Show simple item record

dc.contributor.authorGage, Jill Elizabeth
dc.date.accessioned2015-10-05T15:28:47Z
dc.date.available2015-10-05T15:28:47Z
dc.date.issued2014-09
dc.identifier.citationGage, J.E. 2014. My Schoolfellows, My Patrons, My Public: English Schoolboy Authorship 1786-1798. Queen Mary University of London.en_US
dc.identifier.urihttp://qmro.qmul.ac.uk/xmlui/handle/123456789/9088
dc.descriptionPhDen_US
dc.description.abstractOver the course of the eighteenth century, schoolboys were prolific writers, producing poetry, speeches, plays, periodicals, and novels to entertain their schoolfellows as well as a broader public, who listened to and read their work, criticised it, copied it, circulated it, had it printed, and purchased it. My research has yielded over seventy works published in print and manuscript by boys at English schools between 1660 and 1800. Yet schoolboy authors have been largely ignored by scholars, even as recent work has been produced on the history of education, on childhood, and on the rise of children’s literature as a distinct genre in the mid-to-late eighteenth century. This thesis provides a survey of the corpus of schoolboy writing, along with three case studies of schoolboy authors who published between 1787 and 1800. The first case study concerns three schoolboy-authored periodicals: The Microcosm (1786–1787), The Trifler (1788), and The Flagellant (1792), which together form the largest corpus of identifiable schoolboy writing in print. The second study considers the work of James Boswell Jr (1778-1822), son of the biographer, whose juvenilia comprises verses, essays, plays, and letters, and is possibly the largest extant collection of extra-curricular literary manuscripts by a single eighteenth-century schoolboy. The third study examines a nearly five hundred page manuscript novel loosely based on Robinson Crusoe, written and illustrated by a boy named Jonathan Banks, at an unidentified school, probably in the mid-1790s. In surveying how schoolboy authors chose genres and formats, circulated material, and interacted with their intended and actual audiences, I hope to reveal how the experience of the schoolroom influenced their writing, how they defined authorship, both for themselves and their readers, and how their schools functioned as a space of literary production and consumption.en_US
dc.language.isoenen_US
dc.publisherQueen Mary University of Londonen_US
dc.subjectEnglishen_US
dc.titleMy Schoolfellows, My Patrons, My Public: English Schoolboy Authorship 1786-1798.en_US
dc.typeThesisen_US
dc.rights.holderThe copyright of this thesis rests with the author and no quotation from it or information derived from it may be published without the prior written consent of the author


Files in this item

Thumbnail

This item appears in the following Collection(s)

  • Theses [3184]
    Theses Awarded by Queen Mary University of London

Show simple item record