notes to chapter 4 229
elevated views, all the blessings of freedom, in a word, would spring up and bless
our people (698–99).Davis’s poem circulated in many Irish, British, and American anthologies in the late
nineteenth and early twentieth centuries: from Davis, The Spirit of The Nation, Ballads
and Songs by the Writers of “the Nation,” 219; Kennedy, The Universal Irish Song Book,
163; Cooke, The Dublin Book of Irish Verse 1728–1909, 251; Welsh, Golden Treasury
of Irish Songs and Lyrics; American Ideals: Selected Patriotic Readings for Seventh and
Eighth Grades and Junior High Schools, etc.
- N.J.G., “A Quartette of Irish Writers,” 697–731.
- Trilling, Matthew Arnold, 212. Trilling is referring to Arnold’s lectures, On the
Study of Celtic Literature. In both Celtic Literature and On Translating Homer, Arnold
thinks through various possible origins for English poetry in order to project into the
future a stable national culture. Gross, who calls Arnold a snob, explains that “Arnold
was deeply committed to the values of his own class, that of the university-educated
gentleman — a social stratum lying somewhere between the Barbarians and the Philis-
tines” (Gross, The Rise and Fall of the Man of Letters, 59; Arnold, On the Study of Celtic
Literature and On Translating Homer). - Ward, The English Poets, 1.
- Arnold, Reports on Elementary Schools, 186.
- Cf. Robson, “Standing on the Burning Deck: Poetry, Performance, History,”
148–62. - Cf. Rudy, Electric Meters: Victorian Physiological Poetics; and Blair, Victorian Po-
etry and the Culture of the Heart. - Arnold, Reports, 1880, 200–01.
- Antony Harrison, “Victorian Culture Wars: Alexander Smith, Arthur Hugh
Clough, and Matthew Arnold in 1853,” argues that Arnold’s concerns about “good
poetry” are a “hugely important manifestation of class warfare” and that “everything
Arnold has been constructed to cherish by his upper-class breeding and education”
would have been threatened by poetry that did not adhere to Arnold’s sense of “cul-
ture” (516). - Cf. Mangan, Athleticism in the Victorian and Edwardian Public School.
- Cf. Heathorn, For Home, Country, and Race; Horn, The Victorian and Edward-
ian Schoolchild; Norman Mackenzie, Imperialism and Popular Culture; for an Edward-
ian era text from America on the disciplinary benefits of military drill, see Robert Tait
Mackenzie, Exercise in Education and Medicine. - Lootens, “Victorian Poetry and Patriotism,” 255–79.
- Roberts, A Nation in Arms, 86–88..
- “Kipling’s Tribute to Lord Roberts: reproaches England for Refusing to hear
His ‘Pleading in the Marketplace,’” The New York Times, November 19, 1914. - Horn (The Victorian and Edwardian Schoolchild) describes how
the establishment of “Empire Day” owed much to the efforts of the Earl of
Meath, who was determined that the nation’s youth should be imbued with feel-
ings of devotion to King and Empire. To this end in 1903, he founded the Em-
pire Day Movement, and by the following year had persuaded a number of local
education authorities to adopt 24 May, the anniversary of Queen Victoria’s birth
— as a day of celebration in their schools. . . . By 1907, over 12,500 elementary