Apparitional Economies is invested in both a historical consideration of economic conditions through the antebellum era and an examination of how spectral representations depict the effects of such conditions on local publics and individual persons. From this perspective, the project demonstrates how extensively the period’s literature is entangled in the economic: in financial devastation, in the boundaries of seemingly limitless progress, and in the standards of value that order the worth of commodities and the persons who can trade for them. I argue that the space of the specter is a force of representation, an invisible site in which the uncertainties of antebellum economic and social change become visible. I read this spectral space in canonical works by Nathaniel Hawthorne, Edgar Allan Poe, Herman Melville, and Walt Whitman and in emerging texts by Robert Montgomery Bird, Theophilus Fisk, Fitz James O’Brien, and Edward Williams Clay. Methodologically, Apparitional Economies moves through historical events and textual representation in two ways: chronologically with an attention to archival materials through the antebellum era (beginning with the specters that emerge with the Panic of 1837) and interpretively across the readings of a literary specter (as a space of lack and potential, as exchange, as transformation, and as the presence of absence). As a failed body and, therefore, a flawed embodiment of economic existence, the literary specter proves a powerful representation of antebellum social and financial uncertainties.

This study explores the role of learning and education in American historical fiction written in the 1820s. The United States has been, and still is, commonly considered to be hostile to scholarly learning. In novels and short stories of the 1820s, however, learning and education are recurrent themes, and this dissertation shows that the attitudes to these issues are more ambivalent than hitherto acknowledged. The 1820s was a period characterized by a political struggle, expressed as a battle between intellectuals, represented by the sitting president, John Quincy Adams, a Harvard professor, and anti-intellectuals, headed by the war hero Andrew Jackson. The battle over the place of scholarly learning in the U.S. was played out not only on the political scene but also in historical fiction, where the themes of learning and education become vehicles for exploring national identity. In these texts, whose aim is often to establish an impressive national history, scholarly learning carries negative connotations as it is linked to the former colonizer Britain and also symbolizes social stratification. However, it also stands for civilization and progress, qualities felt to be necessary for the nation to come into its own. The conflicting views and anxieties surrounding the issues of learning and education tend to center on a recurrent character in these texts, the learned person. After providing an overview of how the themes of learning and education are treated in historical narratives from the 1820s, this dissertation focuses on works of three writers: Hobomok (1824) and The Rebels (1825) by Lydia Maria Child, The Prairie (1827) by James Fenimore Cooper, and Hope Leslie (1827) by Catharine Maria Sedgwick.

Une théorie unifiée donnant à Poe une cohérence dans sa diversité est possible lorsqu’on base l’analyse de son œuvre sur sa cosmogonie, c’est-à-dire sur sa conception de l’univers. Celle-ci repose sur un dieu devenu universel en se matérialisant, puis en se divisant en la quasi-infinité de matière formant le monde que nous connaissons. La division de l’âme divine est selon lui reflétée dans la nature intrinsèquement divisée de l’âme humaine. En cela, les notions de temps, de mort et de destinée sont interconnectées : l’histoire cosmique est identique à celle de l’homme, toutes deux régies par le temps et circonscrites par la mort. Cette même histoire se répétant tout au long de son œuvre, elle constitue donc le motif archétypal qui l’unifie. / A unified theory of Poe’s works, bringing his diverse writing together into one coherent story can be found in his cosmogony, that is to say, in his understanding of universal mechanics. This latter understanding is based on the idea of a god dividing himself into the almost infinity of matter that makes up the universe, building it in his literal image. The division of the divine soul is, according to Poe, echoed by the intrinsic division of the human soul. As such, Time, Death, and Destiny are fundamentally interconnected: cosmic history and human history are one and the same, ruled by time and circumscribed by death. This story can be found all throughout Poe’s works and is thus the archetypal pattern at the core of this unified theory.

<p>This study explores the role of learning and education in American historical fiction written in the 1820s. The United States has been, and still is, commonly considered to be hostile to scholarly learning. In novels and short stories of the 1820s, however, learning and education are recurrent themes, and this dissertation shows that the attitudes to these issues are more ambivalent than hitherto acknowledged. The 1820s was a period characterized by a political struggle, expressed as a battle between intellectuals, represented by the sitting president, John Quincy Adams, a Harvard professor, and anti-intellectuals, headed by the war hero Andrew Jackson. The battle over the place of scholarly learning in the U.S. was played out not only on the political scene but also in historical fiction, where the themes of learning and education become vehicles for exploring national identity. In these texts, whose aim is often to establish an impressive national history, scholarly learning carries negative connotations as it is linked to the former colonizer Britain and also symbolizes social stratification. However, it also stands for civilization and progress, qualities felt to be necessary for the nation to come into its own. The conflicting views and anxieties surrounding the issues of learning and education tend to center on a recurrent character in these texts, the learned person. </p><p>After providing an overview of how the themes of learning and education are treated in historical narratives from the 1820s, this dissertation focuses on works of three writers: <i>Hobomok</i> (1824) and <i>The Rebels</i> (1825) by Lydia Maria Child, <i>The Prairie</i> (1827) by James Fenimore Cooper, and <i>Hope Leslie</i> (1827) by Catharine Maria Sedgwick.</p>

My dissertation argues that domestic service alters a culture’s relationship to the laboring body. I theorize this relationship via popular literary and cultural antebellum texts to explore the effects of servitude as a trope. Methodologically, each chapter reads a literary text in context with social and legal paradigms to 1) demonstrate that servitude undergirds myriad articulations of antebellum power and difference; 2) show how servitude inflects the construction of these paradigms; and 3) trace Americans’ changing relationship to the concept of servitude from the Early Republic through the Civil War. I begin with James Fenimore Cooper’s The Pioneers (1823), exploring the famous Leather-stocking character – not (as has canonically been the case) as an icon of American independence, but as an icon of American servitude. I historicize this reading with the legal history of master/servant statutes in the early nineteenth century. While public opinion quarantined servitude to an oppressed racial minority, the apparatuses of the law were dramatically expanding servitude’s purview, rendering the master/servant relation the touchstone from which to understand all employment relations. Following, my second chapter examines Caroline Kirkland’s A New Home, Who’ll Follow? (1833). I show that Kirkland’s text dramatizes the narrativity of identity-formation and its potential class consequences. Throughout, Kirkland suggests that this is particularly a women’s problem, whose narratives of self are charged with maintaining the narratives of the family and, synecdochically, the nation. Maria Susanna Cummins’s The Lamplighter (1854) is a revolutionary intervention into the narratives of laborless-ness. I read the adoptions within the novel alongside the legalization of bounded servitude for children, since antebellum minors could be adopted or sign indentures if doing so was determined to be in their “best interest.” In my fourth and final chapter, I examine Civil War draft resistance. In her House and Home Papers columns for The Atlantic (1863-4), Harriet Beecher Stowe turned to the tropes of servitude to make sense of these violent eruptions. Yet this strategy laid bare servitude’s place as the basis for many other forms of state power (including military service) and servitude’s incompatibility with principles of individual sovereignty.