Nineteenth Century Transatlantic Reprinting And The Embodied Book

Until the Chace Act in 1891, no international copyright law existed between Britain and the United States, which meant publishers were free to edit text, excerpt whole passages, add new illustrations, and substantially redesign a book's appearance. In spite of this ongoing process of transatlantic transformation of texts, the metaphor of the book as a physical embodiment of its author persisted. Jessica DeSpain's study of this period of textual instability examines how the physical book acted as a major form of cultural exchange between Britain and the United States that called attention to volatile texts and the identities they manifested. Focusing on four influential works”Charles Dickens's American Notes for General Circulation, Susan Warner's The Wide, Wide World, Fanny Kemble's Journal of a Residence on a Georgian Plantation, and Walt Whitman's Democratic Vistas”DeSpain shows that for authors, readers, and publishers struggling with the unpredictability of the textual body, the physical book and the physical body became interchangeable metaphors of flux. At the same time, discourses of destabilized bodies inflected issues essential to transatlantic culture, including class, gender, religion, and slavery, while the practice of reprinting challenged the concepts of individual identity, personal property, and national identity.

This collection is the first of its kind to interrogate both literal and metaphorical transatlantic exchanges of culture and ideas in nineteenth-century girls’ fiction. As such, it initiates conversations about how the motif of travel in literature taught nineteenth-century girl audiences to reexamine their own cultural biases by offering a fresh perspective on literature that is often studied primarily within a national context. Women and children in nineteenth-century America are often described as being tied to the home and the domestic sphere, but this collection challenges this categorization and shows that girls in particular were often expected to go abroad and to learn new cultural frames in order to enter the realm of adulthood; those who could not afford to go abroad literally could do so through the stories that traveled to them from other lands or the stories they read of others’ travels. Via transatlantic exchange, then, authors, readers, and the characters in the texts covered in this collection confront the idea of what constitutes the self. Books examined in this volume include Adeline Trafton’s An American Girl Abroad (1872), Johanna Spyri’s Heidi (1881), and Elizabeth W. Champney’s eleven-book Vassar Girl Series (1883-92), among others.

Robert Louis Stevenson, Literary Networks and Transatlantic Publishing in the 1890s investigates Stevenson and the geographies of his literary networks during the last years of his life and after his death. It profiles a series of figures who worked with Stevenson, negotiated his publications on both sides of the Atlantic, wrote for him or were inspired by him. Using archival material, correspondence, fiction and biographies it moves across these literary networks. It deploys the concept of ‘literary prosthetics’ to frame its analysis of gatekeepers, tastemakers, agents, collaborators and authorial surrogates in the transatlantic production of Stevenson’s writing. Case studies of understudied individuals and broader consideration of the networks they represent contribute to knowledge of transatlantic publishing in the 1890s, understanding of transatlantic culture, Stevenson studies, current interest in the workings of literary communities and in nineteenth-century mobility.

This book makes an important contribution to transatlantic literary studies and an emerging body of work on identity formation and print culture in the Atlantic world. The collection identifies the ways in which historically-situated but malleable subjectivities engage with popular and pressing debates about class, slavery, natural knowledge, democracy, and religion. In addition, the book also considers the ways in which material texts and genres, including, for example, the essay, the guidebook, the travel narrative, the periodical, the novel, and the poem, can be scrutinized in relation to historically-situated transatlantic transitions, transformations, and border crossings. The volume is underpinned by a thorough examination of historical and conceptual frameworks and prioritizes notions of circulation and exchange, as opposed to transfer and continuance, in its analysis of authors, texts, and ideas. The collection is concerned with the movement of people, texts, and ideas in the currents of transatlantic markets and politics, taking a fresh look at a range of canonical and popular writers of the period, including Austen, Poe, Crèvecoeur, Brockden Brown, Sedgwick, Hemans, Bulwer-Lytton, Dickens, and Melville. In different ways, the essays gathered together here are concerned with the potentially empowering realities of the transitive, circulatory, and contingent experiences of transatlantic literary and cultural production as they are manifest in the long nineteenth century.

