Dissertations / Theses on the topic 'Oxford College (Oxford, Ohio)'

This thesis contributes new and unique evidence to the debates surrounding population changes in late medieval England. Through the use of documentary evidence it investigates both mortality and life expectancy rates of the students of Winchester College and New College, Oxford, from 1393 - 1540. In so doing it provides the largest single closed population group examined to date for this period and, importantly, the first sample to follow the experiences of children and adolescents. Source materials are analysed, with particular attention paid to their applicability to the study. Research methodology is also considered, in particular database construction and design, essential parts of the manipulation and analysis of such a large dataset. The records of the two colleges are examined in detail, and analyses presented focusing on the admission rates, departure information and mortality rates within each institution. The latter identified changes across the study period and also possible correlations with national disease outbreaks. Analyses of age data for the scholars contribute valuable interpretations of how the two institutions functioned over the course of the study period and how their administrative practices responded to changing mortality patterns and recruitment demands. Life expectancy rates for the scholars are calculated and analysed. Significantly the life expectancy rates of the Winchester sample demonstrate a better experience than that of previously published monastic samples. The Winchester sample follows scholars out into the wider medieval population (post-education), perhaps providing data that is more representative of the wider community than the monastic studies. Interpretations support the hypothesis that underlying mortality patterns were the cause of changes in life expectancy, and that these patterns were likely to be observed across the population. The conclusions from this large and original dataset are placed within the context of the wider historiographical debates. The need for new, relevant and more diverse samples is emphasised to advance the interpretations of population changes and the economic and social history of late medieval England.

The aim of the thesis was to analyse the role of the early principals of the women's colleges in the University of Oxford and to determine whether this role underwent significant change during the period 1879-1925. The thesis has sought to make a contribution to women's history through identifying a group of leaders of women's higher education in Oxford whose unique role has not previously been examined. To implement this objective extensive research was undertaken in the archives of the former women's colleges on principals' papers and college documents as well as in the Bodleian Library on the papers of the Women Principals and of the Association for the Higher Education of Women. Analysis of the backgrounds of the 10 principals studied helped in identifying models which inspired the principals and the colleges, where the strongest influences were found to be those of Cambridge women's colleges, the family and Oxford men's colleges. Principles which guided female heads of college, together with approaches employed by them, were examined ; the most effective styles of leadership were thought to be directive, flexible and androgynous. Problems encountered by women principals were studied, those emerging as most prominent being opposition to the higher education of women, professional tension, the demanding nature of the work, financial constraints and family pressures. The multiplicity of contacts engendered by the burgeoning role of the principals were considered, as women principals found themselves at the core of a number of interlocking bodies within the colleges and the University, a situation which further challenged their constrained resources. The support systems available to the principals were investigated, women's networks and families having been sources of strength, but it was the support of influential men which, through their involvement on college councils and on an individual basis, most accelerated the process of women's acceptance by the UniversityPrincipals led their colleges in distinctive styles which varied according to their professional experience, expectations for the college and personality. There was not a rigid generational model in the role of the Oxford woman principal, some early principals behaving in a more progressive manner than twentieth century colleagues. I conclude that, in many cases, without realising the import of their actions, these women were feminist pioneers for the large subsequent body of female graduates of the University of Oxford

Cette these dresse un portrait des chefs de college d'oxford et decrit leur role et leurs fonctions a la fin du vingtieme siecle. Mais il serait difficile de comprendre quelle est leur tache sans explorer auparavant l'universite d'oxford. Un bref apercu de son evolution du moyen-age au dix-neuvieme siecle est suivi d'un portrait de chacun des trente-six colleges et des six halls prives qui la constituent. Apres ce tour d'horizon vient une analyse des trois principaux rapports sur l'universite couvrant presque soixante-cinq ans : asquith, franks et north. Par ailleurs, l'etude de ses structures, de son financement et des changements qu'elle a connus ces trente dernieres annees aide a mieux cerner la complexite du fonctionnement de l'universite. Cette approche permet de tirer quelques conclusions sur les avantages dont elle beneficie et les problemes financiers auxquels elle doit faire face aujourd'hui. Ce panorama general de l'une des plus celebres universites britanniques sert de toile de fond aux entretiens. L'enquete sur les chefs de college, leur recrutement et leur role est fondee sur l'exploitation de 39 entretiens realises en tete a tete durant au moins une heure. L'etude informatique des biographies des 262 chefs de college de 1901 a 1998 nous permet de repondre par l'affirmative a la question: oxford fait-elle partie d'un systeme de circulation des elites ?

