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Record Nr. |
UNINA9910789451103321 |
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Titolo |
Oxford classics : teaching and learning 1800-2000 / / editor, Christopher Stray |
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Pubbl/distr/stampa |
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London : , : Bloomsbury, , [2007] |
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ISBN |
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1-4725-3782-3 |
1-4725-3781-5 |
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Descrizione fisica |
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1 online resource (x, 275 pages) : illustrations |
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Disciplina |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Originally published: London : Duckworth, 2007. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Cover; Contents; List of Contributors; Preface; 1. Non-identical twins: classics at nineteenth-century Oxford and Cambridge; 2. 'A fleet of ... inexperienced Argonauts': Oxford women and the classics, 1873-1920; 3. Jude the Obscure: Oxford's classical outcasts; 4. Newman and Arnold: classics, Christianity and manliness in Tractarian Oxford; 5. Walter Pater's teaching in Oxford: classics and aestheticism; 6. Schoolmaster, don, educator: Arthur Sidgwick moves to Corpus in 1879; 7. Conington's 'Roman Homer'; 8. Henry Nettleship and the beginning of modern Latin studies at Oxford |
9. 'Liddell and Scott': precursors, nineteenth-century editions, and the American contributions10. Francis John Haverfield (1860-1919): Oxford, Roman archaeology and Edwardian imperialism; 11. What you didn't read: the unpublished Oxford Classical Texts; 12. Alfred Zimmern's The Greek Commonwealth revisited; 13. Eduard Fraenkel recalled; 14. The study of classical literature at Oxford, 1936-1988; 15. Small Latin and less Greek: Oxford adjusts to changing circumstances; Bibliography; Index |
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Sommario/riassunto |
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Oxford, the home of lost causes, the epitome of the world of medieval and renaissance learning in Britain, has always fascinated at a variety of levels: social, institutional, cultural. Its rival, Cambridge, was long dominated by mathematics, while Oxford''s leading study was Classics. In this pioneering book, 16 leading authorities explore a variety of aspects of Oxford Classics in the last two hundred years: curriculum, |
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teaching and learning, scholarly style, publishing, gender and social exclusion and the impact of German scholarship. |
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