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College Based Higher
Education and its
Identities
History, Pedagogy and
Purpose within the Sector
Edited by
Karima Kadi-Hanifi
John Keenan
College Based Higher Education and its Identities
 Karima Kadi-Hanifi • John Keenan
Editors

College Based Higher

Education and its
Identities
History, Pedagogy and Purpose within the Sector
Editors
Karima Kadi-Hanifi John Keenan
Faculty of Education Faculty of Education
Newman University Newman University
Birmingham, UK Birmingham, UK

ISBN 978-3-030-42388-9    ISBN 978-3-030-42389-6 (eBook)

https://doi.org/10.1007/978-3-030-42389-6

© The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer
Nature Switzerland AG 2020
This work is subject to copyright. All rights are solely and exclusively licensed by the
Publisher, whether the whole or part of the material is concerned, specifically the rights of
translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on
microfilms or in any other physical way, and transmission or information storage and retrieval,
electronic adaptation, computer software, or by similar or dissimilar methodology now
known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specific statement, that such names are
exempt from the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information
in this book are believed to be true and accurate at the date of publication. Neither the
publisher nor the authors or the editors give a warranty, expressed or implied, with respect to
the material contained herein or for any errors or omissions that may have been made. The
publisher remains neutral with regard to jurisdictional claims in published maps and
institutional affiliations.

Cover pattern © Harvey Loak

This Palgrave Pivot imprint is published by the registered company Springer Nature
Switzerland AG.
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
 Foreword

College-Based Higher Education and New Hope

This book makes a very strong case that college-based higher education is
an arena of hope for those concerned with more inclusive educational pat-
terns. College-based higher education is often the only higher education
open to certain learners because they are unable to travel due to family or
work ties, because the university takes them out of their comfort zone or
simply because they prefer to continue to progress in their educational
journey in a familiar, supportive and safe environment. This argument fits
well with all we know about the reasons why students from disadvantaged
homes do not prosper well in conventional university environments, par-
ticularly those of Oxbridge. This is not surprising since these environ-
ments have been created in the image of the people they are meant to
serve and hence are alien territory for people from homes outside the
especially privileged arenas. As Raymond Williams famously said, when he
arrived at Cambridge: ‘I realised very soon it was not my Cambridge.’ And
later on, he added: ‘I realised I was in enemy territory.’ This is familiar to
anyone from the margins who ventures into these reserved territories.
They are basically not designed for many of us ordinary people.
Some of the changes made by elites and neo-liberal vested interests
have had paradoxical effects, nonetheless. The book notes that ‘We have
seen over the last couple of decades an incremental dismantling by govern-
ment of the infrastructure for higher education, reflecting wider free mar-
ket ideology driven reforms throughout higher education and the wider
public sector.’ This is true, and the intention of course was to create a

v
vi FOREWORD

closer fit between elite destinies and elite clienteles. But actually by open-
ing up the university sector to smaller and private institutions who are now
eligible to apply for university status there has been an opportunity for
more inclusive educational styles to come to the fore: ‘Colleges have thus
become adroit in balancing their HE course offer to meet employer, local
and national skill shortages on the one hand, and the learning and per-
sonal fulfilment needs of their students on the other.’ This is an arena of
hope which is substantially played out in the articles that follow. As one of
the writers stated, ‘Meanwhile FE colleges, which as we have seen inher-
ited a long tradition of advanced level work began to replace the Polys as
the go-to local provider of Higher Education, predominantly offering a
part-time and sub-degree courses for a highly diverse range of learners,
often in subjects meeting the specific skills and training needs of local
employers.’ This is the paradox of market-driven reform—it has opened
up a whole arena of educational experience which by closely relating to
needs of the economy is hard to disvalue in conventional ways.
Into the then paradoxical space have entered staff and students who
share, at their best, a passionate vocationalism, a commitment to a com-
munity of learning. There is an idealistic sense of mission at the heart of
this book and one it exhorts us to cherish and nurture. As they say, com-
munities of learning could grow a third space sector that enables all stu-
dents to flourish. One day maybe we will have a government that
understands this, but for sure it will not be a government peopled by
entitled elitists from the reserved territories of privileged universities. It
will be a government drawn from the wider margins inclusively repre-
sented by the CBHE and supported by many others communities of learn-
ing and by people of goodwill and humanistic values in all sectors.

