Skip to main content

Thomson, Godfrey Hilton, Sir, 1881-1955 (psychologist and Bell Professor of Education, University of Edinburgh)


Found in 259 Collections and/or Records:

Handwritten bibliography of Thomson's work titled List of Publications, 1905-1954

Identifier: Coll-1310/3/4/4
Scope and Contents Details Thomson's publications largely chronologically – Thomson has used the right hand side for his own work, and the left for work of his students' which was of particular interest to him. Also contains a list of Moray House Tests published by the London University Press Limited including the test number, the prices, and when they were copyrighted; and details of reviews of Thomson's work by others. The volume contains interleaved programmes for meetings and events to...
Dates: 1905-1954

Handwritten notes, c1930s

Identifier: EUA IN1/ACU/G1/6/1
Scope and Contents From the Series:

This material was either created, collected by, or refers to Professor Sir Godfrey Thomson.

  1. Handwritten notes, c1930s;
  2. Correspondence, 1932-1941;
  3. Manuscript authored by Thomson titled The Mathematics of Mental Testing, c mid 20th century;
  4. Thomson's notebook, c 1947.
Dates: c1930s

Handwritten notes for lecture to the Newcastle school of cooking, and lecture to Stockton Grammar School, 21 Nov 1931

Identifier: Coll-1310/3/1/2/21
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...
Dates: 21 Nov 1931

In Praise of Examinations, 22 Apr 1943

Identifier: Coll-1310/3/1/2/29
Scope and Contents Thomson defends examinations, discussing their impartiality, fairness, and showing their importance in a democratic society where individuals progress by merit rather than nepotism. Additionally, Thomson also acknowledges the problems of examinations – namely nerves; chance and luck; time pressures on both examinees and examiners; and the inconsistent relationship between examination performance, the school record, and teachers' own ratings. He discusses possible solutions to...
Dates: 22 Apr 1943

Inaugural lecture, 1925

Identifier: Coll-1310/3/1/2/2
Scope and Contents Thomson discusses how intelligence is distributed between the various social or occupational levels of society. He explains the normal distribution of intelligence within the population, drawing parallels with the distribution of height. Thomson refers to inquiries carried out by him in Northumberland in 1922, and inquiries carried out in the Isle of Wight in 1924, which demonstrated that individual differences outweigh social differences, and supported the notion that heredity...
Dates: 1925

Journal publications, 1907-1954

Identifier: Coll-1310/2/3
Scope and Contents

Contains Thomson's, articles, reviews of others' work, lectures and addresses, notes, and letters to editors.

Items of note include Thomson's obituary of Spearman; his Galton lecture, and his Ludwig Mond lecture.

Dates: 1907-1954

Lecture by Thomson titled A Comparison of English and American Education, 1 Oct 1924

Identifier: Coll-1310/3/1/2/1
Scope and Contents Thomson compares the American high school system to the English secondary school system. He argues that there is much to be learned from the American system which, as a result of offering a free education up to 18 for all who wish it and are able, relies on a more varied curriculum which incorporates social and vocational education alongside more academic subjects such as English, Mathematics, classics and science. Thomson reasons that more provision should be made in England for...
Dates: 1 Oct 1924

Lecture I titled Discipline, c1916-1918

Identifier: Coll-1310/3/1/1/2
Scope and Contents Thomson discusses the importance of discipline in class both in a general sense, and specifically relating to music classes. He discusses the pitfalls of both too lenient and too harsh discipline; the importance of forming rules and ensuring these are as clear and as few as possible; the participation of pupils in rule making and reporting when rules are broken; and assigning a fitting punishment. He also gives pointers for achieving discipline, and stresses the responsibilities...
Dates: c1916-1918

Additional filters:

Archival Object 253
Collection 6
Edinburgh -- Scotland 81
Glenapp Ayrshire Scotland 49
Education 29
Intelligence 11
Intelligence tests 11