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Pressing subjects: Social economy a...

Denecke, Daniel Dreyer.

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Pressing subjects: Social economy and British literary form, 1831--1867 (John Cassell, Frederick Denison Maurice, Alfred, Lord Tennyson, Charles Dickens, Wilkie Collins).

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Pressing subjects: Social economy and British literary form, 1831--1867 (John Cassell, Frederick Denison Maurice, Alfred, Lord Tennyson, Charles Dickens, Wilkie Collins)./
Author:	Denecke, Daniel Dreyer.
Description:	237 p.
Notes:	Adviser: Frances Ferguson.
Contained By:	Dissertation Abstracts International62-10A.
Subject:	Education, History of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3028254
ISBN:	0493403051

Pressing subjects: Social economy and British literary form, 1831--1867 (John Cassell, Frederick Denison Maurice, Alfred, Lord Tennyson, Charles Dickens, Wilkie Collins).
Denecke, Daniel Dreyer.

Pressing subjects: Social economy and British literary form, 1831--1867 (John Cassell, Frederick Denison Maurice, Alfred, Lord Tennyson, Charles Dickens, Wilkie Collins). - 237 p.

Adviser: Frances Ferguson.

Thesis (Ph.D.)--The Johns Hopkins University, 2002.

<italic>Pressing Subjects</italic> situates the mutual development of literature and literary education in the context of nineteenth-century debates about philanthropic influence. The dissertation aims to revise current understandings of these developments as forms of social control. At a time when educators were increasingly subject to charges that their endeavors standardized private life, the writers I examine defended literature as a political mechanism for rendering differences intelligible rather than negligible. I argue that prominent Victorian publishers, educators, and authors defended literature neither as an ideological tool for diverting the working classes from political activity nor as a means to render a population more amenable to liberal government. They introduced new forms of literary education—the anthology and the seminar—and formal innovations in the long poem and the novel because they understood literary texts to motivate people in unforeseeable ways and they believed in the benefits of such incalculable effects.

ISBN: 0493403051Subjects--Topical Terms:

599244
Education, History of.

Pressing subjects: Social economy and British literary form, 1831--1867 (John Cassell, Frederick Denison Maurice, Alfred, Lord Tennyson, Charles Dickens, Wilkie Collins).
LDR:03406nam 2200301 a 45 001 930371
005 20110429
008 110429s2002 eng d
020 $a 0493403051
035 $a (UnM)AAI3028254
035 $a AAI3028254
040 $a UnM $c UnM
100 1 $a Denecke, Daniel Dreyer. $3 1253933
245 1 0 $a Pressing subjects: Social economy and British literary form, 1831--1867 (John Cassell, Frederick Denison Maurice, Alfred, Lord Tennyson, Charles Dickens, Wilkie Collins).
300 $a 237 p.
500 $a Adviser: Frances Ferguson.
500 $a Source: Dissertation Abstracts International, Volume: 62-10, Section: A, page: 3401.
502 $a Thesis (Ph.D.)--The Johns Hopkins University, 2002.
520 $a <italic>Pressing Subjects</italic> situates the mutual development of literature and literary education in the context of nineteenth-century debates about philanthropic influence. The dissertation aims to revise current understandings of these developments as forms of social control. At a time when educators were increasingly subject to charges that their endeavors standardized private life, the writers I examine defended literature as a political mechanism for rendering differences intelligible rather than negligible. I argue that prominent Victorian publishers, educators, and authors defended literature neither as an ideological tool for diverting the working classes from political activity nor as a means to render a population more amenable to liberal government. They introduced new forms of literary education—the anthology and the seminar—and formal innovations in the long poem and the novel because they understood literary texts to motivate people in unforeseeable ways and they believed in the benefits of such incalculable effects.
520 $a In addition to examining institutional settings like the publishing industry and the classroom, I focus on formal innovations in literary texts by which authors sought to remodel literature's relationship to private life. I argue that publishers such as John Cassell valued the literary anthology not as a tool for inculcating endless self-work, but rather because its variety of extracts appealed to the diverse tastes of a mass readership. And while historians have generally seen F. D. Maurice as inculcating “disinterestedness” in the working classes, I show that Maurice turned to the seminar as a way to solicit the diverse—even partisan—“interests” of adults. I read Tennyson's <italic>Princess</italic>—generally taken as a conversion narrative whose message is conformity—as a critique of conversion. The interplay between ambiguous lyrics and verse-narrative reveals Tennyson's protest against the kind of standardization of private life epitomized by the conversion narrative. Similarly, Dickens and Collins broke with secular conversion narratives in order to defend the novel as an alternative to utilitarian self-help literature and evangelical tracts because it imagined political efficacy in terms of engaging rather than effacing differences between readers.
590 $a School code: 0098.
650 4 $a Education, History of. $3 599244
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Literature, English. $3 1017709
690 $a 0279
690 $a 0520
690 $a 0593
710 2 0 $a The Johns Hopkins University. $3 1017431
773 0 $t Dissertation Abstracts International $g 62-10A.
790 $a 0098
790 1 0 $a Ferguson, Frances, $e advisor
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3028254