Victorian Testaments examines the changing nature of biblical and religious authority during the first half of the Victorian period. The book argues that these changes had a profound impact on concepts of cultural authority in general. Among the figures discussed are Coleridge, Thomas Arnold, Ruskin, Dickens, Florence Nightingale, and the missionaries of the British and Foreign Bible Society. In developing its picture of Victorian religious ideology, the book analyzes major works of the period, as well as works and documents that have received little critical attention. Its methods are interdisciplinary, building upon recent ideas in literary theory, cultural criticism, and gender studies. The book proposes that changes in religious faith and Bible reading tended in two directions, the one a celebration of spiritual individualism, the other of the nuclear family. As the credibility of a supernatural source for the scriptures diminished, the need for certainty in moral and religious matters was increasingly filled by the importance attached to individual character. Those Victorians who nurtured their individual character on Bible reading were understood to reveal the perfect spirit of the scriptures—just as the scriptures themselves, it seemed, could no longer do so. However, the desire for religious heroes was counterpoised by another and highly sentimentalized model of the spiritual life, one where religious authority was decentered across a social spectrum of fathers, mothers, and children. In this second direction explored by the book, a complex economy of spiritual power and authority is created by the distribution of sexual, intellectual, and affective attributes to figures who together constitute the nuclear family—one might say the secular holy family. By tracing these two narrative patterns—the intellectual drama of the spiritual hero and the sentimental saga of the nuclear family—the author demonstrates that the spirituality of many nineteenth-century texts was not an allegory of transcendence so much as a by-product of the narratives themselves. A large-scale cultural confrontation with the disappearance of God was, to a certain extent, deferred by narratives that picked up the slack in faith, creating performances of sacred power with characters who demonstrated either an awesome religious interiority or a recognizably sentimental display of idealized femininity or childhood innocence.

The Oxford History of Classical Reception (OHCREL) is designed to offer a comprehensive investigation of the numerous and diverse ways in which literary texts of the classical world have stimulated responses and refashioning by English writers. Covering the full range of English literature from the early Middle Ages to the present day, OHCREL both synthesizes existing scholarship and presents cutting-edge new research, employing an international team of expert contributors for each of the five volumes. OHCREL endeavours to interrogate, rather than inertly reiterate, conventional assumptions about literary 'periods', the processes of canon-formation, and the relations between literary and non-literary discourse. It conceives of 'reception' as a complex process of dialogic exchange and, rather than offering large cultural generalizations, it engages in close critical analysis of literary texts. It explores in detail the ways in which English writers' engagement with classical literature casts as much light on the classical originals as it does on the English writers' own cultural context. This fourth volume, and second to appear in the series, covers the years 1790-1880 and explores romantic and Victorian receptions of the classics. Noting the changing fortunes of particular classical authors and the influence of developments in archaeology, aesthetics and education, it traces the interplay between classical and nineteenth-century perceptions of gender, class, religion, and the politics of republic and empire in chapters engaging with many of the major writers of this period.

This book provides a concise and engaging history of classical education in English schools, beginning in 1500 with massive educational developments in England as humanist studies reached this country from abroad; it ends with the headmastership of Thomas Arnold of Rugby School, who died in 1842, and whose influence on schools helped secure Latin and Greek as the staple of an English education. By examining the pedagogical origins of Latin and Greek in the school curriculum, the book provides historical perspective to the modern study of Classics, revealing how and why the school curriculum developed as it did. The book also shows how schools responded and adapted to societal needs, and charts social change through the prism of classical education in English schools over a period of 350 years. Teaching Classics in English Schools, 1500–1840 provides an overview and insight into the world of classical education from the Renaissance to the Victorians without becoming entrenched in the analytical in-depth interpretative questions which can often detract from a book’s readability. The survey of classical education within the pages of this book will prove useful for anyone wishing to place the teaching of Classics in its cultural and educational context. It includes previously unpublished material, and a new synthesis and analysis of the teaching of Classics in English schools. This will be the perfect reference book for those who teach classical subjects, in both schools and universities, and also for university students who are studying Classical Reception as part of their taught or research degree. It will also be of interest to many schools of older foundation mentioned in this book and to anyone with leanings towards the history of education or English social history.

"Brings forward the previous catalogue to the end of July, 1871."--Pref.

This book analyses the processes of educational change in England and France by relating political, social, economic and ideological trends to the changing pattern of educational institutions from the time of the Industrial and French revolutions. The authors first assess the relevance of major sociological theories for the interpretation of the main trends in education in both countries in the first half of the nineteenth century. They then put forward an alternative approach, derived from Weber, which links educational change with social conflict. This theory of domination and assertion of groups competing for control over formal instruction before the emergence of the state system is applied to England and France in this period. The main part of the book is devoted to a more detailed analysis of the competing groups in both countries and of their ideologies which served as blueprints for educational reform.