scholarly journals Quintin Mcgarel Hogg, Lord Hailsham of St Marylebone. 9 October 1907 – 12 October 2001

2002 ◽  
Vol 48 ◽  
pp. 221-231
Author(s):  
Geoffrey Lewis

Of those Fellows elected under Statute 12 for services and achievements outside the range of the natural sciences, Quintin Hogg had special claims to be chosen. The missionary strain to educate ran deep in his family. When his grandfather, the first Quintin Hogg, left Eton he immediately began bible classes for ragged boys under the arches at the Adelphi near Charing Cross. This embryonic educational enterprise grew rapidly. In 1882, when he was not yet 40, he started the first Polytechnic, from which all others took their name, in Regent Street just north of Oxford Circus. The idea was to provide a place where underprivileged men could find an outlet for ‘any healthy desire, physical, spiritual, social, or intellectual, which he possessed’. It was the first university for the underprivileged. Within seven years some 70 000 young men had enrolled. The Polytechnic was in the bloodstream of the Hogg family.

2010 ◽  
Vol 50 (4) ◽  
pp. 460-487 ◽  
Author(s):  
Kenneth Nivison

In 1827, two years after its incorporation as a college and six years removed from its founding as a “collegiate institution,” Amherst College revamped its curriculum into what it called a “parallel course of study.” In this new scheme, students were allowed to follow one of two tracks during their college years. Courses in mathematics, geography, logic, rhetoric, the natural sciences, philosophy, and theology were still required of all students, but they were permitted to substitute a variety of new offerings in place of instruction in ancient languages and literature—choices ranging from French or Spanish to drawing or civil engineering. The faculty of the college were clear in their rationale for such a change: echoing the sentiments of the nation's President John Quincy Adams, they argued that theirs was “emphatically an Age of Improvement,” one which necessitated altering the structure of the college course. They warned that if the college did not reform its course offerings it would witness the rise of new institutions better equipped to provide for the needs of young men, threatening the existence of Amherst and other colleges committed to liberal education. “Let our Colleges promptly lead on in the mighty march of improvement,” they stated, “and all will be well; but let them hesitate and linger a little longer, and many of their most efficient friends will go on without them.”


2007 ◽  
Vol 40 (2) ◽  
pp. 15
Author(s):  
HEIDI SPLETE
Keyword(s):  

1998 ◽  
Vol 47 (4) ◽  
pp. 571-574
Author(s):  
Lal Bahadur Singh ◽  
Parmanand Prasad Singh ◽  
Meera Kumari

2009 ◽  
Author(s):  
Gary William Harper ◽  
Andrew Riplinger ◽  
James David Mbuguah ◽  
Benjamin Karegi ◽  
Eileen O'Callahan ◽  
...  

2009 ◽  
Author(s):  
Mary Gray ◽  
Gino Galvez ◽  
Ashley Boal ◽  
Alison Leach ◽  
Margaret Braun ◽  
...  
Keyword(s):  

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