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creative life, and grow by doing it, and be 'bitten' with the desire to do, and gain in purpose, in determination, in self-determination, in confidence, and outlook. My own view is that at an early stage every effort should be made to get a boy at a 'grip' with some part of knowledge, and that we must not be afraid to specialise at the early ages of fifteen to seventeen, for when once a boy has been caught with the love of research he will go on, and can widen out at a later stage. In fact, he will find the need for extending his knowledge and capacities. Examinations tend the other way, with, as I think, disastrous effects on many a creative boy.
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be "Dalton-like", and to pursue original research of their own. The senior boys also took part in what were called "conversaziones": presentations to their peers (and others) of practical experiments in the sciences, categorised into physics plus mechanics, chemistry, biology, or workshop. These took place in the spring term, and boys who participated were allowed four or five days off all other work immediately before Speech Day, for work on their presentations, although at any other time work was expected to be done outwith school hours.
108:, invited him to come to the school and be an assistant master teaching physics. Welldon himself had been appointed some two years before, on 1883-03-12, and his appointment of Sanderson developed from the work of a special committee, including Welldon, which had met on 1884-06-11. One of the things that the committee had discussed was a perceived lack of teaching facilities at the college for practical mechanics, a subject that had been raised the year before in the February edition of the college magazine,
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Dawkins' own, had stripped from the quotations (as compared to the texts of those sermons to be found in the 1923 official biography) any mention of religion, despite
Sanderson's background in theology. Wilson observed that "some would consider it dishonest" of Dawkins to have omitted this, since from Dawkins' nonetheless laudatory and moving biography the reader would not have learned that Sanderson was a religious man. Mark T. Coppenger, professor of Christian Apologetics at the
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spacious manner, the class-rooms being replaced by halls or galleries, in which the children can move in the midst of abundance, and do and make and research; not confined to a class-room. We shall see how much wider the range of masters must be. We must have the crafts well represented, and a wide range of science, with workshops, scientific laboratories, gardens, fields. Also several languages will be taught, and there should be a spacious library, and art-room, and museum.
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accent, and had a violent temper. The lack of holy orders, whilst insisting upon leading religious services at the school, raised questions of his religious orthodoxy. Because of the lack of a public school education, people held that he didn't have experience of what boarding school education was about. Of the lack of an athletic record, one of the biographers wrote in the official school biography:
455:, an old boy of the school, was invited to the school to present the first in what was to be a series of annual Oundle Lectures. Michael Downes, a modern language master at the school and the school's recently appointed Sanderson Fellow, suggested to Dawkins that he use Sanderson as the subject of his lecture. Dawkins did so, and just over a week later, wrote an article for
271:, or any other such "uncharted" author, over Shakespeare; on the grounds that annotated copies of the works of such authors, providing ready-made opinions to be regurgitated for examinations, were not available, and therefore boys had to form their own opinions. He favoured Ruskin in particular because his opinions were controversial, and thus potentially stimulating.
