Henry Gunning (1768 1854) was a Bedell at the University of Cambridge for over sixty years, and in this capacity attended on the Vice-Chancellor at official ceremonies and published the results of votes held in the Senate House. This two-volume work, written shortly before his death, and published posthumously in 1854, was controversial. News of its publication caused consternation about what he might say, and senior members of the University are noticeably absent from the subscription list. Gunning had been active in town as well as university affairs, and, though he includes amusing and perhaps embarrassing anecdotes about Cambridge figures, he is not malicious. He makes it clear that Cambridge was at a low point academically when he arrived as a student, but he lived to see the beginnings of reform in the Victorian period. Volume 2, covering the period from 1795 to 1830, includes the events and friendships of his later life.

Originally published in 1941, this volume lists the Fellows of Trinity College, Cambridge, up until 1940. Fellows who entered the College before 1561 are divided between those named in the Charter of Foundation and some fifty others known to be Fellows but not named in the Charter. Fellows who entered the College from 1561 onwards are listed in chronological order, as found in the books of Admissions of Masters Fellows Scholars and Officers. The text also contains a historical introduction and notes on particular Fellows. This book will be of value to anyone with an interest in the history of Trinity College.

Originally published during the early part of the twentieth century, the Cambridge Manuals of Science and Literature were designed to provide concise introductions to a broad range of topics. They were written by experts for the general reader and combined a comprehensive approach to knowledge with an emphasis on accessibility. Life in the Medieval University by Robert S. Rait was first published in 1912. The book presents an account of the various aspects of life in medieval universities, incorporating information on administrative structures, discipline, conflicts with local people and academic instruction.

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The drastically changed climate in which research universities and other institutions of higher education now function has led to grave doubts about how these institutions will operate in the future. In "The Research University In A Time Of Discontent", distinguished scholars address this concern, drawing examples and making recommendations based on their own experiences as academic administrators and faculty members. (Education)

Sir Henry Fraser Howard (1874 1943) held various positions in the Indian Civil Service from 1897 to his retirement and election in 1923 to a Fellowship of St John's College, where became the Senior Bursar. First published in 1935, this work describes the financial history of the college from its foundation in 1511 until 1926, making full use of the account books, ledgers and other papers lodged in the college archives. Containing detailed analysis of the college's financial transactions, this book provides valuable information on the many and varied changes in financial practice which occurred during the period 1511 1926 and also shows the practical effect of changes and reforms in the University Statutes upon the administration of the college.

This is the first systematic exploration of the nature and extent of sympathy for Nazi Germany at American universities during the 1930s. Universities were highly influential in shaping public opinion and many of the nation s most prominent university administrators refused to take a principled stand against the Hitler regime. Universities welcomed Nazi officials to campus and participated enthusiastically in student exchange programs with Nazified universities in Germany. American educators helped Nazi Germany improve its image in the West as it intensified its persecution of the Jews and strengthened its armed forces. The study contrasts the significant American grass-roots protest against Nazism that emerged as soon as Hitler assumed power with campus quiescence, and administrators frequently harsh treatment of those students and professors who challenged their determination to maintain friendly relations with Nazi Germany.

Charles Astor Bristed (1820-1874) was an American scholar and author, and the first American writer to defend American English spelling. Having graduated from Trinity College in 1845 he published this account of his experiences at the university in 1852 to provide accurate, first-hand information for Americans about study in an English university, with the intention of starting a debate over the inclusion of aspects of English higher education in the American system. Volume 1 contains his recollections of his time in Cambridge as an undergraduate, with detailed descriptions of daily life, examinations, lectures and activities outside academia. Written for those with no experience of the university, this volume provides a valuable insight into the daily life of a student at Cambridge in the middle of the nineteenth century while also providing explanations for the aspects of the institution which to the outsider might seem strange.

