A Speculative Analysis of Matthew Arnold's “Sweetness and Light”
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John Stuart Mill's Evaluations of Poetry
JOHN STUART MILL'S EVALUATIONS OF POETRY AND THEIR INFLUENCE UPON HIS INTELLECTUAL DEVELOPMENT by MILLO RUNDLE THOMPSON SHAW B.A., University of British Columbia, 1949 A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in the Department of English We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA April, 1971 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the Head of my Department or by his representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of ENGLISH The University of British Columbia Vancouver 8, Canada Date October 1970 i JOHN STUART MILL'S EVALUATIONS OF POETRY AND THEIR INFLUENCE UPON HIS INTELLECTUAL DEVELOPMENT ABSTRACT The education of John Stuart Mill was one of the most unusual ever planned or experienced. Beginning with his learning Greek at the age of three and con• tinuing without a break of any kind to the age of four• teen, it constituted an almost total control of Mill's every waking activity, with the important exception of his visit to France at fourteen, until his appoint• ment to the East India Company in 1823. It emphasized the "tabula rasa" theory, the effect of external cir• cumstances on the developing mind, Hartley's Associa- tionist theory, and the judicious use of the Utilitarian theories of the "pleasure-pain" principle. -
Matthewarnoldcul021369mbp.Pdf
landmarks in the History of Educati GENERAL EDIT o1 J. DOVER WILSON, Lrrr.D. Professor of Education in the University of London King's College F. A. CAVENAGH, M.A. Professor of Education at University College Swansea CULTURE AND ANARC landmarks in the History of Education GENERAL EDITO J. DOVER WILSON, Lrrr.D. Professor of Education in the University of London King's College F, A. CAVENAGH, M.A. Professor of Education at University College Swansea CULTURE AND ANARCHY LONDON Cambridge University Press FETTZS LANE NS"- YORK TORONTO ICJIBAY * CALCUTTA MADRAS Macmillan TOKYO Alartizen Company Ltd tAll rights reserved in the History ofEducation Cu.ture and Anarchy* BY MATTHEW ARNOLD Edited with an introduction by J. DOVER WILSON, Lirr.I Felh'W of the British Academy *7 CAMBRIDGE AT THE UNIVERSITY PRESS 1932 PRINTED IN GREAT BRITAIN CONTENTS Editor's Preface ...... page vil Editor's Introduction . $ . xl AUTHOR'S PREFACE 3 INTRODUCTION 39 % Chapter I . , . SWEETNESS AND LIGHT a 43 Chapter II DOING AS ONE LIKES 72 Chapter III BARBARIANS, PHILISTINES, POPULATE . ^ Chapter IV HEBRAISM AND HELLENISM . .1,29 Chapter "V PORRO UNUM EST NECESSARIUM . .' "145 Chapter VI OUR LIBERAL PRACTITIONERS. 165 CONCLUSION ...... 202 Notes 213 * Bibliography . 239 To G. B. W. EDITOR'S PREFACE 9 * and Anarchy was first published as a book In 1869* and has never been reprinted In its original form; for when a second edition was called for in 1875 Arnold carefully revis%d the whole, corrected a few misprints, added a motto from the Vulgate on the back of the title-page, inserted the now familiar titles at the heads of the chapters, repara- graphed the text at many points, and, while developing Certain passages,, deleted or abridged a number of others. -
Universities and the Necessary Counter-Culture Against Neoliberalism La Universidad Y La Necesaria Contra-Cultura Frente Al Neoliberalismo
UNIVERSITIES AND THE NECESSARY COUNTER-CULTURE AGAINST NEOLIBERALISM LA UNIVERSIDAD Y LA NECESARIA CONTRA-CULTURA FRENTE AL NEOLIBERALISMO Nick Couldry (Goldsmiths, University of London, Inglaterra) IC – Revista Científica de Información y Comunicación 2012, 9, pp. 61 - 71 Abstract In various nation-states (including the UK) universities (or institutions of higher education) are being reformed along similar lines – to ensure that their aims and substance are closer to the ‘needs’ of the economy. This development undermines the historic aims of universities as sites where the widest range of people get access to the widest range of knowledge that society and the world needs. The crisis of the university is part therefore of the wider crisis of voice in neoliberal democracies. Moving beyond that crisis requires a counter-culture that defends and rebuilds the values of the university against the force of neoliberal culture. This article argues that in the today’s global crisis of finance and democratic legitimacy what societies need is precisely the open thinking about alternative futures that universities were once empowered to provide. The defence of the university against neoliberal attack is therefore part of the wider defence of democracy. Resumen En varios Estados Nación (incluyendo al Reino Unido), las universidades (o instituciones de Enseñanza Superior) están sufriendo reformas similares – que orientan sus objetivos y su esencia hacia las ‘necesidades’ de la economía. Esta transformación soslaya el cometido histórico de la Universidad como espacio en el que un amplio espectro de gentes accede a una amplia gama de conocimiento fundamental para la sociedad y para el mundo. La crisis de la Universidad es por tanto parte de la gran crisis de voz en las democracias neoliberales. -
Part I: Tennyson and the Victorian Crisis of Faith
