Review
Culture
Death & life
5 min read

How the Victorians could help us to die well

Victorians welcomed the angel of death, rather than fearing it. Ian Bradley explores their changing attitudes towards death. Part of the How to Die Well series.

Ian Bradley is Emeritus Professor of Cultural and Spiritual History at the University of St Andrews.

A bronze statue of a resting angel sits atop a low stone grave.
A grave in a Dresden cemetery.
Veit Hammer on Unsplash.

When it comes to dying well, there is much that we can learn from our Victorian forebears. Experiencing death more frequently and directly than most of us do, they were not frightened by it but regarded it rather as part of the natural order and, thanks to the pervasive influence of the Christian faith, as the gateway to eternal life.  

In his widely read epic poem, ‘In Memoriam’, inspired by the death of his close friend Arthur Hallam at the age of 22 and published in 1851, Alfred Tennyson posed the rhetorical question: ‘How fares it with the happy dead?’. It struck a deep chord with his readers, as did his answer that they are ‘the breathers of an ampler day for ever nobler ends’. 

The Victorians thought, wrote, preached, and sang about death and what follows it far more than we do today. Novels were judged by the power and pathos of their death bed scenes. Ninety hymns in the 1889 edition of Hymns Ancient and Modern deal primarily with the experience of death and dying. By contrast, there is not a single hymn on this subject in its current successor, the 2013 Ancient & Modern: Hymns and Songs for Refreshing Worship. Death and heaven featured prominently in popular poems, none more so than those by Adelaide Procter, a devout Catholic and the second most read Victorian poet after Tennyson. For her, ‘the beautiful angel, Death, waiting at the portals of the skies’ is to be welcomed rather than dreaded. Her verses about a ‘lost chord’ that an organist realises he may only hear again in heaven, set to music by Arthur Sullivan, who also had no fear of death, became the best-selling song in Britain throughout the last quarter of the nineteenth century.  

To our modern taste, such sentiments may seem maudlin and morbid. We have done our best to sweep death under the carpet and we think little about what may follow it.  

For most Victorian Christians death was something to be looked forward to rather than dreaded. Frederick William Faber, who converted from Anglicanism to Roman Catholicism, was typical in his enthusiastic evocation of its joyful and liberating character: 

O grave and pleasant cheer of death! How it softens our hearts and without pain kills the spirit of the world within our hearts! It draws us towards God, filling us with strength and banishing our fears, and sanctifying us by the pathos of its sweetness. When we are weary and hemmed in by life, close and hot and crowded, when we are in strife and self-dissatisfied, we have only to look out in our imagination over wood and hill, and sunny earth and starlit mountains, and the broad seas whose blue waters are jewelled with bright islands, and rest ourselves on the sweet thought of the diligent, ubiquitous benignity of death.  

To our modern taste, such sentiments may seem maudlin and morbid. We have done our best to sweep death under the carpet and we think little about what may follow it.  For the Victorians, by contrast, it was an ever-present reality, mostly happening at home rather than out of sight in a curtained-off hospital bed or care home, and directly affecting the young as well as the old. The average life expectancy of someone born in Britain in 1837, the year of Victoria’s accession, was just 39 years, less than half the current figure of 81. Infant mortality stood at 150 per 1,000 births and actually rose through the century, reaching 160 per 1,000 births in 1899 – the current level is just over three per 1,000.   

It was in this context that Victorian clergy sought to dispel anxious fears about death and help people to die well by expounding the Christian doctrine of eternal life. There was a pastoral imperative to do so when seeking to minister to so many who were dying or grieving.  

Their focus was on the promise of heaven rather than the fear of hell. There was still a continuing adherence within the churches to the doctrine of eternal punishment for the wicked in the aftermath of a final and terrible Day of Judgment. However, the latter half of the nineteenth century saw a marked decline of belief in hell, prompted partly by the impact of the new German school of biblical criticism which challenged Biblical literalism and by moral revulsion at the idea that a basically benevolent and good God could consign people who had not led particularly bad lives to eternal torment.  

Increasing missionary endeavour and contact with those of other faiths, or of no faith, also made many Christians uneasy with the idea that a large proportion of the human race were condemned to everlasting punishment simply because they had never encountered the Christian Gospel.  

As fear of hell subsided, so hope of heaven came to occupy a much more prominent place in Victorian thought and imagination. This can be clearly seen in the language of hymns. Heaven receives over 100 explicit mentions in the seminal 1889 edition of Hymns Ancient and Modern, and there are a further 43 references to Paradise. Hell is mentioned in just 15 of the 638 hymns and only in four of those is it conceived of primarily as a place of pain and punishment. 

Hymns are, indeed, a good place to gain an insight into Victorian views of death and heaven. Two popular ones written at the very beginning of Victoria’s reign set the tone for those that followed. ‘I’m but a stranger here, heaven is my home’ by Thomas Taylor, a Bradford Congregational minister, and ‘There is a happy land, far, far away’ by Edinburgh schoolmaster Andrew Young, emphasize the idea of death as a home-coming and reinforce the conviction, increasingly common among Victorian clergy, that friends and family will be reunited in heaven.  

As mortality rates rise in the wake of Covid and as a consequence of an ever-older population and death comes out of the closet, we are at last beginning to talk and think about it more. Through their poems and hymns, the Victorians can help us to be less fearful and to die well. 

 

Ian's new book Breathers of an Ampler Day: Victorian Views of Heaven is published by Sacristy Press.

