Thesis (M.A.)--Florida State University, 2005. / Advisor: Dr. John Fenstermaker, Florida State University, College of Arts and Sciences, Dept. of English. Title and description from dissertation home page (viewed Sept. 19, 2005). Document formatted into pages; contains v, 41 pages. Includes bibliographical references.

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.

<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>

This dissertation is a transnational study that argues that a structure of mourning, spoken through and effected by the historical romance, underlies the narrative of national culture as it emerges in the Americas during the early nineteenth century. The writing, consumption and preservation of these texts reveal not only the psychic life of community but also the material basis for that psychic life. Writing and reading, the production and circulation of texts, plays a crucial role in developing this psychic life, and the historical romance was particularly important in the Americas for imagining a national legacy. Current criticism emphasizes the sexual coupling and generative romantic structure of the marriage plot around which many of these novels circulate. This criticism emphasizes the somatic nature of the genre, the corporeal language of romance that is read in the tears of joy and grief spilled by its characters as well as its readers. But while I agree that a libidinal energy is at the heart of both the narrative and its readers’ responses, I argue that the focus on sexual coupling neglects to consider another bodily discourse: that of death and mourning. Mourning enacts a simultaneous identification with and desire for a lost object, a fetishistic relationship that brings together the Freudian “to be” and “to have” and so invests the lost object with both narcissistic and communal attachments. These texts offer their readers the bodies within the narratives, as well as the texts themselves, as the material of a cultural heritage, constructing a nativism that ties the subjects to the land and to the community through a shared lost artifact, their history. Through mourning a common object, the subjects become citizens, native Americans that distance themselves from Europe while supplanting the Amerindian. In combining modern studies of material culture with post Freudian psychoanalytic criticism, the dissertation works to make explicit the relationship between death, citizenship and textuality in order to show the cultural work of fictional historiography in the making of the American nations. / text

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