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Fryer’s book was the story of one man’s travels. Several books cited in Minor’s indexes recount similar adventures, such as The Travels of Monsieur de Thevenot into the Levant (1687), Purchas his Pilgrimage (1613), and A Relation of a Journey begun 1610 by George Sandys (1615). Others take a more historical view – Relations of the Most Famous Kingdoms and Commonweales thorough the World (1611) and Geographical Historie of Africa (1600). Clearly Minor enjoyed reading about the journeys and discoveries of others, perhaps reliving distant memories or travelling vicariously through them. Voyage Around the World (George Anson, 1748) was something of which he could only dream.

William Minor had worked as a surgeon during the American Civil War and his experiences on the battlefield led to paranoid delusions and an unstable mind. He had come to London to recuperate. Fate dealt its final blow to George Merrett during his daily walk to work at Lambeth’s Red Lion Brewery. Believing someone was trying to enter his rooms, Minor ran on to the street and shot Merrett, who happened to be walking away from him. Minor was found not guilty of the crime on reasons of insanity, but was given a life sentence at what was then called Broadmoor Asylum.

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A Minor case: OED contributions from a prison cell

A number of the books refer to Persia and the East Indies, understandable given Minor’s link to Ceylon. One such book was John Fryer’s snappily titled A New Account of East India and Persia in Eight Letters being Nine Years Travels begun 1672 and finished 1681. A slip written out by Minor from this book can be seen here – it concerns the word guz, an Indian measure of length. The book has gone on to provide quotations for almost 1000 entries in the OED.

The OED archive now contains 42 of Minor’s word indexes, covering titles from philosophy, economics, art, to medicine. But what is interesting is that almost half of them relate to aspects of travel or foreign countries. Minor was no stranger to travel – he was born in Ceylon (now Sri Lanka) before moving to America and then on to England. But perhaps incarceration gave him a keener interest in discovering about distant lands.

Looking in on life

A man of method

Journeys of the mind

Another interesting area of books which Minor researched is satirical writings about city life. These take a witty and sometimes acerbic view of the customs and manners of urban living. One example is Jonathan Swift, writing as Simon Wagstaff, in A Complete Collection of Genteel and Ingenious Conversation (1738). In it, he studies the supposed pleasantries of social intercourse, which he felt were often laced with malicious undertones. Another is Remarques on the Humours and Conversations of the Town (1673), a sardonic look at London social life written by ‘a person of quality’. It seems Minor had a sense of humour too.

17 February will mark a significant date in the annals of the Oxford English Dictionary. 17 February 1872 was the date on which a Dr. William Chester Minor, American army surgeon, shot and killed George Merrett in the early hours of the morning on a gloomy Lambeth street. Not an auspicious date, granted, but Minor went on to become one of the most important volunteer contributors to the OED.

• The opinions and other information contained in OxfordWords blog posts and comments do not necessarily reflect the opinions or positions of Oxford University Press.

One such title associates with the history of Oxford University Press. Amusements Serious and Comical for the Meridian of London was written by Tom Brown in 1700. Tom Brown was a translator and satirist who first found fame when studying at Oxford University. It was here that he met Dr. John Fell, the Dean of Christ Church College, and the man who set up Oxford University’s first print shop in the Sheldonian Theatre. Hugely influential in the history of the Press, he had a reputation as a disciplinarian at college. When Brown got into trouble with Fell, it is said that he would be spared expulsion if he could translate a Latin epigram – Brown translated it thus: ‘I do not love thee, Dr Fell, the reason why I cannot tell, but this I know and know full well, I do not love thee Dr Fell.’ He went on to pen several famous writings, including the one Dr. Minor pored over in his little cell and which eventually helped to illustrate more than 200 entries in the OED.

The keen-eyed amongst you will have noticed that Minor had a penchant for 17th and 18th century literature. In his preface to the fifth volume of the OED, James Murray stated that ‘Second only to the contributions of Dr. Fitzedward Hall, in enhancing our illustration of the literary history of individual words, phrases, and constructions, have been those of Dr. W. C. Minor, received week by week for words at which we are actually working.’ Time well spent, I think.

A major, not a minor, help

From his cell, Minor began to send in contributions to the OED. He was a well-educated man and an avid reader, with a collection of rare antiquarian books which Broadmoor allowed him to keep in a second cell. It’s possible he saw one of Murray’s appeals in a consignment of books sent to him by one of his booksellers, and the relationship began. Scouring this literature for useful quotations came naturally to him, and he worked in a very methodical manner. Upon reading a book, he would prepare a small pamphlet headed with the title of the book in question. He would then note interesting words or usages of words in an alphabetical list, followed by their relevant page number. He soon built up a collection of these word indexes, which allowed him to supply the dictionary editors with quotations that were very relevant to the words they were working on. One example of his word indexes can be seen here, in minute handwriting.

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With more schools opting for 1:1 student-to-iPad access, there exists a tremendous opportunity for a transformative shift in classrooms where students are empowered to navigate their own learning.

