Literatura moralista, educación liberal y grandes libros. La contribución del reverendo Frederick William Farrar (1831-1903)
Resumen Una de las expresiones originarias del llamado movimiento de los grandes libros que menos atención ha recibido ha sido aquella en la que sobresale el cometido religioso de la lectura y en la que puede apreciarse distintivamente cómo la fascinación y la fe victorianas en la literatura responden al empeño por dar con un sustituto espiritual y moral de la religión con el que poder contrarrestar su creciente desarraigo e influencia en la sociedad. A este espíritu corresponde la contribución de Frederick William Farrar, quien no solo reconocería la santidad de las obras maestras de la literatura, sino que, a la vez, siguiendo una larga tradición según la cual la asimilación de la literatura pagana cumplía un papel propedéutico en la educación del cristiano, verá en la concurrencia con los grandes libros la antesala para el encuentro con los Libros de Dios.
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AA. VV.: The Best Hundred Books: Containing an Article on the Choice of Books by Mr John Ruskin, a Hitherto Unpublished Letter by Thomas Carlyle and others. Pall Mall Gazzete «Extra», n.º 24, London, Pall Mall Gazette Office, 1886.
ADLER, M. J.: Philosopher at Large. An Intellectual Autobiography, London, Weidenfeld and Nicolson, 1977.
BALL, F.: «The Taunton Commission, and the Maintenance of the Classical Curriculum in the Grammar Schools», Journal of Educational Administration and History, 11(2) (1979), pp. 8-12.
BEAM, A.: A Great Idea at the Time: The Rise, Fall, and Curious Afterlife of the Great Books, New York, Public Affairs, 2008.
BLOOM, A.: The Closing of the American Mind: How Higher Education Has Failed democracy and Empoverished the Soul’s of Today’s Stu-dents, New York, Simon and Schuster, 1987.
BUCHANAN, S.: Poetry and Mathematics, Philadelphia and New York, Lippincott, 1962.
CARLYLE, T.: On Heroes, Heroe-Worship, and the Heroic in History, London, James Fraser, 1841.
CARNOCHAN, W. B.: The Battleground for the Curriculum: Liberal Education and American Experience, Stanford, Stanford University Press, 1993.
CARNOCHAN, W. B.: «Where Did Great Books Come from Anyway?», The Book Collector, 48 (1999), pp. 352-371.
CURTIS, S. J. y BOULTWOOD, M. E. A.: A Short History of Educational Ideas, 4.ª ed., London, University Tutorial Press, 1966.
DEAN, B.: Masculinity and The New Imperialism. Rewriting Manhood in British Popular Literature, 1870-1914, Cambridge, Cambridge Uni-versity Press, 2014.
EAGLETON, T.: Literary Theory: An Introduction, Minneapolis, University of Minnesota Press, 1983.
ERSKINE, J.: The Moral Obligation to Be Intelligent and Other Essays, New York, Duffield and Company, 1915.
ERSKINE, J.: My life as a teacher, Philadelphia and New York, Lippincott, 1948.
FARRAR, F. W.: Eric or Little by Little: a Tale of Roslyn School, Edinburgh, Adam and Charles Black, 1858.
FARRAR, F. W.: Julian Home: A Tale of College Life, Edinburgh, Adam and Charles Black, 1859.
FARRAR, F. W.: St. Winnifred’s: or, The World of School, Edinburgh, Adam and Charles Black, 1863.
FARRAR, F. W.: On Some Defects in Public School Education. A Lecture Delivered at the Royal Institution, London, Macmillan and Co, 1867.
FARRAR, F. W. (ed.): Essays on a Liberal Education, London, Macmillan, 1868.
FARRAR, F. W.: «Thomas Arnold, D. D.», Macmillan’s Magazine, 37 (1878), pp. 456-463.
FARRAR, F. W.: «General Aims of the Teacher», en FARRAR, F. W. y POOLE, R. B.: General Aims of the Teacher and Form Management. Two Lectures, Cambridge, Cambridge University Press, 1883, pp. 1-33.
FARRAR, F. W. Treasure Thoughts from the Writings of Frederic W. Farrar, editado por R. Porter, Boston, Lothrop and Co., 1886.
FARRAR, F. W.: Social and Present-Day Questions, London, Hodder and Stoughton, 1892.
FARRAR, F. W.: Great Books, New York, Crowell and Company, 1898.
FARRAR, F. W.: Eric or Little by Little: a Tale of Roslyn School, New York and London, Garland, 1977.
FARRAR, F. W.: The Three Homes: A Tale for Fathers and Sons, New York, Dutton and Co, 1996.
