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Journal articles on the topic 'Arnold, Matthew, Arnold, Matthew'

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Published: 4 June 2021
Last updated: 16 February 2022

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1

Chesterton, G. K. "Matthew Arnold." Chesterton Review 33, no. 3 (2007): 435–40. http://dx.doi.org/10.5840/chesterton2007333/42.

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2

Clinton Machann. "Matthew Arnold." Victorian Poetry 46, no. 3 (2008): 302–10. http://dx.doi.org/10.1353/vp.0.0020.

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Clinton Machann. "Matthew Arnold." Victorian Poetry 47, no. 3 (2009): 537–44. http://dx.doi.org/10.1353/vp.0.0071.

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4

Machann, Clinton. "Matthew Arnold." Victorian Poetry 38, no. 3 (2000): 404–11. http://dx.doi.org/10.1353/vp.2000.0035.

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Machann, Clinton. "Matthew Arnold." Victorian Poetry 39, no. 3 (2001): 428–36. http://dx.doi.org/10.1353/vp.2001.0030.

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Machann, Clinton. "Matthew Arnold." Victorian Poetry 40, no. 3 (2002): 279–90. http://dx.doi.org/10.1353/vp.2002.0025.

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Machann, Clinton. "Matthew Arnold." Victorian Poetry 41, no. 3 (2003): 364–76. http://dx.doi.org/10.1353/vp.2003.0037.

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Machann, Clinton. "Matthew Arnold." Victorian Poetry 42, no. 3 (2004): 324–34. http://dx.doi.org/10.1353/vp.2004.0055.

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9

Machann, Clinton. "Matthew Arnold." Victorian Poetry 43, no. 3 (2005): 340–43. http://dx.doi.org/10.1353/vp.2005.0039.

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Machann, Clinton. "Matthew Arnold." Victorian Poetry 44, no. 3 (2006): 316–21. http://dx.doi.org/10.1353/vp.2006.0035.

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Machann, Clinton. "Matthew Arnold." Victorian Poetry 45, no. 3 (2007): 267–73. http://dx.doi.org/10.1353/vp.2007.0037.

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Machann, Clinton. "Matthew Arnold." Victorian Poetry 50, no. 3 (2012): 324–29. http://dx.doi.org/10.1353/vp.2012.0023.

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Machann, Clinton. "Matthew Arnold." Victorian Poetry 51, no. 3 (2013): 337–42. http://dx.doi.org/10.1353/vp.2013.0025.

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Machann, Clinton. "Matthew Arnold." Victorian Poetry 53, no. 3 (2015): 285–92. http://dx.doi.org/10.1353/vp.2015.0012.

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15

Machann, Clinton. "Matthew Arnold." Victorian Poetry 54, no. 3 (2016): 331–36. http://dx.doi.org/10.1353/vp.2016.0016.

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Machann, Clinton. "Matthew Arnold." Victorian Poetry 49, no. 3 (2011): 351–57. http://dx.doi.org/10.1353/vp.2011.0029.

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17

Machann, Clinton. "Matthew Arnold." Victorian Poetry 52, no. 3 (2014): 516–23. http://dx.doi.org/10.1353/vp.2014.0026.

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18

Thomas, Kate. "MATTHEW ARNOLD'S DIET." Victorian Literature and Culture 44, no. 1 (2016): 1–18. http://dx.doi.org/10.1017/s106015031500039x.

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The objective of this articleis to connect Matthew Arnold, that statesman of culture, with a tin of Tate and Lyle's Golden Syrup, a by-product of industrial sugar refining that has been named Britain's “oldest brand.” Bringing the lofty to the low, the sage to the sweetener, is an exercise in willful materialism. Reading Arnold's “sweetness and light” literally, as comestibles, and “culture” as a term that engages the culinary, puts Arnold into conversation with revolutionary nineteenth-century materialist theorists, in particular the German philosopher Ludwig Feuerbach. Although not commonly read now, Feuerbach's work was translated by George Eliot and influential on that of Karl Marx and Friedrich Engels: it is his materialism and his atheism that we see, modified, in their work. In his own time, he was also known for theories about diet and this article will, in part, show how these theories are inseparable from both his materialism and his atheism. True to its viscous, tacky nature, Golden Syrup arrives slowly and emerges late in my argument, but it will adhere Arnold to Feuerbach, and to an intellectual tradition that holds that what we eat, and whether and how we can eat, is as world-making as what we read. Sitting Feuerbach's self-avowed extreme materialism down at the table with Arnold's self-avowed extreme anti-materialism, I will show that they grapple with the same gods – the gods of Christianity, capitalism, and cultural immortality – and that they both conclude that we make and remake our world by digesting it.
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19

Grist, Tony. "Thanking Matthew Arnold." Theology 90, no. 735 (1987): 207–11. http://dx.doi.org/10.1177/0040571x8709000307.

