By Richard Ollard

He proclaimed himself a genius and raged opposed to the slightest feedback from fellow students; he was once a Marxist who despised the 'Idiot People'; he might be beneficiant and affectionate but hurled insults at his acquaintances; he inveighed opposed to Puritanism yet was once himself in lots of methods a Puritan: A. L. Rowse used to be a guy of many contradictions.

during this clear-sighted and soaking up biography, Richard Ollard examines the numerous facets of Rowse's Protean character to bare a guy who, no matter what he used to be responding to - public affairs, the humanities, ordinary attractiveness or occasions in his own lifestyles - did so with great power and passion.

'An urbane examine of the distinguished historian.' Antonia Fraser, Daily Mail

'Strikes an ideal stability among the Jekyll Rowse and the Hyde Rowse.' Bevis Hillier, Spectator

'Excellent.' Katherine Duncan-Jones, TLS

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To him, the GCSE objective most closely connected with empathy was ‘gobbledygook’ and evidence of a hijack of the curriculum by the left: Empathetic understanding is a desirable quality to develop, but without knowledge, it is nothing more than generalised sentimentality. GCSE is not being very sensible [sic] therefore in encouraging empathetic understanding but failing to encourage knowledge. Also GCSE seems to be in a terrible hurry [sic] to be sympathetic towards everybody else’s [112] N. Tate, Countdown to GCSE: History (London, 1986), p.

413–25. E. N. H. Block, ‘Assessing Sex Differences: Issues, Problems, and Pitfalls’, MerrillPalmer Quarterly, Vol. 22 (2) (1976), pp. L. Hoffman, ‘Sex Differences in Empathy and Related Behaviours’, Psychological Bulletin, Vol. 54 (4) (1977), pp. 712–22; and N. Eisenberg and R. Lennon, ‘Sex Differences in Empathy and Related Capacities’. L. Hoffman, ‘Developmental Synthesis of Affect and Cognition and its Implications for Altruistic Motivation’, Developmental Psychology, Vol. 11 (4) (1975), pp.

For [58] M. Baranowski, A Pilgrim’s Progress Through the Project, Schools Council Occasional Paper no. 2 (London, 1974). , p. 8. [60] A. Blyth, Curriculum Planning in History, Geography and Social Science (Glasgow, 1975), p. 119; K. Cooper, Evaluation, Assessment and Record Keeping in History, Geography and Social Science (Glasgow, 1976), p. 36. example, in her evaluation of a unit on the Reformation, she recalled that students: … seem[ed] to be a lot of little Englanders who liked doing the Reformation but saw little purpose in learning about ‘foreigners’.

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