PRESSING FORWARD: ALFRED, LORD TENNYSON AND THE VICTORIAN AGE by Louis A. Markos TABLE OF CONTENTS Preface ................................................................................................................................................................. iii Part I: Tennyson and the Victorian Crisis of Faith Chapter One: Introduction: From Romantic to Victorian........................................................................................... .2 Chapter Two: T. H. Huxley and the New Science........................................................................................................7 Chapter Three: Cardinal Newman: The Bumpy Road to Faith.................................................................................. 11 Chapter Four: Newman v. Huxley: On Authority and Education.............................................................................. 16 Chapter Five: John Stuart Mill: The Autobiography of a Steam-Engine ................................................................... 21 Chapter Six: John Stuart Mill: Crisis and Resolution .................................................................................................25 Chapter Seven: Tennyson’s In Memoriam: The Poem that Embodied its Age .......................................................... 30 Chapter Eight: Tennyson’s In Memoriam: A Beam in Darkness............................................................................... 35 Chapter Nine: Tennyson’s In Memoriam: From Romantic to Victorian................................................................... -
Educational Afterworlds in Neoliberal Britain
Educational Afterworlds in Neoliberal Britain: Class, Politics and Sexuality A thesis submitted to The University of Manchester for the degree of PhD in English in the Faculty of Humanities. 2010 Paul Goddard Department of English and American Studies Contents ABSTRACT ...................................................................................................................................................... 4 DECLARATION ............................................................................................................................................ 5 COPYRIGHT STATEMENT..................................................................................................................... 6 ACKNOWLEDGEMENTS......................................................................................................................... 7 INTRODUCTION ....................................................................................................................................... 8 The Educational Afterworld........................................................................................................................10 Culture, Anarchy and the Educating State...............................................................................................15 Mass Civilisation, Minority Culture and the English School ..............................................................21 Literacy, Working-Class Culture and the Education Welfare State ..................................................27 Edyoucashun, Edyoucashun, -
Modelling the Public Intellectual: the Case of Matthew Arnold a Thesis
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Saskatchewan's Research Archive Modelling the Public Intellectual: The Case of Matthew Arnold A Thesis Submitted to the College of Graduate Studies and Research in Partial Fulfillment of the Requirements for the Degree of Master of Arts in the Department of English University of Saskatchewan Saskatoon By Tenielle Robyn McLeod © Copyright Tenielle Robyn McLeod, December 2007. All rights reserved. PERMISSION TO USE In presenting this thesis/dissertation in partial fulfillment of the requirements for a Master of Arts degree from the University of Saskatchewan, I agree that the Libraries of this University may make it freely available for inspection. I further agree that permission for copying of this thesis/dissertation in any manner, in whole or in part, for scholarly purposes may be granted by the professor or professors who supervised my thesis/dissertation work or, in their absence, by the Head of the Department or the Dean of the College in which my thesis work was done. It is understood that any copying or publication or use of this thesis/dissertation or parts thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any scholarly use which may be made of any material in my thesis/dissertation. DISCLAIMER Reference in this thesis/dissertation to any specific commercial products, process, or service by trade name, trademark, manufacturer, or otherwise, does not constitute or imply its endorsement, recommendation, or favoring by the University of Saskatchewan. -
Victorian Philology and the Literary Languages of Matthew Arnold and Arthur Hugh Clough