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20

O’Gorman, Francis. "Matthew Arnold: Pessimist?" English Studies 102, no. 4 (2021): 415–30. http://dx.doi.org/10.1080/0013838x.2021.1928364.

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21

Dooley, Allan C. "Revivifying Matthew Arnold: The Direction of Arnold StudiesThe Cultural Theory of Matthew Arnold. Joseph CarrollOn the Poetry of Matthew Arnold. William E. Buckler." Modern Philology 83, no. 1 (1985): 55–61. http://dx.doi.org/10.1086/391431.

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22

Lecourt, Sebastian. "Matthew Arnold and the Institutional Imagination of Liberalism." Victorian Literature and Culture 49, no. 2 (2021): 361–75. http://dx.doi.org/10.1017/s106015032000042x.

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I first took up Matthew Arnold's essays as a dissertation writer circa 2008. Although I had not read much of Arnold's prose beyond the commonly anthologized pieces (“The Function of Criticism at the Present Time,” “The Study of Poetry,” bits of Culture and Anarchy), he was a figure very much out of favor, and I brought to the table a strong preconception of his polemic. Arnold, I had learned, was a kind of cultural nationalist trying to fight class divisions within Britain by prescribing a narrow canon of books that could shore up a common language for his compatriots. His main claim was that there was a singular tradition of great books called “culture” that embodied “the best that is known and thought in the world.” Everyone in Britain needed to keep reading these books if the nation were to retain a shared identity and not fall into chaos. Furthermore, as I understood it, Arnold thought that to experience culture you needed to remain “disinterested” and “aloof from what is called ‘the practical view of things’” (5:252). Arnold was a Victorian Mortimer Adler who sought to defend the authority of traditional literary canons as well as a Victorian Wimsatt-and-Beardsley who upheld disinterested close reading against hyperpolitical Theory.
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23

Shaw, Roy, and Park Honan. "Matthew Arnold: A Life." Journal of Aesthetic Education 20, no. 1 (1986): 121. http://dx.doi.org/10.2307/3332321.

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24

Allen, Brooke, and James Wood. "Shades of Matthew Arnold." Hudson Review 52, no. 4 (2000): 671. http://dx.doi.org/10.2307/3853292.

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25

Johnston, Fred, Louis Hemmings, Tom Lonergan, Anthony Glavin, Conleth Ellis, and Jerome Kiely. "No Thanks, Matthew Arnold." Books Ireland, no. 142 (1990): 108. http://dx.doi.org/10.2307/20626309.

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26

O'Gorman, F. "Matthew Arnold and Rereading." Cambridge Quarterly 41, no. 2 (2012): 245–61. http://dx.doi.org/10.1093/camqtly/bfs015.

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27

Danahay, Martin A. "Matthew Arnold and governmentality." Prose Studies 20, no. 1 (1997): 34–57. http://dx.doi.org/10.1080/01440359708586603.

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28

Mermin, Dorothy. "Ambition, the Canon, and the Arnolds." Victorian Literature and Culture 26, no. 2 (1998): 443–62. http://dx.doi.org/10.1017/s1060150300002503.

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The idea of a literary canon is inextricably connected in English-speaking countries with the Arnolds: Thomas Arnold, headmaster of Rugby, who was credited with revivifying the classical curriculum while recreating the great public schools, and his eldest son, Matthew, the most influential nineteenth-century spokesman for the moral, spiritual, social, and cultural efficacy of a canon widened to include English poetry and available, at least in theory, to every literate English person. Like his father, Matthew Arnold was a professional educator: he earned his living as an inspector of schools, mostly elementary schools for the poor. For both Arnolds, the canon is the curriculum at the heart of the pedagogical enterprise; and the grand, almost mystical power they attached to it spilled over onto the pedagogue. Their professional careers entailed considerable sacrifice of worldly ambition, but the power of pedagogy as they conceived it became their object and their reward.
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29

Wahyudiputra, Alexei. "DEATH AS THE “REAL”: A PSYCHOANALYTIC READING OF MATTHEW ARNOLD’S YOUTH AND CALM." Poetika 9, no. 1 (2021): 43. http://dx.doi.org/10.22146/poetika.v9i1.63325.

