John V. Taylor was a missionary statesman, ecumenist, Africanist, onetime General Secretary of the Church Missionary Society, and later Anglican Bishop of Winchester. His work offers a theology and practice of Christian mission which is faithful to scripture while fully facing the facts of the contemporary world at the beginning of the third millennium. Does Christian evangelism promote sectarianism and violence, or can it contribute to harmony and peace in the global village? Can Christians extol the true significance of Jesus (...) Christ without demeaning others? Who is God and how does God's nature shape ours? This book tackles these and other vital issues by giving the first major account of the life and thought of one of the 20th century's greatest religious thinkers. Here is an example and tutor to any thoughtful Christian. Consistently incarnational and sacramental in his approach, Taylor seeks to live out the truths he discovers in his daily ministry as poet, priest and prophet - inviting those around him to share the way of Christ. Taylor is also author of major works such as "The Go-Between God", his book on the Holy Spirit, and "The Christlike God", where he outlines the distinctive Christian insight into God as the patient, generous, self-sacrificing love we see in Jesus. (shrink)

This very long book sets out to track and trace the working-class men and, less commonly, women who, against the limited expectations of their social position, learned Greek and Latin as an aspiration for personal change. The ideology of the book is clear and welcome: these figures “offer us a new ancestral backstory for a discipline sorely in need of a democratic makeover.” The book's twenty-five chapters explore how classics and class were linked in the educational system of Britain (...) and in its cultural performativity: Is he a gentleman? Does he have Greek? became the paradigmatic questions, as the study of classics became a sign of cultural attainment and social exclusion. This book sets out to explore the counterstory of the cobblers and shepherds who, like Jude the Obscure, fought against society's oppressiveness to access classical learning.The book's breadth is exemplary. It looks at the issue through genres and media, through different communities and national identities, through the prosopography of ragged-trousered philanthropists, beggar-lecturers, body-building performers, and through other institutions and people who helped, including adult-education teachers, kind bosses, supportive vicars, and fiery communists. This breadth, and the fascinating research that it encapsulates, will make this book a fantastic resource for future scholarship: it outlines the richness of a field that has been all too rarely explored properly. If you do not know Stephen Duck, “the thresher poet,” or Hawkie, the crutch-wielding beggar who performed from the books he sold on the streets of Glasgow, then this book is the place to the meet them. The cast list alone is worth the entrance ticket.Yet this very breadth is also the source of the book's limitations. The sheer number of cases listed, treated at similar length and depth, repeatedly conceals the complexity and even the interest of individual figures or events. So, the numerous representations of Vesuvius in shows around London in the first half of the nineteenth century—after the discoveries at Pompeii—are duly noted as a source of excitement and knowledge about antiquity, but against the recent treatment by Clare Pettitt in Serial Forms (which came out the same year) this mere noting looks desperately thin. There is little discussion of how the characters themselves talked about or negotiated class. This deficiency is particularly important for someone like Charles Kingsley, who was very active in the Chartist movement but also became Queen Victoria's chaplain and the professor of history at Cambridge. There are hilarious descriptions of Kingsley's stammering engagement with the working-class leaders he actively supported, which capture how awkward the interaction of classes could be even and especially when the participants shared a goal of transformation. (Ed Richardson's Classical Victorians: Scholars, Scoundrels and Generals in the Pursuit of Antiquity is good on these moments of awkwardness but is one of several books whose absence from the notes looks pointed.) The authors list cases of working men who were picked up by fashionable society as poets or scholars, many of whom were dropped almost as quickly back into penury—but the telling description of such a case in Kingsley's Alton Locke is passed over, although it reveals an acute self-consciousness about such narratives in a best-selling novel.The very structure of the book tends toward listing cases rather than analyzing them in depth. It is not clear why “Shoemaker classicists” should take up a chapter, bar there having been some. Nor is it clear why some figures are not included. John Brown was an uneducated Scottish shepherd who taught himself Greek, Latin, and Hebrew. He was discovered by a professor, one John Pringle, when he went into a shop to buy a secondhand Greek Testament (though his own church thought this newfound and inexplicable linguistic brilliance suspicious or even satanic). Brown went on to write the wonderfully titled The Self-Interpreting Bible, which remained in print and sold very widely for more than a century after its publication in 1778—especially after it was championed by the evangelical preacher Charles Simeon. It is a pity that Brown escaped the authors’ net, but religion, one of the main reasons to learn the classical languages, is downplayed throughout this study, although its imbrication with classics is everywhere in evidence. The book, significantly enough, leads rather toward a rosy-eyed depiction of posh classical communists like Geoffrey de Ste. Croix and George Thompson, and other such heroes of the authors.The authors are much more at home in the years of ardent republicanism in the decades on either side of the turn of the nineteenth century and in the beginning of the twentieth century, when socialism and communism became embedded in British life. The last half of the nineteenth century, when classics really established itself institutionally as a discipline, and its revolutionary potential moved away from the zeal of the Romantic philhellenists into the artistic idealism of a Richard Wagner or the sexual freedom of an Oscar Wilde, are less adequately explored. The huge attendance at art galleries and the Great Exhibition at Crystal Palace as a route to encountering the past of antiquity in material form are barely addressed (Kate Nichols's Greece and Rome at the Crystal Palace would have helped); nor do shows like Astley's Circus get air time (Rachel Bryant Davies's Troy, Carthage, and the Victorians is revealing). It is particularly noticeable in such a voluminous study that there is no discussion of how turning to Greek was a crucial route for the self-understanding of what was considered transgressive male sexuality—and for a particular engagement between the classes. To understand the social force of classics requires a deeper appreciation of the dynamics between conservatism and transformation, disciplinarity and self-discovery. The big picture of how classics matters is lost in the gems picked out by the authors. Gems they are, but their facets need more attention and their setting a broader perspective. (shrink)

