Dissertations / Theses on the topic 'University of Cambridge – History – 19th century'

This thesis is a study of Durham University, from its inception in 1831 to the opening of the College of Physical Science in Newcastle in 1871. It considers the foundation and early years of the University in the light of local and national developments, including movements for reform in the church and higher education. The approach is holistic, with the thesis based on extensive use of archival sources, parliamentary reports, local and national newspapers, and other primary printed sources as well as a newly-created and entirely unique database of Durham students. The argument advanced in this thesis is that the desire of the Durham authorities was to establish a modern university that would be useful to northern interests, and that their clear failure to achieve this reflected the general issues of the developing higher education sector at least as much as it did internal mismanagement. This places Durham in a different position relative to the traditional understanding of how universities and colleges developed in England and therefore broadens and deepens the quality of that narrative. In the light of the University's swift decline, and poor reputation, from the mid-1850s what were the ambitions of the founders and how did this deterioration occur? Were the critics' accusations against the University - principally that it was a theologically-dominated, inadequate imitation of Oxford, bound to the Chapter of Durham and ruled autocratically by its Warden - based on fact or prejudice? And if the critics were wrong, what were the factors that lead to the University's failings?

In 1877 the University of St Andrews initiated a unique qualification, the Lady Literate in Arts, which came into existence initially as the LA, the Literate in Arts, a higher certificate available to women only. Awarded by examination but as a result of a programme of distance learning, it was conceived and explicitly promoted as a degree-level qualification at a time when women had no access to matriculation at Scottish universities and little anywhere in the United Kingdom. From small beginnings it expanded both in numbers of candidates and in spread of subjects and it lasted until the early 1930s by which time over 36,000 examinations had been taken and more than 5,000 women had completed the course. The scheme had emerged in response to various needs and external pressures which shaped its character. The purpose of this thesis is to assess the nature and achievements of the LLA in its first fifteen years and to establish its place within the wider movement for female equality of status and opportunity which developed in the later decades of the nineteenth century. The conditions under which the university introduced the LLA, its reasons for doing so, the nature of the qualification, its progress and development in the years before 1892 when women were admitted to Scottish universities as undergraduates and the consequences for the university itself are all examined in detail. The geographical and social origins and the educational backgrounds of the candidates themselves are analysed along with their age structure, their uptake of LLA subjects and the completion rates for the award. All of these are considered against the background of the students' later careers and life experiences. This thesis aims to discover the extent to which the LLA was influential in shaping the lives of its participants and in advancing the broader case for female higher education. It seeks to establish for the first time the contribution that St Andrews LLA women made to society at large and to the wider movement for female emancipation.

This dissertation explores how architecture is valorized by the cultural artifacts, both visual and text-based, which present and describe it. It examines aspects of the Gothic Revival in early Victorian Britain, to consider the assimilation of models of evolving architectural discourse by one organization with specialized interest in its promotion, and adaptations of that discourse in the realm of popular culture. The dissertation focuses on the ideology of the Cambridge Camden Society, from its inception in 1839 through to 1850. The Society advocated an appreciation of Gothic churches both for aesthetic, and for religious and moral reasons. A key dimension of its mandate, captured in the rhetoric of ecclesiology, was to prioritize an empirical investigation of extant medieval churches. Findings were to be recorded on specially-devised questionnaires, called "church schemes," using a text-based, specially-encoded taxonomy. Given the availability both of extensive documentation by the Society concerning these schemes, and of almost seven hundred completed forms, areas of conformity and divergence between the prescriptive, instructional material, and the descriptive material which indicates the actual reception of the architecture, may be discerned. "Church visiting" hence became the primary means of personal engagement with the architecture, enacted through the elaborate ritual of scripted tourism spelled out by the church schemes and attendant pedagogical documents. The importance, and the implications, of tourism to members of the Cambridge Camden Society are addressed through an evaluation of travel theories and methodologies, developed, especially, since the 1990s. An understanding of ecclesiology in terms of travel theory enables it to be evaluated in a wider context, namely as part of an emerging tourist ethos based on expanding opportunities and incentives to travel through Britain. From this perspective, the Cambridge Camden Society is to be perceived as part of a larger consortium of advocates of tourism to sights of medieval architecture, who employed similar inducements and terminology, and who created such markers of architectural authenticity as travel guides to mediate the traveller's reception of a given sight. As a result, the possibilities of the widespread dissemination of at least the architectural components of ecclesiological ideals, as part of the groundswell of promotional material devoted to all things Gothic, were enhanced.

