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Archibald Wavells life and career makes a marvelous subject. Not only did he reach the highest rank (Field Marshal) and become an Earl and Viceroy of India but his character was complex. He joined the Black Watch in 1901. He stood out during the Great War, quickly earning the Military Cross but losing an eye. He was at Versailles in 1918 but between the Wars his career advanced with Brigade and General commands notably in Palestine where he spotted Orde Wingate. By the outbreak of war he was GOC-in-C Middle East. Early successes against the Italians turned into costly failures in Greece and Crete and Wavell lost the confidence of Churchill; their temperaments differed completely. Wavell was sent to India as C-in-C. After Pearl Harbor Wavell was made Supreme Allied Commander for the SW Pacific and bore responsibility for the humiliating loss of Singapore (he quickly recognized that it could not be held). Problems in Burma tested Churchills patience and he was removed from command to be Viceroy and Governor General of India. As civil unrest and demands for independence grew, in 1947 Prime Minister Attlee replaced Wavell with Mountbatten who oversaw Partition. Wavell died in 1950, after a life of huge achievement tempered with many reverses, most of which were not of his making.
H. G. J. Moseley (1887 - 1915), the son and grandson of distinguished English scientists, a favorite student of Rutherford's and a colleague of Bohr's, completed researches of capital importance for atomic physics just before the outbreak of World War I. He was urged to devote himself to scientific war work in England, but his duty as he aw it was to join the battle. He procured himself command of a signaling section in the Royal Engineers, a speedy trip to Gallipoli, and death in the bloody battle for Sari Bair. In this work the author presents a full record of Moseley's brief and brilliant career. It gives instructive detail about Eton, which, as Heilbron shows, offered more opportunity for acquiring a foundation in science than its emphasis on Greek and games would suggest; about Oxford, a scientific backwater in Moseley's time; and about Rutherford's thriving laboratory at the University of Manchester. It describes in detail Moseley's apprenticeship in experimental physics, his growth under the tight supervision of Manchester, and his classical independent work on X rays, which almost certainly would have brought him the Nobel Prize. An epilogue sketches the chief results secured by other in the decade after his death in the research lines he opened. Heilbron's account is informed by an unequaled acquaintance with the relevant manuscript material, including all of Moseley's known correspondence (most of which he discovered) and the paper of colleagues such as Bohr, W. H. Bragg, G. H. Darwin, F. A. Lindemann (Lord Cherwell), Rutherford, Henry Tizard, Georges Ubrain, and G. von Hevesy. An important feature of the book is the publication, in extenso, of Moseley's surviving correspondence. These letters are not only a rich source for historians of science and of education. Tehy are also splendid reading: well-written records of the maturing of a strong mind, pithy commentaries on the Establishment as Moseley saw it, and exciting notices of the course of one of the most important researches in modern physical science. This title is part of UC Press's Voices Revived program, which commemorates University of California Press's mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1974.
Since the days when nine-year-old Tom Brown set off by stage coach to be prepared for entry to Rugby, middle-class British boys have been sent away to prep school. Here children aged seven to thirteen have been systematically groomed for public school, for gentlemanly life, for military service, for colonial rule and for worldly or, in the case of Harry Potter, wizardly success. In a compelling and sometimes shocking account, Vyvyen Brendon dwells not on the adult purposes behind a peculiarly British institution but on the lives of the children. More than two hundred youngsters appear in these pages, describing their schooldays through memoirs, letters, diaries, poetry, fiction and interviews. The impressions left, happy or miserable, comic or tragic, were indelible. The pupils' responses were seldom expressed at the time for, according to the ancient maxim, children should be seen but not heard. This book gives them a voice. In doing so it reveals a neglected area in the history of childhood and casts a sharp beam of light on the national character.
First published in 1984, The Rise of the English Prep School was written to provide the first general history of the English Preparatory School. The book examines how two types of English schools with largely different beginnings, one based on private enterprise and one primarily (but by no means exclusively) on philanthropy, came to be complementary parts of the ‘English Public School system’. It explores the early beginnings of prep or quasi-prep schools in the eighteenth century and their development in the nineteenth and twentieth centuries. The Rise of the English Prep School will appeal to those with an interest in the history of education, and British social history.