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Recent Acquisitions at UCL Special Collections

By Kaja Marczewska, on 6 December 2024

written by Kathryn Hannan and Kaja Marczewska 

At UCL, we actively develop our Special Collections through acquisitions, by donation, bequest, transfer, and purchase.  We add to our collections regularly, across our collecting priorities, to enhance, complement, and diversify our existing holdings for research and teaching.

This blog is part of a new series, showcasing selected new additions to our collections from across UCL’s archives, records, and rare books. We hope you will enjoy learning a little bit about them!

 

White Lion Street Free School, Papers of Nigel Wright.  

Imagine a school with no compulsory lessons and no strict timetable, where pupils shop for and help prepare school lunches, take part in building maintenance, cleaning and tidying, and where decisions are made at a weekly meeting where teachers (known as workers), parents, and children all have an equal voice. This is how the White Lion Street Free School in Islington, London operated from 1972 – 1990. The school was free to attend with non-selective admissions, based on a local catchment area. 

We recently received an exciting donation of archival papers about the White Lion Street Free School, now part of the Institute of Education Archives here at UCL Special Collections. These papers were collected by Nigel Wright, who worked at the School for four years (1979-1983) and wrote a book about his time there. The papers include his research and reflections on the school, correspondence about the running and funding of the school, copies of School Bulletins, and a publication by the school “How to Set Up a Free School: A Handbook of Alternative Education”. As you can imagine such an experimental school created a lot of controversy and press coverage. The collection also contains press cuttings, both praising and criticising the school. 

Archive collections of material from such radical experiments in education during the 1970s – 1980s are rare as, so often, these experimental schools were short-lived. This adds to the value of this collection for research. And we are also already actively using the collection in our teaching too. Items from the Nigel Wright Papers were used this term in a module on ‘Radical Education’ on the Education Society and Culture BA. The students were fascinated to read first-hand accounts of such an experimental school and see photographs of its everyday life in the school bulletins. 

To find out more about the collection, see the catalogue record for Papers of Nigel Wright

NW/7, draft document outlining White Lion Street Free School’s philosophy, C1970s – 1980s, UCL Special Collections, IOE Archives.

NW/7, draft document outlining White Lion Street Free School’s philosophy, C1970s – 1980s, UCL Special Collections, IOE Archives.

 

NW/4, White Lion Street Free School Newsletters and publication, 1970s, UCL Special Collections, IOE Archives.

NW/4, White Lion Street Free School Newsletters and publication, 1970s, UCL Special Collections, IOE Archives.

 


 In 2024, we have also so far added over 200 new items to our rare printed collections. Included here is a preview of some of these new additions.  

Two new volumes in our Laurence Housman collection:  

Laurence Housman (1865-1959) was the brother of poet and scholar A.E. Housman, and a versatile artist, scholar, and social reformer. At UCL, we hold a collection of books and periodicals by or with contributions from Housman. The collection was part of the library of Ian Kenyur-Hodgkins, an antiquarian bookseller, which was purchased by the College in 1978. This year, we added two new items to the collection:  

Of Aucassin and Nicolette : a translation in prose and verse from the Old French; together with Amabel and Amoris / given for the first time by Laurence Housman; with drawings by Paul Woodroffe; engraved on the wood by Clemence Housman. 

This new item is a lovely first Housman edition of the anonymous medieval French chantefable, or a ‘sung story’, which traditionally combined prose and verse. Of Aucassin and Nicolette has long been popular among book designers and illustrators and many editions exist. This Housman edition was printed in London, by John Murray, in 1902 and includes 3-full page illustrations – engravings on wood, by Clemence Housman, from the drawings by Paul Woodroffe. It is Clemence’s contribution that makes this item particularly interesting. Clemence Housman (1861-1955) was Laurence Housman’s sister and herself an author, illustrator, and activist in the women’s suffrage movement. Together with Laurence, she was the founder of Suffrage Atelier, an artists’ collective committed to campaigning for women’s suffrage in England, which specialised in printmaking, banner-making, drawing, and stencilling. Clemence and Laurence collaborated often, and we hold in our collection other examples of volumes illustrated by her (e.g. Moonshine & clover).    

While we hold another copy of the same edition, this new acquisition is a presentation copy, given by Housman himself to his friend John Baillie, subsequently regifted by Baillie and passed onto his friend, James Boswell in 1925.  

