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The Editor, the Preface, and the Eighteenth-Century Edition: A Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations Fall 2009 The ditE or, the Preface, and the Eighteenth- Century Edition: A Critical Bibliographic Study Jessica Jost-Costanzo Follow this and additional works at: https://dsc.duq.edu/etd Recommended Citation Jost-Costanzo, J. (2009). The dE itor, the Preface, and the Eighteenth-Century Edition: A Critical Bibliographic Study (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/715 This Immediate Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. For more information, please contact [email protected]. THE EDITOR, THE PREFACE, AND THE EIGHTEENTH-CENTURY EDITION: A CRITICAL BIBLIOGRAPHIC STUDY A Dissertation Submitted to the McAnulty College and Graduate School of Liberal Arts Duquesne University In partial fulfillment of the requirements for the degree of Doctor of Philosophy By Jessica M. Jost-Costanzo December 2009 Copyright by Jessica M. Jost-Costanzo 2009 iii THE EDITOR, THE PREFACE, AND THE EIGHTEENTH-CENTURY EDITION: A CRITICAL BIBLIOGRAPHIC STUDY By Jessica M. Jost-Costanzo Approved November 18, 2009 ______________________________ ______________________________ Dr. Susan Kubica Howard Dr. Laura Engel Associate Professor of English Assistant Professor of English (Dissertation Director) (First Reader) ______________________________ Dr. Anne Brannen Associate Professor of English (Second Reader) ______________________________ ______________________________ Dr. Christopher M. Duncan Dr. Magali Cornier Michael Dean, McAnulty Graduate School Chair, Department of English Associate Professor of English iv ABSTRACT THE EDITOR, THE PREFACE, AND THE EIGHTEENTH-CENTURY EDITION: A CRITICAL BIBLIOGRAPHIC STUDY By Jessica M. Jost-Costanzo December 2009 Dissertation supervised by Dr. Susan Kubica Howard Scholarly editions became entrenched as published texts during the eighteenth century. This dissertation considers the contributions of editors to their specific editions and, ultimately, the editorial project. Forty-seven editions, some well-known and some obscure, are critically and bibliographically analyzed in four cross-referenced chapters. The first chapter deals with editions of autobiography and memoirs. The second chapter examines editions of women’s texts. Chapter three focuses on family editions (in which the editor is a family member of the author), and the fourth and final chapter addresses colonial editions. Such a study reveals that eighteenth-century editors were interested in diverse texts. Furthermore, statements by editors about editorial method, textual transmission, and historical context appear consistently in prefaces to these editions. Considering such paratextual statements further clarifies how editors emended texts and v framed texts for an eighteenth-century readership who may have been uncomfortable or ambivalent about the subject matter or the reputation of the author. In some instances, editors attempted to inspire readers to continue reading an edition by praising the virtue or talent of the author. In other instances, editors anticipated reader anxiety regarding a socially subversive edition. As a result, these editorial voices intrude in the edition in fascinating and occasionally troubling ways. While I was not able to exonerate these editors, as they more often than not provided vague information about textual emendations, I can unequivocally assert that editors were aware of their relationship to the text. They often express a sense of discomfort about changing the text of a given manuscript. They were also aware to varying degrees that their prefaces were a significant element of the edition and that their prefaces shaped a reader’s experience. vi DEDICATION I dedicate this dissertation to my daughter, whom I will meet soon. May she find as much joy in her own pursuits. vii ACKNOWLEDGMENTS My academic career began in anthropology. I gained much from the study of culture and context, which certainly informs this dissertation. I would like to thank posthumously John Gardner, who advised my undergraduate thesis in Anthropology at Catholic University in Washington, D.C. He encouraged me as a writer and a critical thinker. When I made the decision to return to graduate school, however, I realized that my ultimate passion was to be found in the prose and verse that is the domain of English literature. It has been a joy to pursue an academic career in literature at Duquesne University. I would like to thank Magali Cornier Michael, current Chair of the English Department, who while Graduate Director encouraged me during my first semesters as a graduate student. Daniel Watkins and Stuart