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The article discusses a study on fertility of teachers in England and Wales, Great Britain. A sample of teachers differs from a population sample as it may be reduced not only by death but also by other factors which may have a direct bearing on fertility, such as health or change of occupation. In order to compare the fertility of teachers with other occupational groups, the Family Census material was used. The two samples are not entirely identical. The Family Census included divorced and widowed women provided they were divorced or widowed after their 45th birthday. The analysis which follows the pattern set by the Family census' of 1946 describes fertility in terms of numbers of live-born children per married male teacher by marriage cohort and duration of marriage. The data were collected partly by postal questionnaire and partly by personal interview. The postal and interview data were compared and showed no significant difference with respect to the factors under discussion in the present study and only minor differences for other factors.

The article focuses on the life of Thomas Henry Huxley as a science teacher in England. The secret of Huxley's greatness as a teacher is to be sought not so much in his own intense love of pure knowledge as in his increasing desire to apply that knowledge in the guidance of the lives of other people. The philosophy of education which Huxley evolved during his attempt to make science known to the masses has exerted a profound effect on contemporary educational thought. In the selection of material for his lectures, Huxley was at all times conscious of his audience and all of his lectures involved an immensity of labor.

The article focuses on the educational work of educator Isaac Ironside in England. Although Isaac Ironside's public career began in the early 1830s, his early experience is of significance as illustrating an essential continuity in both Radical and popular educational traditions dating from the eighteenth century. In the educational history of England the first half of the nineteenth century is of peculiar significance as a period when the problems of a rapidly-developing industrial society produced a broad movement for national regeneration in which lay so many of the roots of the modern educational system. Whatever might have been the intrinsic limitations of the Sheffield Lancasterian School, however, it undoubtedly had a profound influence on Isaac Ironside's character and outlook. It fostered a love of learning and a lifelong respect for education. The Lancasterian School also developed in Ironside that strong moral sense that pervaded his social crusading. In summation it might again be said that the career of Isaac Ironside affords some peculiar insight into the complex pattern of motivation that underlay educational effort in the nineteenth century.

Provides information on spoken English and the teacher certificate in England. Main channels through which the supply of teachers for the public schools of England is assured; Annual outturn of teachers for the two channels; Criteria for awarding the Teachers' Certificate.

The article features the life and works of scientist John Dalton. The child of an English weaver, Dalton started his teaching career in a village school at the age of twelve. By diligent self-study, he became eligible to teach and then become principal of a boarding school at Kendal. In 1793, he was invited to teach in the department of mathematics and natural philosophy of New College, later known as Manchester College, Oxford. Six years later when the college was moved to York, he resigned, supporting himself thereafter by tutoring. He conducted his experimental research in a study and laboratory provided by the Manchester Philosophical Society of which he was in succession a member, secretary and president.

This article provides information on the Children's Care Committees in London, England, in 1909. Since the Education (Provision of Meals) Act of 1906 came into force, these Committees have been appointed by the managers in schools believed to be necessitous and have consisted of one or more managers, and three head teachers and co-opted member experienced in social work. The Act aims at securing, for every child unable by reason of food to take full advantage of the education provided, a meal or meals at school. Comparatively few of the existing Committees so far have risen to their opportunities but enough have done so to show that the work may be where the school meals are so used as to be merely part of a wider treatment and the definite aim in every case is the restoration or creation of a healthy home. The great advantage of this way of administering the Act is that it forces upon the attention of social workers every neglected child school age and gives the opportunity for an attempt at bettering its condition.