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des Collegium Germanicum et Hungaricum’, p. 93. 25 Cesareo, ‘Jesuit colleges in Rome’, p. 622. 26 Steinhuber, Geschichte, p. 12f. 27 J. W. O’Malley, ‘Renaissance Humanism and the religious culture of the first Jesuits’, Heythrop Journal, 31 (1990), 471–87. 28 See P. F. Grendler, Schooling in Renaissance Italy: Literacy and Learning, 1300–1600 (Baltimore: Johns Hopkins University Press, 1989). 29 A. P. Farrell, The Jesuit Code of Liberal Education: Development and Scope of the Ratio Studiorum (Milwaukee: The Bruce Publishing Company, 1938); P. R. Blum

in College communities abroad
Abstract only
Helena Ifill

report’, Cornhill Magazine, 10:55 ( July 1864), 113–​28 (pp. 113–​14). 177 178 Education, environment and circumstance 19 Thomas Henry Huxley, ‘A liberal education; and where to find it’, in Collected Essays, Vol. III, pp. 76–​110 (p. 79). 20 Charles Kingsley, Glaucus: The Wonders of the Shores (Cambridge: Macmillan, 1855), pp. 47–​8. Cited in Bale, ‘Anti-​sport’, p. 38. 21 Anon., ‘Monomania’, Chambers’s Edinburgh Journal, 595 ( June 1843), 177–​8 (p. 177). 22 In Barlow’s thinking, therefore, Hester can only truly be classified as insane when she finally

in Creating character
Abstract only
Helena Ifill

to learn. Huxley likened learning the classics to ‘toiling up a steep hill, along a bad road’, so that only a ‘strong man … can appreciate the charms of [the] landscape’ (‘A liberal education’, p.  97). Braddon (using a similar metaphor) shows that Flora’s progress is partially due to the fact that Ollivant is a good teacher who ‘did his utmost to make the road easy’ (II, p.  31). Importantly, however, rather than doing this by making things simpler for her, Ollivant does ‘not bind her down to the dry details of grammar … He gave her a Horatian ode almost at the

in Creating character
Puzzling antiquity in The Boy’s Own Paper
Rachel Bryant Davies

of classical education. Hope's story enters this minefield. His idealistic teacher, frustrated with contemporary education, considers the ‘Delectus’, or anthology, could be ‘in itself a liberal education’ and complains that, instead, ‘this fine book should serve only as the gerund-grinding hurdy-gurdy of wooden-witted pedagogues’. The narrative details exactly this painstaking, and mistaken, process of translation and grammatical analysis, on which the fictional class insist their new teacher test them, before they speedily become frustrated. A proverb from

in Pasts at play
Jane Ohlmeyer

Survey of Italie and France and seen the severall States and Courts there’. He immediately presented himself at court to avoid ‘being found a Stranger in England’.155 This did little to nurture a sense of ‘Scottishness’ in young men. The experiences of Hugh Montgomery, first earl of Mount Alexander were similar. He received a ‘liberal education’ at home and then travelled ‘for his further improvement into foreign countries’. ‘The civility he received in his travels in France’, noted the family chronicler, ‘had bred in him an inclination towards French servants’ and he

in The Scots in early Stuart Ireland
Fletcher’s representation of Russia
Felicity Jane Stout

enslaved. On the other hand, however, Fletcher found the clergy guilty of complicity in the emperor’s conspiracy to keep his people in a servile condition: [A]‌s themselves are voyde of all manner of learning so are they warie to keepe out all meanes that might bring any in … To that purpose they have perswaded the Emperours, that it would breed innovation, and so danger to their state, to have anie noveltie or learning come within the Realme. Wherein they say but trueth, for that a man of spirit and understanding, helped by learning and liberal education, can hardly

in Exploring Russia in the Elizabethan commonwealth
Michael O’Sullivan

(64 percent) have already been closed’ (1967:93). Stanley Aronowitz reminds us in The Knowledge Factory: Dismantling the Corporate University and Creating True Higher Learning that the Harvard ‘core philosophy’ for the undergraduate courses in the Faculty of Arts and Sciences ‘purports to balance student interests with the faculty’s conviction that such areas as “moral reasoning” correspond to a well-rounded liberal education’ (2000:137). K. D. O’Connor ‘Ireland – a nation caught in the middle of an identity crisis’, Irish Independent, 20 July, 1985. An OECD report

in The humanities and the Irish university
Tanya Cheadle

of rape could result in lifelong stigmatisation, including expulsion from respectability and even incarceration. Among the women living at the Edinburgh Magdalene Asylum in the early 1830s was ‘E. H.’, who was ‘respectably connected, and had received a liberal education’ but who had had sex before marriage, compounding her disgrace by behaving with unfeminine ingratitude towards those who had endeavoured to help her, although what that ‘help’ entailed the Asylum’s directors do not make clear in their report.131 That said, resourceful women who faced social

in Sexual progressives
Thomas Docherty

literary critic F. R. Leavis published Education and the University. Perhaps unsurprisingly – given this moment when the devastations of the war were obvious and when the visible enemy was Nazism with its pyres of burning books during the 1930s, superseded by the pyres of corpses of the slaughtered in the camps – Leavis felt that ‘liberal culture’ itself was under threat. Leavis considered the ‘liberality’ of a liberal education as a concept indebted to a Latinate root: liberalitas, meaning ‘relating to the freeborn condition’ of an individual. When he placed this

in The new treason of the intellectuals
Thomas Docherty

, to rise socially because it denotes success. The accounts of ‘liberalism’ and ‘democracy’ that underpin this might usefully be scrutinized. In the USA, Allan Bloom shares a similar ‘democratizing’ idea, at least ostensibly. He offers a very dispiriting picture in which he claims that ‘university officials have had to deal with the undeniable fact that the students who enter are uncivilized, and that the universities have some responsibility for civilizing them’.14 The demise of liberal education, as he sees it, coincides with the period when ‘the discussion of a

in The new treason of the intellectuals