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Final Copy 2019 10 01 Hutch This electronic thesis or dissertation has been downloaded from Explore Bristol Research, http://research-information.bristol.ac.uk Author: Hutcheon, Joseph Title: ‘Hands full of employment, and a head not above it’ Romantic writers and mass education General rights Access to the thesis is subject to the Creative Commons Attribution - NonCommercial-No Derivatives 4.0 International Public License. A copy of this may be found at https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode This license sets out your rights and the restrictions that apply to your access to the thesis so it is important you read this before proceeding. Take down policy Some pages of this thesis may have been removed for copyright restrictions prior to having it been deposited in Explore Bristol Research. However, if you have discovered material within the thesis that you consider to be unlawful e.g. breaches of copyright (either yours or that of a third party) or any other law, including but not limited to those relating to patent, trademark, confidentiality, data protection, obscenity, defamation, libel, then please contact [email protected] and include the following information in your message: •Your contact details •Bibliographic details for the item, including a URL •An outline nature of the complaint Your claim will be investigated and, where appropriate, the item in question will be removed from public view as soon as possible. ‘Hands full of employment, and a head not above it’: Romantic writers and mass education Joseph Hutcheon A dissertation submitted to the University of Bristol in accordance with the requirements for award of the degree of Doctor of Philosophy in the Faculty of Arts, School of Humanities, December 2018 77,344 words Abstract The aim of this thesis is to examine the educational experiences, theories and influence of four Key writers in the Romantic era (Wordsworth, Coleridge, Hazlitt and De Quincey). I begin by outlining the main developments in contemporary educational theories from the late seventeenth to the late eighteenth centuries, and explore the impact of these developments on the educational ideas of the relevant writers. I look in particular at the educational writings of Francis Bacon, John Milton, John Locke, Jean-Jacques Rousseau, Catherine Macaulay Graham, Mary Wollstonecraft, Maria Edgeworth, and Hannah More. I consider some Key controversies that arose during this period, such as home versus school tuition, the appropriate education for girls, and children’s reading of fairy and ghost stories. In this chapter I also look at the growth of the Dissenting Academies, which attempted to put some of the more progressive ideas on education into practice, and at the rival ‘monitorial’ systems of Andrew Bell and Joseph Lancaster. In the chapters on individual writers, I look at their own educational experiences, the theories they developed on education, and the type of education they chose for their own children. I also consider how, for these writers, educational theory and practice coincided or differed, and to what extent their reputations as ‘radicals’ or ‘conservatives’ are mirrored in their ideas about education. In the final chapter I examine the ‘afterlives’ of these writers in education, in particular their influence on Victorian educational reformers, focusing on John Stuart Mill and Matthew Arnold. I looK at the development of private and commercial academies, which to some extent replaced the Dissenting Academies as an alternative to grammar and public schools. This chapter also covers the controversy around ‘payment by results’, which divided Mill and Arnold. 2 This dissertation is dedicated to Caroline, Rebecca and Sophie. I am grateful to my joint supervisors, Dr Stephen Cheeke and Professor Ralph Pite, for their support throughout my research. Professor Andrew Bennett and Dr Ros Powell provided helpful advice during my upgrade from MPhil to PhD. I also thanK the staff of the Arts and Social Sciences Library at the University of Bristol, and the staff of the London Library. Finally, I would like to thanK my wife, Caroline Hutcheon, for all her support during my studies, and for her painstaking proof reading of this dissertation. 3 I declare that the work in this dissertation was carried out in accordance with the requirements of the University's Regulations and Code of Practice for Research Degree Programmes and that it has not been submitted for any other academic award. Except where indicated by specific reference in the text, the work is the candidate's own work. Work done in collaboration with, or with the assistance of, others, is indicated as such. Any views expressed in the dissertation are those of the author. SIGNED: Joseph Hutcheon DATE: 19 December 2018. 