Samuel Johnson famously referred to his future biographer, the unsociable magistrate Sir John Hawkins, as “a most unclubbable man." Conversely, this celebratory volume gathers distinguished eighteenth-century studies scholars to honor the achievements, professional generosity, and sociability of Greg Clingham, taking as its theme textual and social group formations. Here, Philip Smallwood examines the “mirrored minds” of Johnson and Shakespeare, while David Hopkins parses intersections of the general and particular in three key eighteenth-century figures. Aaron Hanlon draws parallels between instances of physical rambling and rhetorical strategies in Johnson’s Rambler, while Cedric D. Reverand dissects the intertextual strands uniting Dryden and Pope. Contributors take up other topics significant to the field, including post-feminism, travel, and seismology. Whether discussing cultural exchange or textual reciprocities, each piece extends the theme, building on the trope of relationship to organize and express its findings. Rounding out this collection are tributes from Clingham’s former students and colleagues, including original poetry.
 

In this timely collection, teacher-scholars of “the long eighteenth century,” a Eurocentric time frame from about 1680 to 1832, consider what teaching means in this historical moment: one of attacks on education, a global contagion, and a reckoning with centuries of trauma experienced by Black, Indigenous, and immigrant peoples. Taking up this challenge, each essay highlights the intellectual labor of the classroom, linking textual and cultural materials that fascinate us as researchers with pedagogical approaches that engage contemporary students. Some essays offer practical models for teaching through editing, sensory experience, dialogue, or collaborative projects. Others reframe familiar texts and topics through contemporary approaches, such as the health humanities, disability studies, and decolonial teaching. Throughout, authors reflect on what it is that we do when we teach—how our pedagogies can be more meaningful, more impactful, and more relevant.

Published by Bucknell University Press. Distributed worldwide by Rutgers University Press.