To find out more and to request this item, please consult our catalogue record for Of Aucassin and Nicolette.  

Of Aucassin and Nicolette title page (lect) and half-title page with Housman and Baillie inscriptions.

Of Aucassin and Nicolette title page (left) and half-title page with Housman and Baillie inscriptions (right). UCL Special Collections Reference: SC Temp 2024/162.

 

Palestine Plays by Laurence Housman. 

In his four Palestine Plays, Housman explores the dangers of superstition in interpreting the Bible and offers unconventional takes on the Old Testament. In his reworkings of Biblical narratives about prophecy and social justice, Housman draws on his contemporary political activism and his engagement with radical social movements, including women’s suffrage, pacifism, and socialism.  

The copy we recently added to our collection is the first edition of the Plays, published by Jonathan Cape in 1942. It was Laurence Housman’s own copy of the volume, signed by him, and includes his annotations as well as corrections to the text. The volume also includes an inscription, pasted on the back endpaper which reads, somewhat ironically perhaps: “Please keep this copy very clear, as it is a special edition. L.H.” and a pasted, undated flyer advertising Houseman’s reading from his plays at the New School Hall, King St. Methodist Church in Derby. As is the case with Of Auccasin and Nicolette, we hold more than one copy of this edition of Palestine Plays, but the newly acquired item offers a rich and unique insight into Housman’s writing and editing practice and the circulation of the book.  

To find out more and to request this item, please consult our catalogue record for Palestine Plays. 

Palestine Plays: half-title page with Housman's inscription (left) and a page showing Housman's corrections to the text (right).

Palestine Plays: half-title page with Housman’s inscription (left) and a page showing Housman’s corrections to the text (right). UCL Special Collections reference: SC TEMP 2024/9.

 

An inscription from Palestine Plays: "Please keep this copy very clean, as it is a special edition. L H"

Palestine Plays inscription: “Please keep this copy very clean, as it is a special edition. L H”

 


Twelve Original Woodcuts by Roger Fry 

This item includes 12 plates of woodcuts by Roger Fry, hand-printed by Leonard and Virginia Woolf at Hogarth Press, in their Richmond home in 1921.   

Fry was, alongside Virgina Woolf, a member of the famous Bloomsbury Group, a Bloomsbury-based collective or artists, writers, and intellectuals active in the early 20th c. He founded the Omega Workshop in 1913, a design enterprise which brought together members of the Bloomsbury Group, set up to break what he considered to be a false division between decorative and fine arts, and to encourage the expression of Bloomsbury Group aesthetics in graphic and product design. Fry also had links with UCL, having taught art history at the Slade. And while he is today considered one of the most important art critics of his time, he was also a painter and a skilled printmaker in his own right. He printed many woodcuts in the early 1920s, mostly inspired by the modernist aesthetics of the German Expressionism.   

Twelve Original Woodcuts is a wonderful example of many different areas of Fry’s practice coalescing. The volume is an expression of Fry’s keen interest in printmaking and in woodcut as a printing technology as well as a statement on his place in the Bloomsbury Group community, and its often collaborative and collegial approach to artistic practice and production. Here, Fry doesn’t print the work himself, but rather relies on the Woolfs printing press and distribution channels of Hogarth Press to produce and promote his work.  

In a letter of 2 December 1921, Virginia Woolf noted that “the first edition of Roger’swoodcutssold out in two days, and another [is] to be printed, folded, stitched and bound instantly” (Letters, II, p.495). The first printing to which Woolf referred, included 150 copies only. The second impression, which we hold at UCL, was printed on superior paper stock and without the titles of the woodcuts. The size of the second printing is unknown, but very few examples can be traced today. This was also the last book to be printed by the Woolfs to incorporate original woodcuts.   

Our copy of Fry’s Woodcuts was part of Albert Ronald Morris’ library. Morris was a former Slade School student, and the item was donated to UCL by Romilly R. Morris, his son. 

To find out more and to request this item, please consult our catalogue for Twelve Original Woodcuts.

A woodcut, in black, of a woman sitting on a chair.

One of the woodcuts from Roger Fry’s Twelve Original Woodcuts. UCL Special Collections reference: ART RARE PA 10.

