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Mary Wollstonecraft and Hannah More: Politics, Feminism and Modern Critics Claire Grogan
Document generated on 09/26/2021 4:58 p.m. Lumen Selected Proceedings from the Canadian Society for Eighteenth-Century Studies Travaux choisis de la Société canadienne d'étude du dix-huitième siècle Mary Wollstonecraft and Hannah More: Politics, Feminism and Modern Critics Claire Grogan Volume 13, 1994 URI: https://id.erudit.org/iderudit/1012525ar DOI: https://doi.org/10.7202/1012525ar See table of contents Publisher(s) Canadian Society for Eighteenth-Century Studies / Société canadienne d'étude du dix-huitième siècle ISSN 1209-3696 (print) 1927-8284 (digital) Explore this journal Cite this article Grogan, C. (1994). Mary Wollstonecraft and Hannah More: Politics, Feminism and Modern Critics. Lumen, 13, 99–108. https://doi.org/10.7202/1012525ar All Rights Reserved © Canadian Society for Eighteenth-Century Studies / Société This document is protected by copyright law. Use of the services of Érudit canadienne d'étude du dix-huitième siècle, 1994 (including reproduction) is subject to its terms and conditions, which can be viewed online. https://apropos.erudit.org/en/users/policy-on-use/ This article is disseminated and preserved by Érudit. Érudit is a non-profit inter-university consortium of the Université de Montréal, Université Laval, and the Université du Québec à Montréal. Its mission is to promote and disseminate research. https://www.erudit.org/en/ 8. Mary Wollstonecraft and Hannah More: Politics, Feminism and Modern Critics Miss Berry's diary entry for Tuesday 2 April 1799 reads: In the many hours I have spent alone this last week, I have been able... to go entirely through Hannah More, and Mrs Woolstonecroft [sic] immediately after her. -
II. Hannah More: Concise Biography
DISSERTATION Titel der Dissertation HANNAH MORE: MORALIZING THE BRITISH NATION Verfasserin Mag. phil. Helga-Maria Kopecky angestrebter akademischer Grad Doktorin der Philosophie (Dr. phil.) Wien, 2014 Studienkennzahl lt. Studienblatt: A 092 343 Dissertationsgebiet lt. Studienblatt: Anglistik und Amerikanistik Betreut von: o. Univ. Prof. Dr. Margarete Rubik 2 For Gerald ! 3 ACKNOWLEDGEMENTS I would like to express my great appreciation to those who assisted me in various ways in this project: to my first supervisor, o. Professor Dr. Margarete Rubik, for guiding me patiently and with never ending encouragement and friendliness through a difficult matter with her expertise; to my second supervisor, ao. Professor Dr. Franz Wöhrer, for his valuable feedback; to the English and American Studies Library as well as the Inter-loan Department of the Library of the University of Vienna; the National Library of Australia; and last, but certainly not least, to my family. It was their much appreciated willingness to accept an absent wife, mother and grandmother over a long period, which ultimately made this work at all possible. Thank you so much! 4 Of all the principles that can operate upon the human mind, the most powerful is – Religion. John Bowles 5 Table of Contents page I. Introduction General remarks ……………………………………………………. 9 Research materials ………………………………………………... 12 Aims of this thesis ………………………………………………… 19 Arrangement of individual chapters ...…………………………... 22 II. Hannah More: Concise Biography Early Years in Bristol ……………………………………………….. 24 The London Experience and the Bluestockings ………………... 26 Return to Bristol and New Humanitarian Interests ................... 32 The Abolitionist .......................................................................... 34 Reforming the Higher Ranks ..................................................... 36 The Tribute to Patriotism ........................................................... 40 Teaching the Poor: Schools for the Mendips ............................ -
Antislavery Poetry and the Shared Language of Transatlantic Abolition, 1770S-1830S
Georgia State University ScholarWorks @ Georgia State University History Theses Department of History 8-11-2015 "Bid Us Rise from Slavery and Live": Antislavery Poetry and the Shared Language of Transatlantic Abolition, 1770s-1830s Kathleen Campbell Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/history_theses Recommended Citation Campbell, Kathleen, ""Bid Us Rise from Slavery and Live": Antislavery Poetry and the Shared Language of Transatlantic Abolition, 1770s-1830s." Thesis, Georgia State University, 2015. https://scholarworks.gsu.edu/history_theses/95 This Thesis is brought to you for free and open access by the Department of History at ScholarWorks @ Georgia State University. It has been accepted for inclusion in History Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. “BID US RISE FROM SLAVERY AND LIVE”: ANTISLAVERY POETRY AND THE SHARED LANGUAGE OF TRANSATLANTIC ABOLITION, 1770S-1830S by KATHLEEN CAMPBELL Under the Direction of Robert Baker, PhD ABSTRACT The following analysis of antislavery poetry evidences the shared language of abolition that incorporated the societal dynamics of law, gender, and race through shared themes of family, the assumed expectation of freedom, and legal references. This thesis focuses upon four women antislavery poets and analyzes their poems and their individual experiences with their sociohistorical contexts. The poems of Hannah More, Ann Yearsley, Phillis Wheatley, -
