Thomas Holcroft was a central figure of the 1790s, whose texts played an important role in the transition toward Romanticism. In this, the first essay collection devoted to his life and work, the contributors reassess Holcroft's contributions to a remarkable range of literary genres-drama, poetry, fiction, autobiography, political philosophy-and to the project of revolutionary reform in the late eighteenth century. The self-educated son of a cobbler, Holcroft transformed himself into a popular playwright, influential reformist novelist, and controversial political radical. But his work is not important merely because he himself was a remarkable character, but rather because he was a hinge figure between laboring Britons and the dissenting intelligentsia, between Enlightenment traditions and developing 'Romantic' concerns, and between the world of self-made hack writers and that of established critics. Enhanced by an updated and corrected chronology of Holcroft's life and work, key images, and a full bibliography of published scholarship, this volume makes way for more concerted and focused scholarship and teaching on Holcroft. Taken together, the essays in this collection situate Holcroft's self-fashioning as a member of London's literati, his central role among the London radical reformers and intelligentsia, and his theatrical innovations within ongoing explorations of the late eighteenth-century public sphere of letters and debate.

In this timely collection, teacher-scholars of “the long eighteenth century,” a Eurocentric time frame from about 1680 to 1832, consider what teaching means in this historical moment: one of attacks on education, a global contagion, and a reckoning with centuries of trauma experienced by Black, Indigenous, and immigrant peoples. Taking up this challenge, each essay highlights the intellectual labor of the classroom, linking textual and cultural materials that fascinate us as researchers with pedagogical approaches that engage contemporary students. Some essays offer practical models for teaching through editing, sensory experience, dialogue, or collaborative projects. Others reframe familiar texts and topics through contemporary approaches, such as the health humanities, disability studies, and decolonial teaching. Throughout, authors reflect on what it is that we do when we teach—how our pedagogies can be more meaningful, more impactful, and more relevant. Published by Bucknell University Press. Distributed worldwide by Rutgers University Press.

As eighteenth-century scholarship expands its range, and disciplinary boundaries such as Enlightenment and Romanticism are challenged, novels published during the rich period from 1750 to 1832 have become a contested site of critical overlap. In this volume, scholars who typically write under the rubric of either the long eighteenth century or Romanticism examine novels often claimed by both scholarly periods. This shared enterprise opens new and rich discussions of novels and novelistic concerns by creating dialogue across scholarly boundaries. Dominant narratives, critical approaches, and methodological assumptions differ in important ways, but these differences reveal a productive tension. Among the issues engaged are the eighteenth-century novel's development of emotional interiority, including theories of melancholia; the troubling heritage of the epistolary novel for the 1790s radical novel; tensions between rationality and romantic affect; issues of aesthetics and politics; and constructions of gender, genre, and race. Rather than positing a simple opposition between an eighteenth-century Enlightenment of rationality, propriety, and progress and a Romantic Period of inspiration, heroic individualism, and sublime emotionality, these essays trace the putatively 'Romantic' in the early 1700s as well as the long legacy of 'Enlightenment' values and ideas well into the nineteenth century. The volume concludes with responses from Patricia Meyer Spacks and Stephen C. Behrendt, who situate the essays and elaborate on the stakes.

As eighteenth-century scholarship expands its range, and disciplinary boundaries such as Enlightenment and Romanticism are challenged, novels published during the rich period from 1750 to 1832 have become a contested site of critical overlap. In this volume, scholars who typically write under the rubric of either the long eighteenth century or Romanticism examine novels often claimed by both scholarly periods. This shared enterprise opens new and rich discussions of novels and novelistic concerns by creating dialogue across scholarly boundaries. Dominant narratives, critical approaches, and methodological assumptions differ in important ways, but these differences reveal a productive tension. Among the issues engaged are the eighteenth-century novel's development of emotional interiority, including theories of melancholia; the troubling heritage of the epistolary novel for the 1790s radical novel; tensions between rationality and romantic affect; issues of aesthetics and politics; and constructions of gender, genre, and race. Rather than positing a simple opposition between an eighteenth-century Enlightenment of rationality, propriety, and progress and a Romantic Period of inspiration, heroic individualism, and sublime emotionality, these essays trace the putatively 'Romantic' in the early 1700s as well as the long legacy of 'Enlightenment' values and ideas well into the nineteenth century. The volume concludes with responses from Patricia Meyer Spacks and Stephen C. Behrendt, who situate the essays and elaborate on the stakes.

Thomas Holcroft was a central figure of the 1790s, whose texts played an important role in the transition toward Romanticism. In this, the first essay collection devoted to his life and work, the contributors reassess Holcroft's contributions to a remarkable range of literary genres-drama, poetry, fiction, autobiography, political philosophy-and to the project of revolutionary reform in the late eighteenth century. The self-educated son of a cobbler, Holcroft transformed himself into a popular playwright, influential reformist novelist, and controversial political radical. But his work is not important merely because he himself was a remarkable character, but rather because he was a hinge figure between laboring Britons and the dissenting intelligentsia, between Enlightenment traditions and developing 'Romantic' concerns, and between the world of self-made hack writers and that of established critics. Enhanced by an updated and corrected chronology of Holcroft's life and work, key images, and a full bibliography of published scholarship, this volume makes way for more concerted and focused scholarship and teaching on Holcroft. Taken together, the essays in this collection situate Holcroft's self-fashioning as a member of London's literati, his central role among the London radical reformers and intelligentsia, and his theatrical innovations within ongoing explorations of the late eighteenth-century public sphere of letters and debate.

In this timely collection, teacher-scholars of “the long eighteenth century,” a Eurocentric time frame from about 1680 to 1832, consider what teaching means in this historical moment: one of attacks on education, a global contagion, and a reckoning with centuries of trauma experienced by Black, Indigenous, and immigrant peoples. Taking up this challenge, each essay highlights the intellectual labor of the classroom, linking textual and cultural materials that fascinate us as researchers with pedagogical approaches that engage contemporary students. Some essays offer practical models for teaching through editing, sensory experience, dialogue, or collaborative projects. Others reframe familiar texts and topics through contemporary approaches, such as the health humanities, disability studies, and decolonial teaching. Throughout, authors reflect on what it is that we do when we teach—how our pedagogies can be more meaningful, more impactful, and more relevant. Published by Bucknell University Press. Distributed worldwide by Rutgers University Press.