Excerpt from A Memoir of Hugo Daniel Harper, D.D., Late Principal of Jesus College, Oxford and for Many Years Head-Master of Sherborne School, Dorset A biography should doubtless be, as far as possible, an autobiography. The subject of it should properly be left to tell his own story, directly or indirectly, in his own words. This, however, is sometimes difficult, or even impossible. Some men whose lives deserve to be recorded, especially if they are of a very prac tical habit of mind, leave behind them only scanty materials for the construction of such a record. This was the case with Dr. Harper. His story cannot be te-told in his words because he never told it. Volu minous as his correspondence was, his letters were almost invariably on business subjects, or such as to be of only temporary interest. I have tried to pre serve what seemed to be of permanent value, and also to give some account of the progressive realisa tion of enlightened ideas of education as illustrated by the history of Sherborne School between the years 1850 and 1877. Sherborne was the real work. Of Dr. Harper's life, and it is as a great head-master that he was most widely known and will be longest remem. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

The Poetical gazette; the official organ of the Poetry society and a review of poetical affairs, nos. 4-7 issued as supplements to the Academy, v. 79, Oct. 15, Nov. 5, Dec. 3 and 31, 1910

In this comprehensive and extensively researched history, John Roach argues for a reassessment of the relative importance of State regulation and private provision. Although the public schools enjoyed their greatest prestige during this period, in terms of educational reform and progress their importance has been exaggerated. The role of the public school, he suggests, was social rather than academic, and as such their power and influence is to be interpreted principally in relation to the growth of new social elites, the concept of public service and the needs of the empire for a bureaucratic ruling class. Only in the modern progressive movement, launched by Cecil Reddie, and the private provision for young women, was lasting progress made. Even before the 1902 Education Act however the State had spent much time and effort regulating and reforming the old educational endowments, and it is in these initiatives that the foundations for the public provision of secondary educational reform are to be found.