Defining Literary Criticism: Scholarship, Authority and the by Carol Atherton

By Carol Atherton

Outlining the controversies that experience surrounded the educational self-discipline of English Literature seeing that its institutionalization within the past due 19th century, this significant e-book attracts on a number archival assets. It addresses concerns which are significant to the identification of educational English - how the topic got here into lifestyles, and what makes it a expert self-discipline of information - in a way that illuminates some of the crises that experience affected the improvement of recent English reports. Atherton additionally addresses modern arguments concerning the educating of literary feedback, together with an exam of the reforms to A-Level literature.

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M. W. Tillyard’s The Muse Unchained (1958), a response to Potter from the very different perspective of English at Cambridge, remains limited to one institution and pays little 25 26 Institutions attention to wider developments in the study of English at other universities. 2 And crucially, while all four of these texts offer much that is of interest, none acknowledges the broader institutional and intellectual contexts within which the professionalisation of literary studies took place. What I hope to provide in this book is an analysis of the subject’s development that restores a sense of these broader contexts, comparing the forms English took in different institutions and relating these forms to wider debates about the nature and purpose of literary criticism.

It prepared students for a range of internally validated qualifications and, later, for University of London degrees, as well as entry to Oxford, Cambridge and the professions. University College, Nottingham, was founded in 1881 and granted its charter in 1903: it also entered students for University of London degrees, and offered a range of vocational courses designed to serve the region’s mining and manufacturing industries. Owens College in Manchester was founded in 1851 and later became the nucleus of the Victoria University of Manchester, a federal institution whose other constituent colleges, at Liverpool and Leeds, formed the basis of their respective cities’ universities when they were granted independence in 1903.

The study of English The three nineteenth-century foundations analysed here have very different origins. King’s College, London, which was founded in 1831, was established as an Anglican alternative to the secular University College, founded five years earlier. It prepared students for a range of internally validated qualifications and, later, for University of London degrees, as well as entry to Oxford, Cambridge and the professions. University College, Nottingham, was founded in 1881 and granted its charter in 1903: it also entered students for University of London degrees, and offered a range of vocational courses designed to serve the region’s mining and manufacturing industries.

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