In this thesis I present new insights into aspects of Peter Guthrie Tait's life and work, derived principally from largely-unexplored primary source material: Tait's scrapbook, the Tait–Maxwell school-book and Tait's pocket notebook. By way of associated historical insights, I also come to discuss the innovative and far-reaching mathematics of the elusive Frenchman, C.-V. Mourey. P. G. Tait (1831–1901) F.R.S.E., Professor of Mathematics at the Queen's College, Belfast (1854–1860) and of Natural Philosophy at the University of Edinburgh (1860–1901), was one of the leading physicists and mathematicians in Europe in the nineteenth century. His expertise encompassed the breadth of physical science and mathematics. However, since the nineteenth century he has been unfortunately overlooked—overshadowed, perhaps, by the brilliance of his personal friends, James Clerk Maxwell (1831–1879), Sir William Rowan Hamilton (1805–1865) and William Thomson (1824–1907), later Lord Kelvin. Here I present the results of extensive research into the Tait family history. I explore the spiritual aspect of Tait's life in connection with The Unseen Universe (1875) which Tait co-authored with Balfour Stewart (1828–1887). I also reveal Tait's surprising involvement in statistics and give an account of his introduction to complex numbers, as a schoolboy at the Edinburgh Academy. A highlight of the thesis is a re-evaluation of C.-V. Mourey's 1828 work, La Vraie Théorie des quantités négatives et des quantités prétendues imaginaires, which I consider from the perspective of algebraic reform. The thesis also contains: (i) a transcription of an unpublished paper by Hamilton on the fundamental theorem of algebra which was inspired by Mourey and (ii) new biographical information on Mourey.

Since its foundation between 1410 and 1414 the University of St Andrews has acquired what can be considered to be ‘artefacts of significance’. This somewhat nebulous phrase is used to denote items that have, for a variety of reasons, been deemed to have some special import by the University, and have been displayed or otherwise presented in a context in which this status has been made apparent. The types of artefacts in which particular meaning has been vested during the centuries under consideration include items of silver and gold (including the maces, sacramental vessels of the Collegiate Church of St Salvator, collegiate plate and relics of the Silver Arrow archery competition); church and college furnishings; artworks (particularly portraits); sculpture; and ethnographic specimens and other items described in University records as ‘curiosities’ held in the University Library from c. 1700-1838. The identification of particular artefacts as significant for certain reasons in certain periods, and their presentation and display, may to some extent reflect the University's values, preoccupations and aspirations in these periods, and, to some degree, its identity. Consciously or subconsciously, the objects can be employed or operate as signifiers of meaning, representing or reflecting matters such as the status, authority and history of the University, its breadth of learning and its interest and influence in spheres from science, art and world cultures to national affairs. This thesis provides a comprehensive examination of the growth and development of the University's holdings of 'artefacts of significance' from its foundation to the mid-19th century, and in some cases (especially portraits) beyond this date. It also offers insights into how the University viewed and presented these items and what this reveals about the University of St Andrews, its identity, which changed and developed as the living institution evolved, and the impressions that it wished to project.

