Tag: W. M. Childs

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The Censor of Discipline

My previous post about the Censor of Women Students noted that Mary Bolam took up the position in 1901. It was not until 1906, however, that a male ‘Censor of Discipline’ was mentioned in the University College Calendar, although W. M Childs appears to have taken on the role in the Extension College and Reading College. I assume that he was responsible for the enforcement of the college’s rules and regulations.

It may be no coincidence that the creation of the post, possibly in imitation of Oxford University, took place in the same year that W. M. Childs and a small group of senior academics began plotting the long journey towards university status.

The position was occupied by Herbert Knapman who had been appointed to the Mathematics Department as Assistant Lecturer in 1903 and promoted to Lecturer in Geometry the following year. Despite being acknowledged as a brilliant academic, Knapman devoted himself to administrative duties rather than research and publication. As this profile from the Student Handbook shows, he combined the roles of Tutorial Secretary and Censor of Discipline: 

Profile of Herbert Knapman, Censor of Discipline, in the Student Handbook of 1908-09

From 1927 he supplemented these responsibilities with the position of University Registrar until his death in 1932.

Knapman was a close ally of the Principal, W. M. Childs, and one of the original band of six academics who from 1906 helped to develop his vision of ‘making a university’, In doing so he served as secretary to committees that investigated the feasibility of becoming a university institution (the Policy Committee of 1909-11) and the committee that prepared the College for university status.

From the start, Childs was impressed by Knapman’s efficiency:

‘The appointment of Herbert Knapman as Tutorial Secretary in 1906 meant that henceforth a mass of academic detail would be handled with a precision and promptitude never more valuable than in a period of growth and inquiry.‘ (W. M. Childs, 1933, p. 124)

A glowing tribute can also be found in Hubert Childs’s biography of his father, referring to Knapman’s ‘remarkable ability as an organiser’, his reticence, tirelessness, loyalty, humour and public spirit.

Herbert Knapman at the Degree Ceremony, July 1929 (University of Reading, Special Collections). See below for the full image.

Like Lucy Ashcroft, Knapman is mentioned by name in Reading’s Charter of Incorporation of 1926. On his death in 1932 his obituary was published in the journal Nature.

POST SCRIPT

Knapman must have been something of an amateur ornithologist. He was the one who compiled the list of 30 bird species spotted on the London Road Campus that appears in W. M. Childs’s memoir (p. 52).

THE GRADUATION PROCESSION, 6 JULY 1929
University of Reading, Special Collections

From left to right: Prof H. A. D. Neville (Agricultural Chemistry), Herbert Knapman (Registrar), Leonard G. Sutton (Vice-President of Council), W. G. de Burgh (Deputy Vice-Chancellor), Alfred Palmer (President of Council), the Mace-Bearer, William Macbride Childs (Vice-Chancellor).

According to Holt, This was Childs’s last degree ceremony.

SOURCES

Childs, H. (1976). W. M. Childs: an account of his life and work. Published privately by the author.

Childs, W. M. (1933). Making a university: an account of the university movement at Reading. London: J. M. Dent & Sons Ltd.

Holt, J. C. (1977). The University of Reading: the first fifty years. Reading: University of Reading Press.

N., E. H. (1932). Mr. Herbert Knapman. Nature 130, 426–427.

University College Reading, Student Handbook, 1908-09.

University of Reading. Charter of Incorporation, 17 March 1926. 

University of Reading, Special Collections.  Academic Processions, MS 5305.

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Teacher Education, Albert Wolters and the ‘Criticism Lesson’

It comes as no surprise that Education students experience feelings of apprehension when starting their School Experience (formerly known as Teaching Practice). But at least they no longer have to undergo a form of torture known as ‘the Criticism Lesson‘.

I first learnt of this phenomenon from a short memoir written by Albert Wolters in 1949, part of a volume marking 50 years of Teacher Education at Reading.

Albert Wolters (1883-1961)

The name of Albert Wolters is widely known across Reading University thanks to the Albert Wolters Distinguished Visiting Professorships. These prestigious awards have been held by the following scholars of international acclaim: Ellen Bialystok (2015), Steven Pinker (2016), Noam Chomsky (2017), Elizabeth Loftus (2018), Daniel Dennett (2019) and Alison Gopnik (2021).

Wolters’ many talents and achievements have recently been extolled by Ingeborg Lasser in The Psychologist. He was a pioneer in the field of Psychology and responsible for enabling Psychology to become an independent department in 1921. He was its first head, was made Professor in 1943 and became Reading’s Deputy Vice-Chancellor in 1947.

Before the establishment of the Psychology Department, Wolters had contributed to the training of teachers following his appointment to University College Reading in 1908. He is listed among the staff of both Education and Philosophy where Psychology was located during this period. His involvement with teachers continued beyond 1921 and he is recorded by Charles Rawson, a PhD candidate, as contributing to the in-service training of teachers evacuated to Reading from London during World War II.

