This unique volume summarizes and reflects the work of a leading voice in the history of Classics in Britain, bringing together both previously published articles, now newly revised, and never before published work. Topics range from the school classroom to the politics of universities, and from the social uses of classical knowledge to the publishing of textbooks: although the volume as a whole maintains a particular focus on the role of books and journals in the reception of Classics, the chapters also draw on anecdotal and documentary sources to offer a vivid exploration of the more obscure corners of the world of nineteenth- and twentieth-century scholars, teachers, and pupils. The book is divided into three parts, the first of which illustrates the utility of comparative analysis of institutions, focusing on Oxford and Cambridge in particular; the second looks at the transformative role of printing and publishing, and at the history of the Hellenic Society (1879) and the Classical Association (1903), in relation to the changing place of Classics in British society. The third focuses on pedagogy, examining textbooks and classroom activity and stressing the dialectical nature of reception, as evidenced by the resistance of pupils to their teachers' lessons. Engaging and insightful in isolation, together they offer an expansive and unparalleled overview of the history and sociology of classical education and scholarship between 1800 and 2000.