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Matthew Arnold was one of the poets who paid special attention to youth and the dynamics of youth culture in the Victorian era. Living in an era that stimulated modern times, Arnold produced writings that can be classified as historical records, although not factual, of society's reactions to the fundamental social and cultural changes of the time. The literary arena was particularly affected, as the Victorian era marked the beginning for poets and artists alike to shed the romantic spirit that they had breathed into their works and adapt to the technological and industrial realities around them. This article explores Matthew Arnold's poem entitled “Youth and Calm”. The poem explores a stream of consciousness that contemplates “the youth" and their dreams. This study aims to uncover the meaning of the poem based on its textual composition without correlating it with Arnold's other works. Using theoretical phenomenology tools to dissect language phenomena and the Freudo-Lacanian method in interpreting the theme, this study led to the revelation that the poem talks of “death” as a symbolically repressed object. Matthew Arnold merupakan salah satu penulis puisi yang menaruh atensi lebih pada pemuda dan juga dinamika kebudayaan muda-mudi pada era Victoria. Hidup di dalam yang era mendasari kultur modern, Arnold menghasilkan karya-karya yang dapat diklasifikasikan sebagai catatan historis, meskipun tidak faktual secara absolut, terkait reaksi masyarakat dalam menghadapi perubahan sosial dan kultural yang begitu mendasar di kala itu. Terlebih dalam arena literatur, kehadiran era Victorian merupakan awal penanda bagi penyair dan produser seni lainnya untuk mulai menanggalkan jiwa romantisme yang mereka hembuskan pada tiap karya dan beralih pada realita teknologi dan industri di sekitar mereka. Dalam artikel ini, puisi Matthew Arnold yang ditelaah secara mendalam berjudul “Youth and Calm”. Puisi tersebut mengeksplorasi arus pemikiran yang berisikan kontemplasi terhadap figur “pemuda” dan apa yang mereka impikan. Penulisan ini bertujuan untuk menggali makna puisi berdasarkan komposisi tekstualnya dan tanpa menghubungkannya dengan karya Arnold lainnya. Menggunakan paradigma fenomenologi untuk membedah struktur kebahasaan serta Freudo-Lacanian dalam menginterpretasi tema menghasilkan sebuah makna bahwa “Death” atau kematian merupakan objek yang secara simbolis dipendam oleh subjek youth yang dibahas pada puisi ini.
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30

Mermin, Dorothy. ": A Life of Matthew Arnold . Nicholas Murray. ; Matthew Arnold: A Literary Life . Clinton Machann. ; A Gift Imprisoned: The Poetic Life of Matthew Arnold . Ian Hamilton. ; Communications with the Future: Matthew Arnold in Dialogue . Matthew Arnold, Donald D. Stone." Nineteenth-Century Literature 54, no. 1 (1999): 110–13. http://dx.doi.org/10.1525/ncl.1999.54.1.01p00092.

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31

Khan, Sajjad Ali. "William Wordsworth, Matthew Arnold and Walter Pater: The Romantic Notion of Education and its Relation to Culture." Global Language Review VI, no. I (2021): 206–15. http://dx.doi.org/10.31703/glr.2021(vi-i).22.

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This research paper examines the relationship between Arnold, Pater and modernism through the mediation of Wordsworth's ideas on education. Arnold's ideas on education are inspired by Wordsworth, and Arnold remains the most influential critic and theorist of education in the 'Wordsworthian tradition'. It is important to acknowledge the centrality of Arnold's ideas since Wordsworth's influence on later writers was largely mediated through Arnold's writings. Arnold echoes the best of Wordsworth in his best prose work, Culture and Anarchy. Education is a great help to culture as he says emphatically that 'education is the road to culture'. He recommends 'the right educative influences…under the banner of cultural ideals'. Arnold's influence on Pater is well-known (even if he departs from him). Wordsworth is a common source of influence on both Pater and Arnold. It is argued that Pater's aestheticism is not simply its anti-bourgeois, anti-Christian quality but its links to the notion of education and development.
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32

LaGrone, Matthew. "The Anglican Imagination of Matthew Arnold." Journal of Anglican Studies 8, no. 2 (2009): 200–218. http://dx.doi.org/10.1017/s1740355309990040.

