Sara Slinn
My monograph, The Education of the Anglican Clergy 1780-1839, offers the first comprehensive prosopographical study of men entering the Anglican ministry in the late Hanoverian period. In doing so it provides a detailed description of the educational backgrounds of ordinands across all the dioceses of England and Wales between 1780-1839. Having found evidence of a far higher proportion of non-university educated men among the clergy than has previously been assumed, it considers how such men prepared themselves to take orders, providing evidence of networks of clerical tutors, small-scale private seminaries and specialist schools. Knowledge of such enterprises and institutions are essential to an understanding of the pre-history of Anglican professional education, its comparison to the non-conformist ministry and suggests the value of a dynamic network analysis of the Anglican clergy, men who were the face and hands of the orthodox religious and political establishment.
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By examining how would be clergymen were educated and professionally formed, the book shows that, alongside the well-known route through the universities, there was an alternative route via specialist grammar schools. Prospective ordinands might also seek out clerical tutors to help them to study for the academic parts of ordination exams and to prepare for the spiritual and pastoral aspects of their role. These alternative methods of ordination preparation were sometimes under the cognizance of bishops, and occasionally under their control, but they were generally authored by parish clergy and were small-scale, self-supporting, bottom-up solutions to the needs of upcoming generations of clergy.
This book has much to interest historians of religion, culture, class and education, and illustrates how in-depth prosopographical study can offer fresh perspectives.
By examining how would be clergymen were educated and professionally formed, the book shows that, alongside the well-known route through the universities, there was an alternative route via specialist grammar schools. Prospective ordinands might also seek out clerical tutors to help them to study for the academic parts of ordination exams and to prepare for the spiritual and pastoral aspects of their role. These alternative methods of ordination preparation were sometimes under the cognizance of bishops, and occasionally under their control, but they were generally authored by parish clergy and were small-scale, self-supporting, bottom-up solutions to the needs of upcoming generations of clergy.
This book has much to interest historians of religion, culture, class and education, and illustrates how in-depth prosopographical study can offer fresh perspectives.