FARRAR, R. A.: The Life of Frederic William Farrar, sometime Dean of Canterbury, New York, Crowell and Company, 1904.
GOLDHILL, S.: Victorian Culture and Classical Antiquity. Art, Opera, Fiction, and the Proclamation of Modernity, Princeton and Oxford, Princeton University Press, 2011.
HOLT, J.: «“Beastly Erikin”: Nature, God, and the Adolescent Boy», en HOLT, J.: Public School Literature, Civic Education and the Politics of Male Adolescence, Farnham, Ashgate, 2008.
JAMIESON, A.: «F. W. Farrar and Novels of the Public Schools», British Journal of Educational Studies, 16(3) (1968), pp. 271-278.
LACY, T.: «Dreams of a Democratic Culture: Revising the Origins of the Great Books Idea, 1869-1921», The Journal of the Gilded Age and Progressive Era, 7(4) (2008), pp. 397-441.
LACY, T.: The Dream of a Democratic Culture: Mortimer Adler and the Great Books Idea, New York, Palgrave Macmillan, 2013.
LAPORTE, Ch.: «Victorian Literature, Religion and Secularization», Literature Compass, 10/3 (2013), pp. 277-287.
LUBBOCK, J.: «The Choice of Books», en Lubbock, J.: The Pleasures of Life, Part I, 18.ª ed., London, Macmillan, 1890, pp. 70-93.
LYONS, M.: «New Readers in the Nineteenth Century: Women, Children, Workers», en CAVALLO, G. y CHARTIER, R. (eds.): A History of Read-ing in the West, Amherst, University of Massachusets Press, 1999, pp. 313-344.
MILLER, A.: A New Vision of Liberal Education: The Good of the Unexamined Life, New York, Routledge, 2015.
PASCUAL, À.: «La raíz positivista de los programas de Grandes Libros. Frederic Harrison y la recepción victoriana de la Bibliothèque de Au-guste Comte», Revista Internacional de Teoría e Investigación Educativa, 2 (2024), en prensa.
PRÉVOST, S.: «Dean Farrar’s “Divine Crusade” and Victoria’s “Little Wars”», Cahiers victoriens et édouardiens 66 (2007).
RAPPLE, B. A.: «Dean Frederic William Farrar: Educationist», British Journal of Educational Studies, 43(1) (1995), pp. 57-74.
SCOTT, P. G.: «The School Novels of Dean Farrar», British Journal of Educational Studies, 19(2) (1971), pp. 163-182.
TRILLING, L.: «The Two Environments: Reflections on the Study of English», en Trilling, L.: Beyond Culture. Essays on Literature and Learning, New York, The Viking Press, 1965, pp. 209-233.
WOODBERRY, G. E.: The Appreciation of Literature, 2.ª ed., New York, Harcourt, Brace & Co, 1921.
ADLER, M. J.: Philosopher at Large. An Intellectual Autobiography, London, Weidenfeld and Nicolson, 1977.
BALL, F.: «The Taunton Commission, and the Maintenance of the Classical Curriculum in the Grammar Schools», Journal of Educational Administration and History, 11(2) (1979), pp. 8-12.
BEAM, A.: A Great Idea at the Time: The Rise, Fall, and Curious Afterlife of the Great Books, New York, Public Affairs, 2008.
BLOOM, A.: The Closing of the American Mind: How Higher Education Has Failed democracy and Empoverished the Soul’s of Today’s Stu-dents, New York, Simon and Schuster, 1987.
BUCHANAN, S.: Poetry and Mathematics, Philadelphia and New York, Lippincott, 1962.
CARLYLE, T.: On Heroes, Heroe-Worship, and the Heroic in History, London, James Fraser, 1841.
CARNOCHAN, W. B.: The Battleground for the Curriculum: Liberal Education and American Experience, Stanford, Stanford University Press, 1993.
CARNOCHAN, W. B.: «Where Did Great Books Come from Anyway?», The Book Collector, 48 (1999), pp. 352-371.
CURTIS, S. J. y BOULTWOOD, M. E. A.: A Short History of Educational Ideas, 4.ª ed., London, University Tutorial Press, 1966.
DEAN, B.: Masculinity and The New Imperialism. Rewriting Manhood in British Popular Literature, 1870-1914, Cambridge, Cambridge Uni-versity Press, 2014.
EAGLETON, T.: Literary Theory: An Introduction, Minneapolis, University of Minnesota Press, 1983.
ERSKINE, J.: The Moral Obligation to Be Intelligent and Other Essays, New York, Duffield and Company, 1915.
ERSKINE, J.: My life as a teacher, Philadelphia and New York, Lippincott, 1948.
