The Influence of Leyden on Botany in the Seventeenth and Eighteenth Centuries

1962 ◽  
Vol 1 (2) ◽  
pp. 137-158 ◽  
Author(s):  
William T. Stearn
Keyword(s):  
Religious Tolerance ◽  
Botanic Gardens ◽  
American Colonies ◽  
Influence Spread ◽  
The Reformation ◽  
Continuous Record ◽  
History Of ◽  
English Speaking ◽  
International University ◽  
The University

SynopsisThe University of Leyden was founded in 1575 as the reward of the city's endurance of the Spanish siege in 1574. Its influence on botany in the seventeenth and eighteenth centuries is part of its far-reaching influence during this period on medicine, to which botany was then ancillary. In this it was the successor of Montpellier and Padua. The first university founded after the Reformation to practise and maintain religious tolerance towards its students, Leyden became the great international university of Europe, drawing students from Scandinavia, Germany, Switzerland and France, from all parts of the British Isles and the British American colonies (roughly 4,000 English-speaking students between 1600 and 1750) and even from Barbados, Jamaica and Constantinople. It offered facilities for higher education then denied, for example, to dissenters in England or else not available, as in Scandinavia. Owing to this religious tolerance in an age of intolerance and also to the personal eminence of a succession of professors, its influence spread widely. Directly and indirectly, Leyden made its greatest contribution to botany and medicine through the work and personality of Herman Boerhaave (1668–1738) and led to the founding or restoration of botanic gardens at Edinburgh, Göttingen, Uppsala and Vienna. Beginning with Clusius, its influence upon botany may be traced through Hermann and Boerhaave to Haller, Linnaeus, Lettsom and others. No other university has a more sustained and continuous record of service to botany and medicine during these two centuries than Leyden. This paper also touches upon the history of other universities.

The University of Groningen in the World

2021 ◽  
Author(s):  
Klaas Berkel ◽  
Guus Termeer
Keyword(s):  
The Netherlands ◽  
Academic Staff ◽  
The World ◽  
History Of ◽  
History Of The University ◽  
International University ◽  
Religious Reasons ◽  
The University ◽  
The Impact ◽  
Over Time

The University of Groningen has been an international university since its foundation in 1614. The first professors formed a rich international community, and many students came from outside the Netherlands, especially from areas now belonging to Germany. Internationalization, a popular slogan nowadays, is therefore nothing new, but its meaning has changed over time. How did the University of Groningen grow from a provincial institution established for religious reasons into a top-100 university with 36,000 students, of whom 25% come from abroad and almost half of the academic staff is of foreign descent? What is the identity of this four-century-old university that is still strongly anchored in the northern part of the Netherlands but that also has a mind that is open to the world? The history of the university, as told by Klaas van Berkel and Guus Termeer, ends with a short paragraph on the impact of the corona crisis.

Libraries in Africa: Pioneers, Policies, Problems. By ANTHONY OLDEN. Lanham, MD., and London: Scarecrow Press, 1996 (UK agent: Shelwing Ltd., Folkestone). Pp. xx + 170. £35.65 (ISBN 0-8108-3093-0).

1997 ◽  
Vol 38 (1) ◽  
pp. 123-177
Author(s):  
A. D. ROBERTS
Keyword(s):  
United States ◽  
The United States ◽  
University Of Illinois ◽  
Carnegie Corporation ◽  
Library Research ◽  
History Of ◽  
English Speaking ◽  
Per Se ◽  
English Speaking World ◽  
The University

This expensive little book, originally a thesis for the University of Illinois, is an artless but sometimes perceptive account of certain library endeavours in British East and West Africa, based on archival and library research in Britain and the United States. It is not a history of libraries per se so much as a study of instances of external aid to the development of libraries beyond the sphere of teaching institutions. In the 1930s, one such source – as in so much of the English-speaking world – was the Carnegie Corporation. Grants to Kenya underpinned a system of circulating libraries, the depot for which was housed in the McMillan Memorial Library, Nairobi; membership was confined to whites until 1958. In Lagos, Alan Burns, as chief secretary, secured a grant to start an unsegregated but fee-charging library: in 1934 just 43 of its 481 members were African. The grant ended in 1935, but the library was still going forty years later.

scholarly journals Race before Darwin: Variation, adaptation and the natural history of man in post-Enlightenment Edinburgh, 1790–1835

2020 ◽  
Vol 53 (3) ◽  
pp. 333-350
Author(s):  
BILL JENKINS
Keyword(s):  
Eighteenth Century ◽  
Charles Darwin ◽  
Natural Order ◽  
Human Variation ◽  
Adaptive Responses ◽  
Theory Of Evolution ◽  
History Of ◽  
English Speaking ◽  
English Speaking World ◽  
The University

AbstractThis paper draws on material from the dissertation books of the University of Edinburgh's student societies and surviving lecture notes from the university's professors to shed new light on the debates on human variation, heredity and the origin of races between 1790 and 1835. That Edinburgh was the most important centre of medical education in the English-speaking world in this period makes this a particularly significant context. By around 1800 the fixed natural order of the eighteenth century was giving way to a more fluid conception of species and varieties. The dissolution of the ‘Great Chain of Being’ made interpretations of races as adaptive responses to local climates plausible. The evidence presented shows that human variation, inheritance and adaptation were being widely discussed in Edinburgh in the student circles around Charles Darwin when he was a medical student in Edinburgh in the 1820s. It is therefore no surprise to find these same themes recurring in similar form in the evolutionary speculations in his notebooks on the transmutation of species written in the late 1830s during the gestation of his theory of evolution.

