"The better half to the Victorian Novel" offers contextual and demanding information regarding the complete variety of British fiction released among 1837 and 1901. presents contextual and significant information regarding the whole variety of British fiction released throughout the Victorian interval. Explains concerns comparable to Victorian religions, classification constitution, and Darwinism to those that are unexpected with them. includes unique, obtainable chapters written through popular and rising students within the box of Victorian reports. excellent for college kids and researchers looking up to date insurance of contexts and tendencies, or as a place to begin for a survey direction.
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Additional info for A Companion to the Victorian Novel
2 Education, Literacy, and the Victorian Reader Jonathan Rose In the 1970s Rolf Engelsing posited that there had been, around 1800, a Reading Revolution, the literary counterpart of the Industrial Revolution. He identified a general shift from religious to secular reading; from collective to individual reading; from intensive and repeated reading of a small canon of texts to extensive and rapid reading of an ever-increasing flow of ephemeral literature, particularly newspapers and magazines. Engelsing developed his historical model in the context of Protestant Germany, but it serves even better to explain the transformation of the reading public in nineteenth-century Britain.
In some sense, then, the divisions within the late Victorian publishing world boiled down to a conflict between those who continued to uphold the beliefs and values that had shaped the ethos and practice of the early and mid-Victorian publishing world and those who instead embraced very different ideas and ideals. The fact that the latter closely resemble our own views of business and art, literary and economic value, popularity and artistry, makes it very tempting for us to see them as somehow true or noble in a way that Corelli’s are not.
E. Forster (Matthew Arnold’s brother-in-law), National and British schools continued to receive subsidies, but elected local boards were now empowered to levy rates and create nonsectarian schools. Not until 1891 were all school fees abolished. The early National and British schools used methods of reading instruction that were “older than printing,” as David Vincent observed: “A medieval schoolmaster would not have found himself out of place in the early-nineteenth-century classroom” (1989: 76).