Weltman (English, Louisiana State University) demonstrates that the Victorians used mythic discourse to subvert gender dichotomy. She focuses on the work of Ruskin, maintaining that even though he is known to many as the foremost voice extolling separate spheres for men and women, his mythopoetic prose surprisingly yields tools to break down fixed categories of gender. Annotation copyrighted by Book News, Inc., Portland, OR

Performing the Victorian: John Ruskin and Identity in Theater, Science, and Education by Sharon Aronofsky Weltman is the first book to examine Ruskin's writing on theater. In works as celebrated as Modern Painters and obscure as Love's Meinie, Ruskin uses his voracious attendance at the theater to illustrate points about social justice, aesthetic practice, and epistemology. Opera, Shakespeare, pantomime, French comedies, juggling acts, and dance prompt his fascination with performed identities that cross boundaries of gender, race, nation, and species. These theatrical examples also reveal the primacy of performance to his understanding of science and education. In addition to Ruskin on theater, Performing the Victorian interprets recent theater portraying Ruskin (The Invention of Love, The Countess, the opera Modern Painters) as merely a Victorian prude or pedophile against which contemporary culture defines itself. These theatrical depictions may be compared to concurrent plays about Ruskin's friend and student Oscar Wilde (Gross Indecency: The Three Trials of Oscar Wilde, The Judas Kiss). Like Ruskin, Wilde is misrepresented on the fin-de-millennial stage, in his case anachronistically as an icon of homosexual identity. These recent characterizations offer a set of static identity labels that constrain contemporary audiences more rigidly than the mercurial selves conjured in the prose of either Ruskin or Wilde.

Focusing on John Ruskin as a teacher and on his greatest educational work, Fors Clavigera, Sara Atwood examines Ruskin's varied roles in education, the development of his teaching philosophy and style, and his vision for educational reform. Atwood maintains that the letters of Fors Clavigera constitute not only a treatise on education but a dynamic educational experiment, serving to set forth Ruskin's ideas about education while simultaneously educating his readers according to those very ideas. Closely examining Ruskin's life and writings, her argument traces the development of his moral aesthetic and increasing involvement in social reform; his methods and approach as an art instructor; and his dissatisfaction with contemporary educational practice. A chapter on Ruskin's legacy takes account of his influence on late Victorian and Edwardian educators, including J. H. Whitehouse and the Bembridge School; the Ruskin colonies in Tennessee, Florida, and Georgia; and the relevance of Ruskin's ideas to ongoing educational debates about teacher pay, state/national testing, retention, and the theory of the competent child. Historically well-grounded and forcefully argued, Atwood's study is not only a valuable contribution to scholarship on Ruskin and the Victorian period but an enjoinder for us to reconsider how Ruskin's educational philosophy might be of benefit today.

Queen Victoria's central importance to the era defined by her reign is self-evident, and yet it has been surprisingly overlooked in the study of Victorian culture. This collection of essays goes beyond the facts of biography and official history to explore the diverse, and sometimes conflicting, meanings she held for her subjects around the world and even for those outside her empire, who made of her a multifaceted icon serving their social and economic needs. In her paradoxical position as neither consort nor king, she baffled expectations throughout her reign. She was a model of wifely decorum and solid middle-class values, but she also became the focus of anxieties about powerful women, and - increasingly - of anger about Britain's imperial aims. Each essay analyses a different aspect of this complex and fascinating figure. Contributors include noted scholars in the field of literature, cultural studies, art history, and women's studies.

For many years Ruskin has seemed, at best, a conservative thinker on gender roles. At worst, his lecture On Queens' Gardens from Sesame and Lilies was read as a locus classicus of Victorian patriarchal oppression. These essays challenge such assumptions, presenting a wide-ranging revaluation of Ruskin's place in relation to gender, and offering new perspectives on continuing debates on issues of gender - in the Victorian period, and in our own.

The Lost Girls analyses a number of British writers between 1850 and 1930 for whom the myth of Demeter's loss and eventual recovery of her cherished daughter Kore-Persephone, swept off in violent and catastrophic captivity by Dis, God of the Dead, had both huge personal and aesthetic significance. This book, in addition to scrutinising canonical and less well-known texts by male authors such as Thomas Hardy, E. M. Forster, and D. H. Lawrence, also focuses on unjustly neglected women writers – Mary Webb and Mary Butts – who utilised occult tropes to relocate themselves culturally, and especially in Butts's case to recover and restore a forgotten legacy, the myth of matriarchal origins. These novelists are placed in relation not only to one another but also to Victorian archaeologists and especially to Jane Ellen Harrison (1850-1928), one of the first women to distinguish herself in the history of British Classical scholarship and whose anthropological approach to the study of early Greek art and religion both influenced – and became transformed by – the literature. Rather than offering a teleological argument that moves lock-step through the decades,The Lost Girls proposes chapters that detail specific engagements with Demeter-Persephone through which to register distinct literary-cultural shifts in uses of the myth and new insights into the work of particular writers.

This book explores the examination's figurative power for 19th-century discourses of subject formation and value through readings of works by Matthew Arnold, Anthony Trollope, Charles Dickens, and John Ruskin, writers who were active in the 1850s and 1860s, when the examination began to structure a range of British institutions, from the working-class primary school to the Indian Civil Service.