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The composite [staff-written] volume, as was natural, erred on the side of hero-worship, whereas Mr Wells's [own book] showed, as some think, characteristic lapses from good taste. Somehow, between them, the real man has got overlaid and
Sanderson is on his way to becoming a legendary
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Sanderson regarded schools as altruistic institutions, which should encourage coöperation rather than competition, and regarded them as microcosms of the world that they exist in. In the address to the
University of Leeds, he argued that it was more important "for the effective growth of the nation"
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This vision can be compared to the building program that
Sanderson undertook at Oundle over the years, which comprised the construction of laboratories, workshops, metalwork and woodwork shops, a forge, a foundry, botanical gardens, a meteorological station, an experimental farm, a drawing office, an
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However, Sanderson appointed new assistant masters who shared his views, and ousted those masters that he had inherited from his predecessor who did not, such that after some seven years only three of the latter remained. (The dismissal of the
Reverend Richard Edmonds Jones, the school chaplain, led
129:
Dulwich was far from the only school in the middle-to-late 19th century that was feeling the pressure to modernise and to expand its curriculum to include engineering and the sciences. Such pressure was widely felt by many schools. One such was Oundle School, whose failure to keep up with the times
95:
He married Jane
Hodgson (of Broughton Hall, Cumberland) in 1885, and they had two sons and one daughter: Roy Broughton (1889–1918, killed in France), Thomas Stuart (born 1890) who became a barrister, and Mary Dorothea (born 1897). From 1893, she ran the boarding house for Oundle School's preparatory
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Sanderson's views on education were very similar to Wells', and
Sanderson's reform programme was a practical instance of the progressive, science-based, coöperative, and systematic reformism that Wells himself also advocated. Both Sanderson and Wells believed that education should be a synthesis of
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Sanderson's initial few years at Oundle were difficult ones. He faced stiff opposition to his reforms from staff, boys, and townspeople. Partly this was because of his background. He didn't have holy orders, hadn't attended a public school, wasn't particularly athletic, spoke with a strong Durham
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He was very historically minded. His so-called scripture lessons, for example, were not really very much to do with theology, but tended to treat the Bible in a purely historical manner. He also brought the school fame through an expansion of science and engineering, and though I read classics, I
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A similar approach was adopted for non-engineering subjects, such as history and literature. A whole form would be subdivided into groups, each responsible for studying one aspect of a particular subject, whose collective work would be combined to form an overall result. Pupils were encouraged to
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In addition to the extensive building programme, Sanderson completely reformed Oundle's curriculum. He introduced wholly new subjects including biochemistry and agriculture, and restructured the school into
Classical, Modern Languages, Engineering, and Science sides. The latter two attracted boys
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He also wasn't well served by the fact that he wasn't very good at communicating his ideas, and it took a long time for him to convey to people what he was planning and aiming to achieve. "It is possible he would have found his earlier years at Oundle easier if he had been more articulate." opined
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Of all the men I have met ... only one has stirred me to a biographical effort. This one exception is F.W. Sanderson, for many years the headmaster of Oundle School. I think him beyond question the greatest man I have ever known with any degree of intimacy. ... To tell his story is to reflect upon
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On the subject of coöperation over competition, he asserted that "the two are not of the same order of dimensions", and that the stimulation to be obtained by a pupil from the former was far greater than the stimulation from the latter. He also maintained that boys learned best by doing, and that
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It is an undeniable fact, I fear, that to command the full respect of the very young male a master must give some proof of physical prowess or at least have some athletic legend attached to his name. It was even suggested that the Head was "not a public-school man and did not know what was what,"
522:
Sanderson House, one of the boarding houses of Oundle School (now and since 2000 a girls' boarding house, after the school began to admit both sexes), is named after
Sanderson and was constructed in 1938. From 1992 to 2002, a Sanderson Trust funded the appointment of a fellow at the school whose
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The methods will change from learning in class-room to researching in the galleries; from learning things of the past to searching into the future; competition giving place to co-operative work. And somewhere within the field of work each boy or girl may find his own part, and so take part in the
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called it a "joyous essay" in which
Dawkins quoted "quite extensively" from the sermons that Sanderson had given in the school's chapel. Wilson noted that Dawkins' account, whilst focussing upon Sanderson's inspirational qualities with respect to science and engineering, that Wilson likened to
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Wells's biography and the school-staff-written biography portray Sanderson differently: Wells (who deplored the neglect of the Temple of Vision after Sanderson's death) concentrated upon Sanderson's ideals, whereas the staff concentrated upon Sanderson's actual work at the school. The contrast
234:, who like Sanderson had lost a son (Eric Yarrow, an Oundelian) in World War 1. The project wasn't completed at the time of Sanderson's death, and he wavered somewhat on the name, sometimes referring to his idea as a "Tent of Meeting" or a "House of Vision". It's nowadays The Yarrow Building.