 


 The Ojibway Conquest: a tale of the Northwest by Kah-ge-gah-bowl or G. Copway, chief of the Ojibway nation. 

Kahgegahbowl, also known as George Copway was born in 1818 in Upper Canda, to Mississauga chief. Although brought up in a Native American community, Kahkakakahbowh’s parents were converted to Christianity in 1827. Copway went to a church school in Illinois and later became a Methodist missionary in Canada. Following an embezzlement scandal, he was expelled from the Canadian conference of the Methodist Church and moved to the United States, where he enjoyed an extraordinary carried. His autobiography, considered to be the first book by a Canadian Native American, was published in 1847 and proved an immediate hit. The Ojibway Conquest, the copy of which was recently acquired by UCL Special Collections, followed in 1850.  

Published under Copway’s name, the work wasn’t in fact written by him. Julius Taylor Clark claimed in 1898 to be the author who had allowed Copway to publish it under his own name in order to “raise fund to aid him in his work among his people.” A later, 1898 edition includes Clark’s preface which outlines the book’s publication history.  

The copy we hold is the first, 1850 edition, published in New York and includes Copway’s portrait. Interestingly, it is a presentation copy, which was gifted by Copway himself to Dudley Arthur Mills, the British Conservative MP, in 1850.   

To find out more and to request this item, please consult our catalogue record for The Ojibway Conquest. 

Two pages from The Ojibway Conquest, the frontispiece showing George Copway and a presentation copy inscription.

The Ojibway Conquest: a frontispiece portrait of George Copway (left) and a presentation copy inscription (right). UCL Special Collections reference: SC TEMP 2024/16.

 


 Dialogo della bella creanza della donne, dello Stordito Intronato.  

Also known as La Raffaella, this volume was a popular 16th century work on women, social life, youth, love, and desire, considered quite scandalous in its day. Dialogo was written by Alessandro Piccolomini (1508 – 1578), but published under the pseudonym Stordito Intronato. Piccolomoni, very well known in his time for both his comic and scientific writing, was an active member of the Academia degli Intronati, an important meeting place for the aristocracy in the Republic of Siena. On entering the Acadmia in 1531, he took a name of Strodito, under which he published. His Dialogo was written as ironic, provocative, and playful entertainment for his fellow members of the Academia, but revealed also a wealth of detail on Renaissance women’s social lives, and often problematic modes of their representation in literatures of the period.  

First published in Venice in 1539, the volume was republished many times during the 16th century. UCL holds its 1560 edition from Milan. There are only two other copies of this edition recorded in the UK; Universal Short Title Catalogue identifies only four additional copies internationally. That is, this is a very rare item, and the UCL copy is made even more special as it retains its original 16th c. full soft pigskin binding with black lettering on spine. 

This item was part of the collection of Professor Charles Randolph Quirk, the Quain Professor of English Language and Literature at UCL from 1968 and 1981. His collection was donated to UCL by his widow Gabriele Stein, lady Quirk, and is now part of UCL Special Collections.  But our copy also includes traces of its other owner, the costume historian and British Museum curator John Lea Nevinson. Both an inscription and Nevinson’s playful bookplate are present in the volume, alongside a leaf inserted at the end with notes on edition of this work, in what looks like Nevinson’s handwriting.   

To find out more and to request this item, please consult our catalogue record for Dialogo

title page of Dialogo della bella creanza delle donne.

Dialogo della bella creanza delle donne (1560), title page.

 

A bookplate, printed in black and white, an image of scantily-clad mad carrying large scissors. White text against black background: "John L. Nevinson".

John L. Nevinson’s bookplate, as seen in our copy of Dialogo (1560).

 


 All our collections and collection items mentioned in this blog are available to all and can be viewed in our reading rooms. More information about what we hold and how to book an appointment is available on our website 

We often work with donors and accept new acquisitions, where these supplement and enrich our existing holdings and speak to our collecting priorities. If you have an item or a collection, no matter how big or small, which speaks to our collecting remit and might need a new home, please contact us on spec.coll@ucl.ac.uk to discuss a possible donation to UCL Special Collections.   

