The English Universities: From the German of V. A. Huber ...W. Pickering, 1843 |
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Side xl
... became evident to me , that through the past alone was it possible rightly to understand the present : and in proportion to my knowledge , my fear of hasty judgments increased . This feeling has much re- stricted my discussion of the ...
... became evident to me , that through the past alone was it possible rightly to understand the present : and in proportion to my knowledge , my fear of hasty judgments increased . This feeling has much re- stricted my discussion of the ...
Side liv
... became more expen- 105 sive and students more dissolute 107 .... 57. Fresh entanglement from the presence of Jewish money lenders 109 58. The Jews act on the aggressive in 1278 .... 111 59. On the Monastic Bodies resident in the ...
... became more expen- 105 sive and students more dissolute 107 .... 57. Fresh entanglement from the presence of Jewish money lenders 109 58. The Jews act on the aggressive in 1278 .... 111 59. On the Monastic Bodies resident in the ...
Side 19
... became necessary , and fresh school buildings . In the great demand for eminent teachers , the Chancellor was glad to accept offers from competent persons , and to give them — not so much an appointment , as licence to teach . The ...
... became necessary , and fresh school buildings . In the great demand for eminent teachers , the Chancellor was glad to accept offers from competent persons , and to give them — not so much an appointment , as licence to teach . The ...
Side 25
... became proportionably dependent on their pupils , and the national organization pre- vailed . Where ( as in Bologna ) no licence to teach was needed at all , there the recommendation of the teachers was equally needless : and , as it ...
... became proportionably dependent on their pupils , and the national organization pre- vailed . Where ( as in Bologna ) no licence to teach was needed at all , there the recommendation of the teachers was equally needless : and , as it ...
Side 29
... became an honor , for which many competed who had no wish to keep a school . The Licence was but the testimonial and attribute of the academical dignity now obtained . The Licentiate thus accepted , was , by virtue of express Papal ...
... became an honor , for which many competed who had no wish to keep a school . The Licence was but the testimonial and attribute of the academical dignity now obtained . The Licentiate thus accepted , was , by virtue of express Papal ...
Indhold
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Andre udgaver - Se alle
Almindelige termer og sætninger
academic academicians afterwards Alfred already appears Arts Asser authority Bishop Bishop of Lincoln body Bulæus Cambridge Canon Law Chancellor Church citizens Classics College contest corporate Court cultivation documents doubt ecclesiastical endowed England English Universities especially established existed fact Faculties favor fifteenth century fourteenth century Grimbold Halls head Henry Henry VIII honor importance influence institutions intellectual jurisdiction King King's Latin learning leges less licence Lodgings matters means ment mention middle moral nations naturally Northernmen Note organization originally party passage period Peter of Blois Philosophy Pope position privileges Proctors prove Puritans Quadrivium question Rector referred Reformation reign remarkable respect Robert Grosseteste Royal scholars scholastic schools sities spirit Statutes studies teachers testimony Theology things thirteenth century tion took Town Trivium twelfth century Univer University of Oxford University of Paris versity whole William of Malmesbury Wolsey Wood
Populære passager
Side 240 - From his cradle He was a scholar, and a ripe and good one ; Exceeding wise, fair spoken, and persuading : Lofty and sour to them that loved him not ; But, to those men that sought him, sweet as summer And though he were unsatisfied in getting, (Which was a sin,) yet in bestowing, madam, He was most princely : Ever witness for him Those twins of learning, that he raised in you, Ipswich and Oxford...
Side 182 - A CLERK ther was of Oxenford also, That un-to logik hadde longe y-go. As lene was his hors as is a rake, And he nas nat right fat, I undertake; But loked holwe, and ther-to soberly.
Side 240 - His overthrow heaped happiness upon him ; For then, and not till then, he felt himself, And found the blessedness of being little; And, to add greater honors to his age Than man could give him, he died fearing God.
Side 337 - Whiles his young master lieth o'er his head. Second, that he do on no default Ever presume to sit above the salt.
Side 336 - It may be hence it is, that their dogges are able to make syllogismes in the fielde, when their young masters can conclude nothing at home, if occasion of argument or discourse be offered at the table.
Side 194 - The boar's head in hand bear I, Bedecked with bays and rosemary; And I pray you, my masters, be merry, Quot estis in convivio. Caput apri defero Reddens laudes domino.
Side 337 - Second, that he do on no default Ever presume to sit above the salt. Third, that he never change his trencher twice. Fourth, that he use all common courtesies, Sit bare at meals, and one half rise and wait. Last, that he never his young master beat But he must ask his mother to define How many jerks she would his breech should line. All these observed, he could contented be To give five marks and winter livery.
Side 182 - That unto logik hadde long ygo. As lene was his hors as is a rake. And he was not right fat, I undertake ; But looked holwe* and thereto soberlye.
Side 183 - On bokes and on lerning he it spente, And besily gan for the soules praie Of hem, that yave him wherwith to scolaie. Of studie toke he moste cure and hede. Not a word spake he more than was nede ; And that was said in forme and reverence, And short and quike, and ful of high sentence. Souning in moral vertue was his speche, And gladly wolde he lerne, and gladly teche.
Side 163 - ... flocked to the great fountains of learning to satisfy the thirst for knowledge, and prepare for the various stations which intelligent society should offer. The institution, however, met with reverses, and so lost its popularity, that AD 1438, it was said, " out of so many thousand students reputed to have been here at a former time, not one thousand now remains to...