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“We are a much-lectured people,” wrote Robert Spence Watson in 1897. Beginning at mid-century, cities and towns across England used the popular lecture for purposes ranging from serious education to effervescent entertainment and from regional pride to imperial belonging. Over time, the popular lecture became the quintessential embodiment of Victorian knowledge-based culture, which itself ranged from the production of new knowledge in the most elite of learned societies to the consumption of established knowledge in middle-class clubs and the hundreds of humble mechanics' institutions initially founded to provide scientific instruction to workers. What did the “average” Victorian talk and think about? How did the knowledge-based culture of lecture and debate enable men and women to demonstrate both civic engagement and cultural competence? How does this knowledge-based culture and its changing expression give us ways to look at Victorian citizenship long before the extension of the franchise? With engaging and accessible prose Anne Rodrick draws from a variety of primary sources to provide fascinating answers to these pertinent questions. Based on the analysis of several thousand lectures and debates delivered over more than 50 years, this book digs deeply into what those individuals below the most elite levels thought, heard, debated, and claimed as a badge of cultural competence. By the turn of the 20th century, the popular lecture was competing for attention with new institutions of leisure and of higher education, and the discourse surrounding its place in contemporary England helps illuminate important debates over access to and deployment of knowledge and culture.
“We are a much-lectured people,” wrote Robert Spence Watson in 1897. Beginning at mid-century, cities and towns across England used the popular lecture for purposes ranging from serious education to effervescent entertainment and from regional pride to imperial belonging. Over time, the popular lecture became the quintessential embodiment of Victorian knowledge-based culture, which itself ranged from the production of new knowledge in the most elite of learned societies to the consumption of established knowledge in middle-class clubs and the hundreds of humble mechanics' institutions initially founded to provide scientific instruction to workers. What did the “average” Victorian talk and think about? How did the knowledge-based culture of lecture and debate enable men and women to demonstrate both civic engagement and cultural competence? How does this knowledge-based culture and its changing expression give us ways to look at Victorian citizenship long before the extension of the franchise? With engaging and accessible prose Anne Rodrick draws from a variety of primary sources to provide fascinating answers to these pertinent questions. Based on the analysis of several thousand lectures and debates delivered over more than 50 years, this book digs deeply into what those individuals below the most elite levels thought, heard, debated, and claimed as a badge of cultural competence. By the turn of the 20th century, the popular lecture was competing for attention with new institutions of leisure and of higher education, and the discourse surrounding its place in contemporary England helps illuminate important debates over access to and deployment of knowledge and culture.
Providing comparative and international contexts to understand the history of the making of the teacher in Victorian England, this is a compelling account of the development during this time of teacher training, inspections and certification - reforms which shaped the good teacher as a modern and moral individual.
This edited collection offers undergraduate Literature instructors a guide to the pedagogy and teaching of Victorian literature in liberal arts classrooms. With numerous essays focused on thematic course design, this volume reflects the increasingly interdisciplinary nature of the literature classroom. A section on genre provides suggestions on approaching individual works and discussing their influence on production of texts. Sections on digital humanities and “out of the classroom” approaches to Victorian literature reflect current practices and developing trends. The concluding section offers three different versions of an “ideal” course, each of which shows how thematic, disciplinary, genre, and technological strands may be woven together in meaningful ways. Professors of introductory literature courses aimed at non-English majors to advanced seminars for majors will find accessible and innovative course ideas supplemented with a variety of versatile teaching materials, including syllabi, assignments, and in-class activities.
This book presents the Rede Lecture for 1922, which was delivered by William Ralph Inge at the University of Cambridge.
Hesketh challenges accepted notions of a single scientific approach to history. Instead, he draws on a variety of sources – monographs, lectures, correspondence – from eminent Victorian historians to uncover numerous competing discourses.
What did reading mean to the Victorians? This question is the key point of departure for Reading and the Victorians, an examination of the era when reading underwent a swifter and more radical transformation than at any other moment in history. With book production handed over to the machines and mass education boosting literacy to unprecedented levels, the norms of modern reading were being established. Essays examine the impact of tallow candles on Victorian reading, the reading practices encouraged by Mudie's Select Library and feminist periodicals, the relationship between author and reader as reflected in manuscript revisions and corrections, the experience of reading women's diaries, models of literacy in Our Mutual Friend, the implications of reading marks in Victorian texts, how computer technology has assisted the study of nineteenth-century reading practices, how Gladstone read his personal library, and what contemporary non-academic readers might owe to Victorian ideals of reading and community. Reading forms a genuine meeting place for historians, literary scholars, theorists, librarians, and historians of the book, and this diverse collection examines nineteenth-century reading in all its personal, historical, literary, and material contexts, while also asking fundamental questions about how we read the Victorians' reading in the present day.
Based on the Ford Lectures, delivered at Oxford in 1960, the author describes some of the forces which created what we call `Victorian England'.