Cette thèse de doctorat en histoire porte sur les interactions entre les universités belges et les milieux industriels. Elle tente de dégager les mécanismes qui ont permis de faire se rapprocher sur le temps long ces deux envrionnements institutionnels, sur les plans particuliers de l'enseignement et de la formation (relations indirectes), d'une part, et de la recherche (relations directes), de l'autre/This doctoral dissertation in history focuses on the interactions between Belgian universities and the industrial milieus. It aimed at describing on the long run the mechanisms that brought the two institutional environments closer together in the fields of teaching and training (indirect connections), on the one hand, and research (direct connections), on the other.<br>Doctorat en philosophie et lettres, Orientation histoire<br>info:eu-repo/semantics/nonPublished

Abstract Axel Adolf Laurell (1800–1852), theoretical philosopher by training, was Professor of Dogmatics at the University of Helsinki 1836–1852. In the history of Finnish theology, he has been rather ignored. The aim of this doctoral thesis has been two-fold: to analyze both Laurell and the later theological tradition that ignored him. Laurell was one of the intellectually oriented theologians in Finland representing the view that university theology was a field of rational study, not a way of practicing religion. His qualifying thesis, already approved of by the official opponent, was rejected by the Faculty of Theology and by the Lutheran archbishop E. G. Melartin. However, Laurell gained the support of the Academic Senate and was appointed professor by Nikolai I. Archive material depicting Laurell´s lectures on theology shows that he lectured, among other things, on the German controversy between rationalism and supranaturalism. He seems to have supported the idea of mediation between these two, an approach typical of to the school of <i>Vermitttlungstheologie</i>. Laurell began his career as a Hegelian, rejected Hegelianism in the 1840s and became interested in the questions of empirical study. Laurell was one of the Finnish academics who adopted ideas both from Herder and Hegel. Laurell, during his formative years a member of the Saturday Society, a circle of reform-minded young intellectuals, was the most notable Finnish representative of pedagogics during his time. He was one of the founders of Helsingfors Lyceum in 1831 and the first headmaster of this school with its new, modern-type curriculum. According to him, “state” and “church” should not interfere in the matters of education. Taking into account Mythologies by Roland Barthes and some international discussions on nationalistic myths, I have delineated the previously unrecognized myth of Genuine Finnish theology. Influential Finnish revivalist theologians adopted the biblical theology of Johann Tobias Beck during the latter part of the 19^th century. From this standpoint they and notably history professor Ernst Gustaf Palmén, invented a religious-nationalistic interpretation of the 19^th-century Finnish history. Scientifically significant theologians had been Beckians or revival movement sympathizers while Laurell, among other actual forerunners of rational research, were marginalized and forgotten.<br>Tiivistelmä Väitöskirjani tarkastelee Lauantaiseuran jäsenen ja Helsingin yliopiston dogmatiikan ruotsinkielisen professorin Axel Adolf Laurellin (1800–1852) näkemyksiä ja toimintaa 1830-luvulta 1850-luvun alkuun sekä autonomian kaudesta kertovaa suomalaisen teologian oppitraditiota. Laurell on yksi tämän oppitradition vähättelemistä 1800-luvun teologeista. Teologinen tiedekunta sekä luterilaisen kirkon arkkipiispa E. G. Melartin yrittivät 1830-luvulla torjua Laurellin professorinvirasta hylkäämällä hänen väitöskirjansa, jonka vastaväittäjä oli jo hyväksynyt. Hänellä oli kuitenkin yliopiston professorikunnan enemmistön tuki, ja Nikolai I nimitti hänet dogmatiikan professoriksi. Teologian oppitraditiota, historiallisista lähteistä piittaamatonta keksittyä historiaa, kutsutaan tässä tutkimuksessa Oikean teologian myytiksi. Se on hahmoteltu soveltaen Roland Barthesin ja eräiden nationalismitutkijoiden myyttitulkintoja. Myytti on arvioinut aiempien tutkijoiden tieteellistä merkittävyyttä sen perusteella miten he suhtautuivat herännäisyyteen ja olivatko he suomenkielisiä. Myytin keskeinen muotoilija oli historian professori Ernst Gustaf Palmén ja sen syntyedellytyksenä olivat suomalaisen yliopistoherännäisyyden muuttuminen beckiläiseksi raamattufundamentalismiksi 1850-luvulta alkaen sekä lähdetutkimuksen laiminlyöminen. Aiempien tutkijoiden tulkintaa autonomian kauden teologiasta toistettiin sittemmin vuosikymmenestä toiseen tarkistamatta heidän tulkintojensa paikkansapitävyyttä alkuperäislähteistä. Laurellin luennoista säilynyttä käsikirjoitusaineistoa on käytetty selvittämään mitä hän opetti Helsingin yliopiston teologian opiskelijoille. Yksi luentojen keskeinen aihe oli saksalaisen rationalismi-supranaturalismi -kiistan käsittely. Luennot viittaavat siihen, että Laurell edusti välitysteologiseksi kutsuttua koulukuntaa, joka nimensä mukaisesti pyrki edustamaan välittävää kantaa näiden kahden välillä. Laurell oli aikansa merkittävin suomalainen pedagogi, Helsingfors Lyceumin johtaja ja yksi sen perustaja, koulutukseltaan teoreettisen filosofian dosentti ja aikansa maltillinen, kristillisestä luomisuskosta kiinnipitänyt rationalisti, joka hegeliläisyydestä luovuttuaan kiinnostui empiirisestä tutkimuksesta. Laurellin ajattelussa näkyy monelle muullekin 1800-luvun alkupuolen toimijalle tyypillinen hegeliläisten ja herderiläisten vaikutteiden rinnakkaisuus. Teologina Laurell edusti näkemystä, jonka mukaan yliopistoteologia on uskonnon tarkastelua, ei yliopistossa tapahtuvaa uskonnonharjoitusta.

