American Romanticism, Education, and Social Reform: The Great Work
of Mutual Education focuses on three Romantic educational genres
and their institutional and media contexts: the conversation,
literary journalism, and the public lecture. The genres discussed
in this book illustrate the ways in which the Transcendentalists
engaged nineteenth-century media and educational institutions in
order to fully realize their projects. The book also charts the
development from the semi-public conversational platforms such as
Alcott's Temple School and Fuller's conversation for women in the
1830s to the increasingly public periodical culture and lecture
platforms of the 1840s and the early 1850s. This expansion caused a
reconsideration of the meaning and function of Romanticism. The
1830s and 1840s saw a redefinition of what Romantic literary
practice was. As the Romantics' attempt to institutionalize and
popularize their educational ideals increasingly involved them in
the institutional structures of the nineteenth-century educational
field, they encountered the exclusionary mechanisms which limited
educational opportunities, just as much as they had to come to
terms with their own role in an educational system which recreated
social privilege.
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