Schools, School-Books and Schoolmasters is an in-depth textbook about the history of educational institutions in Great Britain. Contents: "Introductory survey of the old system of teaching—Salutary influence of the Church—Education of Englishmen in their own homes and on the Continent—Severity of early discipline—Dr. Busby. The Foundations—Vocabularies, Glossaries, and Nominalia—Their manifold utility—Colloquy of Archbishop Alfric (tenth century)—Anglo-Gallic treatise of Alexander Neckam on utensils (twelfth century)..."

"R.F. Delderfield is a born storyteller." — Sunday Mirror To Serve Them All My Days is the moving saga of David Powlett-Jones, who returns from World War I injured and shell-shocked. He is hired to teach history at Bamfylde School, where he rejects the formal curriculum and teaches the causes and consequences of the Great War. Eventually David earns the respect of his students and many of his fellow teachers, against the backdrop of a country struggling to redefine itself. As David falls in love and finds himself on track to possibly take on the headmaster role, he must search to find the strength to hold true to his beliefs as the specter of another great war looms. To Serve Them All My Days is a brilliant picture of England between the World Wars, as the country comes to terms with the horrors of the Great War and the new forces reshaping the British government and society. Subject of a Landmark BBC Miniseries Includes Bonus Reading Group Guide WHAT PEOPLE ARE SAYING: "Mr. Delderfield's manner is easy, modest, heartwarming."—Evening Standard "He built an imposing artistic social history that promises to join those of his great forebears in the long, noble line of the English novel. His narratives belong in a tradition that goes back to John Galsworthy and Arnold Bennett."—Life Magazine "Sheer, wonderful storytelling."—Chicago Tribune "Highly recommended. Combines tension with a splendid sense of atmosphere and vivid characterisation. An excellent read." —Sunday Express

Britain’s public (that is, its major independent) schools have a conspicuous role in the country’s social system, and as a result are the subject of a long-standing political debate. The discussion is generally founded on a stereotyped image of what these school may have been like in the 1950s – this books shows how they were in the late 1980s. It is based on fieldwork in two major public boarding schools which the author conducted over an extended period, and draws on interviews, observation and documentary sources to establish a picture of what public school life is actually like for pupils and staff. Since the schools were predominantly male preserves, the major part of the book describes the social world and experiences of boys and school-masters. An important section of the book, however, discusses the introduction of girl pupils, the experiences of female teachers and the way schoolmasters’ wives tend to be drawn into their husbands’ work. Geoffrey Walford’s conclusions about life in public schools differ considerably from traditional expectations. At the same time he asks whether there really has been a ‘public school revolution’. His book makes an important contribution to our knowledge of public schools, to debates in the sociology of education and to the issues of abolishing or extending the independent sector.

Written tests to evaluate students were a radical and controversial innovation when American educators began adopting them in the 1800s. Testing quickly became a key factor in the political battles during this period that gave birth to America's modern public school system. William J. Reese offers a richly detailed history of an educational revolution that has so far been only partially told. Single-classroom schools were the norm throughout the United States at the turn of the nineteenth century. Pupils demonstrated their knowledge by rote recitation of lessons and were often assessed according to criteria of behavior and discipline having little to do with academics. Convinced of the inadequacy of this system, the reformer Horace Mann and allies on the Boston School Committee crafted America's first major written exam and administered it as a surprise in local schools in 1845. The embarrassingly poor results became front-page news and led to the first serious consideration of tests as a useful pedagogic tool and objective measure of student achievement. A generation after Mann's experiment, testing had become widespread. Despite critics' ongoing claims that exams narrowed the curriculum, ruined children's health, and turned teachers into automatons, once tests took root in American schools their legitimacy was never seriously challenged. Testing Wars in the Public Schools puts contemporary battles over scholastic standards and benchmarks into perspective by showcasing the historic successes and limitations of the pencil-and-paper exam.