This collection of essays explores the questions of what counted as knowledge in Victorian Britain, who defined knowledge and the knowledgeable, by what means and by what criteria. During the Victorian period, the structure of knowledge took on a new and recognizably modern form, and the disciplines we now take for granted took shape. The ways in which knowledge was tested also took on a new form, with the rise of written examinations. New institutions of knowledge were created: museums were important at the start of the period, universities had become prominent by the end. Victorians needed to make sense of the sheer scale of new information, to popularize it, and at the same time to exclude ignorance and error - a role carried out by encyclopaedias and popular publications. By studying the Victorian organization of knowledge in its institutional, social, and intellectual settings, these essays contribute to our wider consideration of the complex and much debated concept of knowledge.