And we don’t introduce a single subject app. Instead we focus on the amazing range of consumption, curation, and creativity possible across grade levels and subjects using only four general apps: an annotation app, a screencasting app, an audio creation app, and a video creation app. In our workshops conversations about pedagogy center the iPad properly as an effective learning device. The content comes from a wide range of materials available across the Web and in our classrooms, not from apps.

It simply didn’t occur to him use the VoiceThread app to record his students speaking Latin, or perhaps create a collaborative discussion of Cicero. Or use the Animoto app for a lively student presentation on Latin vocabulary, or the Socrative app for a Latin quiz, or the Explain Everything app to create a grammar tutorial. There are so, so many possibilities, yet he was oblivious to them.

In addition, iPad mobility means that students can take pictures, record audio, and shoot video, in any number of places. They can tell multimedia stories, screencast how to solve math problems, create public service announcements, simulate virtual tours of ancient cities, and so much more. Active consumption, curation, and creativity ssuit the device. Stand-up-and-deliver teaching does not. So, put the iPads in the hands of teachers who understand that active learners learn best.

While iPads are engaging, technology needs to be — above everything else — in the service of learning. Administrators who fail to articulate the connection between iPads and learning often hamper their iPad initiative.

Focusing on iPad-versus.-laptop comparisons stifles the ability to see how the iPad facilitates student-centered learning. iPads are devices meant to compliment computers, not replace them.

Yet, from our vantage point, momentum for redefining the educational map with iPads is often derailed at schools as a result of a limited vision of the device and a failure to prepare teachers effectively. Schools that share a common vision for learning, extensive support for teachers in learning to use these new devices, and a willingness to learn from the teachers around the country who have already piloted these tools are much more likely to reap the benefits of their investments in iPads.

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Without guidance, iPads become expensive notebooks used by students in very traditionally structured stand-and-deliver classrooms. Teachers need time for professional collaboration (and often external support) to learn to nurture reading, writing, speaking, and listening skills and to develop strategies to differentiate instruction using a range of apps and tablet-friendly Web tools.

At our iPads in the Classroom summer workshop at Harvard University we spend three full days with teachers actively exploring effective iPad integration tools and strategies.

School administrators should point out the improvements in teacher management of classroom time and space afforded by iPads, as well as the incredible flexibility it provides to vary learning activities at a moment’s notice. Finally, they should remind their constituents that with iPads students have the world at their fingertips– anywhere they might be — and the only limitation to what students might do in this vast space is the vision of educators.

Increasingly a 21st century education is less about place and more about space. And the iPad has become the leading device in which students can navigate and create exciting new worlds. Yet, when this device enters classrooms its impressive immersive capabilities are often overlooked or underdeveloped.

4) Treating iPads like multi-user devices

Simply handing a teacher an iPad in advance won’t serve to address these challenges when the school year starts. Fortunately, many early adopters have workflow plans that address these challenges, and schools need to protect their teachers from reinventing the workflow wheel.

It doesn’t.

Even the basics of workflow– sharing materials, collecting student work, making comments and grading, passing student work back–can be unfamiliar to teachers and quite complicated. The challenges of iPad workflow include understanding cloud computing environments and options, how different apps and types of files interact with each other, file format compatibility and file conversion tools, evaluating all-in-one management solutions, and translating these concepts simply and effectively to students.

Instead of sharing iPads across multiple classrooms, schools should be allocating them to a few select pilot classrooms for an entire year. Schools should be documenting pilot group successes and failures and begin to codify iPad integration functionality and elicit best practices to serve as a foundation for future iPad expansion. If a school cannot envision financially moving to a 1-1 iPad model, then Bring your Own Device (BYOD) models may prove much more compelling than shared iPad systems.

1) Focusing on content apps

School administrators should be explaining to their constituents that the iPad supports essential skill areas — complex communication, new media literacy, creativity, and self-directed learning. Instead of focusing on the convenience of ebooks, they should instead be emphasizing the incredibly immersive and active learning environment the iPad engenders and the unprecedented opportunities to develop personalized, student-centered learning. They should highlight some of the beneficial consumption, curation, and creativity activities the iPad facilitates — as well as the student empowerment it inspires.

Decades of research has shown that when teachers have access to new technologies, their instinct is to use new technologies to extend existing practices.

While we’ve witnessed many effective approaches to incorporating iPads successfully in the classroom, we’re struck by the common mistakes many schools are making with iPads, mistakes that are in some cases crippling the success of these initiatives. We’re sharing these common challenges with you, so your school doesn’t have to make them.

So, people who seek equivalent functionality become frustrated, and fail to realize the intrinsic benefits and features of the iPad’s native design.