Kurland, my first professors, introduced me to the wonderful world of literary scholarship and theory. Frederick Newberry, Albert Labriola, Joseph Keenan, Susan Kubica Howard, and Anne Brannen all inspired me in their courses. My colleagues in the English Department consistently supported me throughout my course of study. Theresa Barton Sabatini and Jennifer Roderick were great friends in the master’s program; they made me laugh often—a true gift. Jenny Bangsund, Rich Clark, Jennifer Jackson, Mindy Boffemyer, Heather Shippen Cianciola, Kristianne Kalata Vaccaro, Sharon George, Kara Mollis, Anna Wukich, Amy Criniti-Phillips, Amanda Johnson, and Rita Allison made graduate study fascinating. Sharing the classroom with such kind and good-natured colleagues was a privilege. viii I would also like to thank those at Duquesne and Mount Aloysius College who have been so supportive of me as a teacher. John Hanes and Greg Barnhisel were both so helpful as Directors of Freshman Writing at Duquesne. Ruth Newberry, who mentored me during my first semester as a teaching assistant, is a terrific educator, and I will always be grateful for her sound advice. The faculty and staff at Mount Aloysius College have opened up a whole new world of teaching for me. Kristi Bowers, Chair of the Educational Enrichment Department, Thomas Coakley, Chair of the English Department, and Francis Rohlf, Chair of the Religious Studies Department have been generous and supportive chairpersons. I thank them and all of my colleagues at the Mount. I would especially like to thank my dissertation committee. My director, Susan Kubica Howard, has been a teacher, mentor, and friend. As her research assistant, I learned an immense amount regarding editing and textual scholarship. It was under her tutelage that I came to love the history of the book. Furthermore, as a dissertation director, she has been thoughtful and encouraging; I will always be grateful for the privilege of working with her. Although I never had the chance to enroll in a course taught by Laura Engel, since she came to Duquesne as I finished my coursework, I have had the opportunity to work as research assistant/copyeditor on some of her scholarly projects. This work allowed me to develop my skills as an editor and learn a great deal more about eighteenth-century drama. I thank Laura for being a reader of this dissertation. I must also thank Anne Brannen for agreeing to be a reader. I loved her courses in Medieval Literature, and her skills as a scholar and editor are an invaluable contribution. ix There are two friends in particular whose guidance and insights have helped me tremendously throughout this process. Lynanne Black, Assistant Professor of Educational Psychology at Indiana University of Pennsylvania, a friend of mine from Catholic University, has always offered helpful insights; more importantly, she always encouraged me to persevere with this study. Patricia Callahan has been not only a friend but an inspiration to me. Her pearls of wisdom have been so useful, and it was so wonderful to share the writing process with her. Most importantly, I would like to thank my family for their unfailing support. My parents, James and Mary Alice, who have always put the needs of their children first, are the most thoughtful, generous, and selfless people I know. They consistently provide an example I strive to emulate. My sister, Melissa, and her husband, Chris, have always been the truest of friends. I am proud to call Melissa my big sister. I hope, too, that this dissertation inspires my nephew and niece, Matthew and Catherine, to study and love learning every step of the way. I would also like to thank my grandparents, Joseph and Alice Tumulty; their enthusiasm for all that their grandchildren pursue has been unwavering. All of my aunts, uncles, and cousins have been major supports for me as well (the Peklo family, the Flaccus family, the Tumulty families, the Patsalosavvis family, and the Mosier family—thank you). Lastly, I would also like to thank my loving husband Ryan. This dissertation would be in the trash bin were it not for his moral support and laughter on a daily basis. Furthermore, his parents, Roger and Darlene, and his sister, Kate, are wonderful people, and I am so grateful for them. The community at Duquesne and the love of family and friends made this project possible. x TABLE OF CONTENTS Page Abstract ……………………………………………………………………………….….iv Dedication …………………………………………………………………………….….vi Acknowledgments ……………………………………………………………………....vii Introduction ……………………………………………………………………………...1 1 Textual Memory: Considering Scholarly Editions of Eighteenth-Century Autobiography and Memoirs ………….…………………....23
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