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Classics, Empire, and Didacticism in Popular Literature, 1919-1939.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Classics, Empire, and Didacticism in Popular Literature, 1919-1939./
Author:	Brighouse, Phyllis.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	278 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-01, Section: A.
Contained By:	Dissertations Abstracts International84-01A.
Subject:	Victorian period. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29191733
ISBN:	9798835550418

Classics, Empire, and Didacticism in Popular Literature, 1919-1939.
Brighouse, Phyllis.

Classics, Empire, and Didacticism in Popular Literature, 1919-1939. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 278 p.

Source: Dissertations Abstracts International, Volume: 84-01, Section: A.

Thesis (Ph.D.)--The University of Liverpool (United Kingdom), 2022.

This item must not be sold to any third party vendors.

This enquiry examines a range of popular writings of the interwar years and discusses the interrelationship between Classics and perceptions of the British Empire during the interwar years. Three case studies examine a diverse range of narrative texts, all of which were highly popular and read by millions of people, of all ages and both genders, across a broad social spectrum. All their narratives are didactic in that they carry political, moral or spiritual messages, and all were intended for the general reader's leisure reading. In one sense these three authors comprise a uniform group. They were born close in time during the 1870s, shared the common intellectual and cultural influences of the late Victorian period, and religious faith influenced their perceptions of the ancient world. However, these authors are also representative of three diverse social groups. John Buchan (1875-1940), best known as the author of the novel The Thirty-Nine Steps (1915), also wrote accessible historical biographies. He was not born into the elite but gained a first in Greats at Oxford and rose to join the elite, becoming Governor General of Canada. Charles Hamilton (1876-1961) was a member of the lower-middle class who received a modest Classical education at a private school. He is the author of highly popular, boarding-school fiction published in boys' weekly papers. Arthur Mee (1875-1943) was born into a working-class family, educated at his local state school, and received no Classical education. An autodidact, he created the Children's Encyclopedia, the first work of its kind read by young people. Significant among these three authors were questions concerning British identity, the perception of Britain as the natural successor to the Roman Empire, and the interrelationship of Classics and the British Empire. As such, their narratives reflect not the ambiance of the post-Great War years but the late-Victorian debates of their formative years. Their popularity ensured that any conflation of Classics and Empire reached a wide audience.

ISBN: 9798835550418Subjects--Topical Terms:

3542096
Victorian period.

Classics, Empire, and Didacticism in Popular Literature, 1919-1939.
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502 $a Thesis (Ph.D.)--The University of Liverpool (United Kingdom), 2022.
506 $a This item must not be sold to any third party vendors.
520 $a This enquiry examines a range of popular writings of the interwar years and discusses the interrelationship between Classics and perceptions of the British Empire during the interwar years. Three case studies examine a diverse range of narrative texts, all of which were highly popular and read by millions of people, of all ages and both genders, across a broad social spectrum. All their narratives are didactic in that they carry political, moral or spiritual messages, and all were intended for the general reader's leisure reading. In one sense these three authors comprise a uniform group. They were born close in time during the 1870s, shared the common intellectual and cultural influences of the late Victorian period, and religious faith influenced their perceptions of the ancient world. However, these authors are also representative of three diverse social groups. John Buchan (1875-1940), best known as the author of the novel The Thirty-Nine Steps (1915), also wrote accessible historical biographies. He was not born into the elite but gained a first in Greats at Oxford and rose to join the elite, becoming Governor General of Canada. Charles Hamilton (1876-1961) was a member of the lower-middle class who received a modest Classical education at a private school. He is the author of highly popular, boarding-school fiction published in boys' weekly papers. Arthur Mee (1875-1943) was born into a working-class family, educated at his local state school, and received no Classical education. An autodidact, he created the Children's Encyclopedia, the first work of its kind read by young people. Significant among these three authors were questions concerning British identity, the perception of Britain as the natural successor to the Roman Empire, and the interrelationship of Classics and the British Empire. As such, their narratives reflect not the ambiance of the post-Great War years but the late-Victorian debates of their formative years. Their popularity ensured that any conflation of Classics and Empire reached a wide audience.
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