Over the last few years K-12 schools and districts across the country have been investing heavily in iPads for classroom use. EdTechTeacher has been leading iPad professional development at many of these schools and we’ve seen firsthand how they approach iPad integration.

iPads were designed as a single-user device and not meant to be shared via carts. Financial constraints have forced many schools to abandon 1:1 aspirations, but sharing them separates the functionality from the user. Carts that rotate through several classrooms force teachers to take time away from learning, create a nightmare of student accounts, and often focus attention on workflow systems rather than learning.

Instead, schools should focus their energies on what iPads do best to engender active learning. iPads enable students to kinesthetically connect with their work (especially important for young learners). These tactile elements – using fingers to zoom, rotate in, pinch close, or swipe across – as well as increasingly interactive and immersive apps, facilitate hands-on learning.

3) Treating the iPad as a computer and expecting it to serve as a laptop.

Teachers need instruction on how to incorporate the devices into the learning process, which is quite different than trying out a few apps.

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Many school administrators simply fail to communicate to their constituents why they’ve purchased iPads. As a result, many initiatives face resistance from teachers, parents — and even students – who don’t understand why these devices are being introduced into their classrooms. Letting the purchase speak for itself isn’t enough – districts need to explain why they’ve invested in these devices.

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Be sure to check out the April 10-12 EdTechTeacher iPad Summit to learn more about these issues and solutions.

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5. Sometimes, you lose. This happens to television lawyers as well, but it’s worth noting. If you are applying to law school hoping to rely on your ability to persuade anyone based on your excellent debate skills – well, believe it or not, sometimes justice isn’t on your side.

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With the rise of true-crime series and podcasts – I’m looking at you Making of a Murderer and Serial – some people may be applying to law school with stars in their eyes. While lawyers do have important jobs – criminal justice couldn’t run without them – there are some realities you should be aware of when you apply to law school.

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Make sure you are keeping check of reality whilst watching reality law shows!

Jessica Pishko graduated with a J.D. from Harvard Law School and received an M.F.A. from Columbia University. She spent two years guiding students through the medical school application process at Columbia’s PostBacc Program and teaches writing at all levels. 

As an applicant, what should you do? Should you allow your television or podcast habits to influence your personal statement? Not really. Many people who apply to law school are idealists, like the defense lawyers in Making of a Murderer and want to make a difference in people’s lives. A better way to show your idealism and a mature, realistic understanding of the law is to emphasize your ability to think analytically as well as your ability see both sides of an issue.

3. Lawyers represent their clients. In some ways, being a lawyer is not a lot different from serving food at a restaurant – the client dictates the time and costs constraints as well as the result they want. A large part of being a lawyer in the real world is doing the best thing for your client, even if it’s not particularly advantageous to your career or your own desire to make a particular point. The actual people you represent have their own ideas about what is important.

2. The wheels of justice turn slowly. Being a lawyer means accepting that sometimes you can only nudge the needle a little bit at a time. I had a great law professor who told me that his initial goal was never to win, but rather to lose after some amount of consideration. It can take a long time to change laws using the courts.

• Characteristics Law Schools Are Seeking in Applicants

1. Law is actually fairly tedious. By the time you finish reading International Shoe and annotating footnotes in your Civil Procedure textbook, you will figure out that, like many academic professions, law requires patience and the ability to sift through a large amount of detail.

4. Law applies to the real world. There’s a law school maxim that “bad facts make bad law.” It’s true in practice, too. Usually, the facts of the case – the who, what, when, where – matter more than the theory behind it. There’s always an underlying principle that legal decisions have to make some sense. Now, that’s something you can borrow for your moot court debate.

• 5 Tips for Your Law School Personal Statement
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2. Watch your patients. Observe how patients and their family members respond – do they ever surprise you? Which cases really piqued your interest? You may already be keeping a case log; if so, that will help supply the medical side when you want to write about specific patients. But your personal statement will be richer when seasoned with personal details that aren’t recorded in case logs.

1. Watch your attendings. What did your attending do today that struck you? This can be anything, from observing how they reacted to a patient’s nonverbal cues or defused an upset family member’s anger to noting how they communicated relevant information to other health professionals. Describe the details so you can recall them later. If what you saw today differed from what you’ve seen in other rotations, think about whether it’s due to the specialty or just this individual’s style. And make critical judgments – did anything you saw about this physician or today’s tasks make you think about the kind of doctor you want to be?

3. Watch yourself. Since what you write is private, use this space courageously. What did you do well? What did you do not so well? What were the things that interested you and what bored you silly? Not only can this help you to critically evaluate your educational progress, but it can also give you some insights into your future. What is pushing you towards certain specialties and away from others? How are your actions today helping you to envision the kind of doctor that you hope to be?

By Cydney Foote, Accepted consultant and author of Write Your Way to Medical School, who has helped future physicians craft winning applications since 2001.

Three things to watch for now, ensuring that you’ll have less clock-watching to do as deadlines approach.

What did your attending do today that struck you?

Last week, I mentioned keeping a diary during your rotations. But what exactly should you be keeping track of in your Diary? Here are three things you can watch for that will get you in great shape for later:

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