EDUCATED SPEECH: VICTORIAN PHILOLOGY AND THE LITERARY LANGUAGES OF MATTHEW ARNOLD AND ARTHUR HUGH CLOUGH DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Daniel S. Kline, M.A. ***** The Ohio State University 2007 Dissertation Committee: Professor David Riede, Adviser Approved by Professor Clare Simmons _______________________ Professor Amanpal Garcha Adviser Graduate Program in English ABSTRACT Educated Speech: Victorian Philology and the Literary Languages of Matthew Arnold and Arthur Hugh Clough argues that Matthew Arnold’s and Arthur Hugh Clough’s poetry and its political and social resonances can be fruitfully illuminated by focusing on the extended encounter between the language of their poems and Victorian philology—the nineteenth-century discourse that brought together issues of language, history, class, culture, and nationalism. This dissertation explores the ways that Clough’s and Arnold’s understanding of their medium was shaped by a sustained engagement with this complex and heterogeneous cluster of linguistic ideas including the persistence of eighteenth-century concepts of language, Romantic philology, and the emergence of historicist/comparativist orientations to language that all co-exist during the Victorian period. I argue that Arnold’s and Clough’s evolving understanding of language emerges from the ways in which Victorian philological insights are mediated through the Victorian educational establishment, and subsequently has such a mediated understanding is translated into specific and significant aesthetic features in their poetry such as the use of slang or the deployment of the simile. Further, because both Clough and Arnold subscribed to the central creed of Victorian philology—that language indexed cultural health—, the ii grounding of such aesthetic and formal qualities of the poems in this discourse allows us to recover or foreground additional aspects of the political and cultural resonances of Arnold’s and Clough’s poetry. -
Matthew Arnold on the Curriculum by Fred G
MATTHEW ARNOLD ON THE CURRICULUM BY FRED G. WALCOTT FEW READERS OF ARNOLD’S LITERARY ESSAYS are able, perhaps, to construct the context of daily work and practical observation from which he spoke or to realize the simple immediacy of his pronouncements. For thirty-five years (1851-1886) Arnold served as Her Majesty’s Inspector of Schools, a business that entailed for him a dull and enervating routine; for nineteen years he endured the immense hardship of travelling throughout the winter months by coach and cab on the back-country roads of England and Wales; and-worst of all,, perhaps-for the whole period he witnessed the blundering, invidious obstructionism of politicians, always more concerned with religious Voluntaryism than the welfare of children. The religious factions of Arnold’s day had prevented the passage of every con- structive education act in the British Parliament up to the year 1870, the year after the publication of his Culture and Anarchy (1869). Arnold’s Philistine was no straw man; his sinister presence still pervades the record of the Parliamentary Debates. Arnold saw the Philistine actually in control of the nation’s destiny- that “wild ass alone by himself,” arrogantly and ignorantly out of contact “with the main current of national life”; an “incomplete and mutilated man,” with a “natural taste for the bathos,” a “want of sensitiveness of intellectual conscience, a disbelief in right reason, a dislike of authority”; a man preoccupied by his “cart- loads of rubbish,” his morbid concern for “marriage with a deceased wife’s sister,” his querulous insistence upon the unbounded right to do exactly as he pleased. -
MATTHEW ARNOLD the HEROIC DIMENSIONS THESIS Presented to the Graduate Council of the North Texas State University in Partial
37/ MATTHEW ARNOLD THE HEROIC DIMENSIONS OF MAN'S BEST SELF THESIS Presented to the Graduate Council of the North Texas State University in Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS By Connie J. DeShane, B. S. Denton, Texas December, 1973 TABLE OF CONTENTS Chapter Page I. INTRODUCTION.. ........ ., 1 The Problem Definition of Terms Sources of Data Method of Procedure Significance of the Problem II. INDUSTRY AND SOCIETY IN THE NINETEENTHCENTURY .. .... ... 13 Scientific and Technological Advances The Social and Political Milieu III. RELIGION AND PHILOSOPHY. 31 The Decline of Traditional Beliefs The Search for New Meaning IV. ROMANCE AND REASON-... .-...... -a 51 V. THE COLLECTIVE SELF. .. 6 7 BIBLIOGRAPHY. , . 80 iii CHAPTER I INTRODUCTION The Problem Matthew Arnold instructed his friend Arthur Hugh Clough: "resolve to be thyself." The quotation is from one of Arnold's own poems of 1850 censuring Clough for his ambiva- lence. The phrase is a synthesis of Socrates' "Know thyself" and Thomas Carlyle's "Know what thou canst work at." In Sartor Resartus Carlyle refuted the possibility of the Socratic imperative, but Arnold's eclecticism permitted him to vary the original in order to accommodate both theories. A study of the poetry reveals what Lionel Trilling calls Arnold's "eclectic and dialectical method."1 This practice of taking the best from existing theories while formulating his own permeates the works of Matthew Arnold. Unlike Clough, who doubted his own teachings and was in a constant flux of opinion, Arnold managed a certain flexi- bility that allowed him to reassess a changing world without nullifying his own basic assumptions. -
Carlyle, Arnold, and Wilde: Art and the Departure from Humanism to Aestheticism in the Victorian Era Caitlin Larracey
