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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Science, craft and the state : a study of English technical education and its advocates, 1867-1906

Blanchet, Jeremy January 1953 (has links)
No description available.
2

EDUCATION IN EIGHTEENTH-CENTURY FRENCH AND ENGLISH PERIODICALS (1700-1789)

Varney, Marsha January 1978 (has links)
No description available.
3

English Renaissance Humanist Education

Bjornstad, Lori Ann 01 January 1977 (has links)
The following examines the historical development of English education available prior to university entrance in order to discover the impact of humanist ideas on the educational system. The survey of the structure and theory of pre-university English education begins in the early Middle Ages and continues through the Elizabethan period.
4

The life and influence of Edward Thring

Rigby, Cormac January 1969 (has links)
No description available.
5

The theology of Church and State with reference to the concern for popular education in England, 1800-1870

Marshall, B. R. January 1956 (has links)
No description available.
6

The effect on education of the dissolution of the monasteries in England

Perry, Irene Gladys, 1912- January 1950 (has links)
No description available.
7

The Victorian public school, 1828-1902 : the school as a community

Honey, John January 1970 (has links)
No description available.
8

"Stronge and tough studie": humanism, education, and masculinity in Renaissance England

Strycharski, Andrew Thomas 28 August 2008 (has links)
Not available / text
9

Mulcaster's boys : Spenser, Andrewes, Kyd

Wesley, John January 2008 (has links)
Although it is generally acknowledged that an Elizabethan grammar school education was intensely oral and aural, few studies have approached the literature of its pupils principally in light of such an understanding. There may be good reason for this paucity, since the reading of textual remains in the hopes of reconstituting sound and movement—particularly in non-dramatic literature—will always, in the end, be confronted by an inaudible and static text. Yet for the Elizabethan schoolboy, composition and performance were inseparable, whether of an epistle, a theme, or a translation of Latin poetry. The purpose of this project is firstly to describe the conditions which led to and ingrained that inseparability, and then offer some readings of the poetry, oratory, and drama of those whose voices and pens were trained in the grammar school, here Merchant Taylors’ School in 1560s London. Edmund Spenser, Lancelot Andrewes, and Thomas Kyd all attended Merchant Taylors’ in this period, and their poetry, sermons, and drama, respectively, are treated in the following discussion. It is argued that their texts reflect the same preoccupation with pronuntiatio et actio, or rhetorical delivery, held by their boyhood schoolmaster, Richard Mulcaster. I suggest that delivery provides a unique way of assessing literature in the context of an oral/aural education, largely because its classical and Renaissance rules invariably stipulate that vocal and gestural modulations must follow the emotional and intentional sense of words rather than their literal meanings. Delivery is thus shown to exist at the nexus of orality and literacy, performance and text, wholly absorbed with the concerns of speech, but distinct from language as well. In imagining the physicality of this middle ground within their narratives, it is proposed that Mulcaster’s students recalled an education very often spent stirring the emotions with and for their bodily expression.

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