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.

Review
AI
Books
Culture
Education
Monsters
5 min read

Are we letting a monster or saviour into the classroom?

Examining Sal Khan’s confidence in artificial intelligence.

Krish is a social entrepreneur partnering across civil society, faith communities, government and philanthropy. He founded The Sanctuary Foundation.

A board of experts sit at a table against a conference backdrop.
Sal Khan, left, at an AI summit.
White House via Wikimedia Commons.

I've watched enough dystopian movies to know that there are lots of reasons to be nervous about the rise of the machines. Whether it’s the Terminator universe where the internet becomes sentient and creates autonomous robots to eradicate humanity, Neo battling an artificial intelligence that enslaves humans in The Matrix, or Will Smith fending off helper robots bent on taking over the planet in I, Robot, technological advances often fuel an array of nightmare scenarios. As if to make matters worse, science fiction has an uncanny knack for becoming science fact – I think of how shows like Star Trek accurately foretold mobile phones, wearable tech and virtual assistants. The line between imagined catastrophe and reality might be thinner than we might like to admit. 

Perhaps we shouldn’t be surprised then, that our creative industries are sending out dire warnings about the impact of the latest breakthrough technology - Artificial Intelligence (AI). Like Mary Shelley’s Frankenstein in the middle of the industrial revolution, and Godzilla in the dawn of the nuclear era, dystopian fiction is par for the course of scientific advancement. It all stems, I believe, from our deep human response to the unknown – the fear instinct. But I have recently come across a surprising new voice of reassurance in Sal Khan’s book Brave New Words: How AI Will Revolutionize Education (and Why That’s a Good Thing)

Khan’s book comes recommended by Bill Gates - a reliably voracious reader and one of the founding fathers of the global information technology revolution. But Khan also has his own excellent credentials. From tutoring his niece online using a simple online drawing programme called Yahoo Doodle, he began creating YouTube videos and soon amassed over 450 million views. This led to his creation of the now world-renowned Khan Academy which has revolutionised online education. By 2023, it had more than 155 million registered users, with students spending billions of hours of learning on the platform.  

Teachers are concerned that AI could undermine their expertise, much like satellite navigation diminished the skills of London Black Cab drivers. 

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It seems to me that AI has the potential to upend the Khan Academy business model, however Khan does not take the opportunity to discredit AI or even to highlight its dangers in a bid to reinforce the advantages of his existing products. Nor does he buy into the doom and fearmongering about the impact of digital technologies on young minds, as Jonathan Haidt does in his recent bestselling book Anxious Generation. Instead, he writes a hopeful and imaginative book on AI’s potential for further transforming education for good.  

Khan’s perspective comes amidst great fear in educational circles that generative AI will mean the end of education. Students can currently ask ChatGPT to generate an outline for them for an essay, suggest copy, check grammar and accuracy, offer improvements, translations, and factchecks, as well as write a conclusion, edit for wordcount, add footnote references and more. Indeed, entire books available for sale on Amazon have been allegedly written solely by AI. Teachers and lecturers are understandably concerned about the potential for plagiarism. If teachers are no longer able to discern what a student has written for themselves and what a computer has generated, the assessment process becomes meaningless. 

Teachers are concerned that AI could undermine their expertise, much like satellite navigation diminished the skills of London Black Cab drivers. After years of mastering 'The Knowledge'—an arduous and demanding process requiring exceptional memory and recall—this once-essential qualification was rendered almost obsolete. New drivers now need little more than a GPS and an Uber account to compete, a shift that highlights how quickly hard-earned skills can become irrelevant in the face of technological advances. Many teachers fear a similar fate as AI continues to encroach on their domain. 

While AI may not be the evil monster that will destroy us, neither is it the perfect saviour that will solve all society’s ills. 

Khan offers an important alternative view. He sees the possibility that AI could, for example, help coach students on essay writing. By reading work, marking it and suggesting improvements, AI could not only save the teacher valuable time but help students take their work to an even higher level.  

Khan offers a similar hopeful alternative to those who blame digital technology advances for the crisis in young person’s mental health. What if AI could help offer coping mechanisms, coaching and tailored advice that can help improve the mental health of students? His vision for the Khan academy virtual assistant ‘”Khanmigo” reminded me of BayMax from Disney’s Big Hero 6 – the large inflatable, huggable robot with a calm, compassionate and loyal personality, highly committed to every aspect of his user’s wellbeing.  

Amid voices that demonise AI, Khan’s is a useful antidote, however I wonder if he has gone too far. While AI may not be the evil monster that will destroy us, neither is it the perfect saviour that will solve all society’s ills. Understatement is not Khan’s strong point. Instead, sometimes he becomes so carried away in excitement that I feel his book begins to sound like an infomercial for his own, current and future products.  

I wish that Khan had taken a slightly different tack – no less inspiring about the potential of AI, but also recognising its limits. After all education is as much about transformation as it is about information. It should lead to character formation as much as skill acquisition. Emphasising these aspects of moral and perhaps even spiritual mentorship, we can see that education remains irreplaceably human.  

AI has huge potential to help and to hinder us in our educative responsibilities to the next generation– and so questions remain – not if AI will change our world, but how. We need to ask not just what benefits it could bring, but who it could benefit most usefully.