Oxford Classics Teaching and Learning

This important collection of essays both contributes, to the expanding field of classical reception studies and seeks to extend it. Focusing on nineteenth- and twentieth-century Britain, it looks at a range of different genres (epic, novel, lyric, tragedy, political pamphlet). Within the published texts considered, the usual range of genres dealt with elsewhere is extended by chapters on books for children, and those in which childhood and memories of childhood are informed by antiquity; and also by a multi-genre case study of a highly unusual subject, Spartacus.

Christopher Stray, author and editor of several books on the subject, is the leading historian of English Classics.

List of Contributors	p. vii
Preface	p. ix
Non-identical twins: classics at nineteenth-century Oxford and Cambridge	p. 1
'A fleet of...inexperienced Argonauts': Oxford women and the classics, 1873-1920	p. 14
Jude the Obscure; Oxford's classical outcasts	p. 28
Newman and Arnold: classics, Christianity and manliness in Tractarian Oxford	p. 46
Walter Pater's teaching in Oxford: classics and aestheticism	p. 64
Schoolmaster, don, educator: Arthur Sidgwick moves to Corpus in 1879	p. 78
Conington's 'Roman Homer'	p. 94
Henry Nettleship and the beginning of modern Latin studies at Oxford	p. 107
'Liddell and Scott': precursors, nineteenth-century editions, and the American contributions	p. 117
Francis John Haverfield (1860-1919): Oxford, Roman archaeology and Edwardian imperialism	p. 135
What you didn't read: the unpublished Oxford Classical Texts	p. 154
Alfred Zimmern's The Greek Commonwealth revisited	p. 168
Eduard Fraenkel recalled	p. 203
The study of classical literature at Oxford, 1936-1988	p. 219
Small Latin and less Greek: Oxford adjusts to changing circumstances	p. 239
Bibliography	p. 251
Index	p. 269
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Oxford Classics Teaching and Learning 1800-2000

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Table of Contents

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