Martin Luther and the Saxon Electors

2017 ◽  
Author(s):  
Marjorie Elizabeth Plummer
Keyword(s):  
Adult Life ◽  
Vital Role ◽  
Reform Movement ◽  
16Th Century ◽  
The Reformation ◽  
History Of ◽  
Confessional Identity ◽  
The University ◽  
The Relationship ◽  
Scholarly Attention

Although born in the territory of the Counts of Mansfield, Luther’s connection to Saxony began early. He attended school in Eisenach (1498–1501), located in electoral Saxony, and enrolled in university (1501–1505) and later entered the Augustinian monastery (1505–1508) in Erfurt, an independent city with close economic and political ties to Saxony. Luther’s association with Saxony and its electors, however, was sealed with his 1508 arrival at the University of Wittenberg, followed by his return to Wittenberg in 1511, where he was to reside for the most remainder of his adult life. His relationship with the rulers in Ernestine and Albertine Saxony and their reaction to his reform movement proved fundamental to Luther’s life and career, just as Luther has become inextricably linked to the history of Saxony and Wittenberg. Scholars have concentrated on Luther’s interactions with the elector of Saxony Frederick III, “the Wise” (1463–1525, r. 1486–1525), during the early Reformation. Less scholarly attention has been paid to the relationship between Luther and the electors of Saxony during the reign of Frederick’s brother John the Steadfast (1468–1532, r. 1525–1532) and nephew John Frederick (1503–1554, r. 1532–1547), despite the vital role that these rulers played during the development of the new confessional identity. Discussions of Luther’s interaction with these Saxon electors were featured in 16th-century publications and art as well as early histories of the Reformation and of Saxony. Over the course of subsequent centuries, the relationship between Luther and the Ernestine electors has become central to the story of the Reformation and to Saxon history.

An Accidental Historian: Erasmus and the English History of the Reformation

2013 ◽  
Vol 82 (2) ◽  
pp. 273-292 ◽  
Author(s):  
Gregory D. Dodds
Keyword(s):  
Mental Image ◽  
Historical Consciousness ◽  
Church History ◽  
Desiderius Erasmus ◽  
English History ◽  
Catholic Clergy ◽  
The Reformation ◽  
History Of ◽  
English Speaking ◽  
Historical Authority

When post-Reformation English authors sought to describe pre-Reformation Catholicism, they turned to the writings of Desiderius Erasmus for historical evidence to back up their arguments justifying the break from Rome. For many later English schoolboys, Erasmus was one of the only Catholic authors they read and the depictions of Catholicism found in the Praise of Folly and, especially, in the Colloquies, became their picture of Catholic clergy, as well as foundational imprints for their mental image of relics, pilgrimages, and other Catholic practices. References to Erasmus as a historical authority for his times appear in dozens, if not hundreds, of texts from the sixteenth and seventeenth centuries. Ignoring the literary and fictitious nature of Erasmus's satirical texts, they used Erasmus to justify their depictions of Catholic corruption, superstition, and irrationality. Over time, these descriptions became an almost uncritically accepted portrayal of the Catholic world prior to the rise of Protestantism. This constructed reality thus became the worldview of English speaking Protestants from the mid-sixteenth century up to nearly the present. Examining how later English authors used Erasmus helps us understand the subsequent nature of English historical consciousness and the development of English and Protestant narratives of Church history.

The Trial of Socrates That Never Ends: An Introduction to the Socrates Tenured Symposium

2017 ◽  
Vol 48 (1) ◽  
pp. 33-39
Author(s):  
Steve Fuller
Keyword(s):  
United States ◽  
World View ◽  
Academic Discipline ◽  
The United States ◽  
Academic Life ◽  
University Of Chicago ◽  
History Of ◽  
English Speaking ◽  
English Speaking World ◽  
The University

This introduction to the Socrates Tenured symposium reflects on the history of philosophy’s institutionalization as a specialized academic discipline, noting its relative recency in the English-speaking world. Despite occasionally paying lip service to its German idealist origins, philosophy in the United States is best understood as an extension of the Neo-Kantian world-view which came to dominate German academic life after Hegel’s death. Socrates Tenured aims to buck this trend toward philosophy’s academic specialization by a strategy that bears interesting comparison with the anti-professionalism of Robert Maynard Hutchins at the University of Chicago.

Cardinal Wolsey and Cambridge

2015 ◽  
Vol 32 (3) ◽  
pp. 280-292
Author(s):  
Susan Wabuda
Keyword(s):  
University Of Cambridge ◽  
The Reformation ◽  
History Of ◽  
History Of The University ◽  
The University

AbstractCardinal Thomas Wolsey has seldom been associated with the University of Cambridge. But in a little-known episode, he was invited to follow John Fisher as chancellor of the University of Cambridge in 1514. Although Wolsey declined, his willingness to protect Cambridge’s evangelicals, even after he burned Martin Luther’s books in 1521, has been an overlooked phase in the history of the university and in the Reformation in England.

scholarly journals The history of an English-speaking Canadian distance university: the Athabasca University - An interview with Nancy K. Parker

2021 ◽  
pp. 103-111
Author(s):  
Hélène Pulker ◽  
Cathia Papi
Keyword(s):  
Adult Learners ◽  
Admission Process ◽  
External Pressures ◽  
History Of ◽  
English Speaking ◽  
Self Service ◽  
Pedagogical Research ◽  
High Level ◽  
Equality In Education ◽  
The University

In her interview, Nancy Parker outlines the origins of Athabasca University and its purpose. She describes the internal and external pressures the university has had to face over the years to become a fully online institution. Athabasca University's unique features are portrayed throughout the interview, to include serving rural and adult learners, emphasizing learning rather than teaching, using ongoing pedagogical research in instructional design to develop online content, committing to equality in education for adult learners through an open and rolling admission process, a high level of web-enabled self-service tools and call centres, and empowering students to create learning communities beyond physical and virtual boundaries.

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