a member of the outlawed Macgregor clan who, early in the 17th century, had taken the name of Steele and migrated southwards. Be that as it may, several members of the family had attained professional success in the Church, the Law or the Army, and Bertram was the third of his race to achieve the position of a University professor. Emigrating as a youth to Australia, he at first studied Pharmacy, intending to take it up as a business; but in his first year as a student in the University of Melbourne he found that his true bent was for Science and especially for Chemistry.

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