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Simon Machin DOCTORAL THESIS Ripping Yarns The Breaking of Masculine Codes in "Boy’s Own" Adventure Stories, 1855 - 1940 Machin, Simon Award date: 2016 General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 25. Sep. 2021 Ripping Yarns: The Breaking of Masculine Codes in “Boy’s Own” Adventure Stories, 1855 – 1940 Quicquid agunt pueri nostri farrago libelli Whatever boys do makes up the mix of our little book by Simon Machin A thesis submitted in partial fulfilment of the requirements for the degree of PhD Department of English and Creative Writing Roehampton University 2016 1 Abstract My thesis explores the yarn, the British masculine adventure story for boys of all ages, from 1855 until 1940. Using Raymond Williams’ concept, “structure of feeling”, the “boy’s own” ethos is examined within its material culture, strongly influenced by the public schools. The thesis follows the yarn’s mutations in popular literature from school story to maritime adventure, colonial encounter, domestic landscape fantasy, invasion scare novel and war memoir. The study argues that, when the pedagogic system privileged the study of Classics as the professional gateway to success, the yarn constructed a valorised code of masculinity as an intellectual and moral puzzle requiring decryption. Using Rudyard Kipling’s stories about adolescent males as the chronological spine, it follows the competitive discourse of different masculine codes, Christian, imperialist and sporting, which the implied reader is encouraged to “break”. Extending Pierre Bourdieu’s notion of code as cultural competence to include crypto-analysis, the thesis examines how superficially extroverted tales remain fixated upon bookish practices of reading and interpretation, through scriptural exegesis, classical translation, and scrutiny of treasure maps, genealogies, landscapes and ciphers. Chapter One considers the school story, and specifically its competitive examination as an overarching metaphor for masculinity; Chapter Two the maritime adventure as a hermeneutic quest where the adolescent struggles to read male behaviour; and Chapter Three the colonial encounter as an identity crisis when cultural hybridity challenges the construct of the White Man. Chapter Four explores the domestic landscape fantasy when imperialist anxiety becomes enmeshed within nostalgia for boyhood; Chapter Five the paranoia about invasion running parallel to imperial hubris; and Chapter Six thematic developments in two short stories by Kipling. Chapter Seven provides an aerial view (including the post-War cult of the airman), before the Conclusion summarizes the shifts in constructions of masculinity across my periodization. 2 Table of Contents Abstract ....................................................................................................................... 2 Acknowledgements ...................................................................................................... 5 Table of Figures............................................................................................................ 6 Introduction ................................................................................................................. 7 The significance of a Latin cipher ........................................................................................... 7 The defining literary and linguistic properties of the yarn .................................................. 18 Codes, code-breaking and masculinity ................................................................................ 25 The post-1918 period and the critical decline of the public school code ............................ 36 The wartime B.O.P. and vigilant reading ............................................................................. 41 Chapter Structure ................................................................................................................ 50 The Significance of Rudyard Kipling ..................................................................................... 52 Chapter 1: The Awful Examination – The School Story ............................................... 55 An Induction at St. Dominic’s ............................................................................................... 55 The Social Ascendancy of Competitive Examination at Public Schools ............................... 57 Hughes and Tom Brown’s Schooldays: The Founding of a Genre ........................................ 64 Farrar and Eric: A Pietistic Interlude ................................................................................... 74 Reed and The Fifth Form at St. Dominic’s: The B.O.P. Formula ........................................... 79 Kipling and Stalky: The Empire Strikes Back ........................................................................ 84 Hamilton and Greyfriars: The Public School Syndicated ...................................................... 93 Wodehouse and Mike at Wrykyn: This Sporting Life ........................................................... 97 The Shaping of Jephson’s: The Public School Code in Wartime ......................................... 101 Conclusion .......................................................................................................................... 104 Chapter 2: Education Isn’t Begun Yet – The Maritime Adventure ............................ 106 Introduction ....................................................................................................................... 106 A man, a boy and a cigar: an education at sea .................................................................. 108 Interpreting the Robinsonade ............................................................................................ 113 Boyhood and manhood: the perceptual gap in Ballantyne’s The Coral Island .................. 116 Boyhood and manhood: the perceptual gap in Stevenson’s Treasure Island ................... 123 Boyhood and manhood: the perceptual gap in Kipling’s Captains Courageous ................ 130 The sea yarn as metamorphic code ................................................................................... 134 Conclusion .......................................................................................................................... 139 Chapter 3: Yonder is the Sahib – The Colonial Encounter ........................................ 141 Introduction ....................................................................................................................... 141 A boy, a cultural exchange and an act of adoption ........................................................... 147 Surveillance, cultural appropriation and language in the colonial encounter .................. 150 She and the cultural exploration of the White Man .......................................................... 153 Kim and the cultural exploration of the White Man .......................................................... 161 3 Lord Jim and the cultural exploration of the White Man .................................................. 166 Patriotism and paternity in the colonial encounter ........................................................... 171 Conclusion .......................................................................................................................... 173 Chapter 4: The Way through the Woods - The Domestic Landscape Fantasy ............ 175 Introduction ....................................................................................................................... 175 The quest for the child in the domestic landscape ............................................................ 177 Children’s literature and a changing Edwardian sensibility ............................................... 183 Baden-Powell and the Scout in the Landscape .................................................................. 186 Barrie’s The Little White Bird and the child in the landscape ............................................ 194 Kipling’s Rewards and Fairies and the child in the landscape ........................................... 200 Conclusion .......................................................................................................................... 205 Chapter 5: Romance and the Nine Fifteen - The Invasion Scare Novel ..................... 208 Introduction ....................................................................................................................... 208 The Romanticism of Adventure in the Domestic Romance ............................................... 211 The Battle of Dorking and the Historical Resources of Romance ...................................... 214 The Riddle of the Sands and Restoration of Heroism to Romance .................................... 221
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