Rodmell, UK Ivor Goodson

 Preface

College-Based Higher Education (CBHE)—Higher Education (HE)

based in institutions other than universities—is important. It accounts for
around 10% of total HE provision in England and has done so for many
years with over 187,000 students.
This vital sector does not even have one established name. We have
opted for the term CBHE as used by the Higher Education Association
(now Advance HE) as the initialism seems to be a wider term than ‘HE in
FE’, the preferred label of academic literature. We also acknowledge that
the term College Higher Education (CHE) is sometimes used, such as by
the Association of Colleges (AoC) and the Quality Assurance Agency
(QAA). CBHE as a term used in this book encompasses all kind of arrange-
ments that are currently in place in England for a higher education that
includes partnerships, franchises and federations, as well as the stand-alone
provision for this non-university-based higher education. The book pro-
vides a guide to this HE-level education sector which is flexible, open to
all, localised, economical, personalised and student-centred.
In this edited volume, we offer eight writers from CBHE backgrounds,
framed by commentary from leading educational researchers Ivor Goodson
and John Lea. The opening chapter by Geoffrey Elliott gives a historical
overview of CBHE. This is followed in Chapter 2 by John Keenan’s
appraisal of how students and lecturers gain identity from being part of the
sector. Chapter 3 by Alex Kendall and Stuart Mitchell tackles learning and
teaching in CBHE. In Chapter 4, Karima Kadi-Hanifi examines the state
of research in the sector and advocates for the growth of a research cul-
ture—one that will impact on the policy. Craig Tucker, Sarah Pedder and

vii
viii PREFACE

Gemma Martin provide the view from the ‘chalk face’ of lecturing and
managing CBHE life, in Chapter 5. The complexity of the CBHE land-
scape is explored by Iain Jones in Chapter 6 as he delineates the institu-
tional varieties the sector encompasses.
The past and current position of CBHE is explored in the book to give
the central case for CBHE having a particular identity, pedagogy and mis-
sion. The sector provides a new hope for education in the twenty-first
century but this perspective is not taken without seeing the barriers, con-
ditions and tensions which affect it adversely. The book is a clarion call for
the education sector and its policy makers to recognise CBHE’s impor-
tance and value and to see how it could provide a new hope for HE-level
study which is affordable, regional, organic and personal. The book is
hopefully accessible, critical and supportive to its many audiences includ-
ing those researching the sector.

Birmingham, UK Karima Kadi-Hanifi

 John Keenan
 Acknowledgements

The editors would like to thank all of the contributing authors for the time
and dedication they put into the project and acknowledge the following:
Professor Dave Trotman, Professor of Educational policy at Newman
University, for wise guidance, leadership and inspiration.
Members of the HE-FE Programme Advisory Group at the University
of Worcester between 2007 and 2017 for their dedication to students,
curriculum and CBHE especially, Vince Russel for his kind leadership,
support and guidance.
The EdD students of Newman University from 2016 and Education
Studies lecturers who are a true learning collective.
Eleanor Christie and Rebecca Wyde at Palgrave for their speedy replies
and positivity through the publication process.

ix
 Contents

1 College Based Higher Education: Provenance and Prospects  1

Geoffrey Elliott

2 The CBHE Lecturer and Student 23

John Keenan

3 Learning, Teaching and Assessment in CBHE 43

Alex Kendall and Stuart Mitchell

4 Research In, On and for CBHE 69

Karima Kadi-Hanifi

5 The CBHE Lecturer Experience 89

Craig Tucker, Sarah Pedder, and Gemma Martin

6 CBHE Identities103
Iain Jones

xi
xii CONTENTS

Postface119

Afterword121

Index127
 Notes on Contributors

Geoffrey Elliott is Professor of Post-Compulsory Education at the

University of Worcester, having taught in comprehensive schools, and fur-
ther, adult and higher education. He is immediate past President of the
Association for Research in Post-Compulsory Education (ARPCE) and
edits the international peer reviewed journal Research in Post-­Compulsory
Education (RPCE).
Ivor Goodson is an expert on, and is widely published in, the study of
curriculum, professional knowledge and narrative theory. Honoured by
professorships at University of Brighton, University of University of
Western Ontario and University of Rochester he is one of the outstanding
educationalists of the twenty-first century.
Iain Jones is a senior lecturer at Newman University having taught in
adult and further education and co-ordinated an FE-HE Consortium. Iain
has published work on widening participation in HE and is developing
further research on narrative inquiry, professional identities and collabora-
tive curriculum design in higher education.
Karima Kadi-Hanifi is Senior Lecturer in education at Newman University
and has taught further and adult education. A member of the ARPCE, she
has co-edited an RPCE CBHE special issue and ran an HE-FE Education
and Training programme. She has written on linguistics, adult education,
HE, race, critical pedagogy and CBHE.
John Keenan is a senior lecturer and Teaching Fellow at Newman and
Leicester universities having taught English and media in schools and

