title: Henry Hill – Frontier Inspector

authors: Matthews, Alison Kay

subjects: Henry Hill

abstract: Although school inspectors appear frequently as occasional actors in New Zealand nineteenth century educational history the part they played in developing regional systems of education has been little considered. 

Employed initially by provincial governments and later by education boards, inspectors were relied upon to be the public's educational watchdogs. 

Scholarly standards had to be attained and maintained, spending on education carefully supervised. 

Some insight into the role of the pioneering inspectorate is afforded by this 'case study' which examines the work done in Hawke's Bay between 1878 and 1900 by inspector Henry Hill. 

Primary education made free and compulsory by the 1877 Education Act, threw former provincial schools into disarray as hundreds of children flocked to the 14 schools in the Hawke's Bay Educational District. Hill1 s initial task, therefore, was to bring some semblance of order by negotiating the hireage of temporary school buildings, purchasing new school sites, supervising the construction and maintenance of schools, directing inexperienced teachers and advising newly elected school committee and Board members. 

Ever aware of the needs of both teachers and children, Hill strove to employ qualified teachers and to evolve a more relevant curriculum for children. Always motivated by a professional concern for those in his care the inspector introduced many innovative features to a national system of education. 

Because education derives its purpose, form and content from the particular social environment in which it develops its history, to be truly understood, must be viewed as a part of the total history of a people. The aim throughout this study has been, therefore to describe and explain educational developments within the province not in isolation from, but in relation to the evolving social order of nineteenth century Hawke's Bay.

This study hypothesizes that throughout the Colony, education board inspectors were primarily responsible for implementing the 1877 Education Act and that in Hawke's Bay Inspector Henry Hill was particularly influential in bringing the work of the most educationally backward of provinces into line with others more richly endowed.

text: Henry Hill – Frontier Inspector Although school inspectors appear frequently as occasional actors in New Zealand nineteenth century educational history the part they played in developing regional systems of education has been little considered. 

Employed initially by provincial governments and later by education boards, inspectors were relied upon to be the public's educational watchdogs. 

Scholarly standards had to be attained and maintained, spending on education carefully supervised. 

Some insight into the role of the pioneering inspectorate is afforded by this 'case study' which examines the work done in Hawke's Bay between 1878 and 1900 by inspector Henry Hill. 

Primary education made free and compulsory by the 1877 Education Act, threw former provincial schools into disarray as hundreds of children flocked to the 14 schools in the Hawke's Bay Educational District. Hill1 s initial task, therefore, was to bring some semblance of order by negotiating the hireage of temporary school buildings, purchasing new school sites, supervising the construction and maintenance of schools, directing inexperienced teachers and advising newly elected school committee and Board members. 

Ever aware of the needs of both teachers and children, Hill strove to employ qualified teachers and to evolve a more relevant curriculum for children. Always motivated by a professional concern for those in his care the inspector introduced many innovative features to a national system of education. 

Because education derives its purpose, form and content from the particular social environment in which it develops its history, to be truly understood, must be viewed as a part of the total history of a people. The aim throughout this study has been, therefore to describe and explain educational developments within the province not in isolation from, but in relation to the evolving social order of nineteenth century Hawke's Bay.

This study hypothesizes that throughout the Colony, education board inspectors were primarily responsible for implementing the 1877 Education Act and that in Hawke's Bay Inspector Henry Hill was particularly influential in bringing the work of the most educationally backward of provinces into line with others more richly endowed.

year: 1984

title: Spectroscopic and synthetic studies of lichen metabolites

authors: Ronaldson, Kathlyn Joy

abstract: Lichen metabolites from various Nephroma and Pseudocyphellaria species have been subjected to a number of spectroscopic and synthetic investigations. Hypoiodite reaction of 15α-acetoxyhopan-17(21)-en-24-ol yielded a complex mixture of products, while similar reaction of 7-oxohopan-22-ol resulted in cleavage of the side-chain. Preparation of an α-sulphenylated 15-ketone was achieved as the first step in a carbonyl transposition sequence. Complete assignment of the ¹³C nmr spectra of four pentacyclic and two ring A-cleaved stictane derivatives provided evidence of the boat-ring B. The low frequency infrared spectra of a number of stictane and hopane triterpenoids yielded structurally significant correlations. Two depsidonal constituents of N. australe were demonstrated to be hypostictic acid and hyposalazinic acid. The reactions of mercuric acetate with unsaturated compounds are reviewed and anomalous products of Jones reagent oxidation investigated.

