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In the 19th century, education became accessible to much wider circles of society in a great number and variety of schools and the teaching of grammar came to be obligatory from 1870/72 with the advent of general education. Whereas these general trends of the 19th century are well-known to scholars working in different disciplines of social history, and the history of education in particular, it is still true that major sections of the evidence are largely uncollected. This is especially so for school books: there is virtually a gap between the 18th century and the present grammatical tradition. This bibliography lists some 1930 works on English grammar published in the 19th century, mainly in Britain and the US, half of which are accompanied by short descriptions of their physical make-up, content and affiliation.
Vols. for 1871-76, 1913-14 include an extra number, The Christmas bookseller, separately paged and not included in the consecutive numbering of the regular series.
The collections of the Advocates Library, with the exception of its legal books and manuscripts, were given by the Advocates to the National Library of Scotland in 1925.
Sacred Signs in Reformation Scotland is the first study of how public worship was interpreted in Renaissance Scotland and offers a radically new way of understanding the Scottish Reformation. It first defines the history and method of 'liturgical interpretation' (using the methods of medieval Biblical exegesis to explain worship), then shows why it was central to medieval and early modern Western European religious culture. The rest of the book uses Scotland as a case study for a multidisciplinary investigation of the place of liturgical interpretation in this culture. Stephen Mark Holmes uses the methods of 'book history' to discover the place of liturgical interpretation in education, sermons and pastoral practice and also investigates its impact on material culture, especially church buildings and furnishings. A study of books and their owners reveals networks of clergy in Scotland committed to the liturgy and Catholic reform, especially the 'Aberdeen liturgists'. Holmes corrects current scholarship by showing that their influence lasted beyond 1560 and suggests that they created the distinctive religious culture of North-East Scotland (later a centre of Catholic recusancy, Episcopalianism and Jacobitism). The final two chapters investigate what happened to liturgical interpretation in Scottish religious culture after the Protestant Reformation of 1559-60, showing that while it declined in importance in Catholic circles, a Reformed Protestant version of liturgical interpretation was created and flourished which used exactly the same method to produce both an interpretation of the Reformed sacramental rites and an 'anti-commentary' on Catholic liturgy. The book demonstrates an important continuity across the Reformation divide arguing that the 'Scottish Reformation' is best seen as both Catholic and Protestant, with the reformers on both sides having more in common than they or subsequent historians have allowed.
Lim traces the complexities in construction and implementation of a school subject, namely Literature in English in Malaysia through a focused and grounded narrative where tensions regarding identity, reader response and conceptualisations about literature play out in a postcolonial context. The book demonstrates the need to think about school subjects as abstract concepts negotiated at various levels, be it during curriculum construction or in the classroom. These conceptualisations of the subject are further influenced by contemporary concerns and sociopolitical changes over time. As such, the scope of this book ranges from pre-independence Malaysia (then Malaya) from the 1950s till the current phase of the subject’s development in the 21st century. The volume illustrates the complex interplay of historical, cultural, and social influences on the conceptualisation of English literature as a school subject in Malaysia. Lim traces, examines, and interprets its development as an elective subject in the context of post-secondary Malaysian education, and engages with current trends in education such as internationalization and standardized assessment. Lim also highlights the importance of teacher and student lived experiences to argue that personal conceptualisations of the school subject are actualized and negotiated in classroom discourse. Offering unique insights into studying Literature in English in a postcolonial context, the book will appeal to researchers, students and practitioners in the fields of history of education, curriculum reform and literature education.