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Judith Richards

Although the reputation of Englands first queen regnant, Mary Tudor (died 1558) had remained substantially unchanged in the intervening centuries, there were always some defenders of that Catholic queen among the historians of Victorian England. It is worth noting, however, that such revisionism made little if any impact on the schoolroom history textbooks, where Marys reputation remained much as John Foxe had defined it. Such anxiety as there was about attempts to restore something of Marys reputation were made more problematic by the increasing number and increasingly visible presence of a comprehensive Catholic hierarchy in the nineteenth century, and by high-profile converts to the Catholic faith and papal authority. The pre-eminent historians of the later Victorian era consistently remained more favourable to the reign of Elizabeth, seen as the destroyer,of an effective Catholic church in England.

Bulletin of the John Rylands Library
John M. Mackenzie

own against competing interests like the attractively illustrated juvenile literature considered in chapter 8. Valerie Chancellor’s work on nineteenth-century school history texts stands out as a notable landmark in this scene of neglect, but the single-discipline approach is inadequate for a full understanding of the manner in which a ‘core ideology’ came to dominate school texts in the late nineteenth

in Propaganda and Empire
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John M. Mackenzie

constantly reminded by missionaries and other agencies of their own good fortune, and their own lot was contrasted by teachers and clerics, school texts and popular literature, with that of peoples in the Empire. The same message was proclaimed by the containers of every beverage they drank, and in a host of advertisements and packagings. Thus through the colonial connection domestic ‘under-classes’ could

in Propaganda and Empire
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Syrithe Pugh

was published (in its allegedly unfinished state) after his death in 19 BCE, and Quintilian recommends them as school-texts in the Institutes.4 His continuing canonical status in sixteenth-century England can also be measured by his role in pedagogy, with the Eclogues, Georgics and Aeneid forming part of the normal grammar-school curriculum.5   2 For modern considerations of Spenser’s ‘Virgilian career’, see Richard Helgerson, ‘The New Poet Presents Himself: Spenser and the Idea of a Literary Career’, PMLA 93 (1978), 893–911, and Self-Crowned Laureates: Jonson

in Spenser and Virgil
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Kathryn Castle

dominant feature. 12 The ‘crossover’ between these two worlds, of school texts and leisure pursuits, was a common occurrence and helped to blur and merge the function of ‘instruction’ and ‘entertainment’. In a sense both worked together to fashion an Empire for the young. For the youngest pupils there was little difference between the stories in their readers and the papers or

in Britannia’s children
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Robert H. MacDonald

Edgar were re-published in several popular editions and school texts between 1904 and 1910 as part of the imperial programme: Heroes of England had three editions between 1906 and 1911; English Battles and Sieges came out in a ‘popular re-issue’ in 1904, as a Blackie’s School Text in 1905, and was published as part of Murray’s ‘Shilling Library’ in 1910. It is worth pausing at the book which in the

in The language of empire
John M. Mackenzie

childlike nature of Africans abound, just as they do in a host of missionary works and school texts of the period. 29 Moreover, Henty propagated to a wider public the climatic determinism of the nineteenth century, concepts of tropical abundance and tropical indolence, which were, so the argument ran, the prime cause of the laziness of African and Asian peoples. 30 Many of his stories are

in Propaganda and Empire
Or, what was history for?
Peter Yeandle

the guise of an inferior school text-book that the subject has no attraction for them, and consequently is abhorred by their pupils’. 27 Moreover, up until reforms of the late century, it is hardly surprising that history was rejected in primary schools since teachers had little experience in it as a discrete timetabled subject. Specific training in history barely featured

in Citizenship, Nation, Empire
Joanna de Groot

, as evidenced by the production of hundreds of missionary memoirs, biographies, plays and Sunday school texts between 1920 and 1950. Missionaries supplemented written material on empire with the use of film and photography to inform and motivate their audiences. As in the past, heroic lives of missionaries like Mary Slessor, Livingstone, William Carey, Bishop Colenso, Irene Petrie, Robert Moffat and others were retold for both adults and children, and tales of missionary endeavour combined exotic travel and adventure with tales of moral, social and spiritual

in Empire and history writing in Britain c.1750–2012
History and heritage in late nineteenth-century Canada and Australia
Kynan Gentry

, and, even as demand for Canadian history increased after 1900, it was firmly viewed within the frame of empire. 13 Indeed, as George Hay noted on the opening page of his official school text The History of Canada ( 1905 ), ‘Where are the boys and girls who are not proud of such a land, who are not eager to help make it their home, and to preserve it as a part of our great British Empire?’ 14

in History, heritage, and colonialism