Charles Astor Bristed (1820-1874) was an American scholar and author, and the first American writer to defend American English spelling. Having graduated from Trinity College in 1845 he published this two-volume account of his experiences at the university in 1852 to provide accurate, first-hand information for Americans about study in an English university, with the intention of starting a debate over the inclusion of aspects of English higher education in the American system. Volume 2 contains an analysis of study at Cambridge and compares this with study at American universities, including a description of the supposed shortcomings and advantages of American higher education and its contrasts with the English system. This volume provides valuable insights into the differences between English and American higher education in the nineteenth century. Examination papers for mathematics and classics from the 1840s are included in an appendix.

St John's College, Cambridge, founded in 1511 by Lady Margaret Beaufort, is one of the largest colleges in the University, and is home to one of Cambridge's famous landmarks, the Bridge of Sighs. The author, R. F. Scott, was Master of the College from 1908 until his death in 1933. This history, first published in 1907, covers the period from its foundation, on the ancient site of the hospital of St John the Evangelist, to the start of the twentieth century. Each chapter is dedicated to a different century, and the book finishes with an account of the contemporary social life of the college. Copiously illustrated throughout and with a comprehensive index, this book will appeal to anyone interested in Cambridge University and specifically to those fascinated by college life and history.

Published during the golden decade before the Great War left an indelible mark on fellows and undergraduates alike, New College, Oxford (1906) is a sensitive and affectionate history of an ancient institution in a modern world. Himself a fellow of the college, A. O. Prickard conveys the image of an educational family whose purpose rose 'above the needs of the life of its members' in order to make a valuable contribution to both society and scholarship. Keen to promote the college's ongoing relevance in the new century, Prickard does not allow his fascination with its history to degenerate into nostalgia. As the author himself explains, Oxford is 'a place of visions and dreams, which float about, but do not encumber the earnest life of the present'. Such contentions combine with Edmund New's informal sketches to create an informative, picturesque and often surprising account.

The oldest of all Oxford and Cambridge colleges, Merton College enjoys a distinguished past that reflects many of the most significant moments in British history, including the Black Death and the Civil War. These and other crucial events are explored with wit and insight in White's chronicle of the college, first published in 1906. A biblical scholar, White was made a fellow and lecturer in theology at Merton in 1895, where he stayed until his promotion to Dean of Christ Church in 1905. Even after his departure, he remained intrigued by the history and customs of his old college and was eager to share his knowledge outside the academic community. Worldly as well as scholarly, White always intended his volume to be accessible to a wide audience, describing it in his preface as a 'popular handbook' rather than a scholarly tome; a function it continues to fulfil today.

Hastings Rashdall (1858 1924) first published The Universities of Europe in the Middle Ages in 1895. It has remained one of the best-known studies of the great medieval universities for over a century. Volume 1 contains detailed studies of the universities of Salerno, Bologna and Paris with in-depth analysis of their origins and constitutions, institutional development and specialised curriculum. It also includes sections on what a medieval university was; the learning and curriculum of the Dark Ages; the twelfth-century Renaissance; the respective places of Plato and Aristotle in the medieval curriculum; the development of Scholasticism; and the figures of Peter Abelard, Peter the Lombard, and John of Salisbury. Rashdall's study was one of the first comparative works on the subject. Its scope and breadth has ensured its place as a key work of intellectual history, and an indispensable tool for the study of the educational organisation of the Middle Ages.

Hastings Rashdall (1858 1924) first published The Universities of Europe in the Middle Ages in 1895. It has remained one of the best-known studies of the great medieval universities for over a century. Volume 2 Part 1 covers the Italian universities from the thirteenth to the fifteenth centuries; the universities of Spain and Portugal from the thirteenth to the sixteenth centuries; the universities of France with detail on the universities of Montpellier, Orleans, Angers, Toulouse and Avignon; the universities of Germany, Bohemia and the Low Countries; the universities of Hungary; and the universities of Scotland. The origins and constitutions, institutional development, and curriculum of each university is analysed. Rashdall's study was one of the first comparative works on the subject. Its scope and breadth has ensured its place as a key work of intellectual history, and an indispensable tool for the study of the educational organisation of the Middle Ages.