This book concerns the history of fine art in higher education in Britain and Ireland, from 1770 to the present. From one point of view, the book could have begun auspiciously with Hans Holbein, who, as a young artist, designed the title page cover for Thomas More’s Utopia and who came to England in 1526 with an introduction from Erasmus. But that would not have been an apt place to start since it is not a “Master” per se (...) that this book explores but, as it declares, the many roles of a “Master” as a leader, scholar, instructor, director, progenitor, role model, supervisor, curator, lecturer, teacher, practitioner, public servant, and policy maker in art education nation-building ways that, for... (shrink)

The British Association for the Advancement of Science sought to promote the understanding of science in various ways, principally by having annual meetings in different towns and cities throughout Britain and Ireland. This paper considers how far the location of its meetings in different urban settings influenced the nature and reception of the association's activities in promoting science, from its foundation in 1831 to the later 1930s. Several themes concerning the production and reception of science – promoting, practising, writing (...) and receiving – are examined in different urban contexts. We consider the ways in which towns were promoted as venues for and centres of science. We consider the role of local field sites, leading local practitioners and provincial institutions for science in attracting the association to different urban locations. The paper pays attention to excursions and to the evolution and content of the BAAS meeting handbook as a ‘geographical’ guide to the significance of the regional setting and to appropriate scientific venues. The paper considers the reception of BAAS meetings and explores how far the association's intentions for the promotion of science varied by location and by section within the BAAS. In examining these themes – the geographical setting of the association's meetings, the reception of association science in local civic and intellectual context and the importance of place to an understanding of what the BAAS did and how it was received – the paper extends existing knowledge of the association and contributes to recent work within the history of science which has emphasized the ‘local’ nature of science's making and reception and the mobility of scientific knowledge. (shrink)

As the first President of the Royal Academy of Arts, Joshua Reynolds played a pivotal role in shaping the course of British art in the 18th century. In these discourses, Reynolds reflects on the nature of art, the role of the artist, and the importance of aesthetic education. With insightful commentary on the works of the Old Masters and a wealth of practical advice for aspiring artists, this volume is a must-read for anyone interested in the history of art (...) or art theory. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

