From the Illustrated London News, December 1848, in the Rare Periodicals Collection of the Armstrong Browning Library

For this year’s Christmas card the Armstrong Browning Library selected an image from the December 1848 issue of the Illustrated London News. Our chosen image depicts Queen Victoria, Prince Albert, and their family around a Christmas tree at Windsor Castle. This image popularized the German tradition of decorating trees inside the home at Christmas time in Great Britain.

The inside message of our Christmas card.

Merry Christmas and a Happy New Year to our blog readers!

We look forward to continuing to share the Armstrong Browning Library’s happenings with you in 2020.

On December 9^th at 9:05am, Dr. Kristin Pond’s English 3351: Literary Networks in the Nineteenth- and Early Twentieth-Centuries course will be presenting their Great Exhibition. This is a class project which requires students to explore what artifacts, including original letters, manuscripts and books, photographs, and actual objects exist at the Armstrong Browning Library related to each student’s assigned author.

The exhibition will be on display in the Hankamer Treasure Room for the entire morning December 9^th, 2019.

To prepare for the exhibition, students wrote a short biography of their author and practiced analyzing an artifact for what it reveals about their author. A sample of one student’s preliminary research follows.

Mary Shelley – Life, Writings, and Browning Correspondence

Mary Shelley, daughter of political radical William Godwin and feminist Mary Wollstonecraft (writer of A Vindication of the Rights of Woman), was born in 1797. Sadly, her mother died due to an internal bacterial infection following childbirth. Possibly to escape a troubled household and a horrible stepmother, 16-year-old Mary eloped in 1814 with the then-married romantic poet Percy Bysshe Shelley.

Through her husband Percy, Mary Shelley continued to receive encouragement on her writing, as she had for most of her life under the watch of her intellectual father. On the point of Percy’s influence, however, there have been a number of misunderstandings – all at the expense of Mary Shelley’s creative reputation.

In her biography Mary Shelley: Her Life, Her Fiction, Her Monsters, author Anne Mellor analyzes Mary Shelley’s writings and journals through a feminist lens, validating Mary’s standing as an independent writer of Frankenstein, a gothic masterpiece. Contrary to what some may believe, Percy was an avid supporter – not a controlling editor – of his wife’s writings.

Prior to the 21st century, scholars had assumed that Percy had essentially taught his wife how to write well. This assumption may be based on the fact that one of Mary’s copies of Frankenstein contains several grammatical and syntax edits by Percy. In one edition of Frankenstein, Percy actually wrote the novel’s preface as if he was Mary. Moreover, Mary’s writing contains a description of Mont Blanc which some have linked with Percy’s “Mont Blanc” poem. To make matters worse, due to the constraints of the time, the first copies of Frankenstein were actually published under Percy Shelley’s name.

That being said, however, Mary Shelley did craft the vast majority of Frankenstein, not to mention her other works. Being as independent and nonconformist as her feminist mother, Mary most likely would not have permitted over-involved literary edits on Percy’s part. In her History of a Six Weeks’ Tour, when describing the natural world about her, Mary says, “God has not reduced our dwelling-place – as Puritans would his – to a bare meeting-house, all there is radiant in glorious colours” (12). Through her criticism of Puritan religion and her gushing over natural beauty, Mary not only reveals her open-minded, non-conformist attitude towards history and society but also her idealistic writer’s heart.

A romantic spirit, Mary found her soulmate and escape from the world in Percy Shelley, who viewed her as his intellectual equal. For the eight years they lived together, Percy Shelley was deeply in love with Mary, to the point that he sometimes expressed wishes to retreat onto an island with her and his child, them against the world. Evidence of a mutually constructive literary relationship can be found in their correspondence. For example, in a letter by Mary Shelley to a friend, Percy interposes, writing “Poor Mary’s book has come back with a refusal which has put me in rather ill spirits.” In another letter, Percy writes to Mary, “Be severe in your corrections, & expect severity from me, your sincere admirer. – I flatter myself you have composed something unequalled in its kind.” Rather than lead Mary’s writing endeavors, Percy avidly supported them, offering constructive criticisms. His prefaces to Mary’s Frankenstein and History of a Six Weeks’ Tour were part of a collaborative effort, not of a failing on Mary’s part. In turn, Mary offered up her own support and criticisms of Percy’s writing, including his poems “The Witch of Atlas” and “Rosalind and Helen,” which Percy might not have published if not for her encouragement. Following Percy’s tragic drowning in 1822, Mary edited and published Percy’s works posthumously.

Through Frankenstein and Mary Shelley’s account of Frankenstein’s creation, Mary Shelley reveals herself to be curious, conscientious, and sensitive, channeling her life’s questions, worries, and griefs into her writing. In 1816, Mary Shelley received an awaited opportunity to prove her worth as a writer when Lord Byron suggested to his Shelley friends that they each write a ghost story. Having been the only one of her peers to take Byron’s story prompt seriously, Mary Shelley was finally inspired after a period of much creative anxiety. Drawing from her recent grief and nightmares about childbirth, Mary Shelley “gave birth” to a “hideous progeny,” in the form of Victor Frankenstein’s monster. In 1817, at the age of nineteen, Mary Shelley published Frankenstein following the suicide of Percy Shelley’s wife Harriet, the suicide of Mary Shelley’s half-sister Fanny, and the death of Mary Shelley’s infant daughter. Undoubtedly, these deaths influenced the macabre tone and themes of the novel.

Like Elizabeth Barrett Browning, Mary Shelley was a key component of a 19th century network of feminist writers. Just as Elizabeth Browning wrote poems in honor or in critique of other female writers, such as her “Stanzas Addressed to Miss Landon,” Mary Shelley likely looked up to a network of precursing female gothic writers as literary models. These writers included Ann Radcliffe (writer of The Mysteries of Udolpho) and Charlotte Dacre (writer of The Confessions of the Nun of St. Omer).

