Pub Date : 2018-12-13DOI: 10.1093/OSO/9780198835509.003.0003
Janice Martin
Orations from university ceremonial occasions provide important evidence about standards of learning and rhetoric valued in university culture. At Oxford, the most significant yearly ceremony was the comitia, or Act. Preceded by the vesperies ceremony the previous Saturday, the Monday Act marked the occasion when students incepted, that is, received their licences to become masters or doctors and members of convocation, the university’s governing body. However, there are few surviving sixteenth-century speeches from the Act, and indeed few extant orations from other Oxford ceremonial occasions. An anonymous printer published the main master of arts speeches from the Acts of 1585 and 1586 in a single volume. This chapter focuses on the oration of 1585, perhaps authored by Thomas Savile, younger brother of the more famous polymath Henry. Besides being of interest for this possible authorship, it is significant for its connections, as yet unnoted by historians, to contemporary politics and to Jean Bodin.
{"title":"A 1585 Oxford Ceremonial Student Oration","authors":"Janice Martin","doi":"10.1093/OSO/9780198835509.003.0003","DOIUrl":"https://doi.org/10.1093/OSO/9780198835509.003.0003","url":null,"abstract":"Orations from university ceremonial occasions provide important evidence about standards of learning and rhetoric valued in university culture. At Oxford, the most significant yearly ceremony was the comitia, or Act. Preceded by the vesperies ceremony the previous Saturday, the Monday Act marked the occasion when students incepted, that is, received their licences to become masters or doctors and members of convocation, the university’s governing body. However, there are few surviving sixteenth-century speeches from the Act, and indeed few extant orations from other Oxford ceremonial occasions. An anonymous printer published the main master of arts speeches from the Acts of 1585 and 1586 in a single volume. This chapter focuses on the oration of 1585, perhaps authored by Thomas Savile, younger brother of the more famous polymath Henry. Besides being of interest for this possible authorship, it is significant for its connections, as yet unnoted by historians, to contemporary politics and to Jean Bodin.","PeriodicalId":429271,"journal":{"name":"History of Universities","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126876196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-13DOI: 10.1093/OSO/9780198835509.003.0009
M. Shank
This chapter presents a review of Paul W. Knoll’s ‘A Pearl of Powerful Learning:’ The University of Cracow in the Fifteenth Century. The book covers topics such as the foundation, the urban context, institutional issues, all the faculties, intellectual trends, and libraries. Not the least of this book’s accomplishments is its digestion and synthesis, in English, of a large body of important Polish scholarship. In addition to its specific foci, Knoll’s scholarship contributes an invaluable case study to a growing literature that undercuts the stereotype of the late-medieval university as an institution in decline. Indeed, the University of Cracow was not alone in its vitality and socio-political engagement.
{"title":"Paul W. Knoll, ‘A Pearl of Powerful Learning’: The University of Cracow in the Fifteenth Century.","authors":"M. Shank","doi":"10.1093/OSO/9780198835509.003.0009","DOIUrl":"https://doi.org/10.1093/OSO/9780198835509.003.0009","url":null,"abstract":"This chapter presents a review of Paul W. Knoll’s ‘A Pearl of Powerful Learning:’ The University of Cracow in the Fifteenth Century. The book covers topics such as the foundation, the urban context, institutional issues, all the faculties, intellectual trends, and libraries. Not the least of this book’s accomplishments is its digestion and synthesis, in English, of a large body of important Polish scholarship. In addition to its specific foci, Knoll’s scholarship contributes an invaluable case study to a growing literature that undercuts the stereotype of the late-medieval university as an institution in decline. Indeed, the University of Cracow was not alone in its vitality and socio-political engagement.","PeriodicalId":429271,"journal":{"name":"History of Universities","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125609749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-13DOI: 10.1093/OSO/9780198835509.003.0008
A. Traver
This chapter presents a review of Gaines Post’s doctoral dissertation The Papacy and the Rise of Universities. He divides his work into two parts; part one ‘The Papacy and the Constitution of the Universities’, examines how the papacy influenced the emergence of universities while part two, ‘The Papacy and the Members of the University’, details how the papacy aided the members of the university through financial support for the masters and students. What Post had accomplished in this dissertation was to compile a thorough survey of papal interaction with multiple universities from the twelfth and thirteenth centuries, using primarily papal bulls as his sources. This work surveyed an impressive range of topics, addressing papal influence and intervention in the areas of licensing to teach—including the right to teach anywhere—internal development of the faculties, material support for masters and students, regulation of housing rents, and the founding of colleges.
