Thomson, Godfrey Hilton, Sir, 1881-1955 (psychologist and Bell Professor of Education, University of Edinburgh)
Found in 35 Collections and/or Records:
Address to the Edinburgh Ladies College for the commemoration of founders and benefactors, 6 Jun 1927
Scope and Contents Thomson pays tribute to the school and its benefactors, tracing its history and looking forward to its future. Also included is an itinerary of the event.
Dates: 6 Jun 1927
Scope and Contents The lecture was addressed to students upon their graduation, and Thomson's sense of humour is in evidence throughout. He advises the students not to rest on their oars, but to keep learning throughout their life and to widen their knowledge; to know the character of their pupils and be an example to them; and to work hard and subsequently benefit from the satisfaction attained from hard work.
Dates: 24 Jun 1954
Scope and Contents Thomson defines educational science, which he sees as having two facets: operational, such as the research undertaken by the Scottish Council for Research in Education regarding the best teaching methods; and fundamental, such as research undertaken to explore the sources of intelligence differences, and their relationship to one another. Thomson charts how educational science has progressed, due in part to the use of mathematical statistics and the...
Dates: 29 Apr 1952
Scope and Contents Thomson outlines both the history of the school and its namesake, Bede. He stresses the need for continual investment in the library to ensure the scholarship the school has demonstrated in the past continues.
Scope and Contents Thomson outlines the purpose of intelligence testing, referring to his own work in Northumberland in 1919, which was to ensure clever children weren't being passed over for entry into secondary education as a result of their social background. In relation to this, Thomson talks about the benefits of standardisation of intelligence tests, and discusses the problem of coaching and how it can be overcome. Thomson also mentions a child who was tested and subsequently given a place in...
Scope and Contents Thomson argues that the British education system needs to make provision for vocational training, citing, in some detail, Germany's extensive system of vocational training as an example. He stresses that the vocational training undertaken through the necessities of war should be carried on through peacetime, ensuring it is integrated into the existing educational system and valued, and outlines the history and decline of apprenticeship and vocational education in Britain between...
Dates: 6 Oct 1942
Scope and Contents This lecture is essentially the same in content as lecture titled Some National Problems of Today: Education, with a shortened introduction.
Dates: 10 Jan 1931
Scope and Contents The notes are brief, largely containing bullet points for Thomson to discuss. These include a definition of the pyramid and its relation to society; notes regarding the four new classes as identified by Wells; the differential birth rate; the Danish Folkhighschools; and social equality.
Dates: 20 Jan 1931
Identifier: EUA IN1/ACU/G1
Scope and Contents Material regarding the Moray House Tests, c1920s-1970s; Northumberland Mental Tests, c1920s; Sample tests, 1920-1987; Testing Samples, United States, c1920s-1950s; Publications, 1896-c1978; Godfrey Thomson, c1930s-1947; Correspondence...
Handwritten notes for lecture to the Newcastle school of cooking, and lecture to Stockton Grammar School, 21 Nov 1931
Scope and Contents The notes are brief in content, in some cases with just one word to remind Thomson to speak about a particular topic, and are written in a mixture of English, German, and French. The notes for Thomson's address to the Newcastle School of Cookery are titled Stoic & Epicurean, and contain references to science and art, stressing the importance of both. The lecture notes for Stockton Grammar school are untitled, referring to the German education...
Dates: 21 Nov 1931