Some tendencies in modern education—the stress on ‘performativity’, for instance, and ‘celebration of difference’—threaten the value traditionally placed on truthful teaching. In this paper, truthfulness is mainly understood, following Bernard Williams, as a disposition to ‘Accuracy’ and ‘Sincerity’—hence as a virtue. It is to be distinguished from truth, and current debates about the nature of truth are not relevant to the issue of the value of truthfulness. This issue devolves into the question of whether truthfulness is a distinctive virtue of (...) teachers, which they have a special obligation to exercise in the face of competing aims. This paper defends the idea of distinctive professional duties and considers two conceptions of teaching which ascribe a central place to truthfulness. The first conceives of teaching as a personal relationship within which trust, and hence, it is claimed, truthfulness, are paramount. This claim is challenged, and the paper concludes by sympathetically considering a second conception of teaching, articulated by Oakeshott and Heidegger. In this conception, teaching is a ‘releasement’ from ‘the daily flux’ of pupils’ lives through a truthful initiation into the alternatives to this ‘daily flux’ found within ‘the civilized inheritance of mankind’. (shrink)

In a 1976 paper, Robert DeKosky wrote ‘William Crookes is a puzzle to historians of latenineteenth century science. Despite his achievements we are forced to ask why he did not accomplish more.’ It is an interesting question; equally interesting is the question that prompts this paper – how did he accomplish so much?Why some scientists become prolific and successful is a question with both historical and ahistorical dimensions. Among the former are a number of cultural aspects rarely studied by historians. (...) They include the nature of childhood experience, family attitudes, mentoring, and the existence of intellectual and practical support networks in adulthood. Ail are important, but how they contribute to individual success varies with time and place. (shrink)

‘Our’ included not only Hooker and Huxley but their fellow-members of the X-Club. ‘Our time’ had been the 1870s and early 1880s. For a five-year period from November 1873 to November 1878 Hooker had been President of the Society, Huxley one of the Secretaries, and fellow X-Club member, William Spottiswoode, the Treasurer. Hooker was followed in the Presidency by Spottiswoode, and on Spottiswoode's death in 1883 Huxley was elected President. During this period other X-Club members—Edward Frankland, John Tyndall, George Busk, (...) Sir John Lubbock, and Thomas Hirst—were ordinary members of the Council of the Society. As the Table below (p. 60) shows, there were at least three members of the X-Club on the Council of the Royal Society from November 1870 until November 1882. On eight occasions in this period there were four or more X-Club members on the Council. ‘Our time’ came to an end in 1885 when ill-health forced Huxley's retirement after only two years in the Presidency, and G. G. Stokes at last became President. (shrink)