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26 results

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  • 21 - The Academic Essay: Rhetoric and Pedagogy

  • from Part III - Assaying Culture, Education, Reform
  • Edited by Denise Gigante, Stanford University, California, Jason Childs
  • Book:
    The Cambridge History of the British Essay
    Published online:
    31 October 2024
    Print publication:
    04 July 2024, pp 309-324

  • Summary

    This chapter shows the essay’s troubled evolution as an academic genre in the nineteenth century, from the norms of classical rhetoric taught in English schools to the professionalising educational practices of Scottish universities and their American counterparts. Aimed to introduce meritocracy to Oxford and Cambridge’s class preferment system, the rise of essay-based public examinations in the 1850s reshaped the academic essay to sustain an informational mastery of the complexities of British imperial rule. Professors of English reacted to the new public-exam essay regime with one of two tactics. One was to strip the essay down to a managerial model that came to be known as the five-paragraph essay, shorn of classical figurality and stressing correct usage. Meanwhile, advocates of liberal education revived the teaching of the literary essay based on Victorian models, setting up a lengthy dispute in the twentieth century between literary and social-scientific protocols of essay writing.

  • Chapter 7 - Lecturing Networks and Cultural Institutions, 1740–1830

  • Edited by Jon Mee, University of York, Matthew Sangster, University of Glasgow
  • Book:
    Institutions of Literature, 1700–1900
    Published online:
    30 June 2022
    Print publication:
    21 July 2022, pp 135-156

  • Summary

    This chapter asks how social networks form institutions, and whether this process means that institutions are only networks by another name. Its method is to trace networks of scientific lecturing in the long eighteenth century that eventually culminated in establishing new scientific and literary lecturing institutions in Glasgow and London around 1800. For the most part not studied since the 1960s, itinerant scientific lecturers formed pathways across northern and southern England that can be called decentered networks linking various provincial cultures before they crystallized in new institutional experiments like Anderson’s Institution at Glasgow in 1796 and the Royal Institution in London in 1800. The chapter focuses most closely on the forming of the Royal Institution out of disparate networks, from 1796 to 1802, and the process by which the gathering of those networks also created conditions for their mutation into the Royal Institution that Romantic audiences and lecturers knew in the early nineteenth century. More broadly it asks what kind of institutional values or mission statements make an institution more accountable to social and political critique than networks themselves would be capable of sustaining.

Transfiguring the Arts and Sciences
  • Knowledge and Cultural Institutions in the Romantic Age
  • Jon Klancher
  • Published online:
    05 September 2013
    Print publication:
    01 August 2013
  • In this important and innovative study, Jon Klancher shows how the Romantic age produced a new discourse of the 'Arts and Sciences' by reconfiguring the Enlightenment's idea of knowledge and by creating new kinds of cultural institutions with unprecedented public impact. He investigates the work of poets, lecturers, moral philosophers, scientists and literary critics - including Coleridge, Godwin, Bentham, Davy, Wordsworth, Robinson, Shelley and Hunt - and traces their response to book collectors and bibliographers, art-and-science administrators, painters, engravers, natural philosophers, radical journalists, editors and reviewers. Taking a historical and cross-disciplinary approach, he opens up Romantic literary and critical writing to transformations in the history of science, history of the book, art history, and the little-known history of arts-and-sciences administration that linked early-modern projects to nineteenth- and twentieth-century modes of organizing 'knowledges'. His conclusions transform the ways we think about knowledge, both in the Romantic period and in our own.

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