FARRAR, F. W.: Eric or Little by Little: a Tale of Roslyn School, Edinburgh, Adam and Charles Black, 1858.
FARRAR, F. W.: Julian Home: A Tale of College Life, Edinburgh, Adam and Charles Black, 1859.
FARRAR, F. W.: St. Winnifred’s: or, The World of School, Edinburgh, Adam and Charles Black, 1863.
FARRAR, F. W.: On Some Defects in Public School Education. A Lecture Delivered at the Royal Institution, London, Macmillan and Co, 1867.
FARRAR, F. W. (ed.): Essays on a Liberal Education, London, Macmillan, 1868.
FARRAR, F. W.: «Thomas Arnold, D. D.», Macmillan’s Magazine, 37 (1878), pp. 456-463.
FARRAR, F. W.: «General Aims of the Teacher», en FARRAR, F. W. y POOLE, R. B.: General Aims of the Teacher and Form Management. Two Lectures, Cambridge, Cambridge University Press, 1883, pp. 1-33.
FARRAR, F. W. Treasure Thoughts from the Writings of Frederic W. Farrar, editado por R. Porter, Boston, Lothrop and Co., 1886.
FARRAR, F. W.: Social and Present-Day Questions, London, Hodder and Stoughton, 1892.
FARRAR, F. W.: Great Books, New York, Crowell and Company, 1898.
FARRAR, F. W.: Eric or Little by Little: a Tale of Roslyn School, New York and London, Garland, 1977.
FARRAR, F. W.: The Three Homes: A Tale for Fathers and Sons, New York, Dutton and Co, 1996.
FARRAR, R. A.: The Life of Frederic William Farrar, sometime Dean of Canterbury, New York, Crowell and Company, 1904.
GOLDHILL, S.: Victorian Culture and Classical Antiquity. Art, Opera, Fiction, and the Proclamation of Modernity, Princeton and Oxford, Princeton University Press, 2011.
HOLT, J.: «“Beastly Erikin”: Nature, God, and the Adolescent Boy», en HOLT, J.: Public School Literature, Civic Education and the Politics of Male Adolescence, Farnham, Ashgate, 2008.
JAMIESON, A.: «F. W. Farrar and Novels of the Public Schools», British Journal of Educational Studies, 16(3) (1968), pp. 271-278.
LACY, T.: «Dreams of a Democratic Culture: Revising the Origins of the Great Books Idea, 1869-1921», The Journal of the Gilded Age and Progressive Era, 7(4) (2008), pp. 397-441.
LACY, T.: The Dream of a Democratic Culture: Mortimer Adler and the Great Books Idea, New York, Palgrave Macmillan, 2013.
LAPORTE, Ch.: «Victorian Literature, Religion and Secularization», Literature Compass, 10/3 (2013), pp. 277-287.
LUBBOCK, J.: «The Choice of Books», en Lubbock, J.: The Pleasures of Life, Part I, 18.ª ed., London, Macmillan, 1890, pp. 70-93.
LYONS, M.: «New Readers in the Nineteenth Century: Women, Children, Workers», en CAVALLO, G. y CHARTIER, R. (eds.): A History of Read-ing in the West, Amherst, University of Massachusets Press, 1999, pp. 313-344.
MILLER, A.: A New Vision of Liberal Education: The Good of the Unexamined Life, New York, Routledge, 2015.
PASCUAL, À.: «La raíz positivista de los programas de Grandes Libros. Frederic Harrison y la recepción victoriana de la Bibliothèque de Au-guste Comte», Revista Internacional de Teoría e Investigación Educativa, 2 (2024), en prensa.
PRÉVOST, S.: «Dean Farrar’s “Divine Crusade” and Victoria’s “Little Wars”», Cahiers victoriens et édouardiens 66 (2007).
RAPPLE, B. A.: «Dean Frederic William Farrar: Educationist», British Journal of Educational Studies, 43(1) (1995), pp. 57-74.
SCOTT, P. G.: «The School Novels of Dean Farrar», British Journal of Educational Studies, 19(2) (1971), pp. 163-182.
TRILLING, L.: «The Two Environments: Reflections on the Study of English», en Trilling, L.: Beyond Culture. Essays on Literature and Learning, New York, The Viking Press, 1965, pp. 209-233.
WOODBERRY, G. E.: The Appreciation of Literature, 2.ª ed., New York, Harcourt, Brace & Co, 1921.
Pascual Martín, Ángel, & Scotton, P. (2024). Literatura moralista, educación liberal y grandes libros. La contribución del reverendo Frederick William Farrar (1831-1903). Historia De La Educación, 43(1), 111–126. https://doi.org/10.14201/hedu2024111126
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