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AbstractThis essay is an attempt to write Matthew Arnold into the narrative of Anglican thought in the nineteenth century. Overviews of general religious thought in the Victorian era give an appropriate nod to Arnold, but the institutional histories of the Anglican Church have not acknowledged his contributions to defining Anglican identity. In many ways, this is quite understandable: Arnold broke with much of traditional Christian doctrine. But, and just as significant, he never left the Church of England, and in fact he was an apologist for the Church at a time when even part of the clergy seemed alienated. He sought to expand the parameters of permitted religious opinion to include the largest number of English Christians in the warm embrace of the national Church. The essay concludes that the religious reflections of Arnold must be anchored in an Anglican context.
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33

Włoch, Anna. "Matthew Arnold (1822–1888) – prekursor pedagogiki porównawczej w XIX-wiecznej Anglii oraz jego poglądy na edukację." Biuletyn Historii Wychowania, no. 42 (March 15, 2020): 39–60. http://dx.doi.org/10.14746/bhw.2020.42.3.

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The aim of the article is to present the achievements of Matthew Arnold’s in the development of European comparative education and to show his views on the changes in education in 19th century England against the background of other European countries. In the works on comparative education, a French writer Marc-Antoine Jullien de Paris (1775–1848) is regarded as one of precursors of this scientific field (currently treated as a pedagogical subdiscipline), however, as also emphasized by Józef Miąso, the British comparativists: Matthew Arnold, Thomas Darlington and Robert Morant have significantly contributed to the development of European comparative education1. The achievements of British educators, sociologists and historians in this area are underestimated and almost unknown in Poland.The development of English educational system in 19th century was different in many ways from other educational systems in continental Europe, so that the works of English comparativists, such as Matthew Arnold are unique and very important for better understanding of the historical development of comparative research methodology and also the specifics of English schools system.The article also proves that comparative education is a very important field of scientific research and played major role in planning the reforms of educational systems in many countries mainly in XIX and XX century. M. Arnold’s analyses could be still valid in XXI century.The study used the method of documental analysis, original Matthew Arnold’s works in the field of education and English-language scientific publications dealing with his achievements in the field of popularizing comparative studies. A new overview of M. Arnold’s achievement will ensure the use of sociological analyzes.
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34

Perkin, J. "Northrop Frye and Matthew Arnold." University of Toronto Quarterly 74, no. 3 (2005): 793–815. http://dx.doi.org/10.3138/utq.74.3.793.

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35

Fitzpatrick, Joseph. "Matthew Arnold Re-Applied (1)." Method 5, no. 2 (1987): 18–38. http://dx.doi.org/10.5840/method1987522.

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36

Fitzpatrick, Joseph. "Matthew Arnold Re-Applied (2)." Method 6, no. 2 (1988): 69–92. http://dx.doi.org/10.5840/method1988621.

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37

Hardman, Malcolm, Robert Giddings, James C. Livingston, and Raymond Chapman. "Matthew Arnold: Between Two Worlds." Modern Language Review 84, no. 4 (1989): 944. http://dx.doi.org/10.2307/3731193.

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38

FOLEY, TIMOTHY P. "AN UNPUBLISHED MATTHEW ARNOLD LETTER." Notes and Queries 45, no. 2 (1998): 219–20. http://dx.doi.org/10.1093/nq/45.2.219.

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39

MURRAY, NICHOLAS. "A NEW MATTHEW ARNOLD LETTER." Notes and Queries 46, no. 1 (1999): 55–57. http://dx.doi.org/10.1093/nq/46-1-55.

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40

MURRAY, NICHOLAS. "A NEW MATTHEW ARNOLD LETTER." Notes and Queries 46, no. 1 (1999): 55–57. http://dx.doi.org/10.1093/nq/46.1.55.

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41

FULLERTON, CAROL W. "MATTHEW ARNOLD: TWO NEW LETTERS." Notes and Queries 35, no. 3 (1988): 330–32. http://dx.doi.org/10.1093/nq/35-3-330.

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42

O’Gorman, Francis. "Matthew Arnold and the SSLusitania." Notes and Queries 63, no. 2 (2016): 271–74. http://dx.doi.org/10.1093/notesj/gjw033.

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43

Bashford, Bruce. "Matthew Arnold: The Critical Legacy." English Language Notes 38, no. 3 (2001): 96–104. http://dx.doi.org/10.1215/00138282-38.3.96.

