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This was taken in the late 60s after the school closed and the site became derelict. Behind the upright of the horizontal beam, you can see the open fireplace which was the sole source of heating in the winter.
I think "whom" should be "who," but I'm not positive. Any fellow
grammar nerds want to take a crack at it?
Seen on the Staten Island Ferry on the way back from the Bike Tour.
Sydney Grammar School is one of the oldest schools in Australia. Its ancestor, the Sydney Public Free Grammar School, opened in 1825 with LH Halloran as Headmaster. In 1830, Sydney College was founded. Sir Francis Forbes, Chief Justice, became President of the College and laid the foundation stone of the present building in College Street on the 26 January 1830. In 1835 Sydney College opened in this building with WT Cape as Headmaster. In 1842 he resigned and was succeeded by TH Braim. In 1850 Sydney College was closed. Sydney Grammar School was founded by Act of Parliament in 1854, after Sir Henry Parkes, the Father of Australian Federation, tabled a petition from a group of citizens concerned that the fledgling University of Sydney should have a "nursery" to provide it with well prepared undergraduates.
The re-founded School's work commenced in 1857, in the College Street buildings which had been occupied immediately before this by the University of Sydney. Grammar has remained here ever since.
Source: Sydney Grammer website
Sydney Grammar School is historically significant as probably the earliest school surviving in use in the city of Sydney, and as the site on which the University of Sydney began. The site and earlier buildings are associated with people and events involved not only in the development of the school and education in Australia, but also in the foundation and cultural evolution of the Australian nation. The place is aesthetically significant principally for the 1830s building by Hallen, and its classically inspired extensions by Blacket in the 1850s, which form an important element in a major historic streetscape. The social significance of the place derives from its association with the education of several thousand Australians, many distinguished in later life. The place has scientific significance as containing examples of early building materials and techniques.
Source: Sydney architecture website
On Friday 12 July 48 Year 9 students left Enfield Grammar School at 5.00am on the History trip to the First World War Battlefields near Ypres. Our numbers increased to 49 at the Eurotunnel: Remaine Newland finally arrived!! His alarm hadn't worked - Remaine's mum put her driving skills to the test and successfully pursued the coach to Folkestone.
The boys visited the Trench of Death, one of the longest preserved sections of trench in Belgium. This gave them an opportunity to see the strategic significance of the river Ijzer and the importance of defending it from the Germans. From there, the group went on to the museum at Zonnebeke for a tour and lunch.
The afternoon's visits included a tour of Polygon Woods Cemetery and Hill 60. The two cemeteries allowed the boys to compare the layout of a concentration cemetery with a battlefield cemetery. They paid their respects to the Australian soldiers buried at Polygon Woods. At Hill 60, the boys learnt about the different battles that were fought around Ypres and were told how the mine crater we visited was created. Many were shocked to learn that the explosion at Hill 60 was so loud it had been heard in London.
Despite the highly dramatic, but non-serious, head injury sustained by a member of the group, everyone managed to enjoy the visit to the Menin Gate and the town of Ypres. When looking at the Menin Gate, the boys not only saw names from Middlesex and Essex but India, Australia and Jamaica - further emphasising the fact it was a world war.
A final highlight for many was the visit to the chocolate shop where they stocked up on presents for their parents and snacks for themselves.
Title: Masdar, tasrif, bina, nahw [A collection Arabic grammar lessons]
Author: Alexander Kazim Bay (previously Mahmoud Ali)
Call number: 091.9927 M377
Notes: The five part collection was created for G. Blyth at Astrachan in 1822. There is also an essay in Persian. Notes on the cover describe the manuscript as “Treatise on Arabic grammar:
1. Paradigms
2. Seems to be written in Persian
3. Acridense [sic]
Contains vocalization and interlinear explanations in Persian.
