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This volume is the first attempt to assess the impact of both humanism and Protestantism on the education offered to a wide range of adolescents in the hundreds of grammar schools operating in England between the Reformation and the Enlightenment. By placing that education in the context of Lutheran, Calvinist and Jesuit education abroad, it offers an overview of the uses to which Latin and Greek were put in English schools, and identifies the strategies devised by clergy and laity in England for coping with the tensions between classical studies and Protestant doctrine. It also offers a reassessment of the role of the 'godly' in English education, and demonstrates the many ways in which a classical education came to be combined with close support for the English Crown and established church. One of the major sources used is the school textbooks which were incorporated into the 'English Stock' set up by leading members of the Stationers' Company of London and reproduced in hundreds of thousands of copies during the seventeenth and eighteenth centuries. Although the core of classical education remained essentially the same for two centuries, there was a growing gulf between the methods by which classics were taught in elite institutions such as Winchester and Westminster and in the many town and country grammar schools in which translations or bilingual versions of many classical texts were given to weaker students. The success of these new translations probably encouraged editors and publishers to offer those adults who had received little or no classical education new versions of works by Aesop, Cicero, Ovid, Virgil, Seneca and Caesar. This fascination with ancient Greece and Rome left its mark not only on the lifestyle and literary tastes of the educated elite, but also reinforced the strongly moralistic outlook of many of the English laity who equated virtue and good works with pleasing God and meriting salvation.
In scholarship, classical (Renaissance) humanism is usually strictly distinguished from 'neo-humanism', which, especially in Germany, flourished at the beginning of the 19th century. While most classical humanists focused on the practical imitation of Latin stylistic models, 'neohumanism' is commonly believed to have been mainly inspired by typically modern values, such as authenticity and historicity. Bas van Bommel shows that whereas 'neohumanism' was mainly adhered to at the German universities, at the Gymnasien a much more traditional educational ideal prevailed, which is best described as 'classical humanism.' This ideal involved the prioritisation of the Romans above the Greeks, as well as the belief that imitation of Roman and Greek models brings about man's aesthetic and moral elevation. Van Bommel makes clear that 19th century classical humanism dynamically related to modern society. On the one hand, classical humanists explained the value of classical education in typically modern terms. On the other hand, competitors of the classical Gymnasium laid claim to values that were ultimately derived from classical humanism. 19th century classical humanism should therefore not be seen as a dried-out remnant of a dying past, but as the continuation of a living tradition.
"It was the best oftimes. It was the worst oftimes. " The famous open ing sentence ofCharles Dickens' Tale oJ Two Cities can serve as a motto to characterize the mixture of optimism and pessimism with which a large number of nineteenth-century intellectuals viewed the con dition of their age. It is nowadays hardly necessary to accentuate the optimistic elements in the nineteenth-century view of history; many recent historians have sharply contrasted the complacency and the great expectations of the past century with the fears and anxieties rampant in our own age. It is often too readily assumed that a hundred years ago all leading thinkers as weil as the educated public were addicted to the cult of progress and ignored or minimized those trends of their times that paved the way for the catastrophes of the twentieth century. In the nineteenth century the intoxicating triumphs of modern science undeniably induced the general public to believe that pro gress was not an accident but a necessity and that evil and immo rality would gradually disappear. Yet fears, misgivings, and anxieties were not as exceptional in the nineteenth century as is often imagined. Such feelings were not restricted to a few dissenting philosophers and poets like Schopenhauer, Kierkegaard, 'Dostoevsky, Baudelaire, and Nietzsche.
Religion is currently gaining a much higher profile. The number of faith schools is increasingly, and religious points of view are being aired more frequently in the media. As religion's profile rises, those who reject religion, including humanists, often find themselves misunderstood, and occasionally misrepresented. Stephen Law explores how humanism uses science and reason to make sense of the world, looking at how it encourages individual moral responsibility and shows that life can have meaning without religion. Challenging some of the common misconceptions, he seeks to dispute the claims that atheism and humanism are 'faith positions' and that without God there can be no morality and our lives are left without purpose. Looking at the history of humanism and its development as a philosophical alternative, he examines the arguments for and against the existence of God, and explores the role humanism plays in moral and secular societies, as well as in moral and religious education. Using humanism to determine the meaning of life, he shows that there is a positive alternative to traditional religious belief. ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.
A reference book for scholarship on Edmund Spenser offering a detailed, literary guide to his life, works and influence. Over 700 entries by 422 contributors, an index and extensive bibliography.
The Wiley Blackwell Handbook of Humanism presents anedited collection of essays that explore the nature of Humanism asan approach to life, and a philosophical analysis of the keyhumanist propositions from naturalism and science to morality andmeaning. Represents the first book of its kind to look at Humanism notjust in terms of its theoretical underpinnings, but also itsconsequences and its diverse manifestations Features contributions from international and emergingscholars, plus renowned figures such as Stephen Law, CharlesFreeman and Jeaneanne Fowler Presents Humanism as a positive alternative to theism Brings together the world’s leading Humanist academics inone reference work
Humanists have been a major force in British life since the turn of the 20th century. Here, leading historians of religious non-belief Callum Brown, David Nash, and Charlie Lynch examine how humanist organisations brought ethical reform and rationalism to the nation as it faced the moral issues of the modern world. This book provides a long overdue account of this dynamic group. Developing through the Ethical Union (1896), the Rationalist Press Association (1899), the British Humanist Association (1963) and Humanists UK (2017), Humanists sought to reduce religious privilege but increase humanitarian compassion and human rights. After pioneering legislation on blasphemy laws, dignity in dying and abortion rights, they went on to help design new laws on gay marriage, and sex and moral education. Internationally, they endeavoured to end war and world hunger. And with Humanist marriages and celebration of life through Humanist funerals, national ritual and culture have recently been transformed. Based on extensive archival and oral-history research, this is the definitive history of Humanists as an ethical force in modern Britain.