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In writing the history of an academic discipline, there is a tendency, rarely resisted, to concentrate on innovations and turning points, but a fuller historical account has to make some effort to capture those established practices and assumptions that made up the day-to-day experience of both teachers and taught. The first two chapters in Part IV attempt this task for English in the decades before the Second World War. Chapter 17 offers a number of perspectives on this everyday existence, from forms of career progression to the setting up of The Review of English Studies as a dedicated home for the publication of specialized scholarship. Chapter 18 takes a closer look at the structures and syllabuses of selected ‘provincial’ universities. However, as this book argues throughout, the development of ‘English’ as a discipline depended upon many forces other than those internal to academic scholarship, and the next two chapters examine an organization and an episode that played important parts in the story from, as it were, outside the walls. Chapter 19 discusses the English Association, a pressure group committed to promoting the study and enjoyment of English literature at various levels, while Chapter 20 offers a more detailed (and more sceptical) analysis than is available elsewhere of the report of the committee set up by the government in 1919 to survey the teaching of English in England. The Newbolt Report has acquired almost legendary status as the most influential expression of a salvationist conception of the social function of the study of English literature. As will become clear, I believe late twentieth-century scholarship exaggerated this aspect of the Report, just as it, for similar reasons, exaggerated the parts played by Matthew Arnold and by I. A. Richards (the latter is considered in more detail in Chapter 21), but that only makes it more important to try to arrive at a just assessment of their roles in each case.
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