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Discourses in America

By Matthew Arnold

(3.5 stars) • 10 reviews

"Discourses in America" by Matthew Arnold is a collection of three lectures written in the late 19th century. The work reflects upon societal and poli...

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2014-02-15
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Overview

"Discourses in America" by Matthew Arnold is a collection of three lectures written in the late 19th century. The work reflects upon societal and political themes within America and England, examining concepts such as patriotism, the power of the majority, and the moral responsibilities of citizens in a democracy. Through detailed analysis and commentary, Arnold discusses the influence of prominent thinkers, including Emerson, and offers insights into the evolution and direction of American society. The opening of "Discourses in America" presents a preface where Arnold expresses gratitude to his American audiences for their attention and receptiveness to his thoughts, even when they challenge prevailing notions of patriotism. He acknowledges the faults present in both English and American societies, hinting at a need for moral recognition and transformation amidst current political struggles. The first discourse addresses the concept of 'Numbers,' highlighting the majority's often unsound judgment while suggesting that a smaller, more virtuous 'remnant' can ultimately guide societal change. Through references to historical figures and philosophical insights, Arnold sets the groundwork for a deeper examination of societal progress, emphasizing the necessity of moral clarity and intellectual engagement in both countries. (This is an automatically generated summary.)

About the Author

Matthew Arnold was an English poet and cultural critic. He was the son of Thomas Arnold, the headmaster of Rugby School, and brother to both Tom Arnold, literary professor, and William Delafield Arnold, novelist and colonial administrator. He has been characterised as a sage writer, a type of writer who chastises and instructs the reader on contemporary social issues. He was also an inspector of schools for thirty-five years, and supported the concept of state-regulated secondary education.

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