xiii
xiv NOTES ON CONTRIBUTORS

FE. Previously, he ran the Additional Diplomas in English, maths and

ESOL within an HE-FE consortium and is published in teaching through
autoethnography and in CBHE.
Alex Kendall is Associate Dean Research, Professor of Education and
Co-Director of the Centre for Study of Practice and Culture at Birmingham
City University. Her research topics include literacies, teacher develop-
ment and marginalised communities. She is Chair of IPDA and
UCET’s research and international forum and previously worked
in CBHE.
John Lea specialises in researching CBHE. He is currently the research
director for a Higher Education Funding Council for England catalyst
project, administered by the Association of Colleges. Previously, he
worked on projects commissioned by the Higher Education Academy,
The Quality Assurance Agency, and The Staff and Educational
Development Association.
Gemma Martin has been lecturing in FE and CBHE since 2015 across a
range of Care and Education courses. She worked in psychology research
roles prior to taking a step into lecturing. Gemma is currently undertaking
a Doctorate in Education, exploring the concept of curiosity within FE.
Stuart Mitchell is Post-Compulsory Education and Training Course
Director and a doctoral student in creative learning and teaching methods,
specialising in experiential journeys of teacher educators in managing pol-
icy churn and ‘everyday’ activity. He is based at Birmingham City
University, with over 15 years’ experience within Further Education,
including CBHE.
Sarah Pedder is Staff Development Manager at Halesowen College. She
has taught on FE and CBHE courses including Health and Social Care
and managed an Initial Teacher Training course. Sarah’s MA in sociology
focused on Post-modernist Feminism. She has recently completed a Post-
graduate Certificate in Teaching and Learning in HE.
Craig Tucker has taught and managed Computing and Teacher
Education courses in FE and CBHE since 2003. He is currently Staff
Development Director at Halesowen College. His MA in education
focused on coaching and he has a passion to support and improve staff to
achieve their learning and teaching goals.
 Abbreviations

AFE Advanced Further Education

AoC Association of Colleges
ARPCE Association for Research in Post-Compulsory Education
BAME Black, Asian and Minority Ethnic
BERA British Educational Research Association
BTEC Business and Technology Education Council
CBHE College Based Higher Education
DfE Department for Education
DipHE Diploma in Higher Education
ETF Education and Training Foundation
FD Foundation Degree
FDAP Foundation Degree Awarding Powers
FE Further Education
FEC Further Education College
FEI Further Education Institution
HE Higher Education
HEA Higher Education Academy
HEFCE Higher Education Funding Council for England
HEI Higher Education Institution
HESA Higher Education Statistics Agency
HND Higher National Diplomas
HNC Higher National Certificates
LSRN Learning & Skills Research Network
MEG Mixed Economy Group
NAFE Non-advanced Further Education
OECD Organisation for Economic Cooperation and Development
OfS Office for Students

xv
xvi Abbreviations

ONC Ordinary National Certificate

OND Ordinary National Diploma
PCE Post-compulsory Education
PISA Programme for International Student Assessment
POLAR Participation of Local Area
QAA Quality Assurance Agency
REF Research Excellence Framework
RPCE Research in Post-compulsory Education
RSA Royal Society of Arts, Commerce and Manufactures
SEDA Staff and Educational Development Association
STEM Science Technology Engineering and Maths
TELL Teacher Education in Lifelong Learning
UCAS Universities and Colleges Admission Service
UCU University and College Union
VET Vocational Education and Training
WEA Workers Educational Association
 List of Tables