Some historical sources on intelligence testing, eugenics and children with special education needs

By Nazlin Bhimani, on 24 August 2020

I have been studying key texts on the history of schooling during the interwar period as part of my research on teacher training. In this post, I highlight some sources from the late 19th century to the end of the period between the two wars that are relevant to the history of special education needs or, more precisely, the history of intelligence testing and eugenics and the exclusion of children with learning difficulties in state-funded schools. Many of the labels used to describe children with disabilities are offensive to us now and it is, therefore, important to consider the use of these within their historical context.

Sandlebridge Schools at Warford

Sandlebridge Schools at Warford

The history of education is replete with references to mental health issues in the legislative acts and books dating from the first half of the 19th century to the recent past. The first piece of legislation that dealt with the issue of provision “for the care, education and training of idiots and imbeciles” was the 1886 Idiot’s Act of Parliament. It was the first time that the UK government had differentiated between those with mental health problems (‘lunatics’) and those who had learning disabilities (‘idiots’ and ‘imbeciles’). In 1908, the first facility that included children with special needs, and differentiated between the ‘mentally subnormal’ and the ‘mentally ill’, was Mary Dendy’s (1885-1933) Sandlebridge Colony in Great Warford, Cheshire. Dendy was a typical feminist educator who showed compassion and humanity but this was from the vantage of one who wanted to prevent the degradation of society.  She was an advocate of Francis Galton’s (1822-1911) eugenic theories and her address at the Galton Laboratory for National Eugenics in Manchester in 1902 confirm her loyalty to his eugenic principles. Galton (who was the half-cousin of Charles Darwin) had published his book Hereditary Genius in 1862 and by the early years of the 20th century had begun to question the ‘civic worth’ of the ‘feeble-minded’. Dendy believed that the ‘feeble-minded should be segregated in order that their deformities were not perpetuated through marriage into future generations – forced sterilisation was actively promoted by the Eugenics Education Society which many eminent educationalists of the day belonged. In Dendy’s opinion, the ‘degenerate children’ were incapable of being educated in the normal schoolroom and these children should be sent to special residential homes where they would be taught a livelihood to make them useful members of society. Her views are expressed in the 1911 publication Schooling of the Feeble-minded Children.

The debates about eugenics, social responsibility, ethics, religion or the ‘biosocial’ (genetic dispositions) aspect of race continued during the early part of the 20th century and several reports were published by the Royal Commission on the Care and Control of the Feeble-Minded (set up in 1904) which culminated with the 1913 Mental Deficiency Act. This Act ensured the institutionalisation of the “feeble-minded’ and “moral defectives” such that they were removed from the institutions established as part of the Poor Law – thus incorporating and advancing the ideas of the eugenicists. John and Samuel Wormald’s Guide to the Mental Deficiency Act, 1913: containing a legal and general exposition of the Act, with suggestions to the local authorities, managers and others for the organization and administration of the work dealing with the mentally defective  is held in the IOE’s special collections. The Wormalds, father and son, were active in the eugenics movement. John Wormald was a solicitor and for many years the Chairman of the Schools and the Special Schools, Boarding-out and Care Committees for the Mentally Defective in Leeds. The guide was written for those who are “actively concerned about the welfare of feeble-minded or defective persons”:

Imprisoned in our jails, confined in our Industrial Schools and maintained in the wards of our Workhouses are a large number of people who ought not to be there at all, and who are too often only injured by their present treatment, which is both costly and ineffective….The new powers of guardianship will be welcomed by those who are familiar with after care work in connection with these children. Very often such children will never need institutional treatment if these powers be wisely exercised but they will need the guiding and protecting hand whose continued presence the Act makes possible. … They will afford scope for the noblest exercise of the religious spirit, in training, tending and cheering lives, which at present are needlessly darkened, but which are capable of a real, though it may be a limited development; and are keenly sensitive to many simple joys of which they are now deprived (Wormald & Wormald, 1913, p. vii).

The above gives the impression of being quite caring but Wormald’s son Samuel, a member of the Eugenics Society, later became the notorious Executive Officer of the Mental Deficiency Meanwood Park unit in Leeds. He is remembered today for his often ruthless removal of more than 2,000 people (children, unmarried mothers and factory workers) considered to have a disability from society because he believed that “… by being allowed to repeat their type, the feebleminded are increasing the ranks of the degenerate and wastrel classes with disastrous consequences to the entire community”(Digital Archives of the Meanwood Park Hospital).