This book explores the emergence of the modern higher education sector in the independent Irish state. The author traces its origins from the traditional universities, technical schools and teacher training colleges at the start of the twentieth century, cataloguing its development into the complex, multi-layered and diverse system of the early twenty-first century. Focusing on the socio-political and cultural contexts which shaped the evolution of higher education, the author analyses the interplay between the state, academic institutions and other key institutional (...) actors - notably churches, cultural organizations, employers, trade unions and supranational bodies. This study explores policy, structural and institutional change in Irish higher education, suggesting that the emergence of the modern higher education system in Ireland was influenced by ideologies and trends which owed much to a wider European and international context. The book considers how the exercise of power at local, national and international level impinged on the mission, purpose and values of higher education and on the creation and expansion of a distinctive higher education system. The author also explores a transformation in public and political understandings of the role of higher education, charting the gradual evolution from traditionalist conceptions of the academy as a repository for cultural and religious value formation, to the re-positioning of higher education as a vital factor in the knowledge based economy. This comprehensive volume will appeal to students and scholars of the Irish education system, educators and practitioners in the field, and those interested in higher education in Ireland more generally. (shrink)

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.

This article focuses on Francis Hutcheson'sReflections Upon Laughter, which was originally published in 1725 as a series of three letters toThe Dublin Journalduring his time in the city. Although rarely considered a significant example of Hutcheson's published work,Reflections Upon Laughterhas long been recognised in the philosophy of laughter as a foundational contribution to the ‘incongruity theory’ – one of the ‘big three’ theories of laughter, and that which is still considered the most credible by modern theorists. The article gives an (...) account of Hutcheson's text but, rather than evaluating it solely as an explanation of laughter, the approach taken is an historical one: it emphasises the need to reconnect the theory to the cultural and intellectual contexts in which it was published and to identify the significance of Hutcheson's arguments in time and place. Through this, the article argues that Hutcheson's theory of laughter is indicative of the perceived significance of human risibility in early eighteenth-century Britain and Ireland and, more broadly, that it contributed both to moral philosophical debate and polite conduct guidance. (shrink)

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to (...) have its own aims and methodology. (shrink)

This essay describes the background and possible reasons for legal intervention in the use of lime in the early bleaching industry and draws on the Statutes at Large and other Acts of Parliament as primary sources. The developing chemical knowledge that may have contributed to the later Acts of repeal is also considered in some detail. The earliest noted prohibition was in 1633 and the years 1823, 1825, and 1828 were important repeal dates. No related legislation later than 1828 has (...) been found. During the period from 1633 to 1828 there were many renewals and modifications to existing laws concerning linen and hempen manufacture; several of these contained subsections regarding bleaching. The considerable number of such Acts may account for the apparent confusion shown by earlier authors on this subject. Furthermore, the various Acts passed by the Irish House of Commons over its lifetime from 1400 to 1800, with its many interruptions, were published in a limited number of editions and are consequently held by few libraries. Ireland instituted its own laws and it was only after the Act of Union in 1800 that matters were dealt with by Westminster. Indeed, earlier historians have not always appreciated that, at certain periods of the history of the United Kingdom, Ireland and Scotland had their own separate parliaments. (shrink)

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the training of new recruits (...) to other professions. (shrink)

