This study collects together many of the original texts from the long-running debate which surrounded the rise of English as an academic subject. Most of the texts were ephemeral and have been long out of print, but they are essential to an understanding of how English studies developed. They show how English was influenced by pre-existing subjects like rhetoric and classics, and how it assumed different faces in different academic institutions. Each text is given an introduction which sets it in context and highlights themes. A general introduction to the book sketches the history of English studies in the nineteenth century. London was central to the early history, with University College, King’s College and Queen’s College all looming large. Oxford figured later in the century, and became the centre of a truly national debate over the future of the subject. Schools played a part, especially grammar schools catering for middle-class pupils who were commonly identified as the main market for English.
Contents: Introduction; Hugh Blair: Introduction to Lectures on Rhetoric and Belles Lettres, Thomas Campbell: ’Suggestions respecting the Plan of a College in London’, Edward Copleston: Review of Thomas Campbell’s plans for a college, Thomas Babington Macaulay: ’Thoughts on the Advancement of Academical Education in England’, Thomas Dale: ’Introductory Lecture’ at University College, London, 1828, F.D. Maurice: ’Education of the Middle Class’; ’Introductory Lecture’ at King’s College, London, 1840; Preface to Learning and Working, Charles Kingsley: ’On English Composition’; ’On English Literature’; Appointment of a Professor of English Language and Literature at University College, London in 1865: Report of a Committee of the Senate; The Schools Inquiry Commission: G.G. Bradley, Minutes of Evidence from G.G. Bradley; Dudley Ryder, Earl of Harrowby; Minutes of Evidence from the Earl of Harrowby; Museum and English Journal of Education: ’The Study of English Classics’; ’On the Teaching of the English Language and Literature’; ’On the Method of Teaching the English Language and Literature - II; ’On the Method of Teaching the English Language and Literature - III, Henry Sedgwick; ’The theory of Classical Education’; J.W. Hales ’The Teaching of English’; John Seeley: ’English in Schools’; E.A. Abbott: ’The Teaching of English’; Matthew Arnold: General Reports for 1852, 1860, 1871, 1872, 1876, 1880; John Churton Collins: Review of From Shakespeare to Pope, by Edmund Gosse; Review of the Petition addressed to Oxford University’s Hebdomadal Council for the Foundation of a School of Modern Literature, 1886; Letters to the Pall Mall Gazette, 1886-1887; Edward Freeman: Literature and Language; The Newbolt Report: The Teaching of English in England: Introduction to the Report; Sources of Texts; Index.
The Nineteenth Century Series aims to develop and promote new approaches and fresh directions in scholarship and criticism on nineteenth-century literature and culture. The series encourages work which erodes the traditional boundary between Romantic and Victorian studies and welcomes interdisciplinary approaches to the literary, religious, scientific and visual cultures of the period. While British literature and culture are the core subject matter of monographs and collections in the series, the editors encourage proposals which explore the wider, international contexts of nineteenth-century literature – transatlantic, European and global. Print culture, including studies in the newspaper and periodical press, book history, life writing and gender studies are particular strengths of this established series as are high quality single author studies. The series also embraces research in the field of digital humanities. The editors invite proposals from both younger and established scholars in all areas of nineteenth-century literary studies.