La tesi si occupa di verificare l’influenza che i classici greci e latini hanno esercitato su i padri fondatori americani e più in particolare su Thomas Jefferson. La prima sezione tratteggia il contesto universitario e lo studio delle lingue classiche tra seicento e settecento, comprendendo non solo le università inglesi (Oxford e Cambridge) e scozzesi, ma anche i nuovi college nati nelle colonie americane. Tale analisi dei modelli e delle pratiche educative ha permesso, in effetti, di comprendere meglio l’influenza dei classici sui rivoluzionari americani. Nello specifico viene scandagliata a fondo l’educazione ricevuta da Jefferson. Tra i numerosi spunti di studio aperti da codesto argomento, il lavoro si concentra sulle modalità con cui i classici gli furono insegnati, sul suo Commonplace Book (una raccolta di brani tratti in parte da autori antichi letti in giovinezza) e su documentazione epistolare. Quest’ultima è oggetto particolare di studio, allo scopo di scoprire quali opere antiche Jefferson, in età adulta e durante la vecchiaia, lesse e apprezzò. Essendo un collezionista di libri, comprò moltissimi testi classici come dimostrano alcuni suoi manoscritti. Nonostante manchino dati precisi a riguardo, risulta inoltre che Jefferson, benché facesse largo uso di traduzioni, preferiva leggere in originale e che probabilmente abbia letto la maggior parte di questi libri durante il ritiro dalla vita politica. La seconda parte della tesi si concentra, invece, a indagare quanto la sua educazione classica abbia contributo alla formazione della sua personalità e delle sue idee, nonché alla forma stessa del suo pensiero in merito ad alcune tematiche. Lo studio è di conseguenza dedicato all’esperienza umana di Jefferson, in particolare alla sua riflessione sulla morte e sull’eternità, temi fortemente legati alla sua ricezione di idee epicuree e stoiche. Epicureismo e Stoicismo rappresentano, in definitiva, i due sistemi filosofici antichi che hanno maggiormente influenzato la sua personalità e il suo pensiero.<br>The aim of the present work is to evaluate the impact of the ancient classics on the American Founding Fathers, with a particular focus on Thomas Jefferson. The first section gives a wide portrait of the academic context in which the Founders were educated, comprising not only of Oxford, Cambridge, and the Scottish universities, but also the colonial colleges. The evaluation of the educational practices in use at the time makes it possible to understand better the classical impact on revolutionary Americans. In particular, this analysis studies in depth Jefferson's education. Of the many possible perspectives and approaches to this topic, the present work focuses on the way ancient classics were taught to him, his Commonplace Book, which reports part of the ancient classics he read during his youth, and his correspondence. The latter has been studied especially to understand which other ancient writers he read, valued, and esteemed in his adulthood and old age. As book collector, Jefferson bought an incredible number of ancient classics, as attested by a few manuscripts of his book lists. Despite the dearth of sure evidence, it is very likely that he read the ancient works largely during his retirement. He loved reading them in the original, though he made great use of translations. The second part of this work is dedicated to investigating how Jefferson's classical education contributed to the building of his personality and ideas, as well as how he elaborated specific classical themes in his own life. The study is thus focused on Jefferson's personal human experience, specifically on his reflection on human mortality and the afterlife. These themes, indeed, are strictly linked to his reception of Epicurean and Stoic tenets, the two ancient philosophical systems which had the greatest and most profound impact on Jefferson's personality and thought.

