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Moving from a specialist interest in recent years, the study of the history of education has flourished and expanded. Focusing on literacy, this study reviews the history of education in the nineteenth century and the academic debates surrounding it.
'Illiterate Inmates' tells the story of the emergence, at the turn of the nineteenth century, of a powerful idea - the provision of education in prisons for those accused and convicted of crime - and its execution over the century that followed, drawing on evidence from both local and convict prisons.
This major textbook is a newly researched historical study of Evangelical religion in its British cultural setting from its inception in the time of John Wesley to charismatic renewal today. The Church of England, the Church of Scotland and the variety of Nonconformist denominations and sects in England, Scotland and Wales are discussed, but the book concentrates on the broad patterns of change affecting all the churches. It shows the great impact of the Evangelical movement on nineteenth-century Britain, accounts for its resurgence since the Second World War and argues that developments in the ideas and attitudes of the movement were shaped most by changes in British culture. The contemporary interest in the phenomenon of Fundamentalism, especially in the United States, makes the book especially timely.
A demonstration of how a specific ideal of national heritage was consciously nurtured by England's elementary school system at the turn of the century. Implicit within this ideal was an ideology that reinforced gender, class, and race distinctions.
A New History of Ireland is the largest scholarly project in modern Irish history. In 9 volumes, it provides a comprehensive new synthesis of modern scholarship on every aspect of Irish history and prehistory, from the earliest geological and archaeological evidence, through the Middle Ages, down to the present day. Volume VI opens with a character study of the period, followed by ten chapters of narrative history, and a study of Ireland in 1914. It includes further chapters on the economy, literature, the Irish language, music, arts, education, administration and the public service, and emigration.
Originally published in 1991, this title was begun just before passage of the Education Reform Act of 1988 (ERA 88), which was implemented in the 1990s. This major act along with still-in-force provisions of the 1944 Education Act (with its 17 amendments) comprises the statutes governing education in England and Wales. The study reflects both the criticism and the praise showered on that important legislation, particularly in the Brief History and School Structure sections, and in Chapter 1 with its longer than usual annotations on ERA 88.
`The Empire Strikes Back' will inject the empire back into the domestic history of modern Britain. In the nineteenth century and for much of the twentieth century, Britain's empire was so large that it was truly the global superpower. Much of Africa, Asia and America had been subsumed. Britannia's tentacles had stretched both wide and deep. Culture, Religion, Health, Sexuality, Law and Order were all impacted in the dominated countries. `The Empire Strikes Back' shows how the dependent states were subsumed and then hit back, affecting in turn England itself.
Examining nineteenth-century British hymns for children, Alisa Clapp-Itnyre argues that the unique qualities of children's hymnody created a space for children's empowerment. Unlike other literature of the era, hymn books were often compilations of many writers' hymns, presenting the discerning child with a multitude of perspectives on religion and childhood. In addition, the agency afforded children as singers meant that they were actively engaged with the text, music, and pictures of their hymnals. Clapp-Itnyre charts the history of children’s hymn-book publications from early to late nineteenth century, considering major denominational movements, the importance of musical tonality as it affected the popularity of hymns to both adults and children, and children’s reformation of adult society provided by such genres as missionary and temperance hymns. While hymn books appear to distinguish 'the child' from 'the adult', intricate issues of theology and poetry - typically kept within the domain of adulthood - were purposely conveyed to those of younger years and comprehension. Ultimately, Clapp-Itnyre shows how children's hymns complicate our understanding of the child-adult binary traditionally seen to be a hallmark of Victorian society. Intersecting with major aesthetic movements of the period, from the peaking of Victorian hymnody to the Golden Age of Illustration, children’s hymn books require scholarly attention to deepen our understanding of the complex aesthetic network for children and adults. Informed by extensive archival research, British Hymn Books for Children, 1800-1900 brings this understudied genre of Victorian culture to critical light.