Melbourne University Press

The chapter explores the influence of William Wales on the young Coleridge when he was a student at Christ’s Hospital, London, Wales, the scientist-navigator who travelled with Cook on the Resolution, was appointed Master of Mathematics at Christ’s Hospital in 1775 and Smith, in this engaging essay, argues that the young Coleridge would have heard the stories of their momentous journey in search of the great South Land. For not only was Wales a teacher of mathematics but his job also included drumming up midshipmen recruits from the Lower School for the Royal Navy. He was ideally suited for this – a man of great stature and intellect who could deliver an exhilarating first-hand account of what it was like to be pushing to the very frontiers of knowledge through maritime exploration.

From the very beginning of The Rearrangement the reader is involved in themes which will play repeatedly through the poems: learning, knowledge and memory, and the way in which these work to satisfy, or frustrate, a metaphysical sense of order, even truth. 

When Martin Boyd returned to Australia in 1948 after twenty-seven years in England, he set about restoring the Grange, the derelict former home of his mother’s family, the à Becketts. He had been disappointed to find how little known his novels were in Australia and he had difficulty in re-establishing himself with the Boyd family. Nevertheless he persevered with his impulsive scheme until he could draw ‘the curtains at night in the little sitting room ... [and] indulge the illusion of being in an English manor house.’ Among the à Beckett portraits and eighteenth-century furniture were his nephew Arthur’s biblical frescoes. In trying to be an English squire in the Australian countryside, surrounded by the artefacts of two continents and centuries, Boyd presents the image of a man who never quite found himself wholly at home anywhere.

Gwyneth Dow has edited a collection of essays that forms a relevant and coherent whole. The authors seek to salvage what they see as ‘the good things’ in education reform of the late sixties and early seventies, reform that had weaknesses which were the result of ‘faulty thinking, poor social analysis, romantic psychological theories, slip-shod pedagogy’. The contributors to this book are Rory Barnes, Gwyneth Dow, Rod Foster, Noel P. Gough, Bill Hannan, and Doug White. Gwyneth Dow points out they do not all share the same ideological positions, but they are clearly in fundamental agreement about curriculum reform, a more democratic approach to teaching and to the running of schools, and a more socially aware view of teaching and teacher education.