What is less well known is that in 1902 Wolters became a student at Reading’s Day Training College, preparing to be an Elementary School teacher. It is from this time that he recalls the ordeal described below.

The Criticism Lesson

In Wolters’ own words:

‘One feature of the course was pretty generally disliked. Once a week some twenty children were drafted into the College Hall for a “criticism lesson”. … Then one of us had to stand up and “give a lesson” to that class, while forty students looked on knowing that they had to comment on it afterwards, perhaps to be told that criticism need not be abuse. The children enjoyed it; they were out of school. We sometimes suspected that the Master of Method [J. H. Gettins] enjoyed it in a sadistic moment otherwise quite foreign to his character.’ (p. 19)

According to S. J. Curtis who was an Education student from 1911-14, the assembled staff of the Department and the head of the school were also present:

‘One ordeal dreaded by every student in the Department was the criticism lesson given before an audience consisting of the staff of the Department, the head-teacher, and, what was worst of all, before one’s fellow students. As one who passed through the fire, I can say that the actual experience was not nearly as terrifying as it appeared in prospect. This was entirely due to the way in which it was handled by Mr. Cooke [see photograph below]. However weak and faltering the lesson, providing the teacher was really serious about the business, Mr. Cooke would always find at least one praiseworthy item in it…‘ (p. 24)

The hall that Wolters mentions was the main hall of the College in Valpy Street (see previous post for map and photo). The events referred to by Curtis most likely took place in the Great Hall on the London Road Campus.

S. J. Curtis went on to make his mark as Reader in Education at Leeds University where he became a renowned expert on the History of Education and Moral Philosophy.

The Education Department in the time of Albert Wolters

The present Institute of Education at London Road can trace its origins back to 1892 with the training of Pupil Teachers and preparation of Uncertificated Teachers in Elementary Schools for the Certificate Examination (Armstrong, 1949). It was only in 1899, however, when Reading College obtained recognition as a Day Training College, that the real foundations of today’s Institute were laid. Edith Morley recalls that by the time she was appointed in 1901, things were well under way, with 80 full-time students pursuing a two-year course to become Elementary Teachers. In 1902, Albert Wolters enrolled as one of about 40 students in his year group, two-thirds of whom were women.

The photograph below shows the Education Department in the year before Wolters arrived. Many of these lecturers would have been his tutors. Some, like W. M. Childs and  H. S. Cooke,  would later become his friends and colleagues after his appointment to the Department in 1908.

The College Education Department, Valpy Street, 1901
Staff Identified by name in H. C. Barnard’s History of the Department
  1. H. J. Mackinder, College Principal.
  2. W. M. Childes, Vice-Principal; later Reading University’s first Vice-Chancellor.
  3. H. S. Cooke, Headmaster of the Pupil Teachers’ Centre; later Head of Department.
  4. J. M. Rey, Lecturer in French.
  5. Miss Bolam, Education Tutor and Warden of St Andrew’s Hostel.
  6. F. H. Wright, Registrar.
  7. J. H. Sacret, Lecturer in History.
  8. A. W. Seaby, Lecturer in Fine Art; later Professor of Fine Art.
  9. W. G. de Burgh, Lecturer in Classics; later Professor of Classics.
SOURCES

Armstrong, H. (1949). A brief outline of the growth of the Department. In H. C. Barnard (Ed.), The Education Department through fifty years (pp. 9-17). University of Reading.

Barnard, H. C. (Ed.). (1949). The Education Department through fifty years. University of Reading.

Curtis, S. J. (1949). Early days. In H. C. Barnard (Ed.), The Education Department through fifty years (pp. 23-5). University of Reading.

Morley, E. (2016). Before and after: reminiscences of a working life (original text of 1944 edited by Barbara Morris). Reading: Two Rivers Press.

Rawson, C. P. (1943). Some aspects of evacuation. Unpublished doctoral dissertation, University of Reading.

Wolters, A. W. (1949). Early days. In H. C. Barnard (Ed.), The Education Department through fifty years (pp. 18-20). Reading: University of Reading.

University College Reading. Calendar, 1919-20.

THANKS TO:

Dr Gordon Cox for telling me about Professor Barnard’s book and lending me his copy.

Professor Carmel Houston-Price (Head of the School of Psychology & Clinical Language Sciences) for clarification about the Visiting Distinguished Professorships and biographical information about Albert Wolters.

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Community, Unity and Corporate Spirit

On 22 September 2021, an All-Staff Briefing, Path to our Centenary, was delivered by Vice-Chancellor Robert Van de Noort and Deputy Vice-Chancellor Parveen Yaqoob.