Physical description: 71 leaves, 15 x 21 cm., 11 lines per page, naskh
Subject: Manuscripts, Arabic
Arabic language--Grammar
London Grammar
Lowlands Festival 2017 - Day 2
Walibi Holland, Biddinghuizen, Netherlands NL
19th August 2017
This image is copyright © Roberto Finizio. All right reserved. This photo must not be used under ANY circumstances without written consent.
for info and photos visit my website www.robertofinizio.it
Questa immagine è protetta da copyright © Roberto Finizio. Tutti i diritti sono riservati. L'immagine non deve essere utilizzata in nessun caso senza autorizzazione scritta dell'autore.
per info e materiale fotografico visita il mio sito www.robertofinizio.it
Approx. 3.5 cms across cap. Velvety to touch. Common on lawns. Not edible, many Cortinarius are very poisonous.
Grammar School Stafford UK 19th November 2013
Another example of poor grammar on a tattoo shop sign in Stockyards, a tourist cowboy town near Forth Worth, TX
This building (and its predecessors on the same site) was home to Ashton Grammar School from its foundation in 1588 until the end of the 19th century when the School relocated to Wigan Road in Ashton. In 1828 a Mr Bryce inspected the Grammar School on behalf of the Charity Commissioners and reported his findings as below:
“Ashton is a village in the southern part of the county, a little way from Newton, on the road to Wigan. Its school, which stands at a place called Senela Green in a district full of coal mines and foundries, was founded in 1588 and has since then received small benefactions from inhabitants of the parish, which made up its present total income to about £43 a year, nearly the whole of which goes to the master. He gets about £70 from school fees, and pays £40 to an assistant whom he appoints. The trustees, who are mostly residents engaged in trade or manufacture, seem to take an interest in the school, and its financial concerns are managed with much care and judgement by one of their number. They do not interfere with the educational arrangements, and leave the master to impose what fees he pleases. The fees are now low -£1-£2 a year,- low at least for some of the people whose children come; but as the school had fallen greatly under the last master, the present one is afraid to raise them abruptly, especially as he is exposed to the competition of two Privy Council schools, one Church of England and one Roman Catholic, where only 1d, 2d or 3d a week is paid. Most of the scholars are sons of colliers or workers in the hinge works, and these leave very early, the parent thirsting for the children's earnings, though he gets very good wages himself. A good many, however, are the children of overseers of mines or foremen in works, and though they seldom remain after 13 or 14, the master can generally manage to get up a Latin class out of them. Girls used formerly to come to the school in considerable numbers; now they mostly go to a private school in Ashton village, kept by the master's sister.
One hears here and in the mining districts generally, that the Acts for regulating the employment of children are frequently violated or evaded.
The schoolbuilding (erected in the 17th century) is well placed on a rising ground, with a good playground close by; but its single class-room (on the ground floor) is only about 40 feet by 20 by 9, and thus much too small for the 60 scholars who are sometimes in attendance.
Fifty-three children were present the day of my visit (among them one girl). In arithmetic 12 (average age 12 and three-quarters) did creditable papers, showing by the methods they employed and their power of understanding questions stated in some other than the usual way, that they had been taught intelligently. One boy was reading Lucan, and did very fairly; five others were learning Latin grammar. Geography and grammar were passably good, and on the whole the school gave me the impression of being well handled by the master, who is an earnest and sensible teacher doing his best under considerable difficulties. He was educated in the school himself, which was then, it appears, a place of little but classical instruction, and would be glad to teach more Latin and mathematics if the parents would let him.
The trustees, I understand, have had under consideration the propriety of erecting a house for the master by raising a subscription and selling some stock which they now hold. It is to be hoped that they will do so, and that they will also take steps for enlarging the schoolroom which must now be unwholesome. Except as respects its buildings the state of the school appears satisfactory. It is an instance of the possibility of getting even day labourers to pay fees much higher than the Government schools charge, which might with advantage be considered by those who manage the Government schools. It is an instance also of the benefits which are sometimes derived from the union in the same school of elementary and superior instruction, or, in other words, from the presence of a teacher who is competent to teach something more than elementary subjects.