The movement for ‘military preparedness’ in America and Britain gained tremendous momentum at the turn of the century. It assimilated the cult of manliness — the key public virtue, which allowed a person to claim possession of himself and a nation to reclaim possession of itself. An army was the means of marshalling a mass of people for regeneration. The symbol of a nation's preparedness to take control of its own soul was the readiness to bear arms. Although this (...) movement originated in the middle-class, Protestant cultures of the USA and England, its core ideas were adopted by many political movements. Affected by these ideas, as well as the formation of the Protestant Ulster Volunteers in 1913, a movement to reclaim Irish independence through the mass bearing of arms began in South and West Ireland in autumn 1914. Women were excluded from these Volunteer companies, but set up their own organization, Cumann na mBan, as an auxiliary to the men's. The Easter Rising in 1916 owed as much to older ideas of the coup d'état as new ideas of mass mobilization, but subsequent history recreated that Rising as the ‘founding’ moment of the Irish republic. It was not until mass conscription was threatened two years later that the mass of people were absorbed into the idea of an armed campaign against British rule. From 1919 to 1923, the reality of guerrilla-style war pressed people into a frame demanding discipline, secrecy, loyalty and a readiness to act as the prime nationalist virtues. The ideal form of relationship in war is the brotherhood, both as actuality and potent myth. The mythology of brotherhood creates its own myths of women (as not being there, and men not needing them) as well as creating the fear and the myth that rape is the inevitable expression of brotherhoods in action. Despite explicit anxiety at the time about the rape of Irish women by British soldiers, no evidence was found of mass rape, and that fear has disappeared into oblivion, throwing up important questions as to when rape is a weapon of war. The decade of war worsened the relationship of women to the political realm. Despite active involvement as ‘auxiliaries’ women's political status was permanently damaged by their exclusion as warriors and brothers, so much so that they disappear into the status of wives and mothers in the 1937 Irish Constitution. (shrink)

_Orwell's Faded Lion_ traces the history of Britain from the end of the Second World War, during the darkest days of which George Orwell wrote _The Lion and the Unicorn_, calling for a British revolution, to the present. The book confronts the actual direction taken by British society against the background of the high hopes of the generation that survived the war. The book also considers Britain alongside its European neighbours, drawing upon personal experiences of living and (...) travelling widely in Europe, as well as experience of left-wing party politics and of the Northern Ireland situation in the 1980s. (shrink)

Politics and Modernity provides a critical review of the key interface of contemporary political theory and social theory about the questions of modernity and postmodernity. Review essays offer a broad-ranging assessment of the issues at stake in current debates. Among the works reviewed are those of William Connolly, Anthony Giddens, J[um]urgen Habermas, Alasdair MacIntyre, Richard Rorty, Charles Taylor and Roy Bhaskar. As well as reviewing the contemporary literature, the contributors assess the historical roots of current problems in the works of (...) Nietzsche and Max Weber. (shrink)

This article examines Presbyterian interpretations in Scotland and Ireland of the Scottish Reformations of 1560 and 1638–43. It begins with a discussion of the work of two important Presbyterian historians of the early nineteenth century, the Scotsman, Thomas McCrie, and the Irishman, James Seaton Reid. In their various publications, both laid the template for the nineteenth-century Presbyterian understanding of the Scottish Reformations by emphasizing the historical links between the Scottish and Irish churches in the early-modern period and their common theology (...) and commitment to civil and religious liberty against the ecclesiastical and political tyranny of the Stuarts. The article also examines the commemorations of the National Covenant in 1838, the Solemn League and Covenant in 1843, and the Scottish Reformation in 1860. By doing so, it uncovers important religious and ideological linkages across the North Channel, including Presbyterian evangelicalism, missionary activity, church–state relationships, religious reform and revival, and anti-Catholicism. (shrink)

The history of British political thought has been one of the most fertile fields of Anglo-American historical writing in the last half-century. David Armitage brings together an interdisciplinary and international team of authors to consider the impact of this scholarship on the study of early modern British history, English literature, and political theory. Leading historians survey the impact of the history of political thought on the 'new' histories of Britain and Ireland; eminent literary scholars offer novel (...) critical methods attentive to literary form, genre, and language; and distinguished political theorists treat the relationship of history and theory in studies of rights and privacy. The outstanding examples of critical practice collected here will encourage the emergence of fresh research on the historical, critical, and theoretical study of the English-speaking world in the period around 1500-1800. This volume celebrates the contribution of the Folger Institute to British studies over many years. (shrink)