George E. Shuttleworth, a pioneer psychologist and Medical Examiner for the School Board in London, did much to promote an understanding of differences between the different types of children deemed to be ‘subnormal’. It was through his persistent efforts that provision was made for children with disabilities. He devised teaching methods and set up “special” schools for children considered to have ‘mental deficiencies’. His book, Mentally Deficient Children was the standard text on the subject and ran to five editions from 1895 to 1922. The British Medical Journal suggested that the book was so widely read that “there can be few psychiatrists throughout the civilised world to whom his name is not familiar”.

In the preface to his book, Shuttleworth explains the various terms used to describe these ‘feeble-minded’ and ‘backward’ children suffering from ‘retarded mental development’. Shuttleworth included in the 2nd edition of his book two additional chapters that give an account of an inquiry on the educational training of children with learning disabilities by a Committee under the Education Department of which he was a member. The School Board for London adopted the recommendations for practical measures proposed by the Committee as did several other school authorities. His advice was that the “mentally-feeble child is specially incapable of comprehending abstractions: all instructions, therefore, must be presented in a concrete form, which it can not only see, but when possible grasp in the hand as well as in the mind” (p. 100). Shuttleworth’s papers are held at the Wellcome Library.

Schooling children with special education needs were also considered by educationalists and psychologists on the Continent. In the early part of the 20th century, the French psychologist Alfred Binet (1857-1911) had been commissioned by his government to find a way to measure intelligence as a way to find out which children needed additional assistance. His theories, and those of his collaborator Dr Theodore Simon, are included in The Intelligence of the Feeble-minded which was translated into English and published in 1916. In this book, we get a glimpse of Binet’s discoveries which he acquired by observing children. Binet and Simon developed the Intelligence Quotients or IQ tests to determine the mental age and ratio of a child’s intelligence. These tests were also used to gauge the intelligence of the men recruited to fight in the First World War. Later in the mid-1920s, ratios for each group of ‘mental defectives’ were set out–idiots had an IQ of under 20, imbeciles were those with a mental ratio of between 20 and 40 and feeble-minded were those that had a ratio of up to 60–these were published in the British Journal of Psychology (July 1926, pp. 20-53).

Other relevant books in the Special Collections include the Feeblemindness in Children of School Age by C. Paget Lapage published in 1911. Lapage was a medical doctor at the Children’s Hospital in Manchester and a lecturer in School Hygiene at Manchester University. His book was aimed at school medical officers, teachers, and social workers who deal with feebleminded children. In Lapage’s view, effective methods of dealing with the feebleminded were of immense importance to the national welfare of the community as “feeblemindedness is an inherited taint handed on from generation to generation, and that every feebleminded person, who is a free and unrestrained agent, may, by becoming a parent, transmit and taint and so affect tens or hundreds of future generations” (p. viii).

The Education of Mentally Defective Children: Psychological observations and practical suggestions by Alice Descoeudres (translated from French into English by Ernest F. Row) was published in 1928. In the previous year, an amendment to the Mental Deficiency Act enabled those who had mental health problems through illness or accident to be included in the group that could be supported in specialist institutions. The book acknowledges the difficulties of working with ‘defective children’ stating that “WE have to contrive in a variety of ways to arouse their [these children’s] interest, to awaken and hold their attention, or develop their will power, to gain their confidence, and to strengthen their characters” (p. 7).

Image of Cyril Burt

Cyril Burt (1883-1971)

Lastly, no list on this subject would be complete without reference to the work of Cyril Burt who influenced the structure of the schooling system in the interwar years with his work on psychometrics or the science of measuring mental capabilities. Burt was the first part-time school educational psychologist to be appointed by the London County Council (LCC) in 1913. From 1924, he was a part-time lecturer at the London Day Training College (which became the Institute of Education in 1932) and in 1931 Burt was appointed to the Chair of the Psychology Department at UCL, taking over the position from Charles Spearman. Burt had been introduced to Galton’s work at an early age and developed mental testing in schools in 1909 whilst working as Lecturer in Psychology and Assistant Lecturer in Physiology at Liverpool University. This work continued whilst he was at the IOE and at UCL. His belief that the innate intelligence of children could be measured to judge their capabilities is demonstrated in the book  Mental and Scholastic Tests published in 1921. His initial report for the LCC on The Backward Child was published in 1923 but the most influential work was his The Young Delinquent (1925) which established the acceptance of psychometrics and its hegemony for pedagogy for the future decades.  Evidence of his thinking is presented in The Subnormal Mind which was published in 1935.