Foundation and Endowment.-By indenture, 1 August 1588, it was greed that interest of £60 left for the purpose by Robert Byrchall, should be applied for the support of a master. By deed poll, 24 September 1589, Sir W. Gerard granted a site, 44ft by 30ft, for a school. Further sums, amounting to £102 18s., subscribed up to year 1732. £100 left by will of John Lowe, 1707; £100 given by John Ashton, 2 January 1748. Deeds kept in vestry.
School Property.-Now consists of a farm of 7a. 1r. 0p., at eight yards to the perch, purchased in 1629 for £100, and let at £30 per annum, and £263 stock, at 5 per cent. Whole proceeds, £43 3s. Reserved for school repairs; rest paid to master.
School building good; rebuilt in 1728 by subscription; kept in repair by master.
There are dole charities of some value in Ashton, which, according to the report given me, are productive of little or no good; and there is also an apprentice charity whose funds are now accumulating, there being few applicants.
[Ch. Com. Rep. xx. 202, A.D. 1828]
The Hull Grammar School was built in 1583 and continued as a school until 1878. Amongst the good and famous educated here are William Wilberforce and Andrew Marvel. The school was converted into a museum in 1988 and is know as 'Hands on History' as visitors are invited to do just that; to handle the exhibits.
Title: Masdar, tasrif, bina, nahw [A collection Arabic grammar lessons]
Author: Alexander Kazim Bay (previously Mahmoud Ali)
Call number: 091.9927 M377
Notes: The five part collection was created for G. Blyth at Astrachan in 1822. There is also an essay in Persian. Notes on the cover describe the manuscript as “Treatise on Arabic grammar:
1. Paradigms
2. Seems to be written in Persian
3. Acridense [sic]
Contains vocalization and interlinear explanations in Persian.
Physical description: 71 leaves, 15 x 21 cm., 11 lines per page, naskh
Subject: Manuscripts, Arabic
Arabic language--Grammar
London Grammar
Lowlands Festival 2017 - Day 2
Walibi Holland, Biddinghuizen, Netherlands NL
19th August 2017
This image is copyright © Roberto Finizio. All right reserved. This photo must not be used under ANY circumstances without written consent.
for info and photos visit my website www.robertofinizio.it
Questa immagine è protetta da copyright © Roberto Finizio. Tutti i diritti sono riservati. L'immagine non deve essere utilizzata in nessun caso senza autorizzazione scritta dell'autore.
per info e materiale fotografico visita il mio sito www.robertofinizio.it
Zdjęcie zrobione podczas 8. edycji festiwalu Tauron Nowa Muzyka, w katowickiej Dolinie Trzech Stawów.
25 Year 9 students, who will be studying Vocational Business in Year 10, attended a Celebration Event at White Hart Lane on Friday 15th July. This was in recognition of their participation in the Tottenham Hotspur Enterprise Academy.
The boys received certificates signed by Harry Redknapp and participated in a Q and A session with Glenn Ward from The Apprentice
Enfield Grammar School has been very fortunate to have taken part in this engaging business and enterprise programme. Only 20 schools have been selected to take part and our boys have been excellent ambassadors for the school.
All of the boys were very appreciative to Gareth Dace, from the Tottenham Hotspur Foundation, for his help and support over the entire programme. We received many comments about how well behaved our students were and they have represented our school with distinction.
The Grammar School year class photo of 1952, I would think a few of you will recognise some of the pupils in this.
Early History:
This schoolhouse was the second Tassajara grammar school, built when the student population outgrew a smaller structure. On January 12, 1889, ten out of ten Tassajara School District voters approved the sale of bonds amounting to $1700 to purchase a lot, build, and furnish a school. Peter Anderson was paid $200 for an acre of his ranch land on Finley Road.
