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Victorian Philology and the Literary Languages of Matthew Arnold and Arthur Hugh Clough

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Victorian Philology and the Literary Languages of Matthew Arnold and Arthur Hugh Clough EDUCATED SPEECH: VICTORIAN PHILOLOGY AND THE LITERARY LANGUAGES OF MATTHEW ARNOLD AND ARTHUR HUGH CLOUGH DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Daniel S. Kline, M.A. ***** The Ohio State University 2007 Dissertation Committee: Professor David Riede, Adviser Approved by Professor Clare Simmons _______________________ Professor Amanpal Garcha Adviser Graduate Program in English ABSTRACT Educated Speech: Victorian Philology and the Literary Languages of Matthew Arnold and Arthur Hugh Clough argues that Matthew Arnold’s and Arthur Hugh Clough’s poetry and its political and social resonances can be fruitfully illuminated by focusing on the extended encounter between the language of their poems and Victorian philology—the nineteenth-century discourse that brought together issues of language, history, class, culture, and nationalism. This dissertation explores the ways that Clough’s and Arnold’s understanding of their medium was shaped by a sustained engagement with this complex and heterogeneous cluster of linguistic ideas including the persistence of eighteenth-century concepts of language, Romantic philology, and the emergence of historicist/comparativist orientations to language that all co-exist during the Victorian period. I argue that Arnold’s and Clough’s evolving understanding of language emerges from the ways in which Victorian philological insights are mediated through the Victorian educational establishment, and subsequently has such a mediated understanding is translated into specific and significant aesthetic features in their poetry such as the use of slang or the deployment of the simile. Further, because both Clough and Arnold subscribed to the central creed of Victorian philology—that language indexed cultural health—, the ii grounding of such aesthetic and formal qualities of the poems in this discourse allows us to recover or foreground additional aspects of the political and cultural resonances of Arnold’s and Clough’s poetry. Finally, by highlighting the differences in their responses to Victorian philology, Educated Speech demonstrates that the combined oeuvres of the two poets constitute an extended and ultimately disconnected dialogue about the nature and function of language that stretches over four decades. iii Dedicated to Marie ἀγάπη iv ACKNOWLEDGMENTS I would like to thank my adviser, Professor David Riede, for his dedication and assistance with this project at every step in the process. His patience, encouragement, helpful suggestions and critical questions were instrumental in seeing this project through to its eventual completion. Professor Riede’s extensive knowledge of the Victorian period and Victorian poetry more specifically were brought to bear on this dissertation to its great advantage. I would also like to thank Professor Clare Simmons for her commitment to and enthusiasm for my work. Her comments and questions on the various chapters at the various stages of their composition always resulted in an improved subsequent draft. I thank both Professor Riede and Professor Simmons for the opportunity to study nineteenth-century literature with them through the dissertation, the courses that they taught and in other departmental activities and functions. Further thanks must be extended to Professor Les Tannenbaum, Professor Terence Odlin and Professor Marlene Longenecker who all were involved with the project at different stages of its development. A special thanks to Professor Amanpal Garcha who joined the dissertation committee towards completion of the project and offered encouraging feedback and useful suggestions on the work. v I also extend my gratitude to Professor Donald S. Hair of the University of Western Ontario. It was Professor Hair who first sparked my excitement and interest in nineteenth-century British literature as an undergraduate—a gift for which I will always be appreciative. Professor Hair also introduced me to the fascinating field of Victorian philology when I was a student in one of his graduate seminars and he has been providing long-distance but unfailing encouragement and support ever since I left Western. Thanks also to the staffs of the Brotherton, Balliol and Bodleian libraries for their assistance in accessing and consulting archival materials related to my dissertation. I also extend my appreciation to the Department of English, Office of International Students, and the Ohio State University for providing institutional support and resources. I would also extend my thanks to the many friends and fellow graduate students here at Ohio State and those at other institutions whom I have had the opportunity to get to know at conferences and professional meetings. Finally, I cannot begin to express the depths of my gratitude to my family for their constant encouragement, enthusiasm and patience. The same must also be said of my wife Marie, whose faith in me seems limitless and whose love makes the work that I do both possible and worthwhile. vi VITA August 22, 1973 Born-Toronto, Ontario, Canada 1996 B.A. English, University of Western Ontario 1997 M.A. English, University of Western Ontario PUBLICATIONS 1. “”For rigorous teachers seized my youth”: Thomas Arnold, John Keble and the Juvenilia of Arthur Hugh Clough and Matthew Arnold.” John Keble In Context. London: Anthem Press, 2004. 