Relevant bibliographies by topics / Uppingham

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Uppingham'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Uppingham"

1

Brogan, Hugh. "Thring of Uppingham: Victorian educator." History of Education 45, no. 2 (November 23, 2015): 257–58. http://dx.doi.org/10.1080/0046760x.2015.1056252.

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Wales, J. M., A. R. Buchan, J. B. Cookson, D. A. Jones, and B. S. Marshall. "Tuberculosis in a primary school: the Uppingham outbreak." BMJ 291, no. 6501 (October 12, 1985): 1039–40. http://dx.doi.org/10.1136/bmj.291.6501.1039.

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Tozer, Malcolm. "From Prussia with Love: Music at Uppingham School, 1853–1908." Journal of Historical Research in Music Education 41, no. 2 (June 27, 2018): 105–31. http://dx.doi.org/10.1177/1536600618784543.

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Music played little part in the education of British children before 1853 when Edward Thring was appointed headmaster of Uppingham Grammar School in the English Midlands. Thring created an innovative holistic curriculum for the two dozen boys of this rural boarding school and he appointed a musician as the third addition to his staff to form a teaching faculty of five; by the time of Thring’s death in 1887 and a school roll now three hundred, the full-time music team numbered six. Almost all came from Prussia: early appointments stayed only a year or two but later ones, including Paul David—"Music and Choir Master”—made Uppingham their permanent home. Over the course of four decades, David—a member of the Mendelssohn and Schumann circle, and friend of Brahms and Sterndale Bennett—raised music to a high level of distinction and a broad level of participation beyond all other schools and, through his lifelong friendship with Josef Joachim, he attracted many celebrated musicians to perform to and play alongside his boys. None of this, however, would have happened but for a chance meeting in Rome in 1852.
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Weir, Neville. "John Farley: Formerly Consultant Psychiatrist, Fairfield Hospital, Hertfordshire." Psychiatric Bulletin 32, no. 6 (June 2008): 238. http://dx.doi.org/10.1192/pb.bp.108.021071.

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John was born on 6 December 1925 at Harbury, Warwickshire. He developed a very early interest in cars and motorbikes; indeed, he was able to decoke a motorbike at the age of 9 and learnt to drive along country tracks at a very early age. He attended Uppingham School and also acquired an interest in Freud. He qualified MBBS at the University of London (Barts) in 1951.
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5

Heffernan, Conor. "The Ideal of Manliness: The Legacy of Thring’s Uppingham." Sport in History 38, no. 3 (July 3, 2018): 408–10. http://dx.doi.org/10.1080/17460263.2018.1503816.

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6

Crotty, Martin. "The Ideal of Manliness: The Legacy of Thring’s Uppingham." History of Education Review 46, no. 2 (October 2, 2017): 238–39. http://dx.doi.org/10.1108/her-06-2017-0011.

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7

Tozer, Malcolm. "‘Imitating the epic battles of old’: Uppingham football, 1853–1889." Soccer & Society 21, no. 5 (January 3, 2020): 602–21. http://dx.doi.org/10.1080/14660970.2019.1710492.

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8

Tosh, John. "The ideal of manliness: the legacy of Thring’s Uppingham, by Malcolm Tozer." History of Education 46, no. 4 (October 17, 2016): 543–44. http://dx.doi.org/10.1080/0046760x.2016.1236220.

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9

Tozer, Malcolm. "‘Safer to Trust Much than to Trust Little’: Moral Education at Thring's Uppingham." Journal of Moral Education 16, no. 2 (May 1987): 131–38. http://dx.doi.org/10.1080/03057240.1987.10753560.

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10

Halstead, Timothy. "The First World War and Public School Ethos: The Case of Uppingham School." War & Society 34, no. 3 (July 28, 2015): 209–29. http://dx.doi.org/10.1179/0729247315z.00000000055.

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Dissertations / Theses on the topic "Uppingham"

1

Richardson, Nigel Peter Vincent. "Typhoid in Uppingham : a Victorian town and school in crisis 1875-1877." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/1349171/.

