By Patrick Brantlinger, William Thesing
The significant other to the Victorian Novel offers contextual and important information regarding the complete diversity of British fiction released among 1837 and 1901.
- Provides contextual and important information regarding the full diversity of British fiction released throughout the Victorian interval.
- Explains matters resembling Victorian religions, type constitution, and Darwinism to people who are unexpected with them.
- Comprises unique, obtainable chapters written by way of well known and rising students within the box of Victorian reports.
- Ideal for college students and researchers looking up to the moment insurance of contexts and tendencies, or as a place to begin for a survey course.
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Extra resources for A Companion to the Victorian Novel
Wells protested in Tono-Bungay (1909), it gave rise to mass-market advertising, which duped millions into buying worthless patent medicines. But in 1853 printer Charles Manby Smith argued that the London billsticker was teaching the masses how to read, free of charge: His handiwork stares the public in the face; and it is a sheer impossibility for a lad who has once learned the art of reading, to lose it in London, unless he be both wilfully blind and destitute of human curiosity. To thousands and tens of thousands, the placarded walls and hoardings of the city are the only school of instruction open to them, whence they obtain all the knowledge they possess of that section of the world and society which does not lie patent to their personal observation.
Forster (Matthew Arnold’s brother-in-law), National and British schools continued to receive subsidies, but elected local boards were now empowered to levy rates and create nonsectarian schools. Not until 1891 were all school fees abolished. The early National and British schools used methods of reading instruction that were “older than printing,” as David Vincent observed: “A medieval schoolmaster would not have found himself out of place in the early-nineteenth-century classroom” (1989: 76). In primers pupils first learned the alphabet, then lists of syllables (“ba ab ca ac”), then one-syllable words, and finally longer words, often arranged in sentences expressing pious sentiments.
Readers were also hampered by the paucity of libraries. A succession of parliamentary measures, starting with the Public Libraries Act of 1850, allowed towns to levy rates to support museums and libraries. But many localities were slow to exercise this option; opponents warned that free libraries would be a tax burden and a haven for layabouts. Only 23 new public libraries were set up between 1851 and 1862, and then, after a lull, another 98 between 1868 and 1886. In 1885 they still served only 25 percent of the population in England, 15 percent in Wales, and 8 percent in Scotland.