Table 3.1 Orthodox versus third space approaches to CBHE 63

Table 4.1 Discussion/reflection task for research 79

xvii
12 G. ELLIOTT

seen in our discussion of the emergence and development of CBHE that

it has expanded and thrived in a fragmented and confused English post-­
compulsory education (PCE) policy environment. Government policies
appear to have been ambivalent towards PCE in general and CBHE in
particular. On the one hand, successive governments since the Blair era
have invested strongly in increasing participation, with close on half of
18–30 year olds embarking upon a significant HE programme (DfE
2018); considerable government funds have been applied to increasing
access and outreach through Lifelong Learning Networks (Little and
Williams 2009), regional aspiration raising programmes such as Aim
Higher (Thomas 2011), and contingent grant funding for a range of WP
projects (Bowes et al. 2013). Many of these initiatives have given rise to or
supported existing CBHE provision, especially via partnerships between
universities and FE Colleges (Elliott 2012). On the other hand, the poli-
cies of the 2010–2015 Coalition government, continued to date by the
minority Conservative government that replaced it, have combined to
increase barriers to study by reducing financial support for part time and
mature students seeking to return to learn (Shaw 2014).
These contradictory policy directions are a reflection of a continuing
absence of centralisation of responsibility for the post-compulsory educa-
tion sector. The current arrangements stem from the 1995 merger between
the Department of Employment and the Department of Education, even-
tually resulting in 2010 with the separation between the Department of
Education and the Department for Innovation, Universities and Skills.
This did much to contribute to the lack of cohesion in relation to policy
making. An aspect of applying its market model to higher education has
been the government’s preference for diversifying HE providers
(Palfreyman and Tapper 2014). So we have seen a growth in the number
of for-profit HE providers alongside a loosening of the criteria for univer-
sity title and encouragement of more work based routes to advanced level
qualifications (Boud and Soloman 2001) such as the Higher Apprenticeship
(Anderson et al. 2012). Following the logic of a neoliberal ‘free’ and com-
petitive market, these directions are likely to continue, with a further blur-
ring of the boundaries between further and higher education. However, it
is an equally valid reading of this last development to consider this last
development as educationally progressive, in breaking down elitist models
of higher education towards a more distributed, diverse and accessible set
of arrangements that provide affordance rather than hindrance to HE pro-
gression. Indeed, an undoubted benefit of CBHE is the extent to which it
 1 COLLEGE BASED HIGHER EDUCATION: PROVENANCE AND PROSPECTS 13

has established robust progression pathways from academic and vocational

courses at Level 3 into a range of HE options, especially Foundation
degrees (McKenzie and Schofield 2018).
It is also important to recognise the important contribution of Access
to HE courses that provide thorough going academic and personal sup-
port for mature, women and part-time students, who often cannot travel
out of their local community to engage with HE (Reay et al. 2002). Many
of these were initially designed collaboratively between the colleges and
their local poly, and were either generic leading to undergraduate arts,
humanities and social science courses, or profession specific, with Access
to Teaching, Nursing and Social Work featuring prominently. They became
extremely popular, especially with the mature, part-time learners for whom
they were principally designed, and they played a significant role in increas-
ing the numbers of women entering higher education. Central to Access
courses was that they could be studied part-time alongside caring or work
commitments, with the majority of class teaching taking place during the
school day to accommodate mothers with young families. In this way,
Access courses became a key driver for widening participation in higher
education.
CBHE students are more likely to be mature, part-time and from low-­
participation neighbourhoods than students at universities, and more
likely to be occupationally focused (ETF 2016). Much CBHE is carried
out through partnership arrangements with universities that approve and
validate the provision. The benefits and drawbacks of these arrangements
have been extensively researched (e.g. Macbeth et al. 1995; Parry 2009;
Colley et al. 2014; Elliott 2017) charting the varying levels of collabora-
tion and competition that characterise such arrangements. Many colleges
have developed a robust mixed economy HE portfolio, with home grown
Higher National Diploma courses validated by Edexcel/BTEC alongside
university validated diplomas, Foundation and Honours degrees. The
introduction of Foundation degree awarding powers (FDAP) in 2007
(BIS 2010) for colleges has enabled larger FECs with greater resources to
validate and offer their own FDs. Many of these build upon the existing
employer engagement and community links that are a particular feature of
many colleges (Hyland and Merrill 2003).
By the end of the last decade, FE had become a more mainstream locus
for higher education. Government policy to expand higher education
encouraged universities to partner with FECs, which would add capacity
and extend their footprint into often disadvantaged communities. FECs
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 ON PREJUDICE
This and the two following essays were published together in
Sketches and Essays.