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44

Rapple, Brendan. "Matthew Arnold and comparative education." British Journal of Educational Studies 37, no. 1 (1989): 54–71. http://dx.doi.org/10.1080/00071005.1989.9973797.

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45

Leerssen, Joep. "Englishness, ethnicity and Matthew Arnold." European Journal of English Studies 10, no. 1 (2006): 63–79. http://dx.doi.org/10.1080/13825570600590945.

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46

FOLEY, TIMOTHY P. "AN UNPUBLISHED MATTHEW ARNOLD LETTER." Notes and Queries 45, no. 2 (1998): 219–20. http://dx.doi.org/10.1093/nq/45-2-219.

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47

Pedersen, Joyce S. "Matthew Arnold. A critical portrait." History of European Ideas 21, no. 5 (1995): 704–5. http://dx.doi.org/10.1016/0191-6599(95)90463-8.

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48

Demetriou, Simon. "Space, Time, and Culture: Sorèze, Lacordaire, and Matthew Arnold's Conceptualisation of Culture in A French Eton." Victoriographies 9, no. 1 (2019): 55–69. http://dx.doi.org/10.3366/vic.2019.0326.

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This essay seeks to explore connections between Matthew Arnold's A French Eton (1864) and his works of cultural criticism, an endeavour which has been largely neglected in Arnold scholarship. The article provides a close linguistic reading of the passages in A French Eton in which Arnold visits and describes the school of Sorèze, and its principal, the French theologian and liberal thinker/activist Jean-Baptiste Henri-Dominique Lacordaire. It shows how these passages feed into ideas of space and time in Arnold's cultural works, especially Culture and Anarchy (1869), and his idea(l)s of how systems and individuals can and should function towards mutual self-realisation, the benefits of which constitute much of what Arnold calls culture. In so doing, the study focuses upon two different orders of space: the Arnoldian metaphorical binary of centre and periphery; and the physical descriptions of the spaces of the two French schools examined in the opening section of A French Eton. In both cases, the article highlights Arnold's preoccupation with and encouragement of the liminal over the permanent, and the simultaneous necessity for symbiotic interdependence between the centre and the periphery. These concerns, enacted through the spatial description of the private school of Sorèze, allow the school to act as a miniature version of Arnold's ideal State. Overlapping both orders of space is Arnold's depiction of Lacordaire. The French school principal is shown to simultaneously exist in past, present, and future, as well as being both central and peripheral, tying him to the cultural heroes depicted and drawn upon throughout Arnold's works of cultural criticism, from Essays in Criticism (1865) to Discourses in America (1885). The essay concludes that for Arnold, Lacordaire becomes a transcendent man of culture and, through his school, a generator of men of culture. Arnold thereby posits affordable state-regulated education as the solution to the modern tendency to anarchy and fetishism.
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49

Braček, Tadej. "Fact, Myth and Legend in Matthew Arnold’s Westminster Abbey." ELOPE: English Language Overseas Perspectives and Enquiries 4, no. 1-2 (2007): 99–106. http://dx.doi.org/10.4312/elope.4.1-2.99-106.

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The paper deals with the multilayered elegy “Westminster Abbey;” which was not given a lot of attention by Matthew Arnold’s critics. The poem is dedicated to Arnold’s life-long friend Dean Stanley; who was; like Arnold himself; “a child of light.” The term refers to their common fight against Philistinism in the English society of the time. As the poem is about a real person; it contains real data; such as excerpts from Stanley’s life; described in the form of praise. However; the poem also introduces the old Saxon legend of consecration of the Abbey; namely the consecration by the light; performed by the First Apostle (St Peter) himself. In addition to the legend; Arnold also used some classical Greek allusions to depict the late Dean’s character. In one of the allusions; Stanley is associated with Demophon; whose immortality was never achieved due to the fault of another human; and in the second he is transformed into an everlasting oracle of the Abbey using the Trophonius; a builder of Delphi; metaphor. All elements of the poem form a homogenous eulogy; making it worthwhile reading for English scholars and students; and possibly a candidate for the English poetic canon.
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50

Alexander, Caroline. "On Translating Homer's Iliad." Daedalus 145, no. 2 (2016): 50–58. http://dx.doi.org/10.1162/daed_a_00375.

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This reflective essay explores the considerations facing a translator of Homer's work; in particular, the considerations famously detailed by the Victorian poet and critic Matthew Arnold, which remain the gold standard by which any Homeric translation is measured today. I attempt to walk the reader through the process of rendering a modern translation in accordance with Arnold's principles.
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