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The treatment of Pope's editorial interventions as merely eccentric, and the observation of faults and beauties in Pope's Shakespear, as a part of a specifically contemporary cultural movement, is studied to explore the links between the symbols used in 1725 Shakespear and Pope's annotation practices.

STEPHEN count of Boulogne and Mortain was elected and crowned as king of England in December 1135. He was then in his early forties. He had been in the public [...]

Thomas Becket and His Biographers. By Michael Staunton. [Studies in the History of Medieval Religion, Vol. XXVIII.] (Rochester, NY: Boydell Press. 2006. Pp. viii, 246. $95.00. ISBN 978-1-843-83271-3.) The materials [...]

To purchase or authenticate to the full-text of this article, please visit this link: http://dx.doi.org/10.1111/j.1468-0289.2007.00394_1.x Byline: edmund king (1) Author Affiliation: (1)University of Sheffield

The links between the 1916 Shakespeare tercentenary and the global conflict with which it coincided have been the subject of increasing scholarly attention. Recent work has examined the cultural, political, and military contexts of commemoration events and shown how Shakespeare as cultural symbol was mobilized for war. No systematic work has yet been done, however, on the most basic level of Shakespeare's cultural mobilization: the individual act of reading Shakespeare in the context of wartime. Utilising the methodologies of the new “history of reading”, this article examines the place of Shakespeare's texts in the reading lives of British and Commonwealth soldiers. Drawing upon contemporary letters and diaries, it demonstrates that there are several distinct types of Shakespearean reading practice recoverable from the archives. “Compliant” readers strove to recover conventionally patriotic messages from Shakespeare's texts. “Nostalgic” readers used Shakespeare as a form of escapism or a way of asserting a civilian identity separate from military service. Direct evidence for the reading habits of ordinary soldiers is more difficult to recover from the archives than those of officers. Nevertheless, scattered references to Shakespearean texts in the diaries and correspondence of ordinary-ranking soldiers show that Shakespeare could also function as a symbol of cultural literacy for working-class autodidacts at war. [ABSTRACT FROM AUTHOR]

The article discusses the importance of books to British prisoners of war (POWs) during World War I. Focus is given to the work of two British book charities, the Camps' Library and the Prisoners of War Book Scheme (Educational), in collecting books for British POWs. Also given consideration is the role books played in soldiers' everyday lives, with the author concluding that reading acted to distract prisoners from their hunger and allow them to disengage from social interaction.

Discusses Nigel Grant's contribution to comparative studies of education and to the journal `Comparative Education.' Background on the development of the educational system; Changes of concern in comparative studies of education; Conceptualization and creation of the journal; Development of Nigel's work with the journal; Views on the transformation in the field of education.

Presents articles about medieval English villages published in the October 1981 issue of the "The Journal of Historical Association."