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Introduction Notes Introduction 1. Quoted in James Morrison and Andrew Johnson, ‘Inside Prince Charles’ literary think camp’, Independent on Sunday (6 October 2002), p. 5. 2. Deborah Cameron, Verbal Hygiene (London: Routledge, 1995), p. 94. 3. Charles, Prince of Wales, Annual Shakespeare Birthday Lecture, 22 April 1991, accessed online at http://193.36.68.132/speeches/education_22041991.html. 4. These reforms are discussed in detail in Chapter 6. 5. Remark made at the English Association Spring Conference for Teachers, St Catherine’s College, Oxford, March 1999. 6. GCE Advanced Subsidiary and Advanced Level Specifications: Subject Criteria for English Literature (Department for Education and Employment/Qualifi- cations and Curriculum Authority, QCA 991680144, 1999). 7. See, for example, the arguments put forward by Elaine Treharne in ‘Balancing the English Degree Programme’, English Association Newsletter, 166 (2001), p. 3; and by Patrick Parrinder in ‘A View from the Bench’, English Association Newsletter, 165 (2000), p. 2. 8. Martin Amis, The War against Cliché: Essays and Reviews 1971–2000 (London: Jonathan Cape, 2001), pp. xiii–xiv. 9. I have confined my study to English universities because of the different intellectual traditions that prevailed elsewhere in the English-speaking world. In Scotland, the study of literature and rhetoric in the dissenting academies meant that English had a very different foundation. See, for example, Stephen Potter’s The Muse in Chains: A Study in Education (London: Jonathan Cape, 1937); D. J. Palmer’s The Rise of English Studies (Oxford: Oxford University Press, 1965); John Guillory’s Cultural Capital: The Problems of Literary Canon Formation (Chicago and London: University of Chicago Press, 1993); and Robert Crawford’s Devolving English Literature (Oxford: Clarendon Press, 1992) and The Scottish Invention of English Literature (Cambridge: Cambridge University Press, 1998). For accounts of the history of English studies in the United States of America, and of issues related to the teaching of English, see William E. Cain, The Crisis in Criticism: Theory, Literature and Reform in English Studies (Baltimore: Johns Hopkins University Press, 1984) and Reconceptualizing American Literary/Cultural Studies: Rhetoric, History, and Politics in the Humanities (New York: Garland, 1996); Gerald Graff and Michael Warner (eds), The Origins of Literary Studies in America: A Documentary Anthology (London: Routledge, 1988); Gerald Graff, Professing Literature (Chicago: University of Chicago Press, 1987); and Robert Scholes, The Rise and Fall of English: Reconstructing English as a Discipline (New Haven: Yale University Press, 1999). 10. Henry Butcher, Presidential Address to the British Academy, delivered 27 October 1909, Proceedings of the British Academy (1909–10), p. 23. 183 184 Notes 11. For an account of the rise of this mass market, see Richard D. Altick, The English Common Reader: A Social History of the Mass Reading Public 1800–1900 (Chicago: University of Chicago Press, 1957). 12. Dr Mayo, speaking at a meeting on 8 December 1910. Quoted in Cambridge University Reporter (13 December 1910), p. 406. 13. Marjorie Garber, Academic Instincts (Princeton: Princeton University Press, 1999), p. ix. 14. F. R. Leavis, English Literature in Our Time and the University (Cambridge: Cambridge University Press, 1969), p. 2. 15. Harold Bloom, How to Read and Why (London: Fourth Estate, 2000); John Carey, Pure Pleasure: A Guide to the Twentieth Century’s Most Enjoyable Books (London: Faber & Faber, 2000). 1 Histories of English: The critical background 1. Chris Baldick, The Social Mission of English Criticism 1848–1932 (Oxford: Clarendon Press, 1983), p. 2. 2. The belief that the adult education movement sought to neutralise working- class activism is discussed in Jonathan Rose, The Intellectual Life of the British Working Classes (New Haven and London: Yale University Press, 2001), pp. 256–97. 3. Raymond Williams, Culture and Society 1780–1950 (London: Hogarth Press, 1958). 4. See, for example, Brian Doyle, English and Englishness (London: Routledge, 1989); Terry Eagleton, Literary Theory: An Introduction (Oxford: Blackwell, 1983); Peter Widdowson, Literature (London: Routledge, 1999). 5. Eagleton, Literary Theory, pp. 25–6. 6. Widdowson, Literature, pp. 36, 42. 7. Doyle, English and Englishness, p. 12. 8. Ibid., pp. 17–18. 9. Eagleton, Literary Theory, pp. 23–4. 10. Matthew Arnold, Culture and Anarchy (London, 1869: Cambridge University Press, 1932), p. 6. 11. Widdowson, Literature, pp. 4–15. 12. Franklin Court, Institutionalizing English Literature: The Culture and Politics of Literary Study (Stanford: Stanford University Press, 1992), p. 6. 13. Matthew Arnold, quoted in Court, Institutionalizing English Literature, p. 8. 