Yet, in spite of their female literary backgrounds, very little communication existed between Elizabeth Barrett Browning and Mary Shelley. Despite her success as an author, it appears that Mary Shelley was overshadowed by Percy Shelley in the Brownings’ eyes. While Percy Shelley’s writings and beliefs heavily influenced Robert Browning (he became an atheist vegetarian after reading Percy’s Queen Mab), Browning’s only mention of Mary Shelley in his letters was of her sorry state following Percy Shelley’s death. An 1845 letter to Elizabeth Barrett Browning is the only published letter in which Robert Browning writes of her. In this letter, Browning recalls:

The ‘Mary dear’ with the brown eyes, and Godwin’s daughter and Shelley’s wife, and who surely was something better once upon a time…when she and the like of her are put in a new place, with new flowers, new stones, faces…[she] wisely saying ‘ who shall describe that sight ! ‘ — Not you, we very well see…

Robert Browning then goes on to say:

But once she travelled the country with Shelley on arm; now she plods it, Rogers in hand…but she is wrong every where, that is, not right, not seeing what is to see, speaking what one expects to hear — I quarrel with her, for ever, I think.

In spite of Mary Shelley’s success as a writer, Robert Browning saw her as a sort of soft-eyed sweetheart, consumed by grief to the point that she was annoying to be around. Rather than refer to her as “author of Frankenstein” or something more flattering, Browning identifies Mary Shelley by her radical writer relations. Briefly, he does recognize Mary Shelley’s past accomplishments when he says, “something better once upon a time.” Otherwise, he is annoyed by her apparent inability to say or write anything interesting or insightful.

This characterization of Mary Shelley is surprisingly harsh, considering that the Brownings may have respected Mary Shelley’s works. In fact, at least two of the books in their library were ones that Mary Shelley had either written or edited: History of a Six Weeks’ Tour Through a Part of France, Switzerland, Germany, and Holland, and Percy Bysshe Shelley’s Posthumous Poems. That being said, they did not own a copy of Mary Shelley’s Frankenstein, which may explain their misperception of grieving gothic Mary as overly sweet or passive. If only the Brownings knew that Mary had saved the heart of Percy, a small organ wrapped in a sheet of posthumous poetry and tucked away inside her desk drawer.

Works Cited

Browning, Robert, and Elizabeth Barrett Browning. The Letters of Robert Browning and  Elizabeth Barrett Barrett. Vol. 1, New York and London, Harper and Brothers, Publishers, 1899. 2 vols.

Creech, Melinda. “Giving Nineteenth Century Women Writers a Voice and a Face — Mary Wollstonecraft Shelley [née Godwin] (1797–1851).” Armstrong Browning Library and Museum, Baylor University, 23 July 2013, blogs.baylor.edu/armstrongbrowning/tag/frankenstein/. Accessed 23 Sept. 2019.

Mellor, Anne K. Mary Shelley: Her Life, Her Fiction, Her Monsters. New York and London, Routledge, 2009.

Mercer, Anna. “The Literary Collaboration of Mary and Percy Shelley.” Dove Cottage and the Wordsworth Museum, Wordsworth Trust, 2017, wordsworth.org.uk/blog/2015/02/15/mine-own-hearts-home-the-literary-collaboration-of-mary-and-percy-bysshe-shelley/. Accessed 24 Sept. 2019.

Poetry Foundation, editor. “Mary Wollstonecraft Shelley.” Poetry Foundation, edited by Poetry Foundation, 2019, www.poetryfoundation.org/poets/mary-wollstonecraft-shelley. Accessed 24 Sept. 2019.

Pottle, Frederick A., M.A. Shelley and Browning: A Myth and Some Facts. Pembroke Press, 1923.

Shelley, Mary Wollstonecraft Godwin. History of a Six Weeks’ Tour. London, T. Hookam, 1817.

Shelley, Percy. Letter to Mary Shelley. 10 Aug. 1821. Letters. Edited by Frederick L. Jones, vol. 324. Oxford University, 2015.

Shelley, Percy. Letter to Mary Shelley. 15 Aug. 1821. Letters. Edited by Frederick L. Jones, vol. 339. Oxford University, 2015.

Theisen, Colleen. “Mary and Percy Shelley Letter Mentions Frankenstein Rejections.” The University of Iowa Libraries, U. of Iowa, 8 Oct. 2012, blog.lib.uiowa.edu/speccoll/2012/10/08/special-collections-mary-and-percy-shelley-letter-mentions-frankenstein-rejections/. Accessed 24 Sept. 2019.

On December 9^th at 9:05am, Dr. Kristin Pond’s English 3351: Literary Networks in the Nineteenth- and Early Twentieth-Centuries course will be presenting their Great Exhibition. This is a class project which requires students to explore what artifacts, including original letters, manuscripts and books, photographs, and actual objects exist at the Armstrong Browning Library related to each student’s assigned author.

The exhibition will be on display in the Hankamer Treasure Room for the entire morning December 9^th, 2019.

To prepare for the exhibition, students wrote a short biography of their author and practiced analyzing an artifact for what it reveals about their author. A sample of one student’s preliminary research follows.

John Keats

The April 1818 edition of The Quarterly Review reads “Keats is unhappily a disciple of the new school [of] Cockney poetry; which may be defined to consist of the most incongruous ideas in the most uncouth language (1).”

Before John Keats reached worldwide fame, he could not escape being a subject of harsh criticisms such as the sentiment above. The Quarterly Review, Blackwood’s Edinburgh Magazine, and other prominent literary magazines all branded Keats into a pejorative group known as the Cockney school. This group included English writers such as Leigh Hunt, William Hazlitt, and Percy Shelly, and they were all collectively criticized for a number of shaky reasons. Keats in particular was attacked because of his lower-class upbringing; an editor of The Quarterly Review particularly disapproved highly of the working class meddling with intellectual forms such as poetry. The Review’s editor labels Keats an ‘uneducated and flimsy stripling’ and slams Endymion as an “imperturbable drivelling idiocy” before concluding that “It is a better and wiser thing to be a starved apothecary than a starved poet; so back to the shop Mr John. (2)” We cannot be sure exactly how Keats reacted to this virulence. It’s possible that he was completely undeterred, and it is possible that it adversely affected his health (Shelly actually thought that the criticism contributed to his early death (3)). Whatever the reaction of Keats, the latter opinion was loud enough to cause Blackwood Magazine to go on the defense after his death, writing:

Mr. Keats died in the ordinary course of nature. Nothing was ever said in this Magazine about him, that needed to have given him an hour’s sickness; and had he lived a few years longer, he would have profited by our advice, and been grateful for it, although perhaps conveyed to him in a pill rather too bitter. Hazlitt, Hunt, and other unprincipled infidels, were his ruin. Had he lived a few years longer, we should have driven him in disgust from the gang that were gradually affixing a taint to his name. His genius we saw, and praised; but it was deplorably sunk in the mire of Cockneyism (4).

