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.

Anna Letitia Barbauld: New Perspectives is the first collection of essays on poet and public intellectual Anna Letitia Barbauld (1743–1825). By international scholars of eighteenth-century and Romantic British literature, these new essays survey Barbauld’s writing from early to late: her versatility as a stylist, her poetry, her books for children, her political writing, her performance as editor and reviewer. They explore themes of sociability, materiality, and affect in Barbauld’s writing, and trace her reception and influence. Rooted in enlightenment philosophy and ethics and dissenting religion, Barbauld’s work exerted a huge impact on the generation of Wordsworth and Coleridge, and on education and ideas about childhood far into the nineteenth century. William McCarthy’s introduction explores the importance of Barbauld’s work today, and co-editor Olivia Murphy assesses the commentary on Barbauld that followed her rediscovery in the early 1990s. Anna Letitia Barbauld: New Perspectives is the indispensible introduction to Barbauld’s work and current thinking about it.

An art historian, cultural critic and political theorist, John Ruskin was, above all, a great educator. The inspiration behind William Morris, Leo Tolstoy, Marcel Proust and Mahatma Gandhi, Ruskin’s influence can be felt increasingly in every sphere education today. John Ruskin and Nineteenth-Century Education brings together top international Ruskin scholars, exploring Ruskin’s many-faceted writings, pointing to some of the key educational issues raised by his work, and concluding with a powerful rereading of his ecological writing and apocalyptic vision of the earth’s future. In anticipation of the bicentennial of Ruskin’s birth in 2019, this volume makes a fresh and significant contribution to Victorian studies in the twenty-first century. It is dedicated to Dinah Birch, a much-loved Victorian specialist and authority on John Ruskin.

This important work in Ruskin studies provides for the first time an authoritative study of Ruskin’s Guild of St George. It introduces new material that is important in its own right as a significant piece of social history, and as a means to re-examine Ruskin’s Guild idea of self-sufficient, co-operative agrarian communities founded on principles of artisanal (non-mechanised) labour, creativity and environmental sustainability. The remarkable story of William Graham and other Companions lost to Guild history provides a means to fundamentally transform our understanding of Ruskin’s utopianism.

Examining the wide-ranging implications of Ruskin's engagement with his contemporaries and followers, this collection is organized around three related themes: Ruskin's intellectual legacy and the extent to which its address to working men and women and children was realised in practice; Ruskin's followers and their sites of influence, especially those related to the formation of collections, museums, archives and galleries representing values and ideas associated with Ruskin; and the extent to which Ruskin's work constructed a world-wide network of followers, movements and social gestures that acknowledge his authority and influence. As the introduction shows, Ruskin's continuing digital presence is striking and makes a case for Ruskin's persistent presence. The collection begins with essays on Ruskin's intellectual presence in nineteenth-century thought, with some emphasis on his interest in the education of women. This section is followed by one on Ruskin's followers from the mid-nineteenth century into twentieth-century modernism that looks at a broad range of cultural activities that sought to further, repudiate, or exemplify Ruskin's work and teaching. Working-class education, the Ruskinian periodical, plays, and science fiction are all considered along with the Bloomsbury Group's engagement with Ruskin's thought and writing. Essays on Ruskin abroad-in America, Australia, and India round out the collection.

An art historian, cultural critic and political theorist, John Ruskin was, above all, a great educator. The inspiration behind William Morris, Leo Tolstoy, Marcel Proust and Mahatma Gandhi, Ruskin’s influence can be felt increasingly in every sphere education today. John Ruskin and Nineteenth-Century Education brings together top international Ruskin scholars, exploring Ruskin’s many-faceted writings, pointing to some of the key educational issues raised by his work, and concluding with a powerful rereading of his ecological writing and apocalyptic vision of the earth’s future. In anticipation of the bicentennial of Ruskin’s birth in 2019, this volume makes a fresh and significant contribution to Victorian studies in the twenty-first century. It is dedicated to Dinah Birch, a much-loved Victorian specialist and authority on John Ruskin.

This groundbreaking book combines a historical interpretation of Victorian educational debate with a critical overview of contemporary educational thought. Traces the roots of contemporary educational practice in the values of Victorian thinking Combines detailed consideration of Victorian sources, literary and non-literary, with reflections on their legacy in the 21st century Reflects on questions of social class, religion, and gender as the Victorians defined them in relation to educational ideals Suggests challenging connections between literary and social history and contemporary dilemmas

John Ruskin (1819–1900), one of the leading literary, aesthetic and intellectual figures of the middle and late Victorian period, and a significant influence on writers from Tolstoy to Proust, has established his claim as a major writer of English prose. This collection of essays brings together leading experts from a wide range of disciplines to analyse his ideas in the context of his life and work. Topics include Ruskin's Europe, architecture, technology, autobiography, art, gender, and his rich influence even in the contemporary world. This is the first multi-authored expert collection to assess the totality of Ruskin's achievement and to open up the deep coherence of a troubled but dazzling mind. A chronology and guide to further reading contribute to the usefulness of the volume for students and scholars.