1,747,009 research outputs found
Letter from Charles Ashton, Guthrie Center, Iowa, to Ned Ashton, Knoxville, Iowa, March 7, 1897
No full textOne typewritten letter from Charles Ashton of Guthrie Center, Iowa, to his young grandson Ned Ashton of Knoxville, Iowa. Charles Ashton talked of the new hens bought by Ned's father and instructed Ned to obey his mother and father
Isobel Ashton in yellow jacket and safety helmet, with Gordon River [?] in background, Tasmania, 2 [transparency] /
No full textTitle devised by captioner from accompanying documentation.; Part of the Russ Ashton photographic collection.; Also available in an electronic version via the internet at: http://nla.gov.au/nla.pic-vn3991445a-s973
Isobel Ashton in yellow jacket and safety helmet, with Gordon River? in the background, Tasmania [transparency] /
No full textTitle devised by captioner from accompanying documentation.; Part of the Russ Ashton photographic collection.; Also available in an electronic version via the internet at: http://nla.gov.au/nla.pic-vn3991445a-s434
"I my own professor": Ashton-Warner as New Zealand educational theorist, 1940-60.
No full textThe invitation to contribute to this volume addressed me as a New Zealander who had written about how Sylvia Ashton-Warner's fantasies, theories, imagery, and life-history narratives threaded their way through my own. I had written of my youthful encounters with her work in Educating Feminists (Middleton 1993), in which I looked back on reading Spinster in 1960 at age thirteen and reflected on my teenage dreams of life as an artist and beatnik in Parisian cafes and garrets: confined to an Edwardian boarding school hostel in a provincial New Zealand town, I had plotted my escape to what Ashton-Warner described in Myself as "some bohemian studio on the Left Bank in Paris or over a bowl of wine in Italy, me all sophisticated and that, with dozens of lovers, paint everywhere and love and communion and sympathy and all that" (Myself, 212). When, in the early 1970s, I began secondary school teaching and read Teacher, that book built bridges between the frightening urgency of classroom survival, the enticing theories but alien classrooms described by American deschoolers and free-schoolers, and "what I believed myself to be when a girl on the long long road to school, a vagabond and an artist" (I Passed This Way, 307). As a young teacher I, too, had poured my impassioned soul into writing journals and poetry, painting, and playing the piano. Like Ashton-Warner, I had hoped that artistic self-expression could keep the mad woman in my attic at bay, for "asylums are full of artists who failed to say the things they must and famous tombs are full of those who did" (Incense to Idols, 169)
Isobel Ashton with Lake Pedder in the background, during filling of the lake, Tasmania, ca. 1973 [transparency] /
No full textPart of the Russ Ashton photographic collection.; Title devised by cataloguer from accompanying documentation.; Also available in an electronic version via the Internet at: http://nla.gov.au/nla.pic-vn3991445a-s878
Sylvia’s place: Ashton-Warner as New Zealand educational theorist.
No full textSylvia Ashton-Warner’s New Zealand educational context has been – and continues to be – misrepresented as antithetical to her creative methods. Sue Middleton, a professor of education, locates Sylvia’s educational ideas within the national and international Progressive Education movement, indicating that key education officials in post-war New Zealand encouraged creativity and self-expression.
This chapter makes the case that, as a teacher, an educational writer and theorist, Sylvia Ashton-Warner grew in, and not in spite of New Zealand. My argument unfolds in two parts. The first reviews theoretical ideas in the local and international educational environment in which Sylvia lived and worked. Sylvia and Keith Henderson taught in what was referred to until 1946 as the Native School system (and from 1948 until its abolition in 1968 as the Maori Scholl system). They trained and began work as teachers during the Great Depression; and Sylvia began serious writing during World War Two. The war and the Native Scholl system interested in complex ways with the wider international Progressive Education movement and its promotion ‘from the top’ in New Zealand’s public schools. An overview of Progressive (or New ) Education, the changing theories of culture and race in the Native School system, and relations between these during World War Two, opens a wide-angled aperture through which to read Sylvia’s early writing
Map showing Gordon river power development stage 1, Tasmania ca. 1985 [transparency] /
No full textTitle devised by captioner from accompanying documentation.; Part of the Russ Ashton photographic collection.; Image used in presentations given by Russ Ashton, HEC Commissioner; Also available in an electronic version via the internet at: http://nla.gov.au/nla.pic-vn3991445a-s413
Map depicting separate development of Lower Gordon, Franklin and King rivers, Tasmania, ca. 1985 [transparency] /
No full textTitle devised by captioner from accompanying documentation.; Part of the Russ Ashton photographic collection.; Image used in presentations given by Russ Ashton, HEC Commissioner; Also available in an electronic version via the internet at: http://nla.gov.au/nla.pic-vn3991445a-s415
Pie charts depicting primary energy use and components of oil use in Tasmania ca. 1985 [transparency] /
No full textTitle devised by captioner from accompanying documentation.; Part of the Russ Ashton photographic collection.; Image used in presentations given by Russ Ashton, HEC Commissioner; Also available in an electronic version via the internet at: http://nla.gov.au/nla.pic-vn3991445a-s404
Table displaying feasibility of forms of electricity generation in Tasmania, ca. 1985 [transparency] /
No full textTitle devised by captioner from accompanying documentation.; Part of the Russ Ashton photographic collection.; Image used in presentations given by Russ Ashton, HEC Commissioner; Also available in an electronic version via the internet at: http://nla.gov.au/nla.pic-vn3991445a-s417
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