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At the time of its publication in 1923, Charles Homer Haskins' The
Rise of Universities was considered remarkable for its erudition,
succinctness, and balance. The historian Theodor Mommsen described
it as "a work which has remained unsurpassed in the conciseness and
vividness of its account." Eight decades after its appearance, it
remains fresh and informative. It has not been surpassed, and is as
invaluable as ever.
Haskins traces the rise of the mediaeval university as one phase
of the intellectual awakening in Europe in the late Middle Ages, in
an effort to broaden our understanding of "the ancient and
universal company of scholars." In the depth and breadth of its
analysis, there is no better portrait of universities during their
infancy in the Middle Ages. With great detail and precision,
Haskins describes the university's curriculum, teaching, teachers,
and students. Drawing deeply on his knowledge as one of the leading
mediaeval scholars of his day, he provides an exceptionally vivid
picture of student life of the time, through his analysis of their
manuals, letters, and poetry. The Rise of Universities goes far
beyond its central subject to offer a broad description of the
social conditions in which universities took root and flourished.
At the same time, one cannot read Haskins without seeing the
influences of the mediaeval university on contemporary institutions
of higher learning. The Rise of Universities reminds us that the
university has not only been a crucible fostering intellectual
inquiry and creativity, but continues after eight hundred years to
be a center of teaching and learning.
In his new introduction, Lionel S. Lewis develops Haskins'
passing observationthat "the university of the twentieth century is
the lineal descendant of mediaeval Paris and Bologna, " and
considers the question of why universities came into being at the
particular time in history when they did. The Rise of the
Universities will be of interest to educators and students who wish
to better understand the institutions in which they have lived,
taught, and been taught.
At the time of its publication in 1923, Charles Homer Haskins' The
Rise of Universities was considered remarkable for its erudition,
succinctness, and balance. The his-torian Theodor Mommsen described
it as "a work which has remained unsurpassed in the conciseness and
vividness of its account." Eight decades after its appearance, it
remains fresh and informative. It has not been surpassed, and is as
invaluable as ever. Haskins traces the rise of the mediaeval
university as one phase of the intellectual awakening in Europe in
the late Middle Ages, in an effort to broaden our understanding of
"the ancient and universal company of scholars." In the depth and
breadth of its analysis, there is no better portrait of
universities during their infancy in the Middle Ages. With great
detail and preci-sion, Haskins describes the university's
curriculum, teaching, teachers, and students. Drawing deeply on his
knowledge as one of the leading mediaeval scholars of his day, he
provides an exceptionally vivid picture of student life of tht
time, through his analysis of their manuals, letters, and poetry.
The Rise of Universities goes far beyond its central subject to
offer a broad description of the social conditions in which
universities took root and flourished. At the same time, one cannot
read Haskins without seeing the influences of the mediaeval
university on contemporary institutions of higher learning. The
Rise of Universities reminds us that the univer-sity has not only
been a crucible fostering intellectual inquiry and creativity, but
continues after eight hundred years to be a center of teaching and
learning. In his new introduction, Lionel S. Lewis develops
Haskins' passing observation that "the university of the twentieth
cen-tury is the lineal descendant of mediaeval Paris and Bologna,"
and considers the question of why universities came into being at
the particular time in history when they did. The Rise of the
Universities will be of interest to educators and students who wish
to better understand the institutions in which they have lived,
taught, and been taught.
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Norman Institutions
Charles Homer Haskins
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R740
Discovery Miles 7 400
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Ships in 10 - 15 working days
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