By Heather Ellis
Anglo-German Scholarly Networks within the lengthy 19th Century explores the complicated and transferring connections among scientists and students in Britain and Germany from the overdue eighteenth century to the interwar years. according to the concept that of the transnational community in either its casual and institutional dimensions, it bargains with the move of information and ideas in numerous fields and disciplines. in addition, it examines the function which mutual perceptions and stereotypes performed in Anglo-German collaboration. through putting Anglo-German scholarly networks in a much broader spatial and temporal context, the quantity bargains new frames of reference which problem the long-standing specialise in the antagonism and breakdown of kin earlier than and through the 1st international struggle. participants contain Rob Boddice, John Davis, Peter Hoeres, Hilary Howes, Gregor Pelger, Pascal Schillings, Angela Schwarz, Tara Windsor.
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Extra info for Anglo-German Scholarly Networks in the Long Nineteenth Century
C. G. . (London 1790). See, for example, Laurence Brockliss’ work on the popularity of English classical scholarship in French literary and intellectual circles in the eighteenth century. B. ), Anglo-French Attitudes: Comparisons and Transfers Between English and French Intellectuals since the Eighteenth Century (Manchester 2007) 98–124. 51 This attitude towards French classical scholarship is perhaps also in evidence in the important changes which were made to Oxford’s undergraduate curriculum and examinations with the New Examination Statute of 1800.
Scott Smith and J. ), Teaching the English Wissenschaft: The Letters of Sir George Cornewall Lewis to Karl Otfried Müller (1828–1839) (Hildesheim 2002). ), British and German Historiography, 1750–1950: Traditions, Perceptions and Transfers (Oxford 2000) 83–98. 3 A slightly earlier study, Michael J. Hofstetter’s The Romantic Idea of a University: England and Germany, 1770–1850 (Basingstoke 1991) is interesting on classical scholarship in the final decades of the eighteenth century but is limited by a restrictive ideological framework.
Uk/ukpga/Vict/3435/26#commentary-c567739 [accessed 30 July 2013]. higher education reform and the german model 41 began to provide fresh impetus for higher education reformers in Britain to look to German models. This somewhat later interest in German models built upon the discussion relating to humanities subjects. It shared some of the same personnel, battles and goals. Once again, the religiously restricted nature of British higher education meant that these discussions, too, often revolved around, and took place at, institutions outside the formal university structures.