A major theme was Community as a vehicle for progress. In the words of Professor Yaqoob:

 ‘When we talk about community we are talking about a diverse and inclusive community of people working towards a common purpose’

Similar aspirations have a long history at Reading. In the 1890s and early 1900s when the future of the original College was precarious, few would have bet on it becoming a university. A priority was to create a sense of unity. This is documented by William Macbride Childs, Reading’s first Vice-Chancellor in ‘Making a University’ and  Edith Morley in ‘Reminiscences of a Working Life’.

Professor Yaqoob’s words could easily be attributed to either of these key figures in the history of the University.

Of the mid-1890s Childs declares (p.24):

‘Our object was to evoke a spirit of corporate self-respect and unity in an institution which as yet had none….Had there been no missionary effort in 1894 and later, there could have been no University College with a character upon which could be founded a claim for university independence.’

Morley emphasises the value of ‘communal life’, ‘corporate spirit’ and ‘a sense of common aims and interest’. She asserts (pp.108-9):

‘The building of a community is….historically, the recognised first step in the evolution of an academic institution. In this view Childs never wavered…’

Typically, Morley is generous in her praise of Childs’s attempts to overcome ‘the lack of cohesion’ that stood in the way of progress; she is silent about her own contribution.

Early initiatives to develop a corporate spirit include the College Journal, the athletics club, the debating society and ‘staff sociables’, the latter being a failure –  ‘a misfire’ as Childs puts it (p.23).

In 1895 an earlier students’ association was resurrected as a ‘literary and historical society’. This too was a miserable failure. As described by Childs (pp.30-31):

‘Long papers, congested with information from the usual sources, were read to taciturn people who sat in drooping boredom, staring into vacancy.’

Childs replaced it with the Gild (sic) of the Red Rose, essentially a literature and theatre society with historical roots. In the College Calendars, the object of the Gild is stated as:

‘to labour always for the common weal, the increase of humane learning, the honour of this College, and the fair fame of our Gild.’

The Gild appears to have been a great success at the time. According to Childs:

‘Every meeting was a realization of unity’ (p.32).

Edith Morley was an enthusiastic supporter, and had fond memories of its rituals and the festivals known as Janticula. Successive College Calendars show her to have been an active member as one of the Curia (committee members), becoming Clerk in 1904 and then Reeve in 1908.

The Calendar of 1910-11 Showing Edith Morley as Reeve of the Gild of the Red Rose

So why were these steps so necessary? After all, the College was tiny by today’s standards, with no more students than a modern state secondary school. What was the problem? In addition to issues over appropriate accommodation and staffing at least part of the answer lies in the very diversity of the student population, their courses and those hired to teach them.

College leaders were faced with the dilemma of how to create a homogeneous whole when: a) their clientele ranged in age from young pupil teachers and fifteen-year-old ‘actual and intending wage-earners’ to elderly extension students; b) there was a strong reliance on evening students as well as day students; c) the curricula varied from craft skills and scientific and technical subjects to ‘the humane arts’, training elementary school teachers, dairy students and light agriculture for women (referred to by Childs as ‘a feminist experiment’, p.18).

In Morley’s view, a significant contribution to communal life was the founding of a small Senior Common Room in Valpy Street in 1897, followed by the SCR at London Road after the move in 1905. At a time when she was one of only seven female academics, Morley vehemently opposed the suggestion of a separate common room for women:

‘…we determined in no circumstances to avail ourselves of a separate women’s common room and thus to risk gradual exclusion from intercourse with our male colleagues.’ (p.103, footnote).

The emphasis on community explains Childs’s controversial decision to give building the Great Hall priority over such matters as staff accommodation. It was to be a meeting place, ‘a rallying centre of life’ (p.56).

It will be interesting to see how the University’s goals will be met in time for its Centenary in 2026.  What measures will be taken to achieve the ‘diverse and inclusive community‘ referred to above?

I doubt whether, in this day and age, they would include the revival of arcane rules, rituals and pledges of anything like the Gild of the Red Rose, with its Curia, Reeve and extravagant Jantacula. The Gild did survive until the late 1980s, but by this time it had ceased have the unifying effect claimed for its earliest years. Viv Edwards, Professor Emerita at the University of Reading, was a student at Reading in 1968-76.  She remembers that:

‘Jantac, as it was known, was certainly going in our day but we were never involved.’

Sources

Childs, W. M. (1933). Making a university: an account of the university movement at Reading. London: J. M. Dent & Sons Ltd.

Morley, E. (2016). Before and after: reminiscences of a working life (original text of 1944 edited by Barbara Morris). Reading: Two Rivers Press.

University College Reading. Calendars, 1904-5 to 1908-9.

Thanks

To Professor Parveen Yaqoob for permission to quote from her presentation and for her comment on a previous draft.

To Professor Viv Edwards for permission to quote her and for her support.