Hastings Rashdall (1858 1924) first published The Universities of Europe in the Middle Ages in 1895. It has remained one of the best-known studies of the great medieval universities for over a century. Volume 2 Part 2 is a study of the medieval universities of England with special focus on the universities of Oxford and Cambridge. Rashdall provides an in-depth analysis of their origins and constitutions, institutional development, curriculum and college systems. There are additional sections on English student life; student numbers and intake; universities' relationships with local towns; relationships with local ecclesiastical structures; and a chapter on the importance of the university of Oxford in medieval thought. Rashdall's study was one of the first comparative works on the subject. Its scope and breadth has ensured its place as a key work of intellectual history, and an indispensable tool for the study of the educational organisation of the Middle Ages.

John Martin Frederick Wright offers a lively account of Cambridge University in Alma Mater; Or, Seven Years at the University of Cambridge. Published anonymously in 1827, Wright's two-volume work captures the triumphs and tribulations of undergraduate life at Cambridge, based upon his own years as an aspiring mathematician at Trinity College. This second volume covers Wright's last two undergraduate years and experiences as a private tutor, together with copies of examinations and lists of scholarships available at all the colleges. Wright dedicated his career as a writer and private tutor to helping students succeed at university, and Alma Mater is designed to offer parents and aspiring students insight into the preparations, intellectual as well as financial, necessary for achievement. A spirited defence of Cambridge traditions in the face of broader educational reforms, Alma Mater also brings to life a period of intense intellectual activity in British mathematics.

Trinity College was founded in 1546 by Henry VIII, who merged two older institutions, Michaelhouse and the King's Hall. The beauty of Trinity's courts attracts visitors from around the world, but the College is also a thriving, modern community. This history, published in 1906, covers the period from the foundation until the early Victorian era, and will appeal to those interested in the history of both the college and the University. It is divided into chronological chapters, each illustrated by the series editor, Edmund H. New. As Rouse Ball states, '... Trinity College Cambridge is the largest collegiate foundation at either of the ancient universities, and, few, if any visitors to Cambridge leave without walking through its courts. This booklet is written in the belief that there are many such visitors who would like to know rather more about the College than can be learnt from a stroll round its buildings.'

First published in 1907 as part of the celebrated 'College Monographs' series, Magdalen College, Oxford leads readers through the tumultuous and distinguished history of one of Oxford University's most famous institutions. Elected President of Magdalen at the early age of 32, for the rest of his life Thomas Herbert Warren nurtured a passionate enthusiasm for the college, its architecture and traditions. His delight in presiding over such a venerable foundation is evident in his celebratory account of its various 'worthy' alumni including Wolsey, Gibbon and Addison. However, his pride and loyalty did not prevent Warren from committing to paper a number of less prestigious but equally intriguing moments in the college's rich history. From the 'good cheer and bad speeches' experienced in Hall, to the 'delinquencies and debts' of undergraduates, and evidence of dons practising the black arts, Warren's volume still offers readers more than the average college history.

Rethinking the university explores and develops key critical debates in the humanities (concerning, for example, postmodernism, New Historicism, political criticism, cultural studies, interdisciplinarity and deconstruction) in the context of the various crises widely felt to be facing academic institutions. The analysis of the characteristic features of today's university is guided by a close reading of Derrida's work on the question of the academic institution, particularly with regard to the motifs of leverage and disorientation. This important topic has been the subject of heated debate in recent years and Rethinking the university offers clear and concise summaries of current work in the field as well as exploring original and challenging lines of enquiry on a number of issues of contemporary concern. In particular, Wortham argues that while Derrida's image of a university 'walking on two feet' presents us with a potentially paralysing problem, nevertheless it also enables a strong affirmation of the possibilities of academic life, work and effort. -- .

For more than one hundred and fifty years the Cambridge Apostles have played an influential role in the development of the British intelligentsia. Peter Allen's concern is with the origins and early history of this long-lived coterie and in particular with those years just before the first Reform Bill when the central figures among the Apostles were F. D. Maurice, Arthur Hallam and Alfred, Lord Tennyson. He explains the reasons for the club's extraordinary powers of survival and traces the stages of its early development. Using manuscript material, he describes the principal members of the Apostolic group and reveals its inner life through extensive quotation from their correspondence. The early Apostles' role in the formation of the Victorian intelligentsia is exemplified, and they are shown to have made important contributions to the rising movement of liberal intellectualism, a movement which brought about profound changes to Victorian opinion and in society itself.