Article
AI - Artificial Intelligence
Community
Culture
Education
5 min read

Artificial Intelligence needs these school lessons to avoid a Frankenstein fail

To learn and to learn to care are inseparable

Joel Pierce is the administrator of Christ's College, University of Aberdeen. He has recently published his first book.

A cyborg like figure opens the door to a classroom.
AI in the classroom.
Nick Jones/Midjourney.ai.

Recent worries expressed by Anthropic CEO, Dario Amodei, over the welfare of his chatbot bounced around my brain as I dropped my girls off for their first days at a new primary school last month. Maybe I felt an unconscious parallel. Maybe setting my daughters adrift in the swirling energy of a schoolyard containing ten times as many pupils as their previous one gave me a twinge of sympathy for a mogul launching his billion-dollar creation into the id-infused wilds of the internet. But perhaps it was more the feeling of disjuncture, the intuition that whatever information this bot would glean from trawling the web,it was fundamentally different from what my daughters would receive from that school, an education.  

We often struggle to remember what it is to be educated, mistaking what can be assessed in a written or oral exam for knowledge. However, as Hannah Arendt observed over a half century ago, education is not primarily about accumulating a grab bag of information and skills, but rather about being nurtured into a love for the world, to have one’s desire to learn about, appreciate, and care for that world cultivated by people whom one respects and admires. As I was reminded, watching the hundreds of pupils and parents waiting for the morning bell, that sort of education only happens in places, be it at school or in the home, where children themselves feel loved and valued.  

Our attachments are inextricably linked to learning. That’s why most of us can rattle off a list of our favourite teachers and describe moments when a subject took life as we suddenly saw it through their eyes. It’s why we can call to mind the gratitude we felt when a tutor coached us through a maths problem, lab project, or piano piece which we thought we would never master. Rather than being the pouring of facts into the empty bucket of our minds, our educations are each a unique story of connection, care, failure, and growth.  

I cannot add 8+5 without recalling my first-grade teacher, the impossibly ancient Mrs Coleman, gazing benevolently over her half-moon glasses, correcting me that it was 13, not 12. When I stride across the stage of my village pantomime this December, I know memories of a pint-sized me hamming it up in my third-grade teacher’s self-penned play will flit in and out of mind. I cannot write an essay without the voice of Professor Coburn, my exacting university metaphysics instructor, asking me if I am really saying what is truthful, or am resorting to fuzzy language to paper over my lack of understanding. I have been shaped by my teachers. I find myself repaying the debts accrued to them in the way I care for students now. To learn and to learn to care are inseparable. 

But what if they weren’t? AI seems to open the vista where intelligences can simply appear, trained not by humans, but by recursive algorithms, churning through billions of calculations on rows of servers located in isolated data centres. Yes, those calculations are mostly still done on human produced data, though the insatiable need for more has eaten through most everything freely available on the web and in whatever pirated databases of books and media these companies have been able to locate, but learning from human products is not the same as learning from human beings. The situation seems wholly original, wholly unimaginable. 

Except it was imagined in a book written over two hundred years ago which, as Guillermo del Toro’s recent attempt to capture that vision reminds us, remains incredibly relevant today. Filmmakers, and from trailers I suspect Del Toro is no different here, tend to treat the story of Frankenstein as one of glamorous transgression: Dr Frankenstein as Faust, heroically testing the limits of human knowledge and human decency. But Mary Shelley’s protagonist is an altogether more pathetic character, one who creates in an extended bout of obsessive experimentation and then spends the rest of the book running from any obligation to care for the creature he has made.  

It is the creature who is the true hero of the novel and he is a tragic one precisely because his intelligence, skills, and abilities are acquired outside the realm of human connection. When happenstance allows him to furtively observe lessons given within a loving, but impoverished family, he imagines himself into that circle of growing love and knowledge. It is when he is disabused of this notion, when the family discovers him and is disgusted, when he learns that he is doomed to know, but not be known, that he turns into a monster bent on revenge. As the Milton-quoting monster reminds Frankenstein, even Adam, though born fully grown, was nurtured by his maker. Since even this was denied creature, what choice does he have but to take the role of Satan and tear down the world that birthed him? 

Are our modern maestros of AI Dr Frankensteins? Not yet. For all the talk of sentient-like responses by LLMs, avoiding talking about distressing topics for example, the best explanation of such behaviour is that they simply are mimicking their training sets which are full of humans expressing discomfort about those same topics. However, if these companies are really as serious about developing a fully sentient AGI, about achieving the so-called singularity, as much of the buzz around them suggests, then the chief difference between them and Frankenstein is one of ability rather than ambition. If eventually they are able to realise their goals and intelligences emerge, full of information, but unnurtured and unloved, how will they behave? Is there any reason to think that they will be more Adam than Satan when we are their creators? 

At the end of Shelley’s novel, an unreconstructed Frankenstein tells his tale to a polar explorer in a ship just coming free from the pack ice. The explorer is facing the choice of plunging onward in the pursuit of knowledge, glory, and, possibly, death, or heeding the call of human connections, his sister’s love, his crew’s desire to see their families. Frankenstein urges him on, appeals to all his ambitions, hoping to drown out the call of home. He fails. The ship turns homeward. Knowledge shorn of attachment, ambition that ignores obligation, these, Shelley tells us, are not worth pursuing. Will we listen to her warning? 

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