In charting the remarkable rise of St John's College, Oxford, from struggling, new-born foundation in 1555 to spectacular host of King Charles and Queen Henrietta in 1636, I demonstrate how the theatrical tradition developed by the community of St John's men negotiated and articulated their college's political and economic transformation. My research has uncovered the centrality of drama to college life and the fundamental significance of collegiate identity and tradition to the university men, showing that if we are to build a synoptic view of 'university drama' in early modern England, we must construct it from an understanding of 'college drama'. Deep into the eighteenth century the culture of Latin writing and speaking at Oxford and Cambridge continued to shape all aspects of life in the academies, and yet it is the comparatively few plays written in English which have received the most attention, leading to a distorted view of the university drama. My approach is to restore the neglected Latin sources to their rightful place at the heart of the investigation and, by providing a combination of close textual analysis and translation, to push forward their integration into the mainstream of English Renaissance theatre criticism. Chapter 1 examines the intercollegiate networks which supported St John's College in the early days of its development as a centre for drama, highlighting Christ Church's role as an older, richer sibling to its up-and-coming rival. Chapter 2 analyses the communal function of the college drama, demonstrating that, although each performance was the creative work of individual writers and performers, it relied upon the investment of the college membership as a whole. In Chapter 3 I highlight the influence which changing practices in student recruitment had on the pedagogical and theatrical culture of the community over time, identifying the particular impact of the 'Mulcaster generation' on St John's at the turn of the seventeenth century. Chapter 4 connects drama, politics, and religion to show how ambitious alumni such as Archbishop-Chancellor William Laud used the college stage to test and groom potential protégés; students proving themselves before peers, patrons, and sometimes even royalty, performed a rite of passage which enhanced their career prospects.

Texte remanié de: Ph. D. Diss.--Chapel Hill--University of North Carolina, 1984. Titre de soutenance : The Middle English grammatical texts in Oxford Lincoln College Ms. Lat. 130.
Contient une étude sur une traduction en moyen anglais de l' "Ars Minor" de Donatus (= "Accedence") et de "Regemina secundum Magistrum Wacfilde", traité de syntaxe attribué à John Wakefield.

Fondé en 1257 à Paris par Robert de Sorbon, le collège de Sorbonne constitue le premier modèle de collège séculier. L’institution devait fournir un soutien pour les pauvres étudiants en théologie. Dès ses premières années, la communauté bénéficia des libéralités de nombreux bienfaiteurs, dont le roi Louis IX. Grâce aux dons et aux legs, le collège ne tarda pas à accueillir une importante bibliothèque, qui deviendra l’une des plus riches d’Europe au début du XIVe siècle. Le rayonnement de cette bibliothèque fut considérable, ouverte au reste de l’université, elle reflétait l’ensemble du savoir médiéval. Cette thèse s’intéresse à la collection scientifique du collège de Sorbonne, plus spécifiquement aux disciplines mathématiques (quadrivium). Les sciences quadriviales sont peu documentées en ce qui concerne l’université de Paris, et la bibliothèque de Sorbonne, par son riche corpus de livres mathématiques, constitue un exemple sans précédent dans le milieu universitaire, et contraste avec le silence des statuts universitaires. Les catalogues du XIVe siècle des deux dépôts du collège —Parva libraria et Libraria communis —permettent de reconstituer l’origine d’une collection majoritairement fondée sur des bibliothèques privées attestant des intérêts de leurs anciens possesseurs. L’étude de l’évolution du quadrivium permet dans un premier temps de saisir la portée d’une telle bibliothèque, et son statutau sein d’une discipline renouvelée par les traductions arabo-latines et gréco-latines. Le collège fut certainement l’un des vecteursde l’assimilation de ces œuvres nouvellement traduiteset des adaptations. La reconstitution de la collection réside sur les manuscrits subsistants et les identifications des œuvres. Elle met en valeur les bibliothèques privées de Richard de Fournival, chancelier d’Amiens († 1260), et du magnus astronomus de Sorbonne, Pierre de Limoges (†1306), qui une fois intégrées au collège, ont composé la majeure partie de la collection dédiée aux mathématiques. La question d’unenseignement se pose alors, mais aucun document n’en atteste. C’est là qu’entre en jeu l’étude des usages des manuscrits par les lecteurs, par le biais de leurs annotations. Une étude de cas de Jean des Murs, calculatorparisien du XIVe siècle, et promoteur des tables alphonsines dans les années 1320, permet d’analyser la réception que connue cette collection scientifique. Dans une perspective comparatiste, la bibliothèque du collège de Sorbonne est mise en parallèle avec un foyer de mathématiciens oxoniens du XIVe siècle: Merton College, Oxford. L’étude des sources de la bibliothèque de Merton permettra de souligner les aspects originaux ou traditionnels de la collection quadriviale de Sorbonne. Au XVe siècle, alors que l’université de Paris connaît un déclin certain, en grande partie due à la guerre civile, la maison de Sorbonne sut tirer partie de l’effondrement du collège de Navarre, et accueillir en son sein des lecteurs versés dans les sciences. L’analyse des emprunts des sociétaires et extraneioffrel’ultime représentation de l’usage fait de cette collection
The College of Sorbonne was founded in Paris in 1257 by Robert de Sorbon. It is established as the first secular College within the university. This foundation provided a support to poor masters of arts attending the theological curriculum. In the early years, the community benefited from benefactors’ liberalities, such as the king of France, Louis IX. Thanks to donations and bequeaths, the College benefited from an important library, one of the richest in Europe in the 14th century. The intellectual influence of this library was significant, reflecting the whole medieval knowedge. This thesis focuses on the scientific collection of theCollège de Sorbonne, more precisely the mathematical sciences (quadrivium). The status of quadrivial sciences is poorly documented for the medieval university of Paris. The library of Sorbonne, with this rich scientific corpus, constitutes a resounding example and contrasts with the silent statutes. Medieval library catalogues of the 14th century, describing both the chained and the loan collections, allow the reconstitution of the origins of this scientific collection. This collection testifies of donators’ own interests in the field of science. In the first instance, the evolution of quadrivium points out the influence of such a library, and its status in the field of a discipline renewed by the Arabic and Greek translations. The College of Sorbonne was likely an important vector in the assimilation of translated works and adaptations. The reconstitution of the scientific collection is based on extant manuscripts and treatise identifications. This highlights the private libraries of individuals, such as Richard de Fournival, chancelor of Amiens (†1260), or Pierre de Limoges, magnus astronomus of Sorbonne (†1306). These libraries constitutes the main part of the quadrivial collection. The question of a teaching must be raised, however sources remain silent about it. The study of manuscript uses by readers based on a careful analysis of their annotations could fill the gap. A casestudy of Jean des Murs’ annotations demonstrates one face of the reception of the collection, by one of the promotors of the Alphonsine astronomy in the 1220’s. Furthermore, in this thesis, the College of Sorbonne will be compared to another mathematicians house: Merton College, in Oxford. The analyses of the list of books from Merton College in parallel with the College of Sorbonne must underline the original aspects and similarities of each institution in the field of Science. Eventually, in the 15th century, whilst the university of Paris is declining, especially because of the civil was, the house of Sorbonne benefited from the College of Navarre collapse. Indeed, the Sorbonne wellcomed more external readers interested in the scientific works. The analysis of these loans agreed to fellows of Sorbonne or foreigners is the ultimate representation of the uses of this collection