This study identifies and analyzes architectural inscriptions found on university and public libraries from the period of 1890 to 1930 in the United States. An architectural inscription refers to carved text, most often found adorning the walls of the interior or exterior of the building. The period of 1890 to 1930 saw the increased use of the inscription on a range of civic and institutional architecture. The era was particularly prone to moralizing and didactic sayings, which stemmed from a number of social and political factors. University libraries were drawn to the inscription as an ornamental type, for it became an expression of the ideals of the school and reflected a desire for legitimacy and sophistication. This study analyzes the decisions behind the inscriptional program, which often uncovers the latent agenda of the librarian, university president, or building committee. At the same time, the Beaux Arts and Neo-Gothic styles that were widely adopted for library buildings carried their own conventions for the aesthetic and associative use of the inscription. This study analyzes the historical and aesthetic factors that influenced university library inscriptions, and provides insight into the particular inscriptional themes found on number of American universities.<br>Architectural inscriptions and morality, 1890-1930 -- Trends in library building -- Inscriptions of Beaux Arts university libraries -- Inscriptions of Neo-Gothic university libraries -- Influence of the Modern movement and the resurgence of contemporary library inscriptions.<br>Department of Architecture

Bibliography: leaves 456-478<br>478 leaves ; 31 cm.<br>Title page, contents and abstract only. The complete thesis in print form is available from the University Library.<br>Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 1992

This thesis explores the development of a Catholic university elite in Ireland, 1878-1922. The provision of education, especially university education, in late nineteenth and early twentieth century Ireland is the main focus of this thesis. Central to this study is an investigation of how access to higher education facilitated elevated social, political and economic status for a privileged section of the Irish Catholic community. The role of education as a carrier of ideas and as a form of social interaction is also considered. A central aim of this thesis is t9 bring to the exploration of the education debate the voices of Catholic students themselves. Therefore, the experiences of a sample group of 51 Catholic graduates in 1891 and 1901 from the Royal University of Ireland and Trinity College, Dublin, are discussed throughout the thesis, although other prominent individuals are also considered. Such an approach affords an intimate understanding of the way education influenced and empowered middle-class Catholics - an increasingly important and ambitious stratum in Irish society. The experiences of the sample group and their university colleagues reveal much about fin de siecle Ireland. Another central aim of this thesis is to re-examine the vital but under-studied years between the fall of C. S. Parnell in 1891 and the Easter Rising in 1916. The experiences of the sample group testify to the dynamism of the period and illuminate significant social and political change. Moreover, they challenge central aspects of Irish historiography of this period. Not only did university students overwhelmingly support constitutional Home Rule and eschew separatism, they actively promoted themselves as future leaders of a Home Rule Ireland. In preparation for their future roles as political leaders, they embraced educational, professional and social forms based on British models. Significantly, they paid little more than superficial attention to the condemnation of cultural nationalists who denounced as 'un-Irish' students' foray into high political, social and professional circles. Although some students made conciliatory gestures to Irish cultural revivalism, pragmatic and modem considerations took precedence over Gaelicist rhetoric in the spheres of education, employment and politics. The Great War and subsequent contingent events arrested the ascension of the Catholic university elite to dominance of Irish political and social life, deeming them a lost generation of Irish leaders. This thesis explores their political, professional and cultural development and through them salient issues in late nineteenth and early twentieth century Ireland.