1 4 Henry Stead Swinish Classics
Pre-print version of chapter 4 in Stead & Hall eds. (2015) Greek and Roman Classics and the British Struggle for Social Reform (Bloomsbury). 4 Henry Stead Swinish classics; or a conservative clash with Cockney culture On 1 November 1790 Edmund Burke’s Reflections on the Revolution in France was published in England. The counter-revolutionary intervention of a Whig politician who had previously championed numerous progressive causes provided an important rallying point for traditionalist thinkers by expressing in plain language their concerns 1 Pre-print version of chapter 4 in Stead & Hall eds. (2015) Greek and Roman Classics and the British Struggle for Social Reform (Bloomsbury). about the social upheaval across the channel. From the viewpoint of pro- revolutionaries, Burke’s Reflections gave shape to the conservative forces they were up against; its publication provoked a ‘pamphlet war’, which included such key radical responses to the Reflections as Mary Wollstonecraft’s A Vindication of the Rights of Man (1790) and Tom Paine’s The Rights of Man (1791).1 In Burke’s treatise, he expressed a concern for the fate of French civilisation and its culture, and in so doing coined a term that would haunt his counter-revolutionary campaign. Capping his deliberation about what would happen to French civilisation following the overthrow of its nobility and clergy, which he viewed as the twin guardians of European culture, he wrote, ‘learning will be cast into the mire, and trodden down under the hoofs of a swinish multitude’. This chapter asks what part the Greek and Roman classics played in the cultural war between British reformists and conservatives in the periodical press of the late 1810s and early 1820s. -
Education and Abolition in Late Eighteenth-Century Britain
Persons and Potential: Education and Abolition in Late Eighteenth-Century Britain By Charlotte Gill Thesis Submitted to the Faculty of the Department of History of Vanderbilt University In partial fulfillment of the requirements For Honors in History April 2016 On the basis of this thesis defended by the candidate on ______________________________ we, the undersigned, recommend that the candidate be awarded_______________________ in History. __________________________________ Director of Honors – Samira Sheikh ___________________________________ Faculty Adviser – James Epstein ___________________________________ Third Reader – Catherine Molineux Persons and Potential: Education and Abolition in Late Eighteenth-Century Britain By Charlotte Gill Table of Contents Introduction ...................................................................................................................................... 1 Education in the Antislavery Age ...................................................................................................... 12 Educating the Poor in the “Age of Benevolence” …………………………………………………………………………….. 13 Education and Morality among the Bastions of Abolition ………………………………………………………………… 15 Personhood and the Potential for Education …………………………………………………………………………………… 18 Teachings and Tales for the Home .................................................................................................... 32 Education and the Family ……………………………………………………………………………………………………………….. 37 Education and the Fictional Tale as Tool …………………………………………………………………………………………. -
ABSTRACT Genius, Heredity, and Family Dynamics. Samuel Taylor Coleridge and His Children: a Literary Biography Yolanda J. Gonz
ABSTRACT Genius, Heredity, and Family Dynamics. Samuel Taylor Coleridge and his Children: A Literary Biography Yolanda J. Gonzalez, Ph.D. Chairperson: Stephen Prickett, Ph.D. The children of Samuel Taylor Coleridge, Hartley, Derwent, and Sara, have received limited scholarly attention, though all were important nineteenth century figures. Lack of scholarly attention on them can be blamed on their father, who has so overshadowed his children that their value has been relegated to what they can reveal about him, the literary genius. Scholars who have studied the children for these purposes all assume familial ties justify their basic premise, that Coleridge can be understood by examining the children he raised. But in this case, the assumption is false; Coleridge had little interaction with his children overall, and the task of raising them was left to their mother, Sara, her sister Edith, and Edith’s husband, Robert Southey. While studies of S. T. C.’s children that seek to provide information about him are fruitless, more productive scholarly work can be done examining the lives and contributions of Hartley, Derwent, and Sara to their age. This dissertation is a starting point for reinvestigating Coleridge’s children and analyzes their life and work. Taken out from under the shadow of Samuel Taylor Coleridge, we find that Hartley was not doomed to be a “child of romanticism” as a result of his father’s experimental approach to his education; rather, he chose this persona for himself. Conversely, Derwent is the black sheep of the family and consciously chooses not to undertake the family profession, writing poetry. -