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To enable schools to carry out this prime duty, i.e. to make the highest use of each member, which is to say to make the school highly efficient, it is necessary to have a wide range of subjects in the school. We shall see what changes should come over schools. They must be built in a large and
120:
The next year, 1886, Sanderson's program of change had begun. He established an engineering side to the curriculum, that included physics, mathematics, workshop practice, and mechanical drawing. This reform and reorganisation was particularly notable for its practical, hands-on approach: boys
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observed that the headmaster-as-autocrat attitude, related in one history of Oundle School by the statement that Sanderson's masters were required to "see eye to eye with him; if they did not they must go", would land a modern British headmaster in the local newspaper, and possibly in jail.
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where he had started as assistant master, he introduced innovative programs of education in engineering. Under his headmastership, Oundle saw a reversal of a decline from which it had been suffering in the middle of the 19th century, with school enrollment rising from 92 at the time of his
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Dawkins is one of several recent commentators who have compared Sanderson to, or put him in the place of, modern headmasters. He observed that today Sanderson would have been headmaster of "a large, mixed comprehensive" and would have been "contemptuous of the pussyfooting, lawyer-driven
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still had to spend a lot of time gaining workshop experience. I learnt how to work a lathe, and how to do steam-engine compression diagrams. And these things stood me in enormous good stead later when, for example, I came to write the volume on mechanical engineering in Chinese history.
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the arts, humanities, and sciences; geared towards the individual aptitudes and interests of each pupil; and applied and technical in addition to theoretical and experimental. Wells also influenced Sanderson to include the teaching of Russian in the curriculum.
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fastidiousness of Health and Safety, and the accountant-driven league-tables that dominate modern education and actively encourage schools to put their own interests before those of their pupils". David E. Hellawell, professor of Education Management at the
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to "rescue the submerged, and raise the average" – in other words to ensure that the weak are not pushed out of education and to increase the average educational level of all pupils – than to focus exclusively upon enabling the progress of "men of ability".
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300. Sanderson historian Richard J. Palmer observes that it is "indicative of the importance of the post" that the only master at the college who was paid a higher salary than Sanderson's starting salary was C. Bryans, the Senior French Master.
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task was to further "in every possible way the opportunities open to Oundelians to understand the importance of industry to the prosperity of the nation". The position of Sanderson Fellow survives, although the funding trust no longer exists.
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Few of the headmasters during the inter-war period adopted Sanderson's ideas. Wells was particularly critical of Dr Kenneth Fisher, Sanderson's immediate successor at Oundle, for not maintaining the spirit of Sanderson's reformist programme.
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claiming that Britain's failure in World War One to that point had in part been to the neglect of "physical science" teaching in public schools in favour of the classics. The committee published a book in 1918, to which Sanderson contributed
530:. However, in the fire of 22 September 1965 it was completely melted. The original cast was still available, and another bust was made, that stood in the Piper Room until that room's refurbishment in 2001, when the bust was moved elsewhere.
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and co-authored by over fifty staff of the school, whose proceeds were to go to the school. However, Sanderson's widow objected to the way that Wells portrayed her husband, and Wells left the project in favour of writing his own biography,
354:. He also addressed the May 1919 conference of the League for the Promotion of Science in education, the successor to the 1916 Neglect of Science committee, and in 1917 was a member of a committee of the British Association (alongside
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marine engine. Workshop projects were organised as group work, and in the style of an industrial factory: individual tasks were allotted to individual boys, but what they produced had then to be integrated with the output of others.
80:, where he was the Van Mildert Theological Scholar, received a first-class BA in mathematics and physical science in 1877, and in 1881 was elected a university fellow. In the meantime, he had won an open mathematical scholarship to
42:. Wells had sent his own sons to Oundle, and was friendly with Sanderson. After Sanderson's death, which occurred shortly after delivering an address to Wells and others, Wells initially worked on his official biography, entitled
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and – precious examples of what is what! – that his bow ties were of the "made-up" variety and his cuffs detachable. Such is the snobbishness of little boys that these ridiculous falsehoods were enough to prejudice one's regard.
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involving all of the boys of the school. More than one boy was cast for each part in the play, to provide a share in the experience for each boy. In the teaching of English, Sanderson preferred to employ the works of
243:
to the school who would not have been interested in a strictly classical education. He also widened the scope of the teaching of the humanities, geography and history, to a degree unusual for the time.
