Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.787680
Title: 'Hands full of employment, and a head not above it' : Romantic writers and mass education
Author: Hutcheon, Joseph
ISNI:       0000 0004 7972 7914
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2019
Availability of Full Text:
Access from EThOS:
Access from Institution:
Abstract:
The aim of this thesis is to examine the educational experiences, theories and influence of four key writers in the Romantic era (Wordsworth, Coleridge, Hazlitt and De Quincey). I begin by outlining the main developments in contemporary educational theories from the late seventeenth to the late eighteenth centuries, and explore the impact of these developments on the educational ideas of the relevant writers. I look in particular at the educational writings of Francis Bacon, John Milton, John Locke, Jean-Jacques Rousseau, Catherine Macaulay Graham, Mary Wollstonecraft, Maria Edgeworth, and Hannah More. I consider some key controversies that arose during this period, such as home versus school tuition, the appropriate education for girls, and children's reading of fairy and ghost stories. In this chapter I also look at the growth of the Dissenting Academies, which attempted to put some of the more progressive ideas on education into practice, and at the rival 'monitorial' systems of Andrew Bell and Joseph Lancaster. In the chapters on individual writers, I look at their own educational experiences, the theories they developed on education, and the type of education they chose for their own children. I also consider how, for these writers, educational theory and practice coincided or differed, and to what extent their reputations as 'radicals' or 'conservatives' are mirrored in their ideas about education. In the final chapter I examine the 'afterlives' of these writers in education, in particular their influence on Victorian educational reformers, focusing on John Stuart Mill and Matthew Arnold. I look at the development of private and commercial academies, which to some extent replaced the Dissenting Academies as an alternative to grammar and public schools. This chapter also covers the controversy around 'payment by results', which divided Mill and Arnold.
Supervisor: Pite, Ralph ; Cheeke, Stephen Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.787680  DOI: Not available
Share: