Teaching and Learning in Nineteenth-century Cambridge

Přední strana obálky
Jonathan Smith, Christopher Stray
Boydell & Brewer, 2001 - Počet stran: 229
It was in the 19th and early 20th centuries that Cambridge, characterised in the previous century as a place of indolence and complacency, underwent the changes which produced the institutional structures which persist today. Foremost among them was the rise of mathematics as the dominant subject within the university, with the introduction of the Classical Tripos in 1824, and Moral and Natural Sciences Triposes in 1851. Responding to this, Trinity was notable in preparing its students for honours examinations, which came to seem rather like athletics competitions, by working them hard at college examinations. The admission of women and dissenters in the 1860s and 1870s was a major change ushered in by the Royal Commission of 1850, which finally brought the colleges out of the middle ages and strengthened the position of the university, at the same time laying the foundations of the new system of lectures and supervisions. Contributors: JUNE BARROW-GREEN, MARY BEARD, JOHN R. GIBBINS, PAULA GOULD, ELISABETH LEEDHAM-GREEN, DAVID McKITTERICK, JONATHAN SMITH, GILLIAN SUTHERLAND, CHRISTOPHER STRAY, ANDREW WARWICK, JOHN WILKES.
 

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Obsah

Introduction
1
The Classical Tripos 18221900
31
The Reluctant Acceptance of Modern History
45
The Moral
61
The Invention of Ancient History
89
St Johns College 18501926
107
Trinity College Annual Examinations in the Nineteenth Century
122
Girton for ladies Newnham for governesses
139
Undergraduates Get Their Books?
165
Afterword
204
Bibliography
211
Index
223
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O autorovi (2001)

Christopher Stray is Honorary Research Fellow in the Department of Classics, University of Wales, Swansea.

Bibliografické údaje