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"Let Them Be Educated" Harriet Martineau's Disseminating Information and Moral Education in Illustrations of Political Economy and the Playfellow

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Corso di Laurea Magistrale in Lingue e Letterature Europee, Americane e Postcoloniali Tesi di Laurea "Let Them Be Educated" Harriet Martineau's Disseminating Information and Moral Education in Illustrations of Political Economy and The Playfellow Relatore Prof.ssa Emma Sdegno Correlatore Prof.ssa Michela Vanon Alliata Laureando Chiara Toscan Marticola 820698 Anno Accademico 2012 / 2013 "Let Them Be Educated" Harriet Martineau's Disseminating Information and Moral Education in Illustrations of Political Economy and The Playfellow CONTENTS Introduction: Harriet Martineau - An Incurable Teacher ................................................. 4 Part One Chapter 1 - Illustrations of Political Economy: Classical Ideas in a New Form .......... 14 1.1 The Historical Period ................................................................................................................. 14 1.2 Family Background ..................................................................................................................... 15 1.3 First Approaches to Economic Matters ............................................................................. 16 1.4 Influences of Previous Writers .............................................................................................. 18 1.5 Women and Economics ............................................................................................................. 22 1.6 Religious Influences ................................................................................................................... 23 1.7 Struggling for Publication ........................................................................................................ 26 1.8 Subject-matter of The Illustrations ....................................................................................... 27 1.9 Preaching Economic Liberalism ............................................................................................ 28 1.10 Teaching Through the Tales .................................................................................................. 30 1.11 Method of Composition .......................................................................................................... 32 1.12 The preface .................................................................................................................................. 35 Chapter 2 - Analysis of the Tales .............................................................................................. 37 2.1 "Life in The Wilds": Political Economy For Beginners ...................................................... 37 2.2 "The Hill and The Valley": The New Industrial Aesthetic ................................................. 44 2.3 "A Manchester Strike": Class Conflict and Social Justice .................................................. 50 2.4 "Berkeley The Banker": The Ethics of the Gold Standard ............................................... 57 2.5 "The Loom and The Lugger" and "Cinnamon and Pearls": A Campaign For Free Trade ......................................................................................................... 63 - "The Loom and The Lugger" ........................................................................................................ 64 - "Cinnamon and Pearls" ................................................................................................................... 70 1 Chapter 3 - Criticism and Reception of the Series .............................................................. 77 3.1 Narrative Fiction in Illustrations of Political Economy ...................................................... 77 3.2 Political Economy and Realism .................................................................................................. 82 3.3 Art and Instruction: a Problematic Coexistence .................................................................. 87 3.4 19th Century Reception ................................................................................................................ 90 3.5 Lower Classes vs Middle Classes ............................................................................................... 93 3.6 Political Economy and Other Writers ...................................................................................... 95 Conclusion ......................................................................................................................................... 97 Part Two Chapter 1- Voicing the Child ......................................................................................... 1104104 1.1 Victorian Childhood ...................................................................................................................... 104 1.2 Handle with Care: Household Education's Instructions for Parents ........................... 107 1.3 Harriet Martineau: The Ugly Ducking Child ........................................................................ 117 1.4 Relationship with Children ........................................................................................................ 123 Chapter 2 - Harriet Martineau's Playfellow ....................................................................... 126 2.1 Children's Representation .......................................................................................................... 126 2.2 Introducing The Playfellow Series ........................................................................................... 130 2.3 Analysis of "The Crofton Boys" ................................................................................................. 135 -Crofton School: Entering a New World .................................................................................. 137 - The Sense of Justice ....................................................................................................................... 141 - The incident ..................................................................................................................................... 148 - Children's Feelings ........................................................................................................................ 150 - Projecting the Ideal Mother ....................................................................................................... 152 - The Heavenly Parent .................................................................................................................... 155 - Hugh's Learning .............................................................................................................................. 157 - Autobiographical Elements ........................................................................................................ 160 - Criticism ............................................................................................................................................ 165 Conclusion ................................................................................................................................................... 167 2 Conclusion ................................................................................................................................................... 167 Bibliography ............................................................................................................................................... 171 3 Introduction: Harriet Martineau - An Incurable Teacher Harriet Martineau was a controversial 19th century writer. Due to her innovative ideas as well as her rigid moral standards she was looked at equally with admiration and opposition. Even if her intellectual career is remarkable for a woman writing in the Victorian period on contentious subjects, she became "historically invisible" throughout the centuries, probably for the topicality of the themes she treated.1 Being identified as an unoriginal thinker, however, did not preclude her to become an exponent and popularizer of the dominant ideas of her time and affect the public opinion thanks to her writing. Harriet Martineau was, above all, a writer on social issues; she was against oppressions of any kind, and attacked discrimination based on religion, gender, social class and race. She wrote extensively about women's right to education and the equal treatment of men independently from their origins. Such beliefs had remarkable consequences in her life, for instance her joining the antislavery campaign caused her to be threatened while travelling through America, and she was banned from several European countries for the anti-government content of her Illustrations of Political Economy.2 Social improvement was for Harriet Martineau a vital question; throughout her career, she provided Victorian society with suggestions and remedies concerning different issues. As George Eliot once said, she had a "cordial interest in all human beings", in particular, she was concerned with the improvement of life conditions for the 1 G. Weiner, "Biography, their Subjects and the Construction of Self: The illuminating case of Harriet Martineau", paper presented in the symposium: 'Good' Girls and Rebellious Women: Gender Construction and Educational Life-Writing, annual meeting, American Educational Research Association, New York, April 1996., p. 1. http://www.gabyweiner.co.uk/HM%20and%20the%20construction%20of%20self.pdf (Accessed on February 2013). 2 See L. Scholl, Translation, Authorship and the Victorian Professional Woman: Charlotte Brontë, Harriet Martineau
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