Although having never corresponded to Keats (not surprising as she was only fourteen when he passed away), Elizabeth Barrett Browning was a staunch believer that the heavy criticism of Keats lead to adverse effects later on in his life. She detested how the “Cockney School” writers, especially Keats, had scurrilous attacks lobbed at them. Even when she later figured out the identity of one of the anonymous authors who took part in the harsh criticism was someone she respected, she still sided with Keats and said they erred in their criticism. She pitied the poet greatly for being “slain outright & inglouriously by the quarterly review’s tomahawk (5)”. As a poet herself Elizabeth Barrett Browning must have known the importance of a poet’s reputation. Keats was financially unstable throughout his life, and his all his earnings came from his poetry. In this sense, his reputation was not just his reputation, but also his living. Seeing a fellow poet slandered caused a justifiable outlash in several of Browning’s letters.

Elizabeth Barrett Browning could see that people did not recognize Keats’ genius. To Browning, Keats was a “grand exception from among the vulgar herd of juvenile versifiers. (6)” Keats was “a seer… Who [wrote] the things you were speaking of yesterday. (7)” He was too ahead of the times to really be appreciated at the start of the nineteenth century. To Browning, the world did not deserve such a prominent and determined poet as Keats. She notes “as singers sing themselves out of breath, he sang himself out of life (8).” Keats put every last ounce of effort into crafting his work, and nowhere was a similar sentiment expressed by his ignorant critics. According to Browning, “Nobody who knew very deeply what poetry is… could draw any case against [Keats]” (9). Keats’ critics did not hold the intellectual ability to truly appreciate his work, making their criticism against the poet inevitable. Browning felt that Keats’ critics’ imaginations could not allow them to ever dream up what Keats, “a poet of the senses” could (9). The dream expressed in “Eve of St Agnes” or anything else so creatively imagined was simply not accessible to their closed minds. Those who criticized Keats were unable to attain such “senses idealized” (9). To Browning, Keats was simply “a fine genius, – too finely tuned for the gross dampness of our atmosphere. (8)”

That Elizabeth Barrett Browning shouted such praise for someone she did not know personally might seem strange and surprising. That said, Browning had definitely become knowledgeable about his work as numerous references to Keats’ writing are sprawled throughout her letters. Robert Browning had a period where he would read Keats to a sick friend every two days, so his work was definitely present in Elizabeth’s life. But still, she never knew him personally (10). Browning’s literary circle did help fill in some knowledge of Keats’ personality, but ultimately, she was left to judge Keats based on his work alone. Sadly, this means that the connection between Keats and Elizabeth Barrett Browning was solely Elizabeth’s posthumous praise for and defense of Keats. The strength of her defense speaks to the genius of Keats’ writing, and how great writers have the potential to influence and inspire and communicate even after their deaths.

To sum up, Elizabeth Barrett Browning felt as if there were already enough burdens weighing down on Keats’ life without the criticism, as the poet’s life leads one to experience “wearing anxieties” regardless of how one’s work is received. Yet sadly Keats died before his work was honored; consequently, this makes Browning ask whether praise is necessary, and even if Keats would have been jealous of the future fame of his works. Browning obviously cannot ask for Keats’ answer, but she dreams something akin to this: Praise would just be “redundant to his content” that Keats got from the joy of creating and the “exercise of art” (11).  There is comfort in such thinking.

Numbered Sources

1. Wilson, John. “Review of Keats’s Endymion.” Quarterly Review, Apr. 1818, pp. 204–208.
2. Lockhart, John. “Endymion Review.” Quarterly Review, Apr. 1818, p. 524.
3. Shelly, Percy. “Preface.” Adonais, Methuen & Co., 1821, pp. 3–4.
4. Wilson, John. “Lord Bryon and His Contemporaries.” Blackwood Magazine, 1828, pp. 403–404.
5. Browning, Elizabeth. “Letter 866.” Received by Mary Mitford, 26 Oct. 1841, London.
6. Browning, Elizabeth. “Letter 1672.” Received by John Kenyon, Aug. 1844, London.
7. Browning, Elizabeth. “Letter 2025.” Received by Robert Browning, 7 July 1846, London.
8. Browning, Elizabeth. “Letter 1029.” Received by Benjamin Haydon, 20 Oct. 1842, London.
9. Browning, Elizabeth. “Letter 2025.” Received by Robert Browning, 7 July 1846, London.
10. Browning, Elizabeth. “Letter 4252.” Received by Anna Brownell Jameson, 5 October 1858, Paris.
11. Browning, Elizabeth. “Letter 1829.” Received by Robert Browning, 3 Feb. 1845, 50 Wimpole Street.

Additional Sources

Keats, John. John Keats. Edited by Elizabeth Cook, Oxford University Press, 1990.

Browning, Elizabeth. “Letter 4252.” Received by Anna Brownell Jameson, 5 October 1858, Paris.

Browning, Elizabeth. “Letter 2472.” Received by Robert Browning, 7 July 1846, London.

Browning, Elizabeth. “Letter 2025.” Received by Robert Browning, 7 July 1846, London.

Browning, Elizabeth. “Letter 1706.” Received by Mary Mitford, 3 Sept. 1844, London.

Browning, Elizabeth. “Letter 1105.” Received by Mary Mitford, 30 Dec. 1842, London.

On December 9^th at 9:05am, Dr. Kristin Pond’s English 3351: Literary Networks in the Nineteenth- and Early Twentieth-Centuries course will be presenting their Great Exhibition. This is a class project which requires students to explore what artifacts, including original letters, manuscripts and books, photographs, and actual objects exist at the Armstrong Browning Library related to each student’s assigned author.

The exhibition will be on display in the Hankamer Treasure Room for the entire morning December 9^th, 2019.

To prepare for the exhibition, students wrote a short biography of their author and practiced analyzing an artifact for what it reveals about their author. A sample of one student’s preliminary research follows.

