Simon Heffer's new book forms an ambitious exploration of the making of the Victorian age and the Victorian mind. Britain in the 1840s was a country wracked by poverty, unrest and uncertainty, where there were attempts to assassinate the Queen and her prime minister, and the ruling class lived in fear of riot and revolution. By the 1880s it was a confident nation of progress and prosperity, transformed not just by industrialisation but by new attitudes to politics, education, women and the working class. That it should have changed so radically was very largely the work of an astonishingly dynamic and high-minded group of people – politicians and philanthropists, writers and thinkers – who in a matter of decades fundamentally remade the country, its institutions and its mindset, and laid the foundations for modern society. It traces the evolution of British democracy and shows how early laissez-faire attitudes to the lot of the less fortunate turned into campaigns to improve their lives and prospects. It analyses the birth of new attitudes to education, religion and science. And it shows how even such aesthetic issues as taste in architecture were swept in to broader debates about the direction that the country should take. In the process, Simon Heffer looks at the lives and deeds of major politicians, from the devout and principled Gladstone to the unscrupulous Disraeli; at the intellectual arguments that raged among writers and thinkers such as Matthew Arnold, Thomas Carlyle, and Samuel Butler; and at the 'great projects' of the age, from the Great Exhibition to the Albert Memorial. Drawing heavily on previously unpublished documents, he offers a superbly nuanced insight into life in an extraordinary era, populated by extraordinary people – and how our forebears’ pursuit of perfection gave birth to modern Britain.

The new and authoritative account of a key Victorian figure - now in paperback format.

Looks at the lives and politics of four of the key players in the independence and labour movements of the 19th century: Daniel O'Connell (1775-1847); Charles Stewart Parnell (1846-91); Michael Davitt (1846-1906); and James Bronterre O'Brien (1805-64).

Looks at the lives and politics of four of the key players in the independence and labour movements of the 19th century: Daniel O'Connell (1775-1847); Charles Stewart Parnell (1846-91); Michael Davitt (1846-1906); and James Bronterre O'Brien (1805-64). Volume 2 looks at the life of Charles Stewart Parnell.

Neil Smelser's Social Paralysis and Social Change is one of the most comprehensive histories of mass education ever written. It tells the story of how working-class education in nineteenth-century Britain—often paralyzed by class, religious, and economic conflict—struggled forward toward change. This book is ambitious in scope. It is both a detailed history of educational development and a theoretical study of social change, at once a case study of Britain and a comparative study of variations within Britain. Smelser simultaneously meets the scholarly standards of historians and critically addresses accepted theories of educational change—"progress," conflict, and functional theories. He also sheds new light on the process of secularization, the relations between industrialization and education, structural differentiation, and the role of the state in social change. This work marks a return for the author to the same historical arena—Victorian Britain—that inspired his classic work Social Change in the Industrial Revolution thirty-five years ago. Smelser's research has again been exhaustive. He has achieved a remarkable synthesis of the huge body of available materials, both primary and secondary. Smelser's latest book will be most controversial in its treatment of class as a primordial social grouping, beyond its economic significance. Indeed, his demonstration that class, ethnic, and religious groupings were decisive in determining the course of British working-class education has broad-ranging implications. These groupings remain at the heart of educational conflict, debate, and change in most societies—including our own—and prompt us to pose again and again the chronic question: who controls the educational terrain?