4 Contents Introduction 1 Chapter One: Educational theories in the seventeenth and eighteenth centuries 26 Chapter Two: Wordsworth 79 Chapter Three: Coleridge 122 Chapter Four: Hazlitt 179 Chapter Five: De Quincey 224 Chapter Six: The ‘Afterlives’ of Wordsworth and Coleridge in Victorian educational theory and practice 270 Conclusion 315 Bibliography 322 5 Introduction This thesis explores the reaction of four Key writers in the Romantic era (Wordsworth, Coleridge, Hazlitt and De Quincey) to educational reforms, actual and proposed, in the light of their own educational experiences and theories. It looks at the influence of these writers in their lifetimes and the educational choices they made for their own children. The thesis also considers the changing perceptions of the role of literature in education during the eighteenth and nineteenth centuries and concludes with an examination of the ‘afterlives’ of Wordsworth and Coleridge in Victorian debates on education. The key questions I seek to answer are, firstly, to what extent were these writers’ ideas about education influenced by their own educational experiences, compared to their reaction to contemporary theories? Secondly, putting theory into practice, what choices did they maKe in their own children’s education? Thirdly, what influence did these writers have on educational practices, both in their own lifetimes and in future decades? Finally, what role, if any, did they see for literature in education? All writers on educational reform, then and now, face two underlying fundamental questions: what is education, and what is its purpose? Is education something to be undertaken for its own sake, or should there always be a vocational purpose behind it? 1 Particularly after the French Revolution, some conservative writers began to identify a link between the advocacy of ‘useful’, particularly 1 The debate about the purpose of education is at least as old as Plato’s The Republic. See Anthony O’Hear, ‘History of the philosophy of education’ in The Oxford Companion to Philosophy, ed. by Ted Honderich (Oxford: Oxford University Press, 1995), pp. 213-216. 1 scientific education and political radicalism, also linKing Utilitarianism with Godlessness. I explore the discussions around this concept of ‘utility’ in education, which was perhaps the single most divisive issue, separating as it did not only radical from conservative writers, but also placing writers with otherwise broadly similar views on opposite sides of the question. Although many writers on educational reform, particularly in the eighteenth century, were women, this thesis focuses mainly on the education of boys. Until almost the end of the nineteenth century, the vast majority of girls from upper- and middle-class families were educated at home. This was partly a class issue; upper- class girls were educated at home to avoid them maKing unsuitable friendships with girls from lower social classes.2 In her memoir of her childhood in Cambridge in the late 1890s, Gwen Raverat, sent to boarding school at her own request because she was bored at home, writes of an aristocratic acquaintance telling her mother snubbingly ‘We do not send our daughters away to school.’3 Overwhelmingly, for girls of all social classes, the only purpose of education was to prepare them for marriage and parenthood, and so discussions about, for example, the design of the curriculum would be seen as irrelevant. Even though conservative writers such as Hannah More protested about the narrow range of ‘accomplishments’ provided by girls’ private schools, her solution was to teach them useful sKills at home and 2 Of the major girls’ public schools, Cheltenham Ladies’ College was founded in 1854, Roedean School in 1884, St Paul’s Girls’ School in 1904, and Benenden as late as 1923. Although Christ’s Hospital School was intended from its foundation in 1552 to teach both boys and girls, the girls’ school was always much smaller than the boys’ school, and until the late nineteenth century girls were taught only the most basic literacy and numeracy, as well as needleworK and other ‘useful’ subjects. BecKy Sharp in Thackery’s Vanity Fair (1848) can be seen as an exemplar of an ‘unsuitable’ school friend. 3 Gwen Raverat, Period Piece: A Cambridge Childhood, (London: Faber & Faber, 1952), p. 61. 2 encourage serious reading, rather than to provide them with a formal academic education. The thesis considers debates around education in England and Wales only. Scotland had developed a different, and some would argue, superior system of education during the early eighteenth century, and many of the issues and controversies I examine were irrelevant to Scotland. As discussed in Chapters two and four, both Wordsworth and Hazlitt refer to the Scottish system in passing, only to dismiss it as an unsuitable model for England. As well as looKing at general trends, I examine in detail two specific controversies. Firstly, I discuss the support of Wordsworth, Coleridge and Southey for the ‘monitorial’ system of teaching developed by Dr Andrew Bell, and their opposition to the rival system of Joseph Lancaster. Secondly, I consider the later debate about ‘payment by results’, which caused a major disagreement between John Stuart Mill and Matthew Arnold, who agreed on many points relating to education.
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