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This thesis is a micro-historical study of central-local government relations and public health through the experience of the people of Uppingham -a small (and unusually well-documented) town which contained a boarding school, and which was hit three times by typhoid in 1875-6. It examines the conduct of those involved in town and school, the economic dependence of the former on the latter, and the opposition to higher rates to pay for sanitary improvement by a local ratepayer shopocracy. It compares the sanitary state of the community with others nearby, and Uppingham School with comparable schools of that era. It shows how the extent of improvement was often determined by business considerations rather than medical judgements, and that local personalities and events frequently drove national policy in practice. These events came in the years immediately after the passing of the Public Health Acts of 1872 and 1875, as sanitary improvement started to move from being a voluntary matter to a statutory one. The thesis explores rivalries between headmaster and Rural Sanitary Authority (RSA), a newly-appointed Medical Officer of Health (MOH) and the school doctor, and between the local doctors as they fought to preserve their economic territory. It examines the level of effectiveness of the Local Government Board (LGB) in overseeing improvements. It seeks to complement work already done by historians on public health development in cities and large towns. While it confirms the leadership qualities of headmaster Edward Thring (who took the dramatic decision to remove his entire school to the Welsh coast for a year), it also shows that that the picture presented by previous writers of a wronged school battling against the hostility of the uncaring town RSA is far too simplistic.
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Books on the topic "Uppingham"

1

Rhodes, John. The Uppingham to Seaton railway. Boston, Lincs: KMS, 1990.

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2

Stacey, Margaret. The story of Uppingham Methodist Church. Uppingham: M.Stacey, 2001.

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3

Stacey, Margaret. The story of Uppingham Methodist Church. [Uppingham: The author, 2001.

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4

Metcalfe, Warwick. Uppingham: A picture book of a unique school. Stamford: Spiegl Press, 1997.

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5

map, Ordnance Survey. Corby (North) & Uppingham: Sheet 917 (SP 89/99). Southampton: Ordnance Survey, 1989.

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6

Eminent Uppinghamians. Cranbrook: Neville & Harding, 1987.

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7

Frowde, Geoff. The two founders of Uppingham School: A short history. Stamford: Spiegl Press, 1996.

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8

Rawnsley, W. F. Edward Thring: Maker of Uppingham School, headmaster 1853 to 1887. London: Routledge, 2007.

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9

Leinster-Mackay, D. P. The educational world of Edward Thring: A centenary study. London: Falmer Press, 1987.

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10

Typhoid in Uppingham: Analysis of a Victorian town and school in crisis, 1875-1877. London: Pickering & Chatto, 2008.

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Book chapters on the topic "Uppingham"

1

Colls, Robert. "New Moral Worlds." In This Sporting Life, 171–200. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198208334.003.0007.

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Chapter 6 brings the history of modern sport and the modern school together. In the Uppingham School Archives there’s a photograph of the school cricket team gathered round its ambitious and reforming headmaster Rev. Edward Thring. At this moment (1858) Thring was involved in painful disputes with these boys, trivial struggles that confirmed in his mind if not theirs the need to build a network of powerful schools committed to reforming the character of elite young men. He and his brother headmasters spent their lives reinventing these so called ‘public’ schools as new moral worlds. Chapter 6 looks also at the Girls Public Day School Company (1872) and its work towards the proper education of middle-class young women. Sport and gender was vital to both campaigns although how vital rather depended on the extent to which girls won a new independent voice and the boys retained their old one. Public schools were seen by their inventors as new moral worlds but they could be new immoral worlds as well. Or, to put it another way, the schools were reconfigured as closed institutions deliberately designed to influence the character and behaviour of the young. By the beginning of the twentieth century the leading public schools were seen as uniquely successful enterprises, obsessed with the athletic body, significant and forceful in the definition of what a ‘school’ should be, stately and beautiful, and surrounded almost by definition by playing fields. A new set of national icons had been created.
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