Jane Stabler, “Religious Liberty in the 'Liberal,' 1822-23”
Jane Stabler, Religious Liberty in the Lib... http://www.branchcollective.org/?ps_articles=jane-stabler-religious-liberty-in-the-liberal Jane Stabler, “Religious Liberty in the ‘Liberal,’ 1822-23” Figure 1: Thomas Philipps, Portrait of Lord Byron (1824) To think about the Liberal as an important event is to enter contentious territory. William Hazlitt (who was a contributor) described the journal as “obnoxious” in its day (Complete Works 12. 379), and in the following century, it was usually regarded as a failure or, at least, a disappointment—something that never really came together before it fell apart. In 1910, Barnette Miller described it as “a vague, up-in-the-air scheme, wholly lacking in coordination and common sense” (113). Metaphors of death and still-birth pervade the twentieth-century criticism: according to C. L. Cline “The Liberal died with the fourth number” (247); Leslie P. Pickering summarises the project thus: “in as meteoric a manner as it lived, so did the journal die, bearing with it to its untimely grave the ruined hopes of its progenitors, until now its name conveys but little to the minds of the many” (7-8). The seminal study by William H. Marshall declared, “the real question does not concern the causes of the failure of The Liberal but the reason that any of the participants thought that it could succeed” (212). In Richard Holmes’s biography of Shelley, the journal “folded quietly . after only four issues, the final collapse of Shelley’s original Pisan plan” (731); in Fiona MacCarthy’s biography of Byron, the Liberal was a “critical and financial disaster” and, after Byron’s final contribution, it simply “folded” (456). -
Age of Revolution Top Trumps
Revolutionary Activities ageofrevolution.org/education Age of Revolution Top Trumps These activities are suitable for students aged 9-16+ For use with our unique Age of Revolution Top Trumps. Order a FREE pack for your school here culture24.wufoo.com/forms/request-a-set-of-top-trumps/ Our unique set of Top Trumps features 30 radical and revolutionary figures from the Age of Revolution (1775 – 1848). Many have been selected to highlight people who have often been overlooked by history. The pack features: Maximilien Robespierre Joan Derk van der Capellen Mary Wollstonecraft Henry Hunt Simón Bolívar Jean-Jacques Dessaline Toussaint Louverture Arthur Wellesley Francisco de Miranda Theobald Wolfe Tone Mary Shelley Napoleon Bonaparte Germaine de Staël Karl Marx Túpac Amaru II Phillis Wheatley Benjamin Franklin Olympe de Gouges Tadeusz Kosciuszko Hannah More George Washington Thomas Paine Thomas Jefferson William Wilberforce Olaudah Equiano Jean-Paul Marat Alphonse de Lamartine William Cuffay Marquis de Lafayette Uthman dan Fodio Try these activities to help students familiarise themselves with some of the extraordinary people and events of the Age of Revolution. Top Trumps Students can enjoy playing a game of Top Trumps, in pairs, threes or fives, in the traditional way. • Shuffle and deal the whole pack of cards, dividing them equally between each player. • Hold your cards face up so you can see the top card only. The player to the dealer’s left starts. • Read out a stat from the top card (e.g. Legacy 84). The other players then read out the same stat from their top card. • If you have the best or highest value, you win that round. -
For the Sentiment Emotions As Practice in the Development of Eighteenth- Century British Abolitionism
For The Sentiment Emotions as Practice in the Development of Eighteenth- Century British Abolitionism Stefania Chiro School of Humanities Department of English and Creative Writing The University of Adelaide October 2017 Acknowledgments So many thanks need to go to my supervisor, Dr Heather Kerr, for her unfailing guidance throughout the researching, planning, and writing process, for calmly reassuring me during my moments of self-doubt, and for continuing to do so despite the tyranny of distance. Thanks also to my co-supervisor, Professor Amanda Nettelbeck, whose encouraging feedback was very much appreciated. I also need to thank the British Library and the Liverpool Record Office for giving me access to their incredible archives. It was a true privilege to be able to get my hands on such important and fragile documents. To my friends and family, thanks for not giving up on me over the past few years. Thanks to my father for being a sounding board for my ideas and, of course, to Jordan for keeping me grounded and allowing me to do what I have to do without question or complaint. Finally, to my mum, thank you for your unconditional love and support. You pulled me through this more than anyone with your encouragement and your unwavering belief in me. 3 Abstract At the end of the eighteenth century the British movement for the abolition of the slave trade emerged, arguing for reform based on notions of humanity and the fellow-feeling of mutual sympathy. With slavery still one of the biggest and most profitable crimes in the world today, how public sentiment was mobilised to create the first humanitarian movement to attempt to put an end to the slave trade remains a pertinent question. -