text: Spectroscopic and synthetic studies of lichen metabolites Lichen metabolites from various Nephroma and Pseudocyphellaria species have been subjected to a number of spectroscopic and synthetic investigations. Hypoiodite reaction of 15α-acetoxyhopan-17(21)-en-24-ol yielded a complex mixture of products, while similar reaction of 7-oxohopan-22-ol resulted in cleavage of the side-chain. Preparation of an α-sulphenylated 15-ketone was achieved as the first step in a carbonyl transposition sequence. Complete assignment of the ¹³C nmr spectra of four pentacyclic and two ring A-cleaved stictane derivatives provided evidence of the boat-ring B. The low frequency infrared spectra of a number of stictane and hopane triterpenoids yielded structurally significant correlations. Two depsidonal constituents of N. australe were demonstrated to be hypostictic acid and hyposalazinic acid. The reactions of mercuric acetate with unsaturated compounds are reviewed and anomalous products of Jones reagent oxidation investigated.

year: 1980

title: Accommodating multiculturalism and biculturalism in Aotearoa New Zealand: implication for language education.

authors: May, Stephen

subjects: bilingual education

abstract: The field of language education in Aotearoa New Zealand, as elsewhere, has developed significantly since its early and almost exclusive focus on the acquisition of English literacy in schools. As the field has expanded, so too has the range of language education sectors addressed and the theoretical approaches and understandings employed in relation to language and literacy education. Both developments have resulted in a more coordinated literacy education policy - exemplified to date most clearly in the New Zealand Literacy Taskforce - and a more situated, less monolithic understanding of the widely different literacies available to learners. Despite these developments, however, one area still remains noticeably under-theorised and marginalized in relation to the ongoing development of language and literacy education policy in Aotearoa New Zealand - the place of second language learners within it. This paper explores this lacuna and the potential policy implications of addressing and integrating first and second language educational concerns within an evolving national literacy education policy. This has particular implications for the further development of bilingual education - both for Maori and, possibly, other minority groups - and for the related possibilities of multicultural education. It also requires a wider and clearer recognition of minority language education rights, as developed within both international law and political theory, in order to apply these rights appropriately to an Aotearoa New Zealand context which is currently witnessing rapid and extensive demographic (and linguistic) change.

text: Accommodating multiculturalism and biculturalism in Aotearoa New Zealand: implication for language education. The field of language education in Aotearoa New Zealand, as elsewhere, has developed significantly since its early and almost exclusive focus on the acquisition of English literacy in schools. As the field has expanded, so too has the range of language education sectors addressed and the theoretical approaches and understandings employed in relation to language and literacy education. Both developments have resulted in a more coordinated literacy education policy - exemplified to date most clearly in the New Zealand Literacy Taskforce - and a more situated, less monolithic understanding of the widely different literacies available to learners. Despite these developments, however, one area still remains noticeably under-theorised and marginalized in relation to the ongoing development of language and literacy education policy in Aotearoa New Zealand - the place of second language learners within it. This paper explores this lacuna and the potential policy implications of addressing and integrating first and second language educational concerns within an evolving national literacy education policy. This has particular implications for the further development of bilingual education - both for Maori and, possibly, other minority groups - and for the related possibilities of multicultural education. It also requires a wider and clearer recognition of minority language education rights, as developed within both international law and political theory, in order to apply these rights appropriately to an Aotearoa New Zealand context which is currently witnessing rapid and extensive demographic (and linguistic) change.

year: 2002