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Nineteenth-century England witnessed an unprecedented increase in the number of publications and institutions devoted to the creation and the dissemination of knowledge: encyclopedias, scientific periodicals, instruction manuals, scientific societies, children’s literature, mechanics’ institutes, museums of natural history, and lending libraries. In Useful Knowledge Alan Rauch presents a social, cultural, and literary history of this new knowledge industry and traces its relationships within nineteenth-century literature, ending with its eventual confrontation with Charles Darwin’s Origin of Species. Rauch discusses both the influence and the ideology of knowledge in terms of how it affected nineteenth-century anxieties about moral responsibility and religious beliefs. Drawing on a wide array of literary, scientific, and popular works of the period, the book focusses on the growing importance of scientific knowledge and its impact on Victorian culture. From discussions of Jane Webb Loudon’s The Mummy! and Mary Shelley’s Frankenstein, to Charlotte Brontë’s The Professor, Charles Kingsley’s Alton Locke, and George Eliot’s Mill on the Floss, Rauch paints a fascinating picture of nineteenth-century culture and addresses issues related to the proliferation of knowledge and the moral issues of this time period. Useful Knowledge touches on social and cultural anxieties that offer both historical and contemporary insights on our ongoing preoccupation with knowledge. Useful Knowledge will appeal to readers interested in nineteenth century history, literature, culture, the mediation of knowledge, and the history of science.
This first volume will showcase the richness and diversity of the Owenite movement, which spanned decades (from Owen’s first published books in 1813-16 to the late 1840s), political allegiances, genders and continents. This volume therefore calls for a variety of sources not easily available elsewhere - including books, pamphlets, correspondence and newspaper articles - and a variety of often overlapping voices - from Chartists to early co-operators, secularists, non-British Owenites and proponents of women’s rights. The sheer range of Owenite ventures (intentional communities, co-operatives, labour exchanges and experiments in popular education) will be covered, thus blending social and political history. The attempt to map the Owenite movement will eventually lead to the identification of its shared, core principles and values: internationalism, co-operation, concepts of political change, and above all, the ideal of community.
Plots of Enlightenment explores the emergence of the English novel during the early 1700s as a preeminent form of popular education at a time when educators were defining a new kind of "modern" English citizenship for both men and women. This new individual was imagined neither as the free, self-determined figure of early modern liberalism or republicanism, nor, at the other extreme, as the product of a nearly totalized disciplinary regimen. Instead, this new citizen materialized from the tensile process of what the sociologist Pierre Bourdieu calls "regulated improvisation," a strategy of performed individual identity that combines both social orchestration and individual agency. This book considers how the period's diverse forms of educational writing (including chapbooks, conduct books, and philosophical treatises) and the most innovative educational institutions of the age (such as charity schools, working schools, and proposed academies for young women) produced a shared concept of improvised identity also shaped by the early novel's pedagogical agenda. The model of improvised subjectivity contributed to new ways of imagining English individuality as both a private and public entity; it also empowered women authors, both educators and novelists, to transform traditional ideals of femininity in forming their own protofeminist versions of enlightened female identity. While offering a comprehensive account of the novel's educational status during the Enlightenment, Plots of Enlightenment focuses particularly on the first half of the eighteenth century, when novelists such as Daniel Defoe, Eliza Haywood, and Charlotte Lennox were first exploring concepts of fictional character based on educational and moral improvisation. A close examination of these authors' work illustrates further that by the 1750s, the improvisational impulse in England had forged the first perceptible outlines of the fictional subgenre later called the novel of education or the Bildungsroman. This book is the first study of its kind to account for the complex interplay between the individualist and collectivist protocols of early modern fiction, with an eye toward articulating a comprehensive description of socialization and literary form that can accommodate the similarities and differences in the works of both male and female writers.