W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1972 Distribution and abundance of calanoid copepods in the York River Estuary, Virginia, 1968 and 1969 Victor G. Burrell Jr College of William and Mary - Virginia Institute of Marine Science Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the Marine Biology Commons Recommended Citation Burrell, Victor G. Jr, "Distribution and abundance of calanoid copepods in the York River Estuary, Virginia, 1968 and 1969" (1972). Dissertations, Theses, and Masters Projects. Paper 1539616590. https://dx.doi.org/doi:10.25773/v5-c3yg-jn69 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. SCIENCE AND IMAGINATION IN ANGLO-AMERICAN CHILDREN’S BOOKS, 1760-1855 A Dissertation Presented to The Faculty of the American Studies Program The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree of Doctor of Philosophy by Sandra Jeanne Burr 2005 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPROVAL SHEET This dissertation is submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Sandra Jedfine Burr Approved by the Committee, Marc Richard STLowry/Chair 'ZZaM. c a Adam Potkay iert Scholnick An/arew Lewis, Professor /American University ii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. To Mom and Bob, to David Morrill, and to Alan iii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS Acknowledgments v Abstract vi Introduction 2 Notes for Introduction 28 Chapter I. Spartans and Scientists: Cultivating the Cool, Considerate Man in Sandford and Merton 33 Emile 37 Thomas Day and the Lunar Society 44 Lunar Education 54 Sandford and Merton 68 Notes for Chapter I 107 Chapter II. Gothic Machinery: Refining Morality in Harry and Lucy Concluded 114 Maria Edgeworth at Home 116 Harry and Lucy Concluded 130 Notes for Chapter II 206 Chapter III. Mercurial Matters: Flexing Moral Muscle in A Wonder-Book for Girls and Boys 213 Pedagogy, Botany, and Natural History 217 A Wonder-Book for Girls and Boys 246 Notes for Chapter III 296 Coda 304 Works Cited 308 Vita 339 iv Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGMENTS Dissertation advisor Richard S. Lowry guided this study through its various stages with care and criticism both direct and insightful. Readers Adam Potkay and Robert J. Scholnick from The College of William and Mary, and Andrew Lewis from American University, provided thoughtful, critical feedback that provoked fertile ideas for future versions of the manuscript. This dissertation was funded in part by a dissertation fellowship from the American Studies Program at the College of William and Mary, a minor research grant from the College, and funds from the Dean of Graduate Studies at the College. Adjunct teaching in the College’s Department of English provided much-needed material support, as did researching and copyediting for Private Libraries in Renaissance England, edited by Robert J. Fehrenbach, who, from his rooms in the College’s Department of English, dispensed much good will and autonomy with generous dollops of sardonic humor. Finally, full-time teaching in the English Department at Northern Michigan University in Marquette, Michigan, funded substantial research, writing, and revision in a warm and sometimes raucous collegial atmosphere punctuated with ‘80s music, Kia Richmond’s hallway dance revues, and Ray Ventre’s loopy electric boogaloo. During a research trip to London and Oxford I incurred a large debt to the patient and expert staff at the British Library, the Bodleian, and the various smaller libraries scattered across Oxford University, who aided a jet-lagged American to negotiate computerized and non-computerized document retrieval systems. Back in the States, my grateful thanks go to the librarians and staff in William and Mary’s Swem Library, and particularly to Margaret Cook and the Rare Books group as well as the Reference librarians tending the microfilm and microcard machines. The lion-hearted staff of the College’s Interlibrary Loan department also deserves my fervent thanks for its tireless good will and assistance. Finally, I reserve my most heartfelt appreciation for the valiant Interlibrary Loan staff at Northern Michigan’s Olson Library, who accomplished miracles with slim resources and cared enough to remember my name. Finally, I must thank the following folks, whose love and support are my foundation: David Morrill; Trie Wesp and the kitties; Chuck Campbell; Kathy Rawson and Seth and Finch Benton; Bonnie Chandler; Adam, Monica, and Aaron Potkay; Northern Michigan University’s Junior Faculty Interdisciplinary Colloquia (JFIC); Kia Jane Richmond and David Neumann; Ray Ventre; Robbie Goodrich; and Alan, Nannrel, and Darwin Willis. v Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ABSTRACT Didactic, scientifically oriented children’s literature crisscrossed the Atlantic in the eighteenth and nineteenth centuries, finding wide popularity in Great Britain and the United States; yet the genre has since suffered from a reputation for being dull and pedantic and has been neglected by scholars. Challenging this scholarly devaluation, “Science and Imagination in Anglo-American Children’s Books, 1760-1855” argues that didactic, scientifically oriented children’s books play upon and encourage the use of the imagination. Three significant Anglo-American children’s authors—Thomas Day, Maria Edgeworth, and Nathaniel Hawthorne—infuse their writings with the wonders of science and the clear message that an active imagination is a necessary component of a moral upbringing. Indeed, these authors’ books, most particularly Sandford and Merton (1783- 1789), Harry and Lucy Concluded (1825), and A Wonder-Book for Girls and Boys (1852), are more than mere lessons: they are didactic fantasies intended to spark creativity within their readers. These didactic fantasies are best understood in the context of the emerging industrial revolution and the height of the Atlantic slave trade. These phenomena, combined with the entrenchment of classicism in Anglo-American culture and the lesser- known transatlantic botany craze, shaped the ways in which Day, Edgeworth, and Hawthorne crafted their children’s stories. Certainly dramatic changes on both sides of the Atlantic during the late eighteenth and early nineteenth centuries influenced the differences in the texts. More important to this study, however, are the vital connections among these stories. Each author draws heavily upon Rousseau’s ubiquitous child- rearing treatise Emile and upon her or his literary predecessor to create children’s books that encourage exploring nature through scientific experimentation and imaginative enterprise. Yet these writers do not encourage the imagination run amok. Rather, they see the need for morally grounded scientific endeavor, for which they rely primarily on classicism and on gender ideology. Incorporating tales of the ancient world to inculcate the ideal of a virtuous, disinterested, and learned citizen responsible to the larger body politic, the three children’s authors—but most notably and explicitly Hawthorne—tie a romanticized, classical past to the emerging industrial world. vi Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. SCIENCE AND IMAGINATION IN ANGLO-AMERICAN CHILDREN’S BOOKS, 1760-1855 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 2 INTRODUCTION In his book Inventing Modem: Growing Up with X-Rays, Skyscrapers, and Tailfins (2003), professor emeritus and engineer John Lienhard waxes eloquently upon the creative and pedagogical benefits of what he calls literature “created specifically for the boys of Modem-—from the late nineteenth century into the 1950s” (192). Combining scientific principles with manual crafts, technological applications, and imaginative derring-do, as well as capitalizing upon the “ancient theme of the boy-as-adventurer,” these books taught gender-specific audiences how to “live on the edge” by showing them how to make pipe bombs, sulfuric acid, and X-ray machines (199, 194). As Lienhard confesses his own boyhood romance with The Boy Mechanic: 700 Things for Boys to Do (1913) and the similarly titled Boy Scientist (1925), he notes that “boys like [him] took these stories to heart,” for “behind [their] risk taking in technology lay [their] desire to be heroes” (201). Moreover, he explains, “My generation really did learn how things worked from books like this. They shaped us; taught us rashness and naivete; and made it very clear that what one fool can do, another can also do” (203). His case in point: NASA engineer Homer Hickam, whose autobiographical Rocket Boys (1999), recreated in the movie October Sky, relays how the young Hickam and three of his friends translated scientific instruction into ingenious, national awarding-winning rocketry (201-