William Wordsworth

Biography     

William Wordsworth was born in 1770 in England, and he would grow up to become a well-renowned poet by the time of his death in 1850. Achieving that honor, however, required a great deal of financial strife first. Orphaned at an early age, impoverished throughout his youth, and dissatisfied with his college education at Cambridge, Wordsworth fumbled through his earlier years (Mason, 1-3). He had always been interested in writing, but he did not produce much poetry during this period. However, he did develop a very close relationship with his sister Dorothy. As adults, they eked out an impoverished existence together in a house called Racedown in Dorset, England. It was here, under the influence of his likewise literary-minded sister, that Wordsworth grew into the title of poet, increasing his output by four times as much as he had written in earlier years. As Worthen writes, “…having discovered a way of working with [Dorothy], he now preferred not to write without her” (Worthen, 113-117). This clearly drew Wordsworth into a particularly close emotional bond with his sister. Perhaps more significantly, this new era in his writing might never had come about if not for Dorothy’s support. As he continued writing, she critiqued his work, and “it was [her] propensity for aesthetic judgement, as well as her unwavering emotional support, that Wordsworth most respected, and her comments inspired him to improve his writing” (Mason, 5). Dorothy played a formative role in Wordsworth’s beginnings as a poet, pushing him ever-forwards toward greatness.

As Wordsworth developed as a poet, he formed another important relationship: a friendship with Samuel Coleridge. The two writers “were immediately enamored with each other,” and they soon moved within a few miles of each other. The two (and Dorothy) spent a lot of time together, often taking long walks during which they wrote and talked about poetry (Mason, 7). All evidence points to the fact that Wordsworth and Coleridge were fast friends with much in common. They clearly stimulated each other’s minds and got along quite well, not to mention the fact that Coleridge aided Wordsworth in getting his early work published. Also, in her biographical work on Wordsworth, Emma Mason describes in detail the writing relationship between Coleridge and Wordsworth: “Coleridge… tasked Wordsworth with the writing of a new Miltonic philosophic epic.” This would grow into Wordsworth’s autobiographical poem, “The Prelude.” The pair also co-wrote a book of poetry, aptly titled Lyrical Ballads, and traveled Europe together (Mason, 8). Coleridge was not only a good friend but a good writing partner, bolstering Wordsworth’s writing and, like Dorothy, propelling him towards progress. Their friendship began to sour, however, as Coleridge became addicted to opium and began to push Wordsworth away. Finally, Coleridge broke off the friendship over petty hearsay (Mason, 10-11, 16). Wordsworth, though hurt by this abrupt end to such a long and devoted friendship, moved on and kept writing.

In 1802, Wordsworth would marry Mary Hutchinson (after having a love-affair and a child with a Frenchwoman, Annette), and the two had what appeared to be a loving, relatively happy marriage. The two lived with Dorothy, who remained close with her brother throughout their lives (Mason, 10-13). And, after years of little financial success as a poet, Wordsworth gradually gained widespread recognition as a great poet. In 1843, Wordsworth became Poet Laureate of Britain, the crowning glory of several literary honors that he received. He died in 1850 (Mason, 22).

Letters

In an 1808 letter to Dorothy Wordsworth (and his wife, Mary), Wordsworth begins the letter by addressing his “Dearest Loves.” He recounts his travels, focusing in particular on the people he has encountered and how they are doing. He mentions Coleridge multiple times, clearly expressing worry about Coleridge’s health (by this time, the latter was well into his opium addiction). Wordsworth also writes that “Coleridge has just had a long Letter, in which is related the fate of Sally’s parents. It has much affected me, and we must do for Sally what we can” (Wordsworth, 1808). This letter is rife with evidence of affection towards Dorothy and Mary, and even more impressive compassion towards his old friend Coleridge and even towards his former servant, Sally. In this letter, Wordsworth comes across as a loving man who tries fervently to love and take care of those around him.

Interestingly, within the same letter, Wordsworth reveals his negative opinion on publishing his work. In distinct contrast to the gentle way he refers to those that he is familiar with, he writes of the “wretched and stupid Public.” He describes how, though he desires to use his writing to benefit the public, he still somehow detests the idea of publishing his work (Wordsworth, 1808). Here the reader receives an intriguing insight into why Wordsworth was slow to publish his work.

Although, as mentioned above, some of Wordsworth’s most significant literary attachments were to his sister Dorothy and to Samuel Coleridge, he also was connected to the Brownings. In a letter to John Kenyon, William Wordsworth references some poems by Elizabeth Barrett Browning that Kenyon sent Mrs. Wordsworth, and he compliments Barrett Browning’s “Genius and attainments” (Wordsworth, 1839). In this letter, he reports his admiration for Elizabeth Barrett Browning’s intelligence and literary accomplishments. Though the indirectness of this compliment toward Elizabeth Barrett Browning might seem to suggest that they were unfamiliar with each other in person, a letter written three years prior (in 1836) disproves this idea. In this letter, written by Elizabeth Barrett Browning herself, she also describes Wordsworth in a complimentary fashion: “I… must have told you that one of my privileges has been to see Wordsworth twice. He was very kind to me, and let me hear his conversation…. His manners are very simple; & his conversation not at all prominent – if you quite understand what I mean by that” (Browning, 1836). It seems that the warm feelings and respect between William Wordsworth and Elizabeth Barrett Browning were definitively mutual. Barrett Browning also gives the reader further clue into Wordsworth’s personality, describing him as kind and “simple,” which I interpret as meaning that he came across as modest despite the literary fame he had achieved by that time. Though Wordsworth and Barrett Browning may not have known each other well, they did appear to deeply respect each other, both in personality and in literary accomplishments.

Works Cited

Browning, Elizabeth Barrett to Julia Martin. December 7^th, 1836 in The Brownings’ Correspondence, https://www.browningscorrespondence.com/correspondence/621/?rsId=168911

Mason, Emma. The Cambridge Introduction to William Wordsworth, Cambridge University Press, 2010. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/bayloru/detail.action?docID=564466.