{"title":"Gaines Post, The Papacy and the Rise of Universities. Edited with a Preface by William J. Courtenay. Education and Society in the Middle Ages and Renaissance 54.","authors":"A. Traver","doi":"10.1093/OSO/9780198835509.003.0008","DOIUrl":"https://doi.org/10.1093/OSO/9780198835509.003.0008","url":null,"abstract":"This chapter presents a review of Gaines Post’s doctoral dissertation The Papacy and the Rise of Universities. He divides his work into two parts; part one ‘The Papacy and the Constitution of the Universities’, examines how the papacy influenced the emergence of universities while part two, ‘The Papacy and the Members of the University’, details how the papacy aided the members of the university through financial support for the masters and students. What Post had accomplished in this dissertation was to compile a thorough survey of papal interaction with multiple universities from the twelfth and thirteenth centuries, using primarily papal bulls as his sources. This work surveyed an impressive range of topics, addressing papal influence and intervention in the areas of licensing to teach—including the right to teach anywhere—internal development of the faculties, material support for masters and students, regulation of housing rents, and the founding of colleges.","PeriodicalId":429271,"journal":{"name":"History of Universities","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134644740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-13DOI: 10.1093/oso/9780198835509.003.0007
C. Lauder
This chapter reviews the history of the Institute for Advanced Studies in the Humanities (IASH) at the University of Edinburgh. The IASH, formally established in 1970, is the oldest Institute for Advanced Study (IAS), Britain’s first, and Scotland’s only IAS. However, in its nearly fifty-year history, no effort has been made to tell IASH’s story. This can be partly attributed to a lack of understanding of IASs within the history of education, as well as a gap in the literature concerning IASs more generally. Investigating the history of IASH and its role in the development of postgraduate study not only adds to the scholarship on post-war Scottish higher education but also highlights the impact of academic research in Scotland since the 1960s.
{"title":"Constructing Hidden Narratives","authors":"C. Lauder","doi":"10.1093/oso/9780198835509.003.0007","DOIUrl":"https://doi.org/10.1093/oso/9780198835509.003.0007","url":null,"abstract":"This chapter reviews the history of the Institute for Advanced Studies in the Humanities (IASH) at the University of Edinburgh. The IASH, formally established in 1970, is the oldest Institute for Advanced Study (IAS), Britain’s first, and Scotland’s only IAS. However, in its nearly fifty-year history, no effort has been made to tell IASH’s story. This can be partly attributed to a lack of understanding of IASs within the history of education, as well as a gap in the literature concerning IASs more generally. Investigating the history of IASH and its role in the development of postgraduate study not only adds to the scholarship on post-war Scottish higher education but also highlights the impact of academic research in Scotland since the 1960s.","PeriodicalId":429271,"journal":{"name":"History of Universities","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121311554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-13DOI: 10.1093/OSO/9780198835509.003.0001
George Shuffelton
In the early nineteenth century, as alumni associations quickly became commonplace, Oxford and Cambridge colleges established their own alumni magazines and societies. This raises questions such as: what kinds of friendships were created at medieval universities? How commonly did university men retain lasting connections with those they had met years ago as scolares? The answers to these questions tell us something about the medieval universities as institutions capable of forging new social identities for their members. This chapter reviews the available evidence for friendships among old members of medieval Oxford and Cambridge. Nearly all of the evidence discussed comes from previously published sources, including institutional records and official correspondence, letters from formularies and at least one real-life example of how such formulas might be employed, the theories of friendship taught in the classroom and those theories as embodied in popular handbooks for students, and the evidence of wills.
{"title":"School Ties","authors":"George Shuffelton","doi":"10.1093/OSO/9780198835509.003.0001","DOIUrl":"https://doi.org/10.1093/OSO/9780198835509.003.0001","url":null,"abstract":"In the early nineteenth century, as alumni associations quickly became commonplace, Oxford and Cambridge colleges established their own alumni magazines and societies. This raises questions such as: what kinds of friendships were created at medieval universities? How commonly did university men retain lasting connections with those they had met years ago as scolares? The answers to these questions tell us something about the medieval universities as institutions capable of forging new social identities for their members. This chapter reviews the available evidence for friendships among old members of medieval Oxford and Cambridge. Nearly all of the evidence discussed comes from previously published sources, including institutional records and official correspondence, letters from formularies and at least one real-life example of how such formulas might be employed, the theories of friendship taught in the classroom and those theories as embodied in popular handbooks for students, and the evidence of wills.","PeriodicalId":429271,"journal":{"name":"History of Universities","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122510769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-13DOI: 10.1093/oso/9780198835509.003.0006
D. Mcomish
This chapter reviews scholarship on the Scientific Revolution in Scotland. A long-ignored manuscript of astronomical, mathematical, and natural philosophical verse and prose commentary provides an invaluable opportunity to explore many of the aspects that have drawn the attention of revisionist studies. A preliminary evaluation of the manuscript’s form, content, and production-context provides the opportunity to gain a far more nuanced understanding of the progress of intellectual change during the long Scientific Revolution as literary, philosophical, and scientific dialectic forged new paths. The manuscript highlights that, contrary to the prevailing scholarly view, not only were the new methodological approaches and phenomenological theories of the Scientific Revolution being taught and debated in early modern Scotland; key educationalists within the realm from the time of Copernicus made significant contributions to scientific progress.