The Livermore Echo Newspaper (March 14, 1889) reported that the contract for the new school was let to J. L. Weilbye of Sunol. In those days, such a small building would have been constructed soon after the contract was signed. Students from first to eighth grade walked, rode horses, and took buggies to school. In 1889, Richard D. Williams was the teacher, and 41 students attended that August. Roger Podva (born in 1884) began school in 1890 and said there were 42-75 students at the school when he attended, sitting two to a desk. They learned mental arithmetic, reading, geography, spelling and writing. A picture of George Washington hung on the wall. The Contra Costa Gazette announced that the Tassajara School children raised their new flag on August 1, 1890 with appropriate ceremonies. As part of the program, George Fergodo, Tony Silver and Walter Scott gave the recitation “Red, White and Blue” and county school board member A. J. Young gave a speech “appreciated by young and old.” According to historian Vivian Coats Edmonston, “Roger Podva said that the black walnut trees in the school yard were planted by the children, starting with the oldest child down to the youngest.”
Later Years:
A public high school in downtown Danville opened in 1910 and some of the students traveled into town for higher education and joining grammar school graduates from Sycamore Valley, San Ramon, and Danville schools. Because of dirt roads, the school year calendar varied. In 1921 school opened for the fall semester on July 18, according to the Contra Costa Gazette. It opened early “as a mid-term vacation of two months is taken each year during the heavy rains of the winter when students residing in the rural sections are unable to attend.” In 1946 Tassajara School enrollment shrank to 11 after two large families moved away. Tassajara parents thought that students could get a better education by going to a more modern school. That year the school closed, and students and teacher Gertrude Arendt went to Danville for elementary school.
The desks were transported to Danville as well. Gordon Rasmussen, who was in sixth grade when the school closed, said “it was like hitting you with both barrels. In 1946 I had one other kid in my class, but then all of a sudden the next year there were 40.” His younger sister, Nancy, worried about learning all the names in her Danville class, since she had been the only one in her grade. A yellow bus took them into Danville. The abandoned school fell on hard times. The bell disappeared, windows were broken and Washington’s picture was stolen. But people in the Tassajara community organized to restore and care for the schoolhouse, replacing the foundation and roof and putting in new wiring and floors. They created the Tassajara-Highland Improvement Association and, in 1970, a new fire district. An annual picnic at the school included a barbecue, raffles, auctions, games and recruitment for fire volunteers. Funds were raised for the restoration. Eventually the picture of Washington was returned anonymously by the youth who took it. In a note he said his conscience had bothered him. Mrs. Arendt donated a World War I Liberty Bell from Pleasanton.
After finally being restored, The Tassajara Fire District maintained the school and, when the district merged with the San Ramon Valley Fire Protection District in 1990, the school became the responsibility of the SRVFPD. It now has a flagpole donated by the Fire District on the original site and a historic plaque placed by the San Ramon Valley Historical Society. The school is used for occasional meetings, rentals and picnics.
I keep this book, Grammar Rules by Craig Shrives, next to my computer to check on anything I'm not sure of.
I have the free Grammarly as well but that's only worth having to check for keyboard errors; its grammar is suspect.
The prestigious St Ignatius track trophy was recovered from St Ignatius with a 30 point clear winning margin. Tough competition is always a factor in this event with schools competing all over North London including Queen Elizabeth Boys, John Lyon and Salvatorian.
Excellent performances from:
Year 7 - Akingbade, Bazanye-Lutu, Harrison, Callis, Olubi & Masini.
Year 8 - Fubara, Adeyeye, Leatherdale, Perry, Magona, Eniolundra, McKenzie-Lyle, Kemal, Renny, & Mensah.
Year 9 - Brown, Adelowe, Cameron, Rottier, Ferry, Paone-Michael, Brewere, & Asseez.
Year 10 - Acheampong, Baker, Osei, Greenidge, Kyprianou, Francois-Marriott, & Parcell.
Former Foreign Office Minister Lord Howell listens to a presentation by students of Hutchesons' Grammar School, Glasgow at the Foreign & Commonwealth Office, 26 January 2012. The students are prize winners in a jointly run British Red Cross and Allen & Overy LLC ‘Justice & Fairness’ competition and their presentation focussed on universal education as one of the United Nations’ Millennium Development Goals.