Wordsworth, William to Dorothy Wordsworth. March 26^th, 1808 in Oxford Scholarly Editions Online, https://www-oxfordscholarlyeditions-com.ezproxy.baylor.edu/view/10.1093/actrade/9780198185239.book.1/actrade-9780198185239-div2-10

Wordsworth, William to John Kenyon. February 26^th, 1839 in The Letters of William and Dorothy Wordsworth, ed. Ernest de Selincourt et al., 2^nd ed., https://www.browningscorrespondence.com/supporting-documents/1147/?rsId=168867&returnPage=1

Worthen, John. Wiley Blackwell Critical Biographies : Life of William Wordsworth: a Critical Biography, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/bayloru/detail.action?docID=1603102.

On December 9^th at 9:05am, Dr. Kristin Pond’s English 3351: Literary Networks in the Nineteenth- and Early Twentieth-Centuries course will be presenting their Great Exhibition. This is a class project which requires students to explore what artifacts, including original letters, manuscripts and books, photographs, and actual objects exist at the Armstrong Browning Library related to each student’s assigned author.

The exhibition will be on display in the Hankamer Treasure Room for the entire morning December 9^th, 2019.

To prepare for the exhibition, students wrote a short biography of their author and practiced analyzing an artifact for what it reveals about their author. A sample of one student’s preliminary research follows.

Dorothy Wordsworth

Early Life

Dorothy Wordsworth was born in 1771 on December 25^th in Cockermouth Cumbria. She was the third and only girl out of five children in the family. She was only two years younger than her brother, William Wordsworth. When her mother died at a young age, Dorothy and her brothers continued to live a happy childhood. However, the death of their father happened unexpectedly, leaving them in financial instability and forcing Dorothy and her siblings to live with various relatives. Dorothy was sent to live with her aunt Elizabeth Threldkeld in Halifax, West Yorkshire. At age 25, she was finally able to reunite with her brother William, at Racedown Dorset in 1795.

Poetry and Writings

In 1797 Dorothy and William moved together to Alfoxden House in Somerset, located near Samuel T. Coleridge’s home. The three formed a close friendship. Dorothy started to write about her life with William and Coleridge in her journals, the first being titled The Alfoxden Journal. The journal entries were utilized by William and Coleridge on their collaborated work, Lyricall Ballads. The poems drew heavily from the descriptions of nature Dorothy reported in the journals. However, Dorothy wrote in her journals for her own pleasure, and never aspired for them to be published or to be a famous author like her brother. William’s dependency on Dorothy’s journal entries continued for the rest of his career, as she was able to provide detailed description of nature.

Having been close friends with Coleridge, the three traveled to Germany in 1798-1799. Dorothy recounts their trip in a journal titled, Journal of Visit to Hamburgh and of Journey from Hamburgh to Goslar. In 1799, both William and Dorothy moved into Dove Cottage of Grasmere. Four volumes of journals titled The Grasmere Journal (1800-1802) is known to have the best of Dorothy’s writing. The journals contain entries of the life she lived at Dove Cottage, and the relationship between her, her brother and fellow poet, Samuel Coleridge.

During their time at Dove Cottage, the three would take long walks in the woods, composing poems, and letters. Supposedly, the three would walk among the hills, and lay on the ground pretending they were dead as if in a “trance-like” state.

Later Years

The relationship between Dorothy and her brother was undoubtedly very close. However, when William married Mary Hutchinson in 1802, it is noted Dorothy wore Mary’s ring the night before the wedding ceremony. She gave it back to William in the morning, but did not attend the ceremony. She secluded herself in the attic of Dove Cottage, and not long after, stopped keeping up with her diary entries. Later, historians claimed she was filled with anxiety of being the replaced companion of her brother.

Dorothy never married or intended to get married as she felt too old for her age of 31 years. Instead, Dorothy stayed at Dove Cottage with her brother and Mary for the next 20 years helping them raise their children. There, she wrote books and poetry for the children.

In 1813 the family moved to Rydal Mount where Dorothy continued to travel, write letters, journals, and poetry. In 1829 she fell seriously ill to fever and her health declined from then on. In her last years, its noted she slipped in and out of hallucinations, but was capable to recite Williams poetry. She died at the age of 83 in 1855.

Letters

• Letter to Joshua Watson

This particular letter was written many years after Dorothy’s time in Grasmere, in 1820. At the time she was at Rydal Mount, still living with William and his family. The letter suggests Dorothy’s dependency on William, as she mentions he is the reason she is writing it. She writes about William and how he has been doing, as if she was catching up with an old friend. However, Dorothy does not mention herself or give any personal life update. Only that she is glad to hear from Mr. Watson and his brother.

“My Brother feeling himself stronger and more comfortable this morning than he was yesterday said to me “I think you should write to Mr Watson—and I very much wish to know how he is himself — It is with great pleasure that I avail myself of my Brother’s hint, as an excuse for troubling you a second time.”

• Letter to Samuel T. Coleridge

A letter was written to Samuel T. Coleridge, in later February of 1799. At this time, Dorothy, William, and Coleridge were traveling in Germany. In the letter, it seems that Coleridge traveled to Gottingen Germany, on his own, leaving William and Dorothy back in the town of Goslar.

In this letter, Dorothy recounts the walk her and William took through the Hartz forest. She describes the trees and natural scenery with lengthy description, recalling minute details. The vivid details she provided was probably utilized for Coleridge and his poetry. She updates Coleridge of their time Goslar, as though they were great friends. She also mentions how excited her and William were once they received letters from him.

What’s interesting, is that Dorothy does not sign her name at the end of the letter, highlighting that her and Coleridge were on a friendly basis without the need for formality.

“Some of the pine trees are extremely beautiful. We observed that when they seemed to be past maturity, and perhaps sooner in a close situation their boughs from which had before ascended, making an acute angle with their trunk, descend till they shoot out horizontally or make an obtuse angle with the upper part of the tree.”

• The Grasmere Journal Entry-Monday October 4^th, 1802:

This journal entry, recounts Williams marriage to Mary Hutchinson and Dorothy’s feelings. It is clear that Dorothy is uncomfortable with the fact her brother is getting married. She wears the brides ring to sleep the night before they wed and decided not to show up to the ceremony. This suggests Dorothy almost feels replaced by Mary to her brother. She copes with her feelings by retreating to the attic of their house and shortly after their marriage, Dorothy stops writing in her journal.