480:, was one person who did in fact consider it so, saying that Dawkins' biography of Sanderson, which he too described as one that lauded Sanderson, was, in its omissions, "dishonest but understandable".
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didn't use models or drawings, but rather worked with and experimented upon actual working engines, dynamos, and other machines. The engineering laboratory had a working steam engine, for example.
112:. Both the master and the board of governors were in favour of such expansion, and on 1885-05-01, Welldon formally invited Sanderson to take up the post of physics master, at an annual salary of
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The museum was intended to be a "Temple of Vision", containing exhibits that illustrated the progress of humanity, and diagrams and charts of history. Its construction was funded by Sir
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The observatory was constructed the year before Sanderson died, 1921, on a school playing field, the Home Close, near to the centre of Oundle town, to house a 4-inch (102 mm)
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all the main educational ideas of the last half-century, and to revise our conception of the process and purpose of the modern community in relation to education.
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345:, he was a member of the 1916 Committee on the Neglect of Science, a lobbyist group of prominent scientists that had been formed after a letter written to
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Sanderson's aforementioned address to the University of Leeds also encompassed his vision of the ways that education should occur, continuing as it does:
68:(Baron Brancepeth), and Margaret Andrews. He attended the village school at Brancepeth, and was later a pupil teacher at the national school in nearby
2230:
Palmer, Richard J. (1981). "The life of F.W. Sanderson (1857–1922) with special reference to his work and influence at Oundle School (1892–1922)".
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Reader, W.J. (2002). ""At the head of all the new professions": the engineer in Victorian society". In McKendrick, Neil; Outhwaite, R. B. (eds.).
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414:, where, incidentally, the character name of the fictional headmaster changed from Henderson to Westinghouse. In the biography, Wells wrote:
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1970:
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Sanderson had been the inspiration for the character of Henderson, the progressive headmaster of the fictional Caxton School in Wells' novel
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Palmer, Richard J. (1977). "The influence of F. W. Sanderson on the development of science and engineering at Dulwich College, 1885–1892".
367:
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Mayer, Anna-K. (September 2005). "When things don't talk: knowledge and belief in the inter-war humanism of Charles Singer (1876–1960)".
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Public schools and British opinion since 1860: the relationship between contemporary ideas and the evolution of an English institution
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Other innovations included the boys of the school, each year, producing one of the plays of Shakespeare, and, in the winter term, an
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In the workshops, boys undertook a range of practical projects. During World War 1 they made parts for munitions, and in 1905 a
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between the two accounts of Sanderson was described by William George Walker, in his 1956 history of the school, thus:
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Sanderson's earliest ventures into educational reform began in 1885, when the Master of Dulwich College, the Reverend
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Addison, Henry Robert; Oakes, Charles Henry; Sladen, Douglas Brooke Wheelton (1906). "Frederick William Sanderson".
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2317:, ed. (1927). "Board of Education Report of the Consultative Committee: The Education of the Adolescent". London:
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Biographical register of Christ's College, 1505–1905: and of the earlier foundation, God's house, 1448–1505
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Sanderson's encouragement of engineering and practical work greatly influenced, amongst others, the young
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383:. After Sanderson died, Wells was initially involved in the official biography of Sanderson, entitled
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X and Y and H. G. WELLS (1946). "Frederick William Sanderson 1857–1922". In Peterson, Houston (ed.).
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Palmer, Richard J. (1981). "F.W. Sanderson, Oundle, and Games". In McNair, D.; Parry, N.A. (eds.).
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1978:
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Moral Apologetics for Contemporary Christians: Pushing Back Against Cultural and Religious Critics
374:, to whom he had just given an address entitled "The duty and service of science in the new era".
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Sanderson's vision for the future of schools can be seen from an address that he delivered at the
2354:. Routledge Library Editions: Education (republished Routledge, 2012 ed.). London: Methuen.
