Suchergebnisse

This volume presents the results of archaeological work carried out by MOLA (Museum of London Archaeology) at Highflyer Farm in 2018. Remains dating from the Neolithic to the post-medieval period were recorded, with most of the activity occurring between the early Iron Age and late Roman periods

For most of the present century economic and social historians have intermittently debated the question of the standard of living during the first phase of the Industrial Revolution, 1780–1830. As both the "pessimists" and the "optimists" acknowledge, too much emphasis can easily be placed on wage levels and the more easily measured aspects of the question, to the neglect of the quality of life and its non-quantifiable aspects. Insufficient explicit attention has also been paid to the divergent experience of different occupations and different districts of the country.

This article investigates the work of Henry Morris (1889–1961), in particular his ideas on the Cambridgeshire village colleges. It is now 90 years since the first of these was founded in Sawston in 1930, and the article aims to address the issue of whether Morris's views on education and democ- racy encapsulated in the village colleges still have relevancy in the early twenty-first century. An overview of Morris's career and the creation of the village colleges is investigated, using the work of Paul Hirst and associative democracy as a theoretical lens. It is argued that the Cambridgeshire village colleges do have some attributes of associative democracy, particularly their original emphasis as sites of local democracy and participation from voluntary bodies and private individuals. How- ever, Morris's role as Cambridgeshire's Chief Education Officer (1922–1954) meant that the local state (in the guise of the County Council) played a more significant role in the village colleges than Hirst advocates for his version of associative democracy. As English primary and secondary schools turn from local authority control to academy status, Morris's vision for local schools of and for local people is becoming increasingly compromised. The article ends with the work of Allen and Gann, both influenced by Morris, who argue for a revitalised form of comprehensive schooling and lifelong learning that again sees educational institutions as sites of grassroots democracy. ; publisher will not permit final published pdf to be used - do you have a previous version, eg after review but before publisher formatting applied? RVO 29/4/20 File supplied 29/4/20

AbstractThis article throws new light on the forces that propelled the Peasants' Revolt of 1381 by focusing closely on the actions of the rebels, the number and nature of the attacks they carried out, and the identities, status, and roles of their victims. The exceptionally rich and comprehensive records of the violence and disorder that occurred in Cambridgeshire have been systematically studied and each incident analysed, categorized, and quantified. The results reveal that attacks in this region were overwhelmingly directed against political and judicial officials operating at a national and local level, and that attacks against landlords arising from oppressive manorial lordship constituted less than one‐tenth of recorded violent incidents. The use of similar analysis of the actions of rebels recorded in the judicial proceedings of revolts in other regions may lessen the scale of the contention that still exists over the grievances that provoked this momentous uprising and who the rebels judged to be their main adversaries.