On December 9^th at 9:05am, Dr. Kristin Pond’s English 3351: Literary Networks in the Nineteenth- and Early Twentieth-Centuries course will be presenting their Great Exhibition. This is a class project which requires students to explore what artifacts, including original letters, manuscripts and books, photographs, and actual objects exist at the Armstrong Browning Library related to each student’s assigned author.  

The exhibition will be on display in the Hankamer Treasure Room for the entire morning December 9^th, 2019.

To prepare for the exhibition, students wrote a short biography of their author and practiced analyzing an artifact for what it reveals about their author. A sample of one student’s preliminary research follows.

The Life and Literary Connections of Charles Dickens

Charles Dickens was born in 1812 as the second of eight children. His parents did their best to make ends meet, but they were a poor family, and his father was sent to debtor’s prison in 1824. Because of this, Dickens dropped out of school and was forced to work in a factory in order to help provide for his family, spending long hours at a job that gave him meager pay in exchange for his labor. Although he returned to school for a short time, he was forced to give it up again, this time going to work at a newspaper, where his career quickly took off. He began as a reporter and quickly began writing his own short stories, which eventually lead to the writing and ‘conducting’ of his own middle class periodical, Household Words, which was later followed by All the Year Round. Dickens married Catherine Hogarth and had ten children, but his life fell apart in the 1850s with the death of two of his children and a dramatic separation from his wife. He was also known to have had an affair around the time of the end of his marriage with a much younger girl named Ellen Ternan. He wrote fifteen novels throughout his life and died at age 58 with his last work uncompleted.

One of Dickens’s most influential relationships in his lifetime was Wilkie Collins, a man twelve years his junior, who he met in 1851 when Dickens was already at the height of his career, having already published multiple novels and launched Household Words. They met by acting in a play together, and Collins quickly became one of Dickens’s most frequent travel and correspondence companions, forging a friendship which would last until Dickens’s death two decades later. Their literary relationship began with the contributions of Collins to Household Words and eventually morphed into a partnership in multiple works such as The Lazy Tour of Two Idle Apprentices, Frozen Deep, and The Wreck of the Golden Mary. Collins provided Dickens with a welcome respite from the collectedness and decency that was expected from him as a public figure of his status. Michael Slater, an author who spent much of his career studying Dickens, writes in his biography, Charles Dickens, that he “seems… to have found the younger man’s Bohemian attitude attractive” (Slater, 383). In some ways, the relationship between Collins and Dickens was extremely beneficial for them both, as Dickens’s experience and status complemented well the prodigy and playfulness of young Collins. He gave Dickens the opportunity to feel free from his constraints as a celebrity while also challenging him intellectually as a writer.

Although Dickens was an avid writer of letters, he burned all correspondence that he received so no letters to him exist today; however, there is a plethora of letters that are documented from him to others, including many written to Collins. In these letters, it is easy to discern the care that they felt for one another. One such letter from Dickens says, “I always feel your friendship very much, and prize it in proportion to the true affection I have for you” (Letter [25 May]). Collins even dedicated one of his novels, Hide and Seek, to Dickens as “a token of admiration and affection” (Wilkie Collins Info). Dickens thought highly of his friend’s writing, and, after reading Collins’s ‘The Diary of Anne Rodway’ on his train home he was so moved that wrote to Collins, “My behavior before my fellow-passengers was weak in the extreme, for I cried as much as you could possibly desire. . . . I think it excellent, feel a personal pride and pleasure in it, which is a delightful sensation, and I know no one else who could have done it.” These men deeply appreciated the intellect and companionship of one another, and they spent much of their time together critiquing, dreaming, and discussing as they travelled and wrote together.

However, there are some downsides to Dickens finding such a similar companion. Slater points out in his biography that in 1854 Dickens writes to Collins encouraging him to join him in London in his “career of amiable dissipation and unbounded license in the metropolis.” Later in the letter Dickens states, “If you will come and breakfast with me about midnight… I should be delighted to have so vicious an associate” (Slater, 384)(Letter [July 1854]). They were known to often frequent the streets of London and Paris late into the night, and Slater refers to Collins as the friend who “helped to provide Dickens with a desperately-needed new outlet or distraction” (Slater, 406). It could be argued that Collins assisted rather than stopped Dickens when he found himself infatuated with a young actress, Ellen Ternan, whom he saw perform. It is probable that one of the motivations behind the creation of The Lazy Tour of Two Idle Apprentices was so that Dickens and Collins could have a reason to travel Europe and meet up with her multiple times across the cities. In short, Dickens was a man who tended to make decisions based on what he was feeling, and because Collins was also known for being a bit looser in mannerisms, their close association did not help either one of them.

Apparently, this mindset that Dickens possessed bled into his writing in a noticeable way, many readers of his time and later periods found difficulty in reconciling him as a person with the literature that he produced. Elizabeth Barrett Browning is one of those critics, and she writes to a friend that she “was not such an enthusiast as people call themselves… but that he makes me feel his power again and again…” (Browning, Elizabeth Barrett). There were many who, like EBB, were skeptical of his approach to life but at the same time were compelled to his work due to his brilliance as a developer of characters and plot. It is very likely that Collins had something to do with the way that Dickens’ writing and lifestyle pushed boundaries more than was comfortable for readers such as EBB. Charles Dickens’s friendship with Wilkie Collins was one that brought the world a unique brand of literature, a brand that combined old and new, expert and amateur. Without this friendship, the literature that we associate with Dickens would not only be different, but it would be incomplete.

Works Cited

Browning, Elizabeth Barrett. Browning, Elizabeth Barney to Mitford, Mary Russell. 13 June 1843. In The Browning Letters, http://digitalcollections.baylor.edu

“Charles Dickens.” Biography.com, A&E Networks Television, 29 Aug. 2019, www.biography.com/writer/charles-dickens.

Dickens, Charles. Dickens, Charles to Collins, Wilkies. 13 April 1856. In Letters of Charles Dickens to Wilkie Collins. Edited by Laurence Hutton. https://jhrusk.github.io/wc/letters

Dickens, Charles. Dickens, Charles to Collins, Wilkies. 25 May 1858. In Letters of Charles Dickens to Wilkie Collins. Edited by Laurence Hutton.  https://jhrusk.github.io/wc/letters

Dickens, Charles. Dickens, Charles to Collins, Wilkie. July 1854. In Wilkes Collins and Charles Dickens.

