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REPRESENTATIONS of TEACHING, CURRICULUM REFORM, and the FORMATION of COLLEGIATE ENGLISH by Malkiel Aaron Choseed Honors BA in En

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REPRESENTATIONS of TEACHING, CURRICULUM REFORM, and the FORMATION of COLLEGIATE ENGLISH by Malkiel Aaron Choseed Honors BA in En REPRESENTATIONS OF TEACHING, CURRICULUM REFORM, AND THE FORMATION OF COLLEGIATE ENGLISH by Malkiel Aaron Choseed Honors BA in English and Philosophy, University of Delaware, 1997 MA in English, University of Pittsburgh, 1999 Submitted to the Graduate Faculty of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2007 UNIVERSITY OF PITTSBURGH FACULTY OF ARTS AND SCIENCES This dissertation was presented by Malkiel Aaron Choseed It was defended on January 10, 2007 and approved by John Twyning, PhD, Associate Professor, English Department Paul Kameen, PhD, Associate Professor, English Department Dennis Looney, PhD, Associate Professor, French and Italian Department Dissertation Advisor: Jean Ferguson Carr, PhD, Associate Professor, English Department ii Copyright © by Malkiel Aaron Choseed 2007 iii REPRESENTATIONS OF TEACHING, CURRICULUM REFORM, AND THE FORMATION OF COLLEGIATE ENGLISH Malkiel A. Choseed, PhD University of Pittsburgh, 2007 A close examination of the Shakespearean material in approximately two hundred British and American literary textbooks from the mid nineteenth to the early twentieth centuries reveals that the professionalization of the American professoriate influenced the formation of English literature as a field in American colleges and universities. Professionalization changed the character of the study of English literature from one centered around moral instruction dependent on an a-contextual framing of literary material to one characterized by specialized studies dependent on interpretation. The representation of pedagogy in these textbooks is an index of the effects of this professionalization on the developing professoriate and field of English literature. This dissertation also explores the connections between pedagogy, research, and field formation. Chapter One identifies these institutional changes in American higher education through archival research examining the print history of the Variorum Shakespeare series, begun by Shakespearean scholar, editor, and autodidact Horace Howard Furness and eventually taken up by academic institutions, most notably the University of Pennsylvania, and ultimately the Modern Language Association. Chapter Two examines the implicit and explicit changes in pedagogical theories and practices through the representation of Shakespeare’s work in literary textbooks printed between approximately 1850 and 1875. Chapter Three continues this work with literary textbooks printed between approximately 1875 and 1930, focusing on the textbooks iv produced by prolific textbook author and future president of Delaware College (1888-1896), Albert Newton Raub. Chapter Four extends this work by performing a curricular history of English at Delaware College between approximately 1850 and 1930 through a detailed examination of archival sources. The conclusion draws an analogy between this historical study of pedagogy and disciplinary formation and composition in the present moment. v TABLE OF CONTENTS PREFACE....................................................................................................................................IX 1.0 INTRODUCTION........................................................................................................ 1 1.1 PEDAGOGY AND TEXTBOOKS..................................................................... 16 1.2 ARCHIVES ......................................................................................................... 22 1.3 CHAPTERS......................................................................................................... 27 1.4 ORIGINS ............................................................................................................. 35 2.0 THE PRINT HISTORY OF THE NEW VARIORUM SHAKESPEARE SERIES ………………………………………………………………………………………...37 2.1 INTRODUCTION ............................................................................................... 37 2.2 VARIORUM: FORM AND FUNCTION ........................................................... 39 2.3 THE THEORETICAL IMPLICATIONS OF THE VARIORUM EDITIONS... 49 2.4 FURNESS: HIS LIFE AND INVOLVEMENT WITH HIGHER EDUCATION …………………………………………………………………………………..56 2.5 TEXTUAL PRINCIPLES OF THE VARIORUM AND CHANGING NOTIONS OF “SCHOLARSHIP” ......................................................................................................... 63 2.6 ENTRUSTING THE VARIORUM TO THE “PROFESSIONAL” SCHOLARS …………………………………………………………………………………..69 2.7 THE VARIORUM AFTER 1930 ........................................................................ 80 vi 2.8 TRANSITION ..................................................................................................... 95 3.0 TEXTBOOKS 1850 – 1875........................................................................................ 96 3.1 INTRODUCTION ............................................................................................... 96 3.2 TEXTBOOKS DEFINED ................................................................................. 104 3.3 TEXTBOOK FORM AND FUNCTION........................................................... 112 3.4 EXPLICIT AND IMPLICIT DEFINITIONS OF “LITERATURE” AND THEIR RELATIONSHIP TO “PEDAGOGY”............................................................................... 116 3.5 SHAKESPEARE ............................................................................................... 125 3.6 NATIONAL IDENTITY................................................................................... 141 3.7 MORALITY AND CHARACTER ................................................................... 152 3.8 TRANSITION ................................................................................................... 155 4.0 TEXTBOOKS 1875-1930 ........................................................................................ 156 4.1 INTRODUCTION ............................................................................................. 156 4.2 UP TO AND BEFORE 1879............................................................................. 165 4.3 1880-1890.......................................................................................................... 169 4.4 1891-1899.......................................................................................................... 176 4.5 1900-1915.......................................................................................................... 192 4.6 1916-1930.......................................................................................................... 202 4.7 ALBERT NEWTON RAUB ............................................................................. 210 4.8 TRANSITION ................................................................................................... 221 5.0 CURRICULUM REFORM: DELAWARE COLLEGE AND THE CHANGING ROLE OF ENGLISH STUDIES ............................................................................................. 222 5.1 INTRODUCTION ............................................................................................. 222 vii 5.2 ORIGINS OF DELAWARE COLLEGE .......................................................... 224 5.3 THE MORRILL ACT AND ITS IMPACT ON THE COLLEGE.................... 226 5.4 THE RAUB ADMINISTRATION.................................................................... 235 5.5 CURRICULUM REFORM AS REFLECTED IN THE FACULTY MINUTES, 1892-1900........................................................................................................................... 239 5.6 PRIMARY SOURCES OTHER THAN MINUTES AND CATALOGUES.... 243 5.7 CHANGES IN CURRICULA AS REFLECTED IN BULLETINS AND CATALOGUES ................................................................................................................. 255 6.0 CONCLUSION......................................................................................................... 266 6.1 SHAKESPEARE ............................................................................................... 268 6.2 TEXTBOOKS, PEDAGOGY, AND COMPOSITION..................................... 271 6.3 POTENTIAL IMPLICATIONS ........................................................................ 279 BIBLIOGRAPHY..................................................................................................................... 287 viii PREFACE As I write these words in Syracuse, New York, I cannot help but reflect on the long journey which has led me to this point; so many years, so many miles, and so many hours spent reading and writing. I have read many prefaces and acknowledgements from many textbooks and am now thinking about the genre of the preface. The nineteenth century preface is a rather proper and formal thing. Usually it serves as an introduction of sorts for the textbook. There is no one single formula for the preface, but patterns do emerge. Many prefaces begin by stating why the text needed to be written, by illuminating the gap that the text fills. This dissertation, it is hoped, will shed a new light on that space, which, although it defines our lives as academics, is itself so hard to define, the collegiate English classroom. Then the prefaces usually turn to their institutional contexts and origins. Along these lines I would like to thank Jean Ferguson Carr whose support and guidance in the dissertation process and over the course of my graduate career as a whole has been invaluable. This project would not be possible without her help
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