392. ‘God’s image,’ etc. Fuller, The Holy State, II. 20, ‘The Good
Sea-Captain.’
Mr. Murray no longer libels men of colour. In Sketches and
Essays these words were changed to ‘men of colour are no
longer to be libelled.’
393. ‘That one,’ etc. Cf. Othello, Act V. Sc. 2.
 THE SAME SUBJECT CONTINUED

PAG
E ‘Most ignorant,’ etc. Cf. Measure for Measure, Act II. Sc. 2.
395. ‘Cherish,’ etc. Reflections on the Revolution in France (Select
Works, ed. Payne, II. 102).
‘Rings the earth,’ etc. Cf. Cowper, The Task, III. 129–30.
396. ‘Murder to dissect.’ Wordsworth, The Tables Turned, l. 28.
 THE SAME SUBJECT CONTINUED
This essay, which does not seem to have been published in The
Atlas, is printed from Sketches and Essays.

PAG
E
‘Reason,’ etc. Cf. 1 Peter iii. 15.
396. ‘There is nothing,’ etc. Cf. vol. VIII. (English Comic Writers) p.
398. 124 and note.
400. ‘Thus shall we,’ etc. Cf. 1 John iv. I.
‘Comes home,’ etc. Bacon, Essays, Dedication.
‘Still, small voice.’ 1 Kings xix. 12.
 ON PARTY SPIRIT
Published in Winterslow.

402. ‘The salt of the earth.’ S. Matthew v. 13.

‘Cuts,’ etc. Cf. Cowper, The Task, III. 208–9.
‘The sentiment,’ etc. Cf. ante, p. 218 and note.
 PROJECT FOR A NEW THEORY, ETC.
This essay was published in Literary Remains, and again, more
fully, in Winterslow, where it is dated 1828. It may possibly have
been printed in The Atlas for 1829, a complete file of which the
Editors have not been able to find. The essay is here printed from
Winterslow. See Mr. W. C. Hazlitt’s Memoirs (1867), I. 24 et seq.

PAG
E Mr. Currie. This should apparently be Corrie. See Memoirs, I.
405. 25.
The Test and Corporation Acts. Repealed in 1828.
409. ‘I am monarch,’ etc. Cowper, Verses supposed to be written
by Alexander Selkirk.
‘Founded as the rock.’ Macbeth, Act III. Sc. 4.
410. Mr. Burke talks, etc. Hazlitt seems to refer to Burke’s Essay,
On the Sublime and Beautiful, Part IV. §25.
411. ‘There’s no divinity,’ etc. Cf. Hamlet, Act IV. Sc. 5.
412. Essay on Wages. An Essay on the Circumstances which
determine the Rate of Wages, etc. (1826).
‘Throw your bread,’ etc. Cf. Ecclesiastes xi. 1.
413. ‘While this machine,’ etc. Hamlet, Act II. Sc. 2.
419. ‘Like the wild goose,’ etc. As You Like It, Act II. Sc. 7.
 ON THE CONDUCT OF LIFE, ETC.
Published in Literary Remains, from which it is here reprinted.
See Mr. W. C. Hazlitt’s Memoirs (1867), I. 16, where the date of the
essay is fixed as 1822, when Hazlitt’s son was ten years old.

PAG
E ‘The salt of the earth.’ S. Matthew v. 13.
425.
‘According to your own dignity,’ etc. Cf. Hamlet, Act II. Sc. 2.
‘How shall we part,’ etc. Cf. Paradise Lost, XI. 282–5.
428. ‘The study of the Classics,’ etc. See vol. I. (The Round Table)
p. 4 and notes.
431. ‘Practique,’ etc. Henry V., Act I. Sc. 1.
435. ‘We hunt the wind,’ etc. See Don Quixote, Part I. Book II.
chap. xiii.
‘Quit, quit,’ etc. Cf. Suckling’s Song, ‘Why so pale and wan,
fond lover?’
436. ‘When on the yellow,’ etc. Coleridge, Love, St. 16.
437. ‘Nods and winks,’ etc. Cf. L’Allegro, 28.
439. ‘Paled,’ etc. Cf. Hamlet, Act I. Sc. 5.
 BELIEF, WHETHER VOLUNTARY?
Published in Literary Remains (from which it is here printed) and
in Winterslow.

‘Thy wish,’ etc. 2 Henry IV., Act IV. Sc. 5.