The above sources are examples that illustrate that eugenics was prevalent and permeated educational thinking in the early 20th century. The marginalisation of children continued in the interwar years (albeit in a less draconian manner) for if children did not fit the norm in terms of their mental or physical capabilities, they were segregated in the schools or excluded altogether.
If you would like to view any of the texts mentioned above, please contact the team at the IOE Library.

UCL Special Collections Presents…

By Helen Biggs, on 21 May 2018

We’re excited to announce UCL Special Collections Presents… – a day of talks and displays in UCL’s South Junction Reading Room on Tuesday, June 5th.

Join our team of friendly archivists and librarians at the South Junction Reading Room to hear about some of their favourite Special Collections items in an informal setting. Come face to face with exquisite treasures, learn about the work of our conservators, and discover which curious tomes our volunteers have been studying.

We are running a range of sessions throughout the day, including:

11am-11:30 and 11:30am-12pm:
Protest songs for equal pay
A balloon’s eye view: historical maps of London
Maps from the Jewish Pamphlets collection

12-12:30pm and 12:30-1pm:
A history of the book
“Confessions of a Down and Out in London and Paris”: gems from George Orwell’s archive

1-1:30pm and 1:30pm-2pm:
UCL’s student disruptors
Small Press magazines on vinyl

2-2:30pm and 2:30-3pm:
Jeremy Bentham and Lord Brougham, social reformers
Enid Blyton’s Teacher’s Treasury

3-3:30pm and 3:30-4pm:
Medical and Scientific Manuscripts and Rare Books
A 14th Century Haggadah, and other Jewish and Hebrew treasures

When: Tuesday, 5th June, 11am-4pm

Where: South Junction Reading Room, Wilkins Building, University College London, WC1E 6HJ

Book your free tickets now!

Advent Definitions: Christmas Box

By Nazlin Bhimani, on 11 December 2017

The definition of ‘Christmas Box’ from the 19th century dictionaries is ‘a box for collecting Christmas presents; a Christmas present’ (1885). Christmas as we celebrate it today has its origins in the Victorian period, thanks to Prince Albert bringing to England the German tradition of a Christmas tree lit with candles. By the end of the 19th century, the Christmas tree was a familiar sight in the homes of many well-to-do families and the joy of opening a Christmas box part of the excitement of the festivities.

One of the children’s books in the Baines Collection held in the UCL Institute of Education’s Special Collection is an annual (the first for children published in England) with the title The Christmas Box. As the title is so relevant to this time of the year I would like to share the delight of this little book as a Christmas treat for everyone. The book, edited by T. Crofton Croker, is small in format as was typical of children’s books at the time so that they could fit in a child’s hands.  It is only 16.2 x 10.2 cm in size and was published between 1828 and 1829.  It has lovely wood cut prints  and includes short stories, verses, plays and articles and even a brief history of the Napoleonic wars.

The stories include ‘Battle of Frogs and Mice’, a short animal epic ascribed to Homer in the ancient world and ‘The Three Caskets’ which was used in Shakespeare’s Merchant of Venice. The book also contains a couple of firsts: the first appearance of a Norwegian folk tale ‘The History of Asim and Asgard’ and the first publication of Scott’s poem ‘The Bonnets of Bonny Dundee’ (Hahn, 2015, p. 127). In addition, there are writings by the prolific author of adult and children’s stories Maria Edgeworth (1768 – 1849) who also wrote the well-known education treatise Practical Education (1801) (also in the IOE’s Special Collections) in which she and her father Richard Lovell Edgeworth combine ideas of different philosophers including John Locke and Jean-Jacques Rousseau.

The book concludes with a collection of carols and a message for the reader which seems very appropriate for both the book and this blog post:

And now, little dears, we have only to wish you all good wishes,
and to thank you for your patience in perusing our small present.
May you all spend your Christmas holidays pleasantly, with every enjoyment and entertainment,
and be ready, when we meet again, to glance over our pages with the same good humour and glee as we trust you have done.
And so GOOD BYE.

Have a lovely Christmas and Best wishes for the New Year!