This thesis studies the collections of saints' relics preserved in English religious houses during the Middle Ages. It is based upon an examination of as many lists of relics compiled in these houses as it has been possible to find, together with such related material as is available. The first chapter discusses the attitude of medieval people towards relics in general, and also the present state of study of the subject of relic-veneration and the principles of this inquiry. All the available relic lists are then examined in turn, according to the type of religious house where they originated. In each case, an attempt is made to trace the development of the collection, by determining as far as the evidence permits, when and how it was built up and who were the leading figures in this process. Notice is taken where indications emerge of the many and varied purposes which relics served in the lives of the communities which preserved them and of society in general. The final chapter attempts to explain the fundamental importance by arguing, on the basis of the evidence presented, that each religious house's collections was in a sense, an expression of its own identity. Among the appendices a catalogue of relic lists sets outs as many lists, printed and unprinted, as it has been possible to discover and an index of Saints uses the information given in them to define the relic cults of individual saints in England, by establishing which list claimed relics of each saint. The texts of some important unprinted lists are given in a further appendix.

Thesis (M.S.)--Boston University Page 23 is missing.

Thesis (M.A.)--Boston University / Economic specialization manifests itself in many forms, so that it will be desirable at the outset to distinguish between the various ways in which producing units may be specialized or diversified. Specialization, as the term is used in economics, is the functional differentiation of production, or the division of the various operations of production into various parts performed by individual units of production. It follows from the definition that specialization can be divided into several different classifications, according to (1) the type of differentiation, and (2) the unit of production under conaideration. Two types of differentiation can be distinguished, one of which we shall call "technical specialization" and the other which we shall call "product specialization". Technical specialization is specialization in one or a few operations in the production of one good or of a number of goods, while product specialization may be defined as specialization in all of the operations in the production of a single good. Three units of production are considered in this paper: (a) the region, (b) the firm, and (c) the individual worker [TRUNCATED]

Thesis (Ed.M.)--Boston University

Thesis (Ph.D.)--Boston University / The threefold problem was to determine (1) the characteristics of style of English brass ensemble music, (2) the significant stages of the developmental of the brass instruments, and (3) the contribution made by the medium to English musical culture. The methods of historical inquiry were employed for the first part of the study which traces the development of the English brass instruments and ensemble practices. The methodology used for the second half of the dissertation which is devoted to the stylistic analysis of selected English brass compositions, was as follows: The brass music selected was examined on the basis of three aspects of musical style: overall form, internal structure and sonority [TRUNCATED]

No description available.

No description available.

The period 1650 to 1750 in England saw the development of small but positive changes in the education of women and girls. Increasingly, various writers began to argue that more attention and resources needed to be devoted to the way in which girls were taught. Although the accepted curriculum of religion, various kinds of needlework, reading, household management, music, dancing, history and French was not seriously questioned, there were attempts by authors such as Charles Rollin and Archbishop Fenelon of Cambrai to write schemes of study that taught these skills and topics in a more rigorous and interesting manner. A key development was the entry of women into the discussion, with writers such as Mary Astell and Bathusa Makin arguing for the need of better schools and a richer, more serious curriculum for girls. As this thesis is focused as much as possible on actual teaching practices as well as shifts in ideology, changes in the way Primers and Spelling books, which were used by mothers and governesses as aids to teach young children to read are also examined. Increasingly, there was a recognition of the need for intelligent girls to be stretched and of the danger to the household of badly educated mothers and wives. Female authors expressed their frustration with the limited education offered to girls. This thesis examines a range of authors and texts, including the fictional work of Sarah Fielding, the personal records left by eighteenth- century governess Nelly Weeton and discussions which took place in newspapers such as the Spectator, in order to tease out and illustrate the development of these changes.

The period 1650 to 1750 in England saw the development of small but positive changes in the education of women and girls. Increasingly, various writers began to argue that more attention and resources needed to be devoted to the way in which girls were taught. Although the accepted curriculum of religion, various kinds of needlework, reading, household management, music, dancing, history and French was not seriously questioned, there were attempts by authors such as Charles Rollin and Archbishop Fenelon of Cambrai to write schemes of study that taught these skills and topics in a more rigorous and interesting manner. A key development was the entry of women into the discussion, with writers such as Mary Astell and Bathusa Makin arguing for the need of better schools and a richer, more serious curriculum for girls. As this thesis is focused as much as possible on actual teaching practices as well as shifts in ideology, changes in the way Primers and Spelling books, which were used by mothers and governesses as aids to teach young children to read are also examined. Increasingly, there was a recognition of the need for intelligent girls to be stretched and of the danger to the household of badly educated mothers and wives. Female authors expressed their frustration with the limited education offered to girls. This thesis examines a range of authors and texts, including the fictional work of Sarah Fielding, the personal records left by eighteenth- century governess Nelly Weeton and discussions which took place in newspapers such as the Spectator, in order to tease out and illustrate the development of these changes.

Zugl.: Göttingen, Univ., Diss., 2007