Indiana University-Purdue University Indianapolis (IUPUI)<br>This thesis is a study of how people in the nine counties of central Indiana learned, appreciated, and performed music from 1800 to 1840. A concluding proposal for a public history application of this research is included.

Dissertação de Mestrado em Património Cultural e Museologia apresentada à Faculdade de Letras<br>Dissertação de Mestrado em Património Cultural e Museologia de Rita Daniela Cordeiro Paiva Costa - LUÍS DE CARVALHO E AS COLEÇÕES DE ZOOLOGIA LEGADAS À UNIVERSIDADE DE COIMBRA EM FINAIS DO SÉC. XIX - Em 1898, o brasileiro Luís de Carvalho deixou em testamento as suas coleções de objetos naturais à Universidade de Coimbra. Era um legado bastante diversificado, compreendendo coleções de insetos, aves, répteis, conchas, sementes, madeiras, objetos em álcool e outras curiosidades naturais, guardadas em armários próprios. Hoje, no Museu da Ciência da Universidade, que acolhe estas coleções, muito pouca informação existe acerca de Luís de Carvalho para além do seu nome e da relação familiar que detinha com um primo bastante mais famoso, António Augusto Carvalho Monteiro, conhecido por “Carvalho dos Milhões”, que também no Museu tem coleções. O objetivo do presente trabalho foi a pesquisa da vida do homem e do colecionador, tentando encontrar, ao mesmo tempo, interesses, continuidades e relações que possam elucidar sobre o início e o desenvolvimento das suas coleções e o legado que decidiu, conscientemente, deixar à Universidade. No fim, sem dúvida, este trabalho é também o pagamento de uma dívida de memória e homenagem que a Universidade de Coimbra deve a este benemérito, que entregou ao Museu as suas possessões mais prezadas para serem protegidas e apreciadas por todos e para sempre. Palavras-chave: Luís de Carvalho (1839-1898); Universidade de Coimbra; Museu da Ciência; Coleções de História Natural; Século XIX; Brasil.<br>Dissertação de Mestrado em Património Cultural e Museologia de Rita Daniela Cordeiro Paiva Costa -LUÍS DE CARVALHO E AS COLEÇÕES DE ZOOLOGIA LEGADAS À UNIVERSIDADE DE COIMBRA EM FINAIS DO SÉC. XIX - In 1898, the Brazilian Luís de Carvalho left in his will his collections of natural objects to the University of Coimbra. It was a very diverse lot comprising of collections of insects, birds, reptiles, shells, seeds, woods, objects in alcohol and other natural curiosities that came with their own wooden cabinets. Today, in the Museum of Science of the University, that holds its collections, very few things are known about Luís de Carvalho apart from his name, along with his familiar relation to a much more famous cousin, António Augusto Carvalho Monteiro, branded “Carvalho dos Milhões”, which also has collections in the Museum. The purpose of the present work was the research of the life of the man and the collector, trying to find, at the same time, interests, continuities and connections that could elucidate the making and the development of his collections and the legacy he decided, consciously, to leave to the University. At the end, no doubt, this work is also the payment of a debt of remembrance that the University of Coimbra owns to this benefactor, who gave to the museum its most beloved possessions to be kept and be appreciated by all forever. Palavras-chave: Luís de Carvalho (1839-1898); University of Coimbra; Science Museum; Natural History Collections; 19th Century; Brazil.