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84:, to which he was admitted on 1878-12-05 and where in 1882 he received a B.A. bracketed the 11th
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when Edmonds Jones wrote a letter of complaint about how he had been treated by Sanderson. The
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from 1892 until his death. He was an education reformer, and both at Oundle, and previously at
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358:) that had been charged with reporting on the state of science education in British schools.
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William and Lawrence Bragg, Father and Son: The Most Extraordinary Collaboration in Science
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From Semaphore to Satellite: The memoirs of Major General David Horsfield, Royal Signals
519:) didn't mention Sanderson by name, but several of his ideas are identifiable therein.
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editors decided to refuse all further correspondence on the subject in October 1899.)
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Sanderson spoke and wrote on his ideas for education reform. In addition to writing
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Sanderson collapsed and died of a heart attack on 15 June 1922 at a meeting of the
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Natural science and the classical system in education : essays new and old
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134:, the governing body of the school, appointed Sanderson as the new headmaster.
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had led it into a period of decline. So in July 1892, the Oundle Court of the
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88:. Until 1885, the year he received his MA at Cambridge, he was a lecturer at
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Sanderson was born on 13 May 1857, the youngest son of Thomas Sanderson (of
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A bust of Sanderson, by Edward Lacey, once stood in the livery hall of the
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Sanderson was the inspiration for the progressive headmaster character in
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394:. It was published in 1923 by the same periodicals that had serialised
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Palmer, Richard J. (Autumn 1977). "F.W. Sanderson, Oundle, and Games".
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McKim, R. J.; Brown, J. (February 1994). "Astronomy at Oundle School".
406:, and published in book form in 1924. It is also in volume 24 of the
166:, said of him that to him words were "an obdurate medium to the end".
1939:
1912:
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2187:. New Brunswick, N.J.: Rutgers University Press. pp. 67 et seq.
1391:
Curthoys, M. C. (2004). "Sanderson, Frederick William (1857–1922)".
2223:. Study Group in the History of Physical Education. pp. 35–42.
1866:
Business Life and Public Policy: Essays in Honour of D. C. Coleman
1550:
Managing in the Educational Madhouse: A Guide for School Managers
1376:. B&H studies in Christian ethics. B&H Publishing Group.
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1718:
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544:
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46:, but later abandoned it in favour of an unofficial biography,
2106:(1921). "The Teaching of Science". In Bain, A. Watson (ed.).
1582:
Maps of Utopia: H. G. Wells, Modernity and the End of Culture
330:
all school work should be, at least in some sense, creative.
1887:. British heritage series. Vol. 1. B. T. Batsford, Ltd.
2352:
History The Teacher: Education Inspired by Humanity's Story
2185:
Great Teachers As Portrayed by Those Who Studied Under Them
370:(with Wells as the chairman) in the old Botanical Theatre,
2400:(no catalogue records as of May 2020; see WorldCat, below)
2109:
The Modern Teacher: Essays on Educational Aims and Methods
1423:
Dickson, David (11 October 1973). "Scientific sinophile".
278:. In a 1973 interview, Needham recalled Sanderson thus:
1506:
International Journal of Technology and Design Education
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English Education, Social Change, and War, 1911–1920
1463:. Profiles (Paris). Vol. 28. UNESCO Publishing.
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465:), which he then included as a chapter in his book
2098:. London: William Heinemann. ark=/13960/t9g44kn40.
2014:
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2146:Additional obituaries, biographies, and histories
2017:Longman companion to twentieth century literature
1351:C., S.J. (1972). "Sanderson, Frederick William".
2013:Ward, Alfred Charles (1970). "Sanderson, F.W.".
1855:Peile, John (1913). Venn, John Archibald (ed.).
1307:. Vol. 58. A. & C. Black. p. 1489.
1713:(1960). "A Hundred Years of Science Teaching".
1691:Journal of the British Astronomical Association
435:
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304:
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22:(13 May 1857 – 15 June 1922) was headmaster of
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170:to back and forth on the letters pages of the
2221:Readings in the History of Physical Education
1977:. 8 October 1923a. p. 17. Archived from
1569:"Pembrokeshire and Public School – 1930–1934"
8:
1948:Squire, S.G. (1960). "Sanderson of Oundle".