Undergraduate Review Volume 8 Article 19 2012 Carlyle, Arnold, and Wilde: Art and the Departure from Humanism to Aestheticism in the Victorian Era Caitlin Larracey Follow this and additional works at: http://vc.bridgew.edu/undergrad_rev Part of the Literature in English, British Isles Commons Recommended Citation Caitlin Larracey is a senior English major with minors in Spanish, GLBT Studies, and History. She conducted this research as an Honors Contract under the mentorship of Dr. Derek Leuenberger of the English Department. She presented this paper at the 2012 National Conference on Undergraduate Education. This item is available as part of Virtual Commons, the open-access institutional repository of Bridgewater State University, Bridgewater, Massachusetts. Copyright © 2012 Caitlin Larracey Carlyle, Arnold, and Wilde: Art and the Departure from Humanism to Aestheticism in the Victorian Era CAITLIN LARRACEY Caitlin Larracey is he Victorian era of British literature spanned almost an entire a senior English century and saw writers from Carlyle to Rossetti, Kipling to Barrett Browning, and Dickens to Tennyson. The fabric of London changed major with minors in as industry and invention flourished, along with poverty and social Spanish, GLBT Studies, Tdecay. Significant changes in politics, science, and religious thinking emerged and History. She as well. As British society moved further away from its roots in agriculture and devout religion, British literature also moved further away from its roots in conducted this research as an Honors Renaissance humanism towards the decadence and aestheticism that characterize Contract under the mentorship of late nineteenth-century works. By tracing the shift of styles and use of rhetorical Dr. -
MATTHEW ARNOLD and HIS PRIME MINISTERS THESIS Presented to the Graduate Council of the North Texas State University in Partial F
UA MATTHEW ARNOLD AND HIS PRIME MINISTERS THESIS Presented to the Graduate Council of the North Texas State University in Partial Fulfilment of the Requirements For the Degree of MASTER OF ARTS By Susan B. Everhard, B. A. Denton, Texas December, 1973 PREFACE As Matthew Arnold saw the philosophies of the classical ancients as touchstones for evaluating the new political and social philosophies of his own time, Arnold himself has served as a "touchstone" for historians who must evaluate the political and social events of the Victorian Age. Arnold made many com- ments about the three great Prime Ministers of his time: Lord Palmerston, Benjamin Disraeli, and William E. Gladstone, and about the policies of their respective administrations. Arnold's point of view toward these men is reflected in personal letters to members of his family and in his most significant political works, Culture and Anarchy and Friendship's Garland. In the study that follows, these selections are examined in terms of the three Prime Ministers. Chapter I is an intro- duction to Arnold's political philosophy and an account of Arnold's comments about Disraeli, for of the three, Arnold had the least to say about Disraeli. Arnold dwells almost exclusively on differences he has with the government, and he found less to disagree with in Disraeli's policies than with the others. Arnold's reactions to Disraeli were more personal in nature than political. iii Chapter II deals with Lord Palmerston's administration and with key events and people associated with it. Chapter III deals more specifically with Culture and Anarchy and with political and social events that served as a background for Arnold's commentary. -
“Come Forth Into the Light of Things”: William Wordsworth's Human Challenge to Economic Thinking Lynn Stuart Parramore
“Come forth into the light of things”: William Wordsworth’s Human Challenge to Economic Thinking Lynn Stuart Parramore October 12, 2017 Panel: Adam Smith and the Scottish Enlightenment Slaves cannot breathe in England"--yet that boast Is but a mockery! when from coast to coast, Though 'fettered' slave be none, her floors and soil Groan underneath a weight of slavish toil, For the poor Many, measured out by rules Fetched with cupidity from heartless schools That to an Idol, falsely called "the Wealth Of Nations," sacrifice a People's health, Body and mind and soul; –William Wordsworth, “Humanity,” 18291 But where will Europe's latter hour Again find Wordsworth's healing power? –Matthew Arnold, Memorial Verses, 1850 When priests and princes lost their monopoly over the big questions of human existence over the course of the Enlightenment, philosophers, poets, and ordinary people struggled to find out the answers on their own. They looked at themselves and their surroundings with fresh eyes and asked: What am I? What makes me think and feel as I do? What is the source of knowledge? Of morality? What conditions bring out the best in people? In societies? For Adam Smith, a key figure of the Enlightenment, and William Wordsworth, a leading voice in the rise of Romanticism that challenged much of Enlightenment thinking, the answers to these questions mattered greatly. The conclusions they drew matter a great deal to us today. Smith, a moral philosopher who studied economics but taught rhetoric and belles lettres, influenced the dominant view of human nature and relations lodged in today’s 1 William Wordsworth, “Humanity,” The Complete Poetical Works of Wordsworth.