Note. Cf. ante, p. 317.
441. ‘Blown about,’ etc. Cf. Ephesians iv. 14.
‘Infinite agitation of wit.’ Bacon, The Advancement of
Learning, Book I. iv. 5.
Sir Isaac Newton, etc. Newton published Observations on the
Prophecies of Daniel and the Apocalypse of St. John
(1733), and Napier of Merchiston A Plaine Discovery of the
whole Revelation of St. John (1594).
442. ‘Masterless passion,’ etc. Cf. The Merchant of Venice, Act IV.
Sc. 1.
‘Fear,’ etc. A Midsummer Night’s Dream, Act V. Sc. 1.
443. January and May. See Chaucer’s Canterbury Tales, ‘The
Merchant’s Tale.’
444. A good remark in ‘Vivian Grey.’ See Book IV. chap. V.
 DEFINITION OF WIT
Published in Literary Remains from which it is here reprinted. Cf.
the essay ‘On Wit and Humour’ in vol. VIII. (English Comic Writers)
pp. 5–30.

PAG
E ‘Wherein,’ etc. See vol. VIII. pp. 18–19.
445. ‘The squandering glances,’ etc. As You Like it, Act II. Sc. 7.

‘Revive,’ etc. Quoted elsewhere from Scott.

446. ‘Foregone conclusion.’ Othello, Act III. Sc. 3.
448. ‘Skin,’ etc. Cf. Hamlet, Act III. Sc. 4.

‘In cut and dye,’ etc. Hudibras, I. I. 243–4.

449. ‘The house,’ etc. Misquoted from Swift’s Vanbrugh’s House.

‘Turned from black to red.’ Hudibras, II. II. 32.

450.
‘Like jewels,’ etc. Collins, Ode, The Manners, 55.
‘Pray lend me,’ etc. Farquhar, The Beaux Stratagem, Act V.
451. Sc. 4.
453. ‘A forked radish,’ 2 Henry IV., Act III. Sc. 2.
 PERSONAL POLITICS
Published in Literary Remains, where the author’s son says that it
was ‘written during my father’s last illness, immediately after the
French Revolution of 1830.’ The essay, which must have been written
after the ‘Three Days’ (see post, p. 461, note) is here reprinted from
Literary Remains.

PAG
E ‘Ay, every inch a King!’ King Lear, Act IV. Sc. 6.
456. ‘Cooped,’ etc. Cf. Macbeth, Act III. Sc. 4.

‘Himself again.’ Richard III. (Cibber’s version), Act V. Sc. 3.

‘Solely,’ etc. Macbeth, Act I. Sc. 5.
458. ‘Shall be in him,’ etc. Cf. Othello, Act III. Sc. 3.

‘Smile,’ etc. Cf. Hamlet, Act I. Sc. 5.

459. ‘Ever strong,’ etc. King John, Act III. Sc. 1.

The late King. George IV. died on June 26, 1830.

460. Let him go where he chooses. Charles X. arrived in England
461. on Aug. 17, 1830.
Note. The Revolution of the Three Days. This began on July
27, 1830.
 EMANCIPATION OF THE JEWS
This paper was printed in Leigh Hunt’s The Tatler for March, 1831
(vol. II.), and also, separately, in pamphlet form. Mr. Bertram Dobell
kindly showed to the Editors a copy of this pamphlet in his
possession which bore the following (anonymous) marginal note:
‘Written by Hazlitt, and a little altered by Mr. Basil Montagu—Mr.
Isaac Goldsmid caused this little tract to be written, and defrayed all
the expenses of authorship, printing, etc. It was the last production, I
think, of Hazlitt’s pen.’ From a proof in the Editors’ possession it is
clear that the essay was sent by Hazlitt’s son to The Daily News and
set up in type in 1849, but it seems never to have been published by
that journal. The essay is here reprinted from the pamphlet. The
Tatler and The Daily News proof show only trifling typographical
variations. It will be remembered that Macaulay’s maiden speech
(April 5, 1830) was in favour of a bill for the removal of Jewish
disabilities. The emancipation of the Jews was not effected till 1858.

PAG
E ‘We have reformed,’ etc. Cf. Hamlet, Act III. Sc. 2.
461. ‘My kingdom,’ etc. S. John xviii. 36.
463. ‘And pure religion,’ etc. Wordsworth, Sonnet, Written in
464. London, September 1802.
 ON THE PUNISHMENT OF DEATH
Fraser’s Magazine for January 1831 contains an article on Capital
Punishment in which the author introduces an extract from an essay
by Hazlitt on the same subject. The extract is thus introduced: ‘It
forms part of an essay which was written a few years ago by the late
W. Hazlitt, at the request of a society then existing in London for
obtaining a repeal of that formidable law, and seems to contain
pretty much the sum of what might be brought forward against that
punishment by a philosophical reasoner. It has never yet been
published.’ Hazlitt’s essay has not been discovered, and this rather
obscure fragment is reprinted from Fraser’s Magazine.

