Romanticism is taught at universities across the globe and is considered integral to the study of British and European literature. This book, written by leading academics, presents innovative, practical approaches to teaching traditional and newer aspects of the curriculum and is essential to anyone teaching Romanticism at university level.

In this original book, David Halpin argues that an understanding of the Romantic roots of progressive education is a necessary condition for restoring to critical consciousness some important, but currently neglected, basic ideas about teaching and learning - ideas about the importance of imaginative experience and its promotion; ideas about the high status that should be conferred on childhood; ideas about the importance of love and friendship in schooling; ideas about the positive role that heroism can play in making learning more effective; and ideas about viewing teaching as a critical vocation. These themes are pursued in separate chapters, each of which is illuminated by reference to the literary and intellectual contributions of four nineteenth century English Romantic writers: William Hazlitt, William Wordsworth, Samuel Coleridge and William Blake. This well-written and illuminating book will stimulate fresh thinking about pedagogic reform. It will be interesting reading for those studying for Masters and Doctoral degrees in education as well as academics, researchers and policy-makers working in the same field.

American Romanticism and the Popularization of Literary Education focuses on three Romantic educational genres and their institutional and media contexts: the conversation, literary journalism, and the public lecture. The genres discussed in this book illustrate the ways in which the Transcendentalists engaged nineteenthcentury media and educational institutions in order to fully realize their projects. The book also charts the development from the semi-public conversational platforms such as Alcott’s Temple School and Fuller’s conversations for women in the 1830s to the increasingly public periodical culture and lecture platforms of the 1840s and the early 1850s. This expansion caused a reconsideration of the meaning and function of Romanticism.

Explores current theories of teaching and demonstrates that English studies can benefit from the work of nineteenth-century American romanticism and pragmatism, both of which affirm the possibility of growth and development. The book argues eloquently for the importance of hope and relies extensively for its theoretical underpinnings on the influential writings of Cornel West and Paulo Freire.

Scottish and Irish Romanticism is the first single-author book to address the main non-English Romanticisms of the British Isles. Murray Pittock begins by questioning the terms of his chosen title as he searches for a definition of Romanticism and for the meaning of 'national literature'. He proposes certain determining 'triggers' for the recognition of the presence of a national literature, and also deals with two major problems which are holding back the development of a new and broader understanding of British Isles Romanticisms: the survival of outdated assumptions in ostensibly more modern paradigms, and a lack of understanding of the full range of dialogues and relationships across the literatures of these islands. The theorists whose works chiefly inform the book are Bakhtin, Fanon and Habermas, although they do not define its arguments, and an alertness to the ways in which other literary theories inform each other is present throughout the book. Pittock examines in turn the historiography, prejudices, and assumptions of Romantic criticism to date, and how our unexamined prejudices still stand in the way of our understanding of individual traditions and the dialogues between them. He then considers Allan Ramsay's role in song-collecting, hybridizing high cultural genres with broadside forms, creating in synthetic Scots a 'language really used by men', and promoting a domestic public sphere. Chapters 3 and 4 discuss the Scottish and Irish public spheres in the later eighteenth century, together with the struggle for control over national pasts, and the development of the cults of Romance, the Picturesque and Sentiment: Macpherson, Thomson, Owenson and Moore are among the writers discussed. Chapter 5 explores the work of Robert Fergusson and his contemporaries in both Scotland and Ireland, examining questions of literary hybridity across not only national but also linguistic borders, while Chapter 6 provides a brief literary history of Burns' descent into critical neglect combined with a revaluation of his poetry in the light of the general argument of the book. Chapter 7 analyzes the complexities of the linguistic and cultural politics of the national tale in Ireland through the work of Maria Edgeworth, while the following chapter considers of Scott in relation to the national tale, Enlightenment historiography, and the European nationalities question. Chapter 9 looks at the importance of the Gothic in Scottish and Irish Romanticism, particularly in the work of James Hogg and Charles Maturin, while Chapter 10, 'Fratriotism', explores a new concept in the manner in which Scottish and Irish literary, political and military figures of the period related to Empire.

Papers of a conference held at the Calgary Institute of the Humanities, Oct. 13-18, 1988.

American publishing in the long nineteenth century was flooded with readers, primers, teaching-training manuals, children’s literature, and popular periodicals aimed at families. These publications attest to an abiding faith in the power of pedagogy that has its roots in transatlantic Romantic conceptions of pedagogy and literacy. The essays in this collection examine the on-going influence of Romanticism in the long nineteenth century on American thinking about education, as depicted in literary texts, in historical accounts of classroom dynamics, or in pedagogical treatises. They also point out that though this influence was generally progressive, the benefits of this social change did not reach many parts of American society. This book is therefore an important reference for scholars of Romantic studies, American studies, historical pedagogy and education.