This work provides an overall review and analysis of the history of education and of its key research priorities in the British context. It investigates the extent to which education has contributed historically to social change in Britain, how it has itself been moulded by society, and the needs and opportunities that remain for further research in this general area. Contributors review the strengths and limitations of the historical literature on social change in British education over the past (...) forty years, ascertain what this literature tells us about the relationship between education and social change, and map areas and themes for future historical research. They consider both formal and informal education, different levels and stages of the education system, the process and experience of education, and regional and national perspectives. They also engage with broader discussions about theory and methodology. The collection covers a large amount of historical territory, from the sixteenth century to the present, including the emergence of the learned professions, the relationship between society and the economy, the role of higher technological education, the historical experiences of Ireland, Scotland and Wales, the social significance of teaching and learning, and the importance of social class, gender, ethnicity, and disability. It involves personal biography no less than broad national and international movements in its considerations. This book will be a major contribution to research as well as a general resource in the history and historiography of education in Britain. (shrink)

Getting inside Tully's Head -- Unraveling the threads in Edmund Burke's vindication of natural society -- Dodsley's Irishman : Edmund Burke's Ireland and the British Republic of Letters -- Patriot criticism : from the ridiculous to the sublime in Burke's philosophical enquiry -- Burke's history.

A sample of 523 newly ordained female Anglican clergy in England, Ireland, Scotland and Wales completed the Eysenck Personality Profiler. The data demonstrated that the female clergy tended to be less extravert than women in general, less neurotic than women in general, and less toughminded than women in general. These findings help to clarify the way in which women clergy tend to project a characteristically masculine personality profile in respect of one major dimension of personality, but a characteristically feminine personality (...) profile in respect of the other two major dimensions of personality. (shrink)

Probably no doctrine has excited as much horror and abuse as atheism. This first history of British atheism, first published in 1987, tries to explain this reaction while exhibiting the development of atheism from Hobbes to Russell. Although avowed atheism appeared surprisingly late – 1782 in Britain – there were covert atheists in the middle seventeenth century. By tracing its development from so early a date, Dr Berman gives an account of an important and fascinating strand of intellectual (...) history. (shrink)

This is the first-ever critical history of sociology in Britain, written by one of the world's leading scholars in the field. A. H. Halsey presents a vivid and authoritative picture of the neglect, expansion, fragmentation, and explosion of the discipline during the past century. The book examines the literary and scientific contributions to the origin of the discipline, and the challenges faced by the discipline at the dawn of a new century.

This is the first-ever critical history of sociology in Britain, written by one of the world's leading scholars in the field. Renowned British sociologist, A. H. Halsey, presents a vivid and authoritative picture of the neglect, expansion, fragmentation, and explosion of the discipline during the past century. He is well equipped to write the story, having lived through most of it and having taught and researched in Britain, the USA, and Europe.The story begins with L.T. Hobhouse's election (...) to the first chair in sociology in London in 1907, but traces earlier origins of the discipline to Scotland and the English provinces. There is a lively account of the nineteenth-century battles between literature and science for the possession of the third culture of social studies, setting the context for a narrative history of rapid expansion in the second half of the twentieth century. LSE had a virtual monopoly before World War II. The educational establishment of Oxford and Cambridge opposed its introduction into the undergraduate curriculum. Only the expansion of sociology to the Scottish, Welsh, provincial, and 'new' universities after the Robbins Report of 1963 brought reluctant acceptance of the subject to Oxford and Cambridge.The student troubles of 1968 are then described and the subsequent doubts, confrontations, and cuts of the 1970s and 80s. Then, paradoxically by a Conservative Government, there was a new university expansion incorporating polytechnics and other colleges, with a consequent doubling of both staff and students in the 1990s.Yet the end of the century left sociology riven by intellectual conflict. It had survived the Marxist subversions of the 70s and the feminist invasion. Yet the renewed challenges of various forms of relativism still threatened, and at root the war was, as it began, between a scientific quantifying and explanatory subject and a literary, interpretative set of cultural studies. (shrink)

Reseña de la obra de Toland Reasons for Naturalizing the Jews in Great Britain and Ireland on the Same Foot with All Other Nations. Containing also, A Defence of the Jews against All Vulgar Prejudices in all Countries reeditada recientemente.