{"title":"The Scientific Revolution in Scotland Revisited","authors":"D. Mcomish","doi":"10.1093/oso/9780198835509.003.0006","DOIUrl":"https://doi.org/10.1093/oso/9780198835509.003.0006","url":null,"abstract":"This chapter reviews scholarship on the Scientific Revolution in Scotland. A long-ignored manuscript of astronomical, mathematical, and natural philosophical verse and prose commentary provides an invaluable opportunity to explore many of the aspects that have drawn the attention of revisionist studies. A preliminary evaluation of the manuscript’s form, content, and production-context provides the opportunity to gain a far more nuanced understanding of the progress of intellectual change during the long Scientific Revolution as literary, philosophical, and scientific dialectic forged new paths. The manuscript highlights that, contrary to the prevailing scholarly view, not only were the new methodological approaches and phenomenological theories of the Scientific Revolution being taught and debated in early modern Scotland; key educationalists within the realm from the time of Copernicus made significant contributions to scientific progress.","PeriodicalId":429271,"journal":{"name":"History of Universities","volume":"201 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121627960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-13DOI: 10.1093/OSO/9780198835509.003.0011
Rob Anderson
This chapter presents reviews of Building Knowledge: An Architectural History of the University of Glasgow (2013) by Nick Haynes and Building Knowledge: An Architectural History of the University of Edinburgh (2017) by Nick Haynes and Clive B. Fenton. These books are published in a uniform and lavishly illustrated format by the body responsible for Scotland’s built heritage. The authors, who are primarily architectural historians, focus on style, patronage, costs, building methods, and other topics of architectural history, and use the papers of individual architects as well as university archives. Their work is also an important contribution to the history of universities, as the evolution of buildings reflects the changing demands of university education, and the place of universities within the urban community.
本章介绍了Nick Haynes的《建筑知识:格拉斯哥大学建筑史》(2013)和Nick Haynes和Clive B. Fenton的《建筑知识:爱丁堡大学建筑史》(2017)的综述。这些书由负责苏格兰建筑遗产的机构以统一和丰富的插图格式出版。作者主要是建筑历史学家，关注风格、赞助、成本、建筑方法和建筑史的其他主题，并使用建筑师个人的论文和大学档案。他们的工作也是对大学历史的重要贡献，因为建筑的演变反映了大学教育需求的变化，以及大学在城市社区中的地位。
{"title":"Nick Haynes, Building Knowledge: An Architectural History of the University of Glasgow (Edinburgh: Historic Scotland, 2013).","authors":"Rob Anderson","doi":"10.1093/OSO/9780198835509.003.0011","DOIUrl":"https://doi.org/10.1093/OSO/9780198835509.003.0011","url":null,"abstract":"This chapter presents reviews of Building Knowledge: An Architectural History of the University of Glasgow (2013) by Nick Haynes and Building Knowledge: An Architectural History of the University of Edinburgh (2017) by Nick Haynes and Clive B. Fenton. These books are published in a uniform and lavishly illustrated format by the body responsible for Scotland’s built heritage. The authors, who are primarily architectural historians, focus on style, patronage, costs, building methods, and other topics of architectural history, and use the papers of individual architects as well as university archives. Their work is also an important contribution to the history of universities, as the evolution of buildings reflects the changing demands of university education, and the place of universities within the urban community.","PeriodicalId":429271,"journal":{"name":"History of Universities","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128144455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1093/oso/9780198848523.003.0009
M. Williamson
This chapter addresses Corpus Christi College’s trilingual library. By 1545, trilingualism in different forms and to greater or lesser degree had become manifest in several places in continental Europe. In England, the same trends were already visible at St. John’s College, Cambridge, where John Fisher had insisted on lectures not only in Greek but also in Hebrew, the latter supererogatory. In Oxford, Laurence Humphrey in about 1566 established a public Hebrew lectureship at Magdalen College. As Hebrew grammars, dictionaries, and concordances poured from the printing presses, the majority intended for a Christian readership, Hebrew literacy grew. The chapter then looks at the Latin, Greek, and Hebrew manuscripts in Corpus Christi College’s trilingual library.
{"title":"Making Do? Musical Participation in an Early-Tudor College","authors":"M. Williamson","doi":"10.1093/oso/9780198848523.003.0009","DOIUrl":"https://doi.org/10.1093/oso/9780198848523.003.0009","url":null,"abstract":"This chapter addresses Corpus Christi College’s trilingual library. By 1545, trilingualism in different forms and to greater or lesser degree had become manifest in several places in continental Europe. In England, the same trends were already visible at St. John’s College, Cambridge, where John Fisher had insisted on lectures not only in Greek but also in Hebrew, the latter supererogatory. In Oxford, Laurence Humphrey in about 1566 established a public Hebrew lectureship at Magdalen College. As Hebrew grammars, dictionaries, and concordances poured from the printing presses, the majority intended for a Christian readership, Hebrew literacy grew. The chapter then looks at the Latin, Greek, and Hebrew manuscripts in Corpus Christi College’s trilingual library.","PeriodicalId":429271,"journal":{"name":"History of Universities","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121760104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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