John Martin Frederick Wright offers a lively account of Cambridge University in Alma Mater; Or, Seven Years at the University of Cambridge. Published anonymously in 1827, Wright's two-volume work captures the triumphs and tribulations of undergraduate life at Cambridge, based upon his own years as an aspiring mathematician at Trinity College. This first volume covers Wright's first two years, weaving vivid sketches from lectures, chapel, and the Wren Library together with copies of actual examinations in classics, mathematics, and metaphysics. Wright dedicated his career as a writer and private tutor to helping students succeed at university, and Alma Mater is designed to offer parents and aspiring students insight into the preparations, intellectual as well as financial, necessary for achievement. A spirited defence of Cambridge traditions in the face of broader educational reforms, Alma Mater also brings to life a period of intense intellectual activity in British mathematics.

The essential survival guide for college students Getting into college takes plenty of hard work, but knowing what your professors expect of you once you get there can be even more challenging. Will This Be on the Test? is the essential survival guide for high-school students making the transition to college academics. In this entertaining and informative book, Dana Johnson shares wisdom and wit gleaned from her decades of experience as an award-winning teacher in the freshman classroom-lessons that will continue to serve you long after college graduation. Johnson offers invaluable insights into how college academics differs from high school. She reveals how to maximize what you learn and develop good relationships with your professors, while explaining how you fit into the learning environment of college. Answering the questions that many new college students don't think to ask, Johnson provides tactical tips on getting the most out of office hours, e-mailing your professor appropriately, and optimizing your performance on assignments and exams. She gives practical advice on using the syllabus to your advantage, knowing how to address your instructors, and making sure you're not violating the academic ethics code. The book also offers invaluable advice about online courses and guidance for parents who want to help their children succeed. Will This Be on the Test? shows you how to work with your professors to get the education, grades, and recommendations you need to thrive in the classroom and beyond.

What criteria are used to assess the scholarly merit of a thesis?. What is the level of conceptualization that is expected in doctoral theses?. How can you prepare to defend your thesis? . What is the most effective route to achieving your doctorate?. . The starting point to achieving your doctorate is to appreciate how your thesis will be examined. The criteria that examiners use, the questions they ask in vivas and their reports provide templates against which theses are judged. So, why not start from this endpoint as you plan, undertake, write and defend your research?

. . This book focuses specifically on how you, as a doctoral candidate, can raise your level of thinking about your chosen topic. Doing so will improve the quality of your research and ultimately contribute to knowledge. It also explores the nature of conceptualization which is sought by examiners in theses. As a candidate, the book provides those essential characteristics of "doctorateness" that examiners expect to find in your thesis.

. . The book will also appeal to supervisors, examiners and those who conduct workshops for doctoral candidates and supervisors.

. . This practical book includes extracts from theses, examiner reports and cameo accounts from doctoral examiners, supervisors and candidates. It also contains numerous visual models that explain relationships and processes for you to apply and use in your doctoral journey.

. . Based upon contemporary practice, "Stepping Stones to Achieving your Doctorate" is an essential tool for doctoral candidates, supervisors and examiners.

Sir Harry Godwin looks back over sixty years of life at Clare College, the University of Cambridge and its very distinguished school of Botany. He came to Clare in 1919 as an undergraduate, became an early research student and was a Fellow from 1925. A botanist, he was virtual founder of the science of Quaternary Research in England, using the technique of pollen analysis to show the age of plant remains and their distribution, especially in the Fens and peat bogs of Eastern England. His History of the British Flora (CUP 1956) is a classic. Sir Harry contemplates his threefold life, as a deeply loyal college man, as a Cambridge researcher and professor, as a member of the wider scientific world. He remembers the long-past Cambridge of small college societies, still in touch with the Victorian world, and tells of its characters and conventions. He explains his own scientific work in terms that any reader can understand. The whole story is a microcosm of Cambridge and English life: the time and the world of Snow's The Masters, but made more real and a great deal more genial.