Patrick Brantlinger - The Reading Lesson: The Threat of Mass Literacy in Nineteenth-Century British Fiction

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title	:	The Reading Lesson : The Threat of Mass Literacy in Nineteenth Century British Fiction
author	:	Brantlinger, Patrick.
publisher	:	Indiana University Press
isbn10 | asin	:	0253212499
print isbn13	:	9780253212498
ebook isbn13	:	9780585161679
language	:	English
subject	English fiction--19th century--History and criticism, Popular literature--Appreciation--Great Britain--History--19th century, Working class--Great Britain--Books and reading--History--19th century, Books and reading--Great Britain--History--19th century,
publication date	:	1998
lcc	:	PR868.P68B73 1998eb
ddc	:	823/.809
subject	:	English fiction--19th century--History and criticism, Popular literature--Appreciation--Great Britain--History--19th century, Working class--Great Britain--Books and reading--History--19th century, Books and reading--Great Britain--History--19th century,

Page iii The Reading Lesson The Threat of Mass Literacy in Nineteenth-Century British Fiction Patrick Brantlinger Indiana University Press BLOOMINGTON AND INDIANAPOLIS

Page iv This book is a publication of Indiana University Press 601 North Morton Street Bloomington, Indiana 47404-3797 USA www.indiana.edu\~iupress Telephone orders 800-842-6796 Fax orders 812-855-7931 Orders by e-mail iuporder@indiana.edu 1998 by Patrick Brantlinger All rights reserved No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage and retrieval system, without permission in writing from the publisher. The Association of American University Presses' Resolution on Permissions constitutes the only exception to this prohibition. The paper used in this publication meets the minimum requirements of American National Standard for Information SciencesPermanence of Paper for Printed Library Materials, ANSI Z39.48-1984. Manufactured in the United States of America Library of Congress Cataloging-in-Publication Data Brantlinger, Patrick, date The reading lesson : the threat of mass literacy in nineteenth century British fiction / Patrick Brantlinger. p. cm. Includes bibliographical references and index. ISBN 0-253-33454-3 (cloth : alk. paper). ISBN 0-253-21249-9 (pbk. : alk. paper) 1. English fiction19th centuryHistory and criticism. 2. Popular literatureAppreciationGreat BritainHistory 19th century. 3. Working classGreat BritainBooks and reading History19th century. 4. Books and readingGreat BritianHistory 19th century. 5. LiteracyGreat BritianHistory19th century. 6. FictionAppreciationGreat BritainHistory. 7. Books and reading in literature. 8. Popular culture in literature. 9. Social conflict in literature. 10. Literacy in literature. I. Title. PR868.P68B73 1998 823'.809dc21 98-19906 1 2 3 4 5 03 02 01 00 99 98

Page v Contents Acknowledgments vi 1 Introduction: The Case of the Poisonous Book 1 2 Gothic Toxins: The Castle of Otranto, The Monk, and Caleb Williams 25 3 The Reading Monster 49 4 How Oliver Twist Learned to Read, and What He Read 69 5 Poor Jack, Poor Jane: Representing the Working Class and Women in Early and Mid-Victorian Novels 93 6 Cashing in on the Real in Thackeray and Trollope 121 7 Novel Sensations of the 1860s 142 8 The Educations of Edward Hyde and Edwin Reardon 166 9 Overbooked versus Bookless Futures in Late-Victorian Fiction 192 Notes 213 Works Cited 232 Index 247

Page vi Acknowledgments The Reading Lesson incorporates substantially revised and updated portions of several articles, and I am grateful to the editors of the journals and anthologies in which they appeared for permission to do so. These include Cultural Critique, Nineteenth-Century Literature, Studies in the English Literary Imagination, Victorian Review, and Victorian Studies, and two anthologies, William Veeder and Gordon Hirsch, eds., Dr Jekyll and Mr Hyde after 100 Years, and Pauline Fletcher and Patrick Scott, eds., Culture and Education in Victorian England. Two of the articles that I have reworked for this study were co-authored by Rick Boyle ("The Education of Edward Hyde" in Veeder and Hirsch) and Don Ulin ("Policing Nomads," Cultural Critique, Fall 1993); I am grateful to both of them for their assistance. I also wish to thank all of the graduate students and colleagues who have worked with me over the years on Victorian Studies and in the Victorian Studies Program at Indiana University, including James Eli Adams, Bill and Mary Burgan, Don Gray, Andrew Miller, Lee Sterrenburg, Martha Vicinus, and Paul Zietlow. Purnima Bose, Eva Cherniavsky, Jonathan Elmer, Chris Lohmann, Jim Naremore, and Steve Watt have also, in different ways, been supportive. Among the many graduate students whose conversation, seminar papers, and dissertations have helped to educate me, besides Rick and Don, I'm especially grateful to Todd Avery, Joe Bizup, John Glendening, Josephine Ho, Beth Kalikoff, Jean Kowaleski, Andrew Libby, Cynthia Patton, Steve Pulsford, Rob Richardson, Lewis Roberts, Elizabeth Rosdeitcher, Cannon Schmitt, Sherri Smith, and Gary Willingham-McLain. Among the many people at other colleges and universities whom I should especially thank are John Reed (Wayne State), Florence Boos (Iowa), William Veeder (Chicago), and William Thesing (South Carolina). I have also been much helped by the able and willing staff of the IU Library, including William Cagle, Tony Shipps, and Perry Willett. Thanks, too, to Bob Sloan of the IU Press and to Garrett Stewart for providing such a prompt, helpful evaluation of the manuscript. Some of my work has been supported by NEH and IU Summer Faculty Fellowships, for which I am also thankful. And Ellen Brantlinger, as always, assisted in more ways than I can recount or repay.

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