Opening a dialogue between ecocriticism and transatlantic studies, this collection shows how the two fields inform, complement, and complicate each other. The editors situate the volume in its critical contexts by providing a detailed literary and historical overview of nineteenth-century transatlantic socioenvironmental issues involving such topics as the contemporary fur and timber trades, colonialism and agricultural "improvement," literary discourses on conservation, and the consequences of industrial capitalism, urbanization, and urban environmental activism. The chapters move from the broad to the particular, offering insights into Romanticism’s transatlantic discourses on nature and culture, examining British Victorian representations of nature in light of their reception by American writers and readers, providing in-depth analyses of literary forms such as the adventure novel, travel narratives, and theological and scientific writings, and bringing transatlantic and ecocritical perspectives to bear on classic works of nineteenth-century American literature. By opening a critical dialogue between these two vital areas of scholarship, Transatlantic Literary Ecologies demonstrates some of the key ways in which Western environmental consciousness and associated literary practices arose in the context of transatlantic literary and cultural exchanges during the long nineteenth century.

Transatlantic Footholds: Turn-of-the-Century American Women Writers and British Reviewers analyses British reviews of American women fiction writers, essayists and poets between the periods of literary domesticity and modernism. The book demonstrates that a variety of American women writers were intelligently read in Britain during this era. British reviewers read American women as literary artists, as women and as Americans. While their notion of who counted as "women" was too limited by race and class, they eagerly read these writers for insight about how women around the world were entering debates on women’s place, the class struggle, religion, Indian policy, childrearing, and high society. In the process, by reading American women in varied ways, reviewers became hybrid and dissenting readers. The taste among British reviewers for American women’s books helped change the predominant direction that high culture flowed across the Atlantic from east-to-west to west-to-east. Britons working in London or far afield were deeply invested in the idea of "America." "America," their responses prove, is a transnational construct.

The Victorian Verse-Novel: Aspiring to Life considers the rise of a hybrid generic form, the verse-novel, in the second half of the nineteenth century. Such poems combined epic length with novelistic plots in the attempt to capture not a heroic past but the quotidian present. Victorian verse-novels also tended to be rough-mixed, their narrative sections interspersed with shorter, lyrical verses in varied measures. In flouting the rules of contemporary genre theory, which saw poetry as the purview of the eternal and ideal and relegated the everyday to the domain of novelistic prose, verse-novels proved well suited to upsetting other hierarchies, as well, including those of gender and class. The genre's radical energies often emerge from the competition between lyric and narrative drives, between the desire for transcendence and the quest to find meaning in what happens next; the unusual marriage plots that structure such poems prove crucibles of these rival forces. Generic tensions also yield complex attitudes towards time and space: the book's first half considers the temporality of love, while its second looks at generic geography through the engagement of novels in verse with Europe and the form's transatlantic travels. Both well-known verse-novels (Elizabeth Barrett Browning's Aurora Leigh, Arthur Hugh Clough's Amours de Voyage, Coventry Patmore's The Angel in the House) and lesser-known examples are read closely alongside a few nearly related works (Tennyson's Idylls of the King, Robert Browning's The Ring and the Book). An Afterword traces the verse-novel's substantial influence on the modernist novel.

Jennifer Travis and Jessica DeSpain present a long-overdue collection of theoretical perspectives and case studies aimed at teaching nineteenth-century American literature using digital humanities tools and methods. Scholars foundational to the development of digital humanities join educators who have made digital methods central to their practices. Together they discuss and illustrate how digital pedagogies deepen student learning. The collection's innovative approach allows the works to be read in any order. Dividing the essays into five sections, Travis and DeSpain curate conversations on the value of project-based, collaborative learning; examples of real-world assignments where students combine close, collaborative, and computational reading; how digital humanities aids in the consideration of marginal texts; the ways in which an ethics of care can help students organize artifacts; and how an activist approach affects debates central to the study of difference in the nineteenth century.