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- Frederick William Sanderson (13 May 1857 – 15 June 1922) was headmaster of Oundle School from 1892 until his death. He was an education reformer, and both at Oundle, and previously at Dulwich College where he had started as assistant master, he introduced innovative programs of education in engineering. Under his headmastership, Oundle saw a reversal of a decline from which it had been suffering in the middle of the 19th century, with school enrolment rising from 92 at the time of his appointment to 500 when he died. Sanderson was the inspiration for the progressive headmaster character in H. G. Wells' novel Joan and Peter. Wells had sent his own sons to Oundle, and was friendly with Sanderson. After Sanderson's death, which occurred shortly after delivering an address to Wells and others, Wells initially worked on his official biography, entitled Sanderson of Oundle, but later abandoned it in favour of an unofficial biography, The Story of a Great Schoolmaster. (en)
- Frederick William Sanderson (ur. 13 maja 1857 w Brancepeth, Durham, zm. 15 czerwca 1922 w Londynie) – angielski nauczyciel, dyrektor szkoły w Oundle (hrabstwo Northamptonshire), reformator edukacji, propagator nauczania opartego na rozbudzaniu zainteresowań (zwłaszcza w dziedzinie nauk ścisłych i inżynierii), wspieraniu samodzielnej pracy uczniów i tworzeniu warunków, w których inspiracją nie są zwycięstwa w rywalizacji z innymi, lecz radość towarzysząca wspólnemu odkrywaniu tajemnic nauki, wspólnemu działaniu i stawianiu czoła niebezpieczeństwom, autor Electricity and Magnetism for Beginners i innych podręczników, przyjaciel Herberta Wellsa (pierwowzór pozytywnej postaci nauczyciela w jego książce Joan and Peter, the story of an education). Praca i idee F.W. Sandersona zostały opisane w licznych publikacjach, m.in. w 1920 roku przez Fredericka Soddy’ego (radiochemika-noblistę, zainteresowanego historią polityczną, społeczną i gospodarczą) i w dwóch obszernych biografiach (1923–1924):
* 1923 – „Sanderson Of Oundle”, biografia nazywana oficjalną (zbiór wspomnień byłych uczniów),
* 1924 – The Story of a Great Schoolmaster, książka autorstwa G.H. Wellsa, której bohaterem jest Sanderson nie tylko jako innowacyjny nauczyciel, lecz również jako myśliciel społeczny i religijny (z liberalnym poglądem na chrześcijaństwo), człowiek, próbujący „podbić świat”, zaczynając od reformy szkół, które zamierzał uczynić „miniaturowymi kopiami świata”. (pl)
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- Joseph Needham (en)
- Frederick William Sanderson (en)
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- The Service of Schools, 1920-02-16 (en)
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- The composite [staff-written] volume, as was natural, erred on the side of hero-worship, whereas Mr Wells's [own book] showed, as some think, characteristic lapses from good taste. Somehow, between them, the real man has got overlaid and Sanderson is on his way to becoming a legendary figure. (en)
- Of all the men I have met […] only one has stirred me to a biographical effort. This one exception is F.W. Sanderson, for many years the headmaster of Oundle School. I think him beyond question the greatest man I have ever known with any degree of intimacy. […] To tell his story is to reflect upon all the main educational ideas of the last half-century, and to revise our conception of the process and purpose of the modern community in relation to education. (en)
- The methods will change from learning in class-room to researching in the galleries; from learning things of the past to searching into the future; competition giving place to co-operative work. And somewhere within the field of work each boy or girl may find his own part, and so take part in the creative life, and grow by doing it, and be 'bitten' with the desire to do, and gain in purpose, in determination, in self-determination, in confidence, and outlook. My own view is that at an early stage every effort should be made to get a boy at a 'grip' with some part of knowledge, and that we must not be afraid to specialise at the early ages of fifteen to seventeen, for when once a boy has been caught with the love of research he will go on, and can widen out at a later stage. In fact, he will find the need for extending his knowledge and capacities. Examinations tend the other way, with, as I think, disastrous effects on many a creative boy. (en)
- It is an undeniable fact, I fear, that to command the full respect of the very young male a master must give some proof of physical prowess or at least have some athletic legend attached to his name. It was even suggested that the Head was "not a public-school man and did not know what was what," and – precious examples of what is what! – that his bow ties were of the "made-up" variety and his cuffs detachable. Such is the snobbishness of little boys that these ridiculous falsehoods were enough to prejudice one's regard. (en)
- To enable schools to carry out this prime duty, i.e. to make the highest use of each member, which is to say to make the school highly efficient, it is necessary to have a wide range of subjects in the school. We shall see what changes should come over schools. They must be built
in a large and spacious manner, the class-rooms being replaced by halls or galleries, in which the children can move in the midst of abundance, and do and make and research; not confined to a class-room. We shall see how much wider the range of masters must be. We must have the crafts well represented, and a wide range of science, with workshops, scientific laboratories, gardens, fields. Also several languages will be taught, and there should be a spacious library, and art-room, and museum. (en)
- He was very historically minded. His so-called scripture lessons, for example, were not really very much to do with theology, but tended to treat the Bible in a purely historical manner. He also brought the school fame through an expansion of science and engineering, and though I read classics, I still had to spend a lot of time gaining workshop experience. I learnt how to work a lathe, and how to do steam-engine compression diagrams. And these things stood me in enormous good stead later when, for example, I came to write the volume [of Science and Civilisation in China] on mechanical engineering in Chinese history. (en)
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- Frederick William Sanderson (13 May 1857 – 15 June 1922) was headmaster of Oundle School from 1892 until his death. He was an education reformer, and both at Oundle, and previously at Dulwich College where he had started as assistant master, he introduced innovative programs of education in engineering. Under his headmastership, Oundle saw a reversal of a decline from which it had been suffering in the middle of the 19th century, with school enrolment rising from 92 at the time of his appointment to 500 when he died. (en)
- Frederick William Sanderson (ur. 13 maja 1857 w Brancepeth, Durham, zm. 15 czerwca 1922 w Londynie) – angielski nauczyciel, dyrektor szkoły w Oundle (hrabstwo Northamptonshire), reformator edukacji, propagator nauczania opartego na rozbudzaniu zainteresowań (zwłaszcza w dziedzinie nauk ścisłych i inżynierii), wspieraniu samodzielnej pracy uczniów i tworzeniu warunków, w których inspiracją nie są zwycięstwa w rywalizacji z innymi, lecz radość towarzysząca wspólnemu odkrywaniu tajemnic nauki, wspólnemu działaniu i stawianiu czoła niebezpieczeństwom, autor Electricity and Magnetism for Beginners i innych podręczników, przyjaciel Herberta Wellsa (pierwowzór pozytywnej postaci nauczyciela w jego książce Joan and Peter, the story of an education). (pl)
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- Frederick William Sanderson (en)
- Frederick William Sanderson (pl)
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