1552:. Continuum International Publishing Group.
1461:Joseph Needham: 20th-century Renaissance man
1433:(867). Reed Business Information: 122–127.
410:, immediately following the second part of
408:Atlantic Edition of the Works of H.G. Wells
1859:. Vol. 2. Cambridge University Press.
1662:British Journal for the History of Science
1512:(3). Kluwer Academic Publishers: 293–303.
1357:(14th ed.). Encyclopædia Britannica.
1133:
1121:
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162:one of the masters. The school magazine,
2386:Joan and Peter: The Story of an Education
1938:
1752:
1469:"A Brief History of the Grocers' Company"
1314:An Introduction To Educational Psychology
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220:that had been presented to the school by
2088:"Science and educational reconstruction"
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1394:Oxford Dictionary of National Biography
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2429:Alumni of Christ's College, Cambridge
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478:Southern Baptist Theological Seminary
424:
342:
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7:
2267:Oundle and the English Public School
2207:Durham and Newcastle Research Review
1606:. W. Stewart & Co. October 1899.
1499:"The Technology Workshops at Oundle"
945:
829:
694:
368:National Union of Scientific Workers
2124:(1922). "Music in Public Schools".
1950:Northamptonshire Past & Present
1333:"The Worshipful Company of Grocers"
1145:
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2434:Alumni of Hatfield College, Durham
1446:Downes, Michael (9 October 2008).
14:
2377:The Story of a Great Schoolmaster
2158:The Story of a Great Schoolmaster
1998:. Vol. 2. Penn State Press.
1885:The old public schools of England
391:The Story of a Great Schoolmaster
72:. Starting in 1876, he attended
56:Background, family, and education
49:The Story of a Great Schoolmaster
31:appointment to 500 when he died.
1911:Soddy, Frederick (1 July 1920).
551:Addison, Oakes & Sladen 1906
362:Death and posthumous biographies
2294:"The joy of living dangerously"
2192:Walker, William George (1956).
1896:. Manchester University Press.
1448:"Sanderson of Oundle, my hero!"
1416:Education in Britain since 1900
2424:19th-century English educators
2381:at Project Gutenberg Australia
2194:A History of the Oundle School
2161:. London: Chatto & Windus.
1868:. Cambridge University Press.
1651:Mack, Edward Clarence (1971).
1414:Curtis, Stanley James (1952).
64:) who worked on the estate of
1:
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2168:The Durham University Journal
1892:Sherington, Geoffrey (1981).
486:University of Central England
312:Frederick William Sanderson,
200:Frederick William Sanderson,
2444:Headmasters of Oundle School
2122:Sanderson, Frederick William
2112:. London: Methuen. pp.
2104:Sanderson, Frederick William
2084:Sanderson, Frederick William
2072:Sanderson, Frederick William
1965:. London: Chatto and Windus.
1715:Science in Secondary Schools
1548:Hellawell, David E. (1999).
497:The Public School Phenomenon
227:, an old boy of the school.
210:observatory, and a library.
16:British educator (1857–1922)
2270:. London: Stacey. pp.
1996:Bernard Shaw's Book Reviews
1787:"The Oundle Lecture Series"
1739:(2747): 822. 24 June 1922.
1636:. Oxford University Press.
1584:. Oxford University Press.
1459:Goldsmith, Maurice (1995).
106:James Edward Cowell Welldon
82:Christ's College, Cambridge
20:Frederick William Sanderson
2465:
2449:Educational administrators
2076:Hydrostatics for Beginners
1994:Tyson, Brian, ed. (1996).
1913:"Education in the New Era"
1632:Jenkin, John, ed. (2007).
372:University College, London
2439:Teachers at Oundle School
2379:by H.G. Wells (biography)
1674:10.1017/S0007087405007004
1567:Horsfield, David (2005).
1471:. Grocers' Company. 2012.
2264:Flower, Raymond (1989).