PAG
E Beccaria. Cesare, Marchese de Beccaria (1735?–1794), whose
466. famous work, On Crimes and Punishments, appeared in
1764.
‘It is not the intensity,’ etc. Cf. Beccaria, chap. xxviii.
‘Crimes are more effectually prevented,’ etc. Ibid. chap, xxvii.
470. In Mr. Bentham’s phrase. See (e.g) Theory of Legislation,
Part III. chap. vi.
Note. For Burgh’s book see vol. IV. (Reply to Malthus), p. 85
et seq. and notes.
ADDENDA TO THE NOTES IN VOLS. I.–XI.

VOL. I.

PAG
E 3. The miser ‘robs himself,’ etc. Cf. Joseph Andrews, Book
IV.
chap. vii.
23. ‘Because on earth,’ etc. See vol. X., note to p. 63.
52. ‘A mistress,’ etc. Goldsmith, The Traveller, 152.
57. ‘Pure,’ etc. Dryden, Persius, Sat. II. l. 133.
68. ‘Two happy things,’ etc. The Tatler (No. 40) quotes the
epigram thus:
‘In marriage are two happy things allowed,
A wife in wedding-sheets, and in a shroud.
How can a marriage state then be accursed,
Since the last day’s as happy as the first?’

85. ‘Painting was jealous,’ etc. Vasari records a similar saying

(Lives, ed. Blashfield and Hopkins, 1897, vol. IV. p. 218).
105. ‘In that first garden,’ etc. Cf. ‘In that first garden of our
simpleness.’ Daniel, Hymen’s Triumph, I. 1.
112. ‘And visions,’ etc. This couplet, a favourite quotation of
Hazlitt’s, occurs in a letter from Gray to Horace Walpole
(Letters, ed. Tovey, I. 7–8). The lines are apparently a
translation (by Gray) of Virgil, Æneid, VI. 282–84.
135. ‘Heaves no sigh,’ etc. See vol. V., note to p. 30.
139. The new Patent Blacking. Cf. Moore’s Parody of a
Celebrated Letter, 94–6.
391. ‘The word,’ etc. Cf. 2 Henry IV., III. 2.
292. ‘Go, go,’ etc. Cf. Wycherley, The Plain Dealer, v. I.
427. Turnspit of the King’s kitchen. See vol. XII. (Fugitive
Writings), p. 291 and note.
 VOL. II.

310. ‘Both living and loving.’ Lamb’s version of Thekla’s Song

in The Piccolomini. See Coleridge’s Poetical Works, ed. J.
D. Campbell, p. 648.
311. ‘Winged wound.’ Dryden, The Hind and the Panther, I. 6.
347. ‘Who had been beguiled,’ etc. Leigh Hunt, The Story of
Rimini, Canto III.
363. ‘Throws a cruel sunshine on a fool.’ Armstrong, The Art
of Preserving Health, Book IV.
396. The man who bought Punch. See vol. XII. p. 353.
 VOL. III.

38. The Room over the way. See Cobbett’s Weekly Political
Register, Sept. 1817 (Selections, etc., v. 259).
41. St. Peter is well at Rome. Don Quixote, Part II. Book III.
chap, xli., and elsewhere.
45. ‘Lest the courtiers,’ etc. The Beggar’s Opera, II. 2.
60. ‘One note day and night.’ Burke, Regicide Peace (Select
Works, ed. Payne, p. 51).
63. ‘Which fear,’ etc. Cowper, The Task, II. 325.
166. ‘In Philharmonia’s undivided dale.’ Cf. ‘O’er peaceful
Freedom’s undivided dale.’ Coleridge, Monody on the
Death of Chatterton, 140.
171. ‘Unslacked of motion.’ See vol. IV. p. 42 and note.
174. ‘Of whatsoever race,’ etc. Cf. Dryden, Absalom and
Achitophel, I. 100–103.
239. ‘Meek mouths ruminant.’ Cf. ‘With ruminant meek
mouths.’ Leigh Hunt, The Story of Rimini, Canto II.
243. The Essay on ‘The Effects of War and Taxes,’ appeared
also in The New Scots Magazine for Oct. 1818.
259. ‘Soul-killing lies,’ etc. Lamb, John Woodvil, Act II.
268. ‘Certain so wroth,’ etc. Chaucer, Canterbury Tales, The
Prologue, 451–2.
273. ‘People of the nicest imaginations,’ etc. Cf. Swift,
Thoughts on Various Subjects.
284. ‘Resemble the flies of a summer.’ Cf. ‘Men would become
little better than the flies of a summer.’ Burke, Reflections
on the Revolution in France (Select Works, ed. Payne, II.
112).
328. ‘A new creation,’ etc. Goldsmith, The Traveller, 296.
 VOL. IV.