14. Court, Institutionalizing English Literature, p. 7. 15. By this time the new universities and university colleges included King’s and University Colleges in London, and the civic colleges of Manchester, Birmingham, Leeds, Sheffield, Nottingham and Liverpool. 16. Widdowson, Literature, p. 59. 17. Doyle, English and Englishness, p. 3. 18. Josephine M. Guy and Ian Small, Politics and Value in English Studies: A Discipline in Crisis? (Cambridge: Cambridge University Press, 1993), pp. 161–4. 19. George Gordon, The Discipline of Letters (Oxford: Clarendon Press, 1946), p. 10. Quoted in Eagleton, Literary Theory, p. 23. 20. Eagleton, Literary Theory, p. 23. 21. Gordon, Discipline of Letters, p. 10. Notes 185 22. Baldick, Social Mission, p. 105. 23. Bill Ashcroft, Gareth Griffiths and Helen Tiffin, The Empire Writes Back: Theory and Practice in Post-Colonial Literatures (London: Routledge, 1989), pp. 2–3. 24. Baldick, Social Mission, p. 61. 25. J. W. Hales, ‘The Teaching of English’, in Essays on a Liberal Education, ed. F. W. Farrar (London: Macmillan, 1867), p. 310. Quoted in Baldick, Social Mission, p. 62. 26. Baldick, Social Mission, pp. 63–4. 27. Oxford Magazine, 4 May 1887. Quoted in Baldick, Social Mission, p. 61. 28. Doyle, English and Englishness, p. 12. 29. T. W. Heyck, The Transformation of Intellectual Life in Victorian England (London: Croom Helm, 1982). 30. Quoted in Guy and Small, Politics and Value in English Studies, p. 52. 31. See the Epilogue to Sheldon Rothblatt, The Revolution of the Dons: Cambridge and Society in Victorian England (London: Faber & Faber, 1968). 32. Heyck, Transformation of Intellectual Life, p. 21. 33. Ibid., p. 82. 34. This process is dealt with in detail in Philippa Levine, The Amateur and the Professional: Antiquarians, Historians and Archaeologists in Victorian England, 1838–1886 (Cambridge: Cambridge University Press, 1986). 35. T. B. Macaulay, Critical and Historical Essays (London: [n.p.], 1883), p. 51. Quoted in Heyck, Transformation of Intellectual Life, p. 122. 36. Selected Essays of J. B. Bury, ed. Harold Temperley (Cambridge: [n.p.], 1930), p. 22. Quoted in Heyck, Transformation of Intellectual Life, p. 122. 37. Stefan Collini, English Pasts: Essays in History and Culture (Oxford: Oxford University Press, 1999), p. 308. 38. Ibid. 2 English in the universities 1. Potter, Muse in Chains, p. 37. 2. Jo McMurtry, English Language, English Literature: The Creation of an Academic Discipline (London: Mansell, 1985), pp. 2, 5. 3. Baldick, Social Mission, pp. 60–2. 4. Alan Bacon, ‘English Literature Becomes a University Subject: King’s College, London, as Pioneer’, Victorian Studies, 29 (1986), pp. 591–612. 5. Hugh James Rose, The Tendency of Prevalent Opinions about Knowledge Considered (Cambridge: Deighton; London: Rivington, 1826), p. 11. Quoted in Bacon, ‘English Literature’, p. 594. 6. See F. J. Hearnshaw, The Centenary History of King’s College, London (London: Harrap, 1929), p. 124. Cited in Bacon, ‘English Literature’, p. 597. 7. Edward Copleston, review of Letter to Mr Brougham on the Subject of a London University, by Thomas Campbell, Quarterly Review, 33 (1825), p. 269. Quoted in Bacon, ‘English Literature’, p. 597. 8. Bacon, ‘English Literature’, p. 597. 9. Ibid., p. 605. 10. F. D. Maurice, ‘Introductory Lecture by the Professor of English Literature and Modern History at King’s College, London, delivered Tuesday, October 13’, 186 Notes Educational Magazine, n.s. 2 (1840), p. 276. Quoted in Bacon, ‘English Literature’, p. 607. 11. Calendar of King’s College, London (hereafter KCC) (1903–4), pp. 84–5. 12. Owens College Calendar (hereafter OCC) (1881–2), pp. 30–1. 13. At King’s, set authors between 1880 and 1900 included Langland, Chaucer, Shakespeare, Spenser, Milton, Bacon, Hobbes, Harrington, Locke, Defoe, Newton, Hume, Hartley, Gibbon, Addison, Swift, Johnson, Wordsworth, Coleridge, Byron, De Quincey, Carlyle and Ruskin. The only novelists listed were all from the eighteenth century: Richardson, Fielding, Smollett, Sterne and Goldsmith. At Manchester, set authors between these dates included Chaucer, Shakespeare, Spenser, Milton, More, Clarendon, Burnet, Pope, Addison, Goldsmith, Smollett, Johnson, Gibbon, Burke and Richardson. It is significant that both lists include philosophers and historians, figures who would today be seen as peripheral to a more ‘literary’ notion of the canon. 14. This course could be seen as evidence that attention was being paid to literary criticism as a distinct activity, with the theorisation of this activity being a topic of concern. However, the knowledge that students were expected to display – as indicated by questions asking them to identify which critical doctrines were associated with a number of writers, and to summarise
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