1848:10.1080/0046760770060204
1600:The Journal of Education
1580:James, Simon J. (2012).
1372:Coppenger, Mark (2011).
503:Legacy and commemoration
461:based upon his lecture (
2166:"Sanderson of Oundle".
1817:. 2012c. Archived from
1793:. 2012b. Archived from
1769:. 2012a. Archived from
1518:10.1023/a:1016077811444
1399:Oxford University Press
1354:Encyclopædia Britannica
493:Jonathan Gathorne-Hardy
232:Alfred Fernandez Yarrow
2348:Gould, Frederick James
2334:Cite journal requires
2251:Cite journal requires
1883:Rodgers, John (1938).
1484:Cite journal requires
1407:10.1093/ref:odnb/35934
1331:Bellamy, Jean (2006).
1296:Reference bibliography
913:McKim & Brown 1994
449:
430:
356:Henry Edward Armstrong
319:
314:The Service of Schools
295:
207:
202:The Service of Schools
159:
1971:"Sanderson of Oundle"
1961:Oundle staff (1923).
1721:. Pamphlet number 38.
1711:Ministry of Education
1668:(138 Pt 3): 325–347.
341:, and the preface to
2315:Hadow, William Henry
2176:University of Durham
2138:10.1093/ml/III.2.193
2092:Lankester, Edwin Ray
1836:History of Education
1811:"The Yarrow Gallery"
1316:. Sarup & Sons.
218:refracting telescope
172:Journal of Education
2398:Library of Congress
2178:: 511 et seq. 1924.
1963:Sanderson of Oundle
1931:1920Natur.105..561S
1745:1922Natur.109Q.822.
1703:1994JBAA..104...36M
1497:Hansen, R. (1999).
1337:Time-Travel Britain
1275:GrocersCompany 2012
495:, in his 1979 book
385:Sanderson of Oundle
188:University of Leeds
44:Sanderson of Oundle
2215:– also printed as
2065:Works by Sanderson
1655:. Greenwood Press.
1418:. Greenwood Press.
1217:, p. 444–445.
1136:, p. 128–129.
1081:, p. 298–299.
927:, p. 329–330.
844:, p. 298–299.
468:A Devil's Chaplain
2126:Music and Letters
1773:on 27 August 2011
1763:"Sanderson House"
1619:Missing or empty
1312:Asch, M. (2005).
298:Educational ethos
288:Joseph Needham, (
238:Curriculum reform
164:The Old Oundelian
138:Initial reception
78:Durham University
2456:
2365:
2343:
2337:
2332:
2330:
2322:
2303:
2290:Dawkins, Richard
2285:
2260:
2254:
2249:
2247:
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2224:
2214:
2201:
2198:Grocer's Company
2188:
2179:
2162:
2141:
2117:
2099:
2079:
2054:
2043:. Random House.
2032:
2020:
2009:
1990:
1988:
1986:
1966:
1957:
1944:
1942:
1940:10.1038/105561a0
1907:
1888:
1879:
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1826:
1806:
1804:
1802:
1797:on 30 April 2012
1782:
1780:
1778:
1758:
1756:
1754:10.1038/109822a0
1727:"F.W. Sanderson"
1722:
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1622:
1617:
1615:
1607:
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1528:. Archived from
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554:
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528:Grocers' Company
447:
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404:The New Republic
317:
293:
248:reversing engine
205:
182:Building program
157:
156:, pp. 28–29
132:Grocer's Company
2464:
2463:
2459:
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2457:
2455:
2454:
2453:
2404:
2403:
2394:F. W. Sanderson
2372:
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2323:
2313:
2310:
2308:Other materials
2292:(6 July 2002).
2288:
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2060:Further reading
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2012:
2006:
1993:
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100:Dulwich College
58:
28:Dulwich College
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2370:External links
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1251:Hellawell 1999
1243:
1241:, p. 236.
1239:Coppenger 2011
1231:
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1219:
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786:
782:Horsfield 2005
769:
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750:
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738:
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412:Joan and Peter
400:The New Leader
396:Joan and Peter
380:Joan and Peter
363:
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352:Sanderson 1918
339:Sanderson 1922
335:Sanderson 1921
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292:, p. 122)
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24:Oundle School
21:
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2327:cite journal
2299:The Guardian
2297:
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2244:cite journal
2236:10068/526288
2220:
2213:(39): 35–42.
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2078:. Macmillan.
2075:
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2037:Wilson, A.N.
2016:
1995:
1983:. Retrieved
1979:the original
1974:
1962:
1953:
1949:
1922:
1916:
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1823:. Retrieved
1819:the original
1799:. Retrieved
1795:the original
1775:. Retrieved
1771:the original
1736:
1730:
1714:
1697:(1): 36–39.
1694:
1690:
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1621:|title=
1612:cite journal
1603:
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1537:. Retrieved
1530:the original
1509:
1505:
1477:cite journal
1460:
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1352:
1340:. Retrieved
1336:
1313:
1304:
1287:Bellamy 2006
1282:
1277:, p. 2.
1270:
1263:Oundle 2012a
1258:
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1198:
1170:Oundle 2012b
1165:
1160:, p. 3.
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1074:
1067:Dickson 1973
1062:
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982:Oundle 2012c
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864:
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813:Rodgers 1938
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712:, p. 5.
690:
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513:Hadow Report
510:
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473:A. N. Wilson
471:. Historian
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463:Dawkins 2002
458:The Guardian
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2419:1922 deaths
2414:1857 births
2153:Wells, H.G.
2021:. Longman.
1227:Wilson 2011
1215:Wilson 2011
1203:Wilson 2011
1191:Downes 2008
1031:Hansen 1999
1014:Hansen 1999
999:Nature 1922
857:Hansen 1999
842:Hansen 1999
746:Palmer 1977
734:Curtis 1952
722:Squire 1960
652:Jenkin 2007
627:Reader 2002
444:Walker 1956
427:, p. 1
269:John Ruskin
250:for a 4000
36:H. G. Wells
2408:Categories
2196:. London:
1717:. London:
1452:Dockerblog
1158:Staff 1923
1098:James 2012
1079:Staff 1923
1043:Staff 1923
970:Mayer 2005
958:TIME 1923a
925:Staff 1923
901:Staff 1923
886:Soddy 1920
801:Tyson 1996
710:Staff 1923
683:Peile 1913
671:James 2012
534:References
517:Hadow 1927
511:The third
425:Wells 1924
343:Gould 1921
252:horsepower
222:W. T. Carr
154:Staff 1923
62:Brancepeth
2041:Our Times
1526:143446564
1439:0262-4079
1305:Who's who
946:Asch 2005
830:Mack 1971
695:Ward 1970
347:The Times
2350:(1921).
2155:(1924).
2086:(1918).
2074:(1889).
2039:(2011).
1682:16240547
1146:MOE 1960
869:JEd 1899
765:SJC 1972
451:In 2002
441:—
422:—
310:—
286:—
264:oratorio
198:—
151:—
86:wrangler
38:' novel
2094:(ed.).
1985:13 June
1927:Bibcode
1825:13 June
1801:12 June
1777:12 June
1741:Bibcode
1699:Bibcode
1539:12 June
1342:12 June
438:figure.
176:Journal
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2272:89–108
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1918:Nature
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1732:Nature
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70:Tudhoe
2116:–172.
2090:. In
1533:(PDF)
1522:S2CID
1502:(PDF)
215:Cooke
2356:ISBN
2340:help
2319:HMSO
2276:ISBN
2257:help
2045:ISBN
2023:ISBN
2000:ISBN
1987:2012
1975:TIME
1956:(1).
1898:ISBN
1870:ISBN
1827:2012
1803:2012
1779:2012
1719:HMSO
1678:PMID
1638:ISBN
1625:help
1586:ISBN
1554:ISBN
1541:2012
1490:help
1435:ISSN
1378:ISBN
1359:ISBN
1344:2012
1318:ISBN
402:and
2396:at
2232:hdl
2134:doi
2114:139
1935:doi
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