2. “‘Unhackneyed Thoughts and Winged Words’: Arnold, Locke and the Similes of Sohrab and Rustum.” Victorian Poetry 41:2 (2003): 173-195. FIELDS OF STUDY Major Field: English vii TABLE OF CONTENTS Page Abstract…………………………………………………………………………………....ii Dedication………………………………………………………………………………...iv Acknowledgments…………………………………………………………………………v Vita……………………………………………………………………………………....vii Chapters: Introduction: Educated Speech……………………………………………………………1 1. Rugby…………………………………………………………………………….18 2. Oxford……………………………………………………………………………86 3. Legislators of the Word: Clough’s and Arnold’s Major Poetry at Mid-Century………………………….175 4. Poet Pedagogues: Clough’s and Arnold’s Later Poetry……………………….268 Afterword……………………………………………………………………………….313 Notes……………………………………………………………………………………317 Bibliography……………………………………………………………………………330 viii INTRODUCTION EDUCATED SPEECH “I merely mean,” said Will in an offhand way, “that the Germans have taken the lead in historical inquiries, and they laugh at results which are got by groping about the woods with a pocket-compass while they have made good roads.” Eliot, Middlemarch Are Arthur Hugh Clough and Matthew Arnold two such amateur wanderers in the woods of philological error as Will Ladislaw describes? At some point between 1852 and 1853, Matthew Arnold, former fellow of Oriel College and recently appointed H.M. Inspector of Schools, found some spare moments in his busy schedule to compose a poem that was later given the title “Philomela.” The poem is a competent retelling of the popular Greek and Roman myth. The most memorable aspects of that myth are, of course, when Tereus, after raping Philomela, attempts to silence her by cutting out her tongue and later when Philomela, turned into a nightingale in order to escape Tereus’s wrath, sings mournfully of the fate that has befallen both her and her sister Procne. The ideas of silence and transformed song that are central to the Philomela story undoubtedly resonated with Arnold who at this period was in the midst of a serious crisis with regard to language. The poem, however, is noteworthy not just for what it says but for where its original draft was transcribed. The untitled first draft of the poem was composed on the flyleaf of Arnold’s copy of R.G. Latham’s English Grammar (1848). Latham’s name has 1 been eclipsed by those such as Richard Trench and F.D. Maurice, but he was a well- known and popular Victorian philologist, rising to the professorship of English Language and Literature at University College, London in 1839 (a position, coincidentally, that would be later held by Arnold’s friend and fellow poet, Arthur Hugh Clough). Latham’s contributions to Victorian philology included his well-known English Language (1841) and An Elementary English Grammar for the Use of Schools (1843). As both Hans Aarsleff and Richard Turley have pointed out, these texts and others were largely responsible for transmitting, promoting and popularizing the insights of the Continental philology of Rask, Grimm, Bopp and others to an educated English reading audience in the 1830s and 1840s.1 I begin with this detail of textual provenance because the concrete image of a poet’s words physically situated in the midst of a philological text is a fitting emblem of the concerns of this study, which will explore the relationship between the language of Matthew Arnold’s and Arthur Hugh Clough’s poetry and the discourse of Victorian philology. Despite the frequent appearance of the adjective “linguistic” in the following pages, this examination of the language of Arthur Hugh Clough’s and Matthew Arnold’s poetry is not a study in linguistics. There will, therefore, not be any discussion of topics from articulatatory phonetics to zero affixes. Rather, this is a study of the evolving sets of ideas, beliefs, attitudes, and convictions about language that Clough and Arnold held throughout their poetic careers. That many of these same ideas, beliefs, attitudes, and convictions seem, from our post-Saussurean perspective, to be erroneous, inconsistent, and simplistic is not the point. What is important is that Clough and Arnold sincerely believed
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