Letters of Charles Dickens to Wilkie Collins, jhrusk.github.io/wc/letters/letters.html.

Slater, Michael. Charles Dickens. Yale University Press, 2009.

WILKIE COLLINS AND CHARLES DICKENS, wilkie-collins.info/wilkie_collins_dickens.htm.

https://blog.bookstellyouwhy.com/the-great-friendship-of-charles-dickens-and-wilkie-collins

On November 15^th, the Armstrong Browning Library held our annual Benefactors Day program. Benefactors Day provides us an opportunity to thank publicly those who support the work of the library. Our benefactors include those whose financial contributions make possible the growth and preservation of our collections, our research and teaching fellowships, our internships, and public events. Our benefactors also include faculty who engage with the library through classroom instruction, researchers who create and share new knowledge gleaned from the collections, individuals who attend library lectures and conferences, and all who promote the library and its resources to the local community and the broader scholarly community.

Benefactors Day Lecture in the Hankamer Treasure Room at the Armstrong Browning Library

As part of our Benefactors Day celebration this year, Dr. Lesa Scholl delivered a special lecture on “Healthy Bodies, Healthy Souls: 19th-Century Medicine, Religion, and Literature”. Dr. Scholl is Head of Kathleen Lumley College at the University of Adelaide and the Armstrong Browning Library’s Three-Month Research Fellow. Her lecture was co-sponsored by the Baylor Collaborative on Hunger and Poverty and Baylor’s Medical Humanities Program. Dr. Scholl’s lecture explored nineteenth century religious and social ideas about and attitudes towards fasting as expressed in the Armstrong Browning Library’s pamphlets and tracts collections. Her full remarks are available here: https://mediaspace.baylor.edu/media/Benefactors+Day+2019+featuring+Dr.+Lesa+Scholl/0_ikuf8u10.

Benefactors Day Reception in the Cox Reception Hall

A reception followed Dr. Scholl’s lecture which provided a varied selection of “healthy” refreshments.

If you were able to join us for Benefactors Day, thank you so much for coming. If you were not, we hope you will be able to attend next year’s Benefactors Day celebration for those who support the Armstrong Browning Library.

“Wilt Thou Be Mine?” Victorian Valentine Collection, Armstrong Browning Library

Much of today’s Valentine’s Day expectations were created by the Victorians. While sending and receiving Valentines had been fairly commonplace before the 19^thcCentury, it was the Industrial Revolution’s advances in paper making and printing which greatly reduced the cost of the traditional, small, and elaborate Valentines. Machine made paper and new printing processes and techniques allowing for combined colors (chromolithography), metallic inks, and die-cutting worked together to decrease the price of Valentines. Victorian Valentines could be purchased ready-made or senders could create original assemblages of materials available from a stationer’s shop. These items included paper lace, mirrors, bows, ribbons, seeds, sachets, gold and silver foil appliques, silk flowers, die-cut mottos or designs, and other items. Additionally, postal pricing reform recommended by Rowland Hill in 1837 and fully adopted in Britain in 1840 with the introduction of the Uniform Penny Post incentivized mass production of Valentines.

“A loving heart is a priceless treasure” Victorian Valentine Collection, Armstrong Browning Library

The growth of Valentine’s Day’s commercialization is clearly demonstrated in the increased sending of Valentines as tracked by the British Post Office. Its records indicate that up to 60,000 Valentines were sent in England in 1836. After the introduction of the Uniform Penny Post, 400,000 Valentines were posted throughout England in 1841. The numbers continued to climb, with 542,000 Valentines mailed within London in 1865 and nearly double that amount were sent into London from the surrounding countryside. These numbers led to Victorian postmen receiving a special allowance for refreshments to help them keep up their energy in the 2-3 days leading up to February 14^th.

“Valentine’s Day; ‘Oh! Here’s The Postman!'”, The Illustrated London News, February 10th, 1872. From the British Library’s Collections, Copyright British Newspaper Archive.

If you are lamenting Valentine’s Day as a commercial racket, blame the Victorians. If you are looking forward to sharing tokens of affection with friends and loved ones, thank the Victorians. Either way here are some Victorian Valentines that you can download and print to share with those in your life expecting or deserving a Valentine’s Day expression of love:

A four page PDF with scans of Victorian Valentines from the Armstrong Browning Library’s Victorian Valentines Collection. Two pages are a classic layout of 9 cards to print and cut out. One page has 4 horizontal designs with a back and front that can be printed, cut, and folded in-half as a card. One page has two vertical designs with a back and front that can be printed, cut, and folded in-half as a card.

If you would prefer individual pages as a JPG file: classic layout page 1, classic layout page 2, horizontal designs, and vertical designs.

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In Fall 2018, the Armstrong Browning Library (ABL) was privileged to either host or contribute materials to 16 instruction sessions. There was one class from each of the following departments: music, art, German, and a University 1000 course. The rest of our instruction sessions were evenly divided between English and history, with each department having 6 class visits.

ABL’s Director, Jennifer Borderud, gives University 1000 students a tour of the ABL.

Two classes kicked off their semesters with tours of the ABL in August. Baylor’s Chamber Singers, who practice in the ABL’s McLean Foyer of Meditation twice a week, took a tour of the library to learn the history of the building and to view materials from the library’s Browning Music Collection. A University 1000 came for a tour as well, so they could learn why Baylor is home to one of the most beautiful academic libraries in the United States and discover some of the rich resources that can be found here.

History 1307 students analyze primary sources.

In September, our first section of English 2301: British Literature came twice. The first visit was to compare and contrast our collection of 18th-century editions of Shakespeare’s The Tempest and the second was to compare and contrast publications of Chaucer’s Canterbury Tales from 1600 to the present. The Central Libraries Special Collections collaborated with us and provided half of the Chaucer texts. Also, in September, we carried a selection of 19th-century abolitionist literature to Moody Library’s Active Learning Lab (Moody 104) for a History 1307: World History since 1500 class’s instruction session. The Texas Collection, the Baylor Libraries Book Arts Collection, and the Central Libraries Special Collections all contributed resources to an examination of written records of slavery in the United States.