The thesis consists of a detailed examination of the contents of Oxford, Trinity College, MS 86, (Trinity), with particular attention being given to several lengthy English confessional items which it contains. This is complemented by a more general consideration of late Middle English prose forms of confession and the manuscripts in which they occur. Part One consists of a survey of all surviving independent prose forms of confession preserved in late Middle English manuscripts. I divide the texts into groups according to their probable audience and readership, assessed from both internal and external evidence. This is preceded by a brief introductory section on the background to late Middle English guides to preparation for confession. In three appendices, I provide: a full description of London, British Library, MS Sloane 1584, with transcriptions of three confessional texts; a transcription of a form of confession from London, British Library, MS Harley 2383, with variants from all known manuscripts; a transcription of a form of confession from Yale, University Library, MS Beinecke 317. Part Two consists of a close study of Trinity: a full description of the manuscript, supplementing existing catalogues; editions of four confessional texts from the manuscript, accompanied by detailed discussions of their form and probable function; an analysis of a series of short devotional texts which, taken together, constitute an elementary manual of religious instruction. I include full critical editions, with variants from all known manuscripts, of two of these texts, The Sixteen Conditions of Charity and The Eight Blessings of God, both of which originate in passages extracted from the Wycliffite Bible, and which survive, in varying versions, in thirty-four and nine manuscripts respectively. The thesis concludes with a summary of the probable origin and function of this manuscript collection.

Much of the corpus of medieval Welsh prophetic poetry, comprising as it does diverse and complicated strands of political, mystical, religious, and legendary material, has not previously been systematically studied, or even printed. The introductory chapter of this thesis makes a preliminary exploration of the historical context of the prophecies, the nature of their propagators and audiences, and also the influences prevalent on the authors, be these intellectual and literary influences, or sub-conscious and psychological influences which fall into the realm of anthropology. There follow editions of the Welsh prophetic poetry found in Oxford, Jesus College, MS cxi, and Aberystwyth, National Library of Wales, MS Peniarth 50. These two manuscripts, dating from the fourteenth and fifteenth centuries respectively, provide a significant cross-section of the medieval Welsh prophetic poetry extant. Detailed textual analyses of the poems with text, translation, and notes, examine language and metre, investigate references to persons and places, and seek to identify conventional prophetic elements. From a historical point of view, the prophetic texts are compared with contemporary chronicles, as reflections of contemporary historical thinking. Some attention is also paid to the material's wider manuscript context, and its transmission. This sheds light on the prevailing cultural and intellectual climate as well as providing invaluable help in the interpretation of individual prophecies.

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.
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.

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.
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.