Byron and Leigh Hunt: “The Wit in the Dungeon”1
Leigh Hunt 1 1 BYRON AND LEIGH HUNT: “THE WIT IN THE DUNGEON” [Italicised passages are from Leigh Hunt, Lord Byron and some of his Contemporaries (“L.B.” here and in the notes) 2 vols, 1828.] 1) England It’s in the nature of dungeons to make their occupants seem more interesting than they appear when they’re freed. I remember two victimised theatre-performers whom the Soviets prevented from emigrating for years and years, and who were blown up by their western supporters into stifled geniuses. They were freed – put on their first show … and were promptly forgotten. I saw nothing in Lord Byron at that time, but a young man who, like myself, had written a bad volume of poems – Hunt on his first sighting of Byron, swimming, in 1812. L.B. p.2. What drew Byron’s initial attention to James Henry Leigh Hunt was Hunt’s imprisonment for libelling the Prince Regent in The Examiner, the Sunday paper he and his very different brother John edited, and in part wrote. The Prince, wrote Hunt (among much else), … was a violator of his word, a libertine over head and ears in debt and disgrace, a despiser of domestic ties, the companion of gamblers and demireps, a man who has just closed half a century without one single claim on the gratitude of his country or the respect of posterity!2 This was published on March 22nd 1812, less than a month after Byron’s Lords speech on the Luddites, which was given on February 27th, and a month before his Roman Catholic Claims speech, which was given on April 22nd. -
Patronage and Professionalism in the Writings of Hannah More, Charlotte Smith and Ann Yearsley, 1770-1806
Patronage and Professionalism in the writings of Hannah More, Charlotte Smith and Ann Yearsley, 1770-1806. Kerri Louise Andrews Submitted in accordance with the requirements for the degree of Doctor of Philosophy The University of Leeds School of English November 2006 The candidate confirms that the work submitted is her own and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. 1 Abstract This thesis examines the changes which were occurring in the literary marketplace at the end of the eighteenth century. The place of the traditional aristocratic patrons was gradually being taken by publishers and book sellers, who were increasingly dealing with writers direct. This move away from patronage towards a new form of professionalism took place during two decades of intense political upheaval and questioning of national identity, and at a point where women writers were being seen increasingly as a natural part of literary culture. The argument is focused on three case studies of women who came to prominence in the 1780s, and explores their different experiences of life as professional writers, patrons and protegees. Their work is placed within the context of two significant political and social events; the beginnings of the movement to abolish the slave trade in 1788, and the French Revolution. In particular, the thesis enagages with the Revolution's descent into the Terror in the 1790s, and the response of British writers to this most brutal phase. -
Abolition Poetry, National Identity, and Religion: the Case of Peter Newby’S the Wrongs of Almoona
Abolition Poetry, National Identity, and Religion: The Case of Peter Newby’s The Wrongs of Almoona Michael Tomko Villanova University British antislavery poetry spoke with two voices: one seeking to liberate enslaved Africans, and one struggling to maintain a national movement that cultural historian David Turley has described as an uneasy allegiance divided like English society as a whole. So even though eighteenth-century abolition- ism appealed to cosmopolitan benevolence for the enslaved, Linda Colley has argued that it also helped forge a “Britishness” complicit with national and imperial domination.1 Critics such as Moira Ferguson, Tim Burke, and Alan Richardson have investigated how this dual agenda in abolitionist literature shaped cultural models and popular understandings of race, class, gender, and national identity. Ferguson has shown that “in order to successfully prop- agandize and gain support, white British women writers felt they had to fash- ion verse in keeping with campaign demands”; these nationalist demands often entailed not only the subordinating representation of Africans as “unproblematized, unvoiced, unthinking, and unnamed” victims but also the promotion of conformist positions on gender and imperialism.2 Likewise, Burke and Richardson have critiqued an incipient racialism that distorted abo- litionist literature by working-class and women writers from Liverpool and Bristol, respectively.3 These reconsiderations have complicated our under- standing of abolitionist literature by showing the ideological ambivalence of marginalized writers negotiating the pressures of nation and empire as well as the interrelated formal complexity of their often neglected works. This essay expands this revision of abolitionist culture to discuss religious identity, a particularly important but also potentially fractious element of an abolition movement that brought together mainstream Anglicans, noncon- formist dissenters, and evangelicals.