Our ABL Teaching Fellows, past and present, chose to bring their courses to the library during October. The month started with 2017 Teaching Fellow Paul Gutacker bringing his 8:00 a.m. History 2365: History of the U.S. to 1877 class to the library to analyze primary sources relating to 19th-century reform movements. Midway through the week, 2018 Teaching Fellow Joel Iliff brought his History 2365: History of the U.S. to 1877 class to analyze primary sources relevant to the themes he was covering. While the history classes overlapped in their topics and themes, each instructor selected very different sets of resources. At the end of the month, our second Teaching Fellow for 2018, Dr. Ginger Hanchey, brought her three sections of English 2301: British Literature to the ABL for a tour of the building one day, and then brought them back a second day for the opportunity to survey items from the collections which corresponded to the main themes of her course.

Professor Hanchey’s English 2301 courses are studying #19thC women & gender, labor issues, & abolitionist movements in the #armstrongbrowninglibrary today pic.twitter.com/GjoysQerSA

— Armstrong Browning (@BrowningLibrary) October 29, 2018

ABL resources waiting to be opened by students.

In between the Teaching Fellows instruction sessions at the beginning and end of October, additional English faculty brought their courses to the ABL. English 5304: Bibliography and Research Methods came to the ABL to learn how to find archival and rare book collections using digital resources and then to explore the variety of resources which are found in special collections. And another English 2301: British Literature class visited the ABL for a short tour of the building and rare materials display of manuscripts relating to the authors they were reading.

November saw the return of 2017’s Teaching Fellow for one last session, and while we are happy to open the library early for instruction sessions (or stay late on occasion) those mornings do require an extra cup of caffeine. In the middle of the month, Art 3356: 19th-Century European Art came for a day to study 19th-century printed illustration styles and techniques. And our final instruction session of the semester involved escorting German 4320: Special Topics in German through the ABL as an exemplar of what constitutes beauty and how such determinations are made.

We love it when professors bring their students to the #armstrongbrowninglibrary to use our collections! pic.twitter.com/0uPQTPaRhN

— Armstrong Browning (@BrowningLibrary) October 16, 2018

We at the Armstrong Browning Library are always pleased when faculty members request to bring their classes to the building for tours or instruction sessions utilizing the collections. We are looking forward to returning classes and those coming for the very first time in Spring 2019. For more information about class visits, contact ABL Curator Laura French.

By Laura French, Curator, Armstrong Browning Library

What is Rare Book School?

Rare book school is a professional (or personal) development opportunity for librarians, curators, academics, antiquarian book sellers, and book collectors to complete an intensive, one-week study of a discrete topic within bibliography and the history of the book. Terry Belanger founded the original Rare Book School at Columbia University in 1983. It has since moved to the University of Virginia.

Attendance at Rare Book School has developed into a sort of rite of passage for librarians working in or interested in working with special collections. Special collections are the research materials that libraries collect which are too valuable, rare, or fragile to leave the library. (The Armstrong Browning Library is made up almost entirely of special collections.) By their very nature of these materials requires additional training beyond what a librarian typically learns in their graduate program. The fastest way to learn the proper way to look after specific types of materials within special collections is to attend a course on that material type or custodianship issue at a rare book school.

Over time several similar institutes have developed. These include:

California Rare Book School

Texas A&M’s Book History Workshop

The Colorado Antiquarian Book Seminars

London Rare Book School

Ligatus Summer School

University of Otago’s Center for the Book’s Australasian Rare Book School

Institut d’Histoire du Livre

The Montefiascone Conservation Project’s Study Programme

What Class Did I Attend? & Why?

This past summer I attended California Rare Book School’s course “Better Teaching with Rare Materials”. The class was led by Michaela Ullmann, Exile Studies Librarian in Special Collections at the University of Southern California, and Robert Montoya, Assistant Professor and Director of the Doctoral Programs in the Department of Information and Library Science in the School of Informatics, Computing and Engineering at Indiana University, Bloomington. The course trains librarians and teaching faculty how to design instruction sessions utilizing special collections materials which will increase students’ primary source literacy.

@robdmontoya and @mayaland18’s @CalRBS course on Better Teaching with Rare Materials enjoyed a visit to the @musoftolerance where they learned about incorporating collection materials and k-12 pedagogy in a museum setting. pic.twitter.com/bE8TAJdgDL

— UCLA Lib Spec Coll (@UCLALSC) August 7, 2018

This course provided me the opportunity to spend one full week focusing on instructional strategies prior to my first semester teaching with the Armstrong Browning Library’s collections. I wanted to attend this course, in part, because this past year the Society of American Archivists and the Association of College and Research Libraries’ Rare Books and Manuscripts Section jointly approved “Guidelines for Primary Source Literacy.” The course also allowed me time to increase my familiarity with the new guidelines prior to the start of the Fall 2018 semester.

What Did We Do?

The five days were broken up into: direct instruction, discussions, and fieldtrips to a variety of special collections and cultural heritage institutions within driving distance of UCLA. The class covered topics such as: setting up an instruction program, special collections pedagogy, strategies for collaborating with teaching faculty, in class assignments and exhibit curation, digital instruction tools, digital scholarship tools, curriculum mapping, and assessment techniques. There were frequent discussions of the instructors, participants, and guest speakers’ successes and failures in each area. Participants were encouraged to envision how they would implement or adapt each of the topics covered for their institution.

A manuscript with a cat, a female pope, and an engraving of human sacrifice in Mesoamerica – only a few of the cool materials our @CalRBS students got to explore in @UCLALSC today. pic.twitter.com/zV8uA9hdCj

— Michaela Ullmann (@mayaland18) August 8, 2018

The fieldtrips were a valuable component of the course. We visited Special Collections at UCLA, USC, and Occidental College and the Museum of Tolerance. It was so helpful to see the variety of institutions’ instruction space and to hear about the kinds of instruction that they are doing.

Thanks Helena de Lemos and Anne Mar for an excellent field trip to @oxyspeccoll for our @CalRBS class. We saw dragons, unicorns, and learned so much about their instruction program which reaches almost half of their student population. pic.twitter.com/k8WAIJYrCk

— Michaela Ullmann (@mayaland18) August 9, 2018

What Was the Result?

This course was a great way to prepare for the fall instruction sessions. I came away with plans to create materials which will describe the possible ways the Armstrong Browning Library’s collections can be used by faculty in their courses and new ways to promote instruction sessions to Baylor faculty.