17. ‘Sacro,’ etc. Quoted in the notes to Junius. See notes to

Letter XXXVI.
24. To elevate and surprise. The Duke of Buckingham’s The
Rehearsal, I. 1.
44. ‘Your very nice people,’ etc. See ante, note to vol. III. p.
273.
147. ‘Where he picks clean teeth.’ Cowper, The Task, II. 627.
217. ‘When he saw,’ etc. Coleridge, Remorse, Act IV. Sc. 2.
220. Pingo in eternitatem. A saying attributed to Zeuxis. See
Sir Joshua Reynolds’s Discourses, No. III.
311. ‘Sithence no fairy lights,’ etc. See vol. XI. pp. 224, 268,
and notes.
 VOL. V.

9. ‘And visions,’ etc. See ante, note to vol. I. p. 112.

10. ‘Obscurity,’ etc. See vol. XI. p. 224 and note.
120. ‘And that green wreath,’ etc. Southey, Carmen Nuptiale,
Proem, St. 9.
215. ‘A foot,’ etc. Cf. Donne, The Storm, 3–4.
277. Friar Onion. See Boccaccio, The Decameron, Sixth Day,
Novel X.
280. ‘That, like a trumpet,’ etc. Cf. Leigh Hunt, The Story of
Rimini, Canto III.
345. ‘The last of those fair clouds,’ etc. Cf. Wordsworth, The
Excursion, VII. 1014–16.
372. For the note on Lord Dorset read Charles Sackville
(1638–1706), sixth Earl of Dorset, author of ‘To all you
ladies now on land,’ included with other songs in Hazlitt’s
Select British Poets.
 VOL. VI.

23. ‘Those suns and skies so pure.’ Warton, Sonnet (IX.) to the
River Lodon.
93. ‘The fair variety of things.’ Akenside, Pleasures of the
Imagination, I. 78.
94. A neighbouring Baronet. See vol. XII., note to p. 202.
96. ‘Like life and death,’ etc. Cf. Lamb., John Woodvil, Act II.
106. ‘The beautiful is vanished,’ etc. Coleridge, The Death of
Wallenstein, v. I.
113. ‘Like a faint shadow,’ etc. Cf. The Faerie Queene, II. vii.
29.
152. Note. ‘The worse, the second fall of man.’ Cf. Windham,
Speeches, I. 311 (March 13, 1797).
156. ‘To warn and scare.’ Rev. Sneyd Davies, To the
Honourable and Reverend F. C. (Dodsley, Collection of
Poems, VI. 138).
189. ‘The vine-covered hills,’ etc. William Roscoe, Lines
written in 1788, parodied in The Anti-Jacobin.
211. ‘Free from the Sirian star,’ etc. Beaumont and Fletcher,
Philaster, Act v. Sc. 3.
218. ‘It was out of all plumb,’ etc. Tristram Shandy, Book III.
chap. xii.
225. ‘Stud of night-mares.’ Cf. ‘I confess an occasional night-
mare; but I do not, as in early youth, keep a stud of them.’
Lamb, Essays of Elia (Witches, and other Night-Fears).
243. ‘Tall, opaque words.’ Hazlitt was perhaps quoting from
himself. See vol. VIII. p. 257.
259. ‘To angels ’twas most like.’ The Flower and the Leaf, St.
19.
308. ‘Wild wit,’ etc. Gray, Ode, On a Distant Prospect of Eton
College.
317. ‘As much again to govern it.’ This line is not Butler’s, but
Pope’s. See An Essay on Criticism, 80–81:
‘There are whom heav’n has blest with store of wit,
Yet want as much again to manage it.’

The couplet was changed in the 4to edition of 1743.

 VOL. VII.

189. ‘Subtilised savages.’ ‘Nor as yet have we subtilised

ourselves into savages.’ Burke, Refections on the
Revolution in France (Select Works, ed. Payne, II. 101).
273. ‘As a saving of cheese-parings,’ etc. See Windham’s
Speeches, I. 311 (March 13, 1797).
282. ‘As if they thrilled,’ etc. The Faerie Queene, II. xii. 78.