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Record W150274784

Jane Austen, Samuel Johnson, and the Academy

2008· article· en· W150274784 on OpenAlex

Why this work is in the frame

A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

aboutThe title or abstract carries a Canadian signal from the geographic lexicon.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

VenuePersuasions; The Jane Austen Journal · 2008
Typearticle
Languageen
FieldMedicine
TopicLiterature Analysis and Criticism
Canadian institutionsnot available
Fundersnot available
KeywordsRomanticismRomanceLaughterHistoryReading (process)LiteratureArt historyClassicsArtLawPolitical science
DOInot available

Abstract

fetched live from OpenAlex

ALTHOUGH JANE AUSTEN'S LEGACY is now more powerful and influential than ever before, I believe that her life, our love, and her laughter actually get her into trouble. So how does knowledge of an author's life affect the reading of her works? How does loving her affect her academic reputation? And how does she still make us laugh, and why? After thirty years of conference-going, I'm still amazed that academics pay so little attention to her. Scholars do of course teach and publish on Austen, but we rarely talk about her at our meetings. At the annual meeting of the American Society for Eighteenth-Century Studies this year, only 17 people out of 562 spoke about Austen, even though she drew much of her intellectual nourishment from the eighteenth century. Perhaps that's because her brief career slips between two literary periods: the long Eighteenth Century (from the Restoration up to either 1815 or 1832), and Romanticism (up to Victoria's accession in 1837). She rarely appears at Shakespeare conferences, even though she freely adapts and rewrites his plays. Nor is she any more visible in nineteenth-century circles. At the meeting of the North American Society for the Study of Romanticism in Toronto this year, only 4 out of 251 speakers even mentioned her. And yet critics now make a persuasive case for Austen being a Romantic pioneer, not just a follower. Does she come too early for nineteenth-century studies? Charlotte Bronte's condemnation forced to choose between herself and Austen, but I see dialogues between Jane Eyre and Emma, as well as shared affinities to Mary Wollstonecraft. Indeed, it might be said that all of Austen's heroines aspire to become Wollstonecraft's ideal, 'a rational creature speaking the truth from her heart,' as Elizabeth Bennet describes herself (PP 109). And given Austen's effect on writers such as Mrs. Gaskell, she might be expected to figure largely at nineteenth-century conferences. But she doesn't. Possible explanations include the move from single-author studies to multidisciplinary ones, the recovery of other women authors, and the general expansion of the canon. Comparisons with Samuel Johnson are nevertheless revealing. Johnson is a regular presence at eighteenth-century society meetings, I suggest, because so many of their founding members--most of them men--were his admirers. By contrast, much of the important work on Austen appears elsewhere, at conferences that focus on her life, works, and influence, especially those of the Jane Austen Society of North America and Chawton House Library. That matters little, but I still find it puzzling that Austen's institutional authority isn't so entrenched as Johnson's. The reason may lie in the Chicago conference's themes of life, love, and laughter. LIFE Johnson holds the advantage over Austen because of the sheer copiousness of materials about him, including portraits, a death-mask, a record of his autopsy, and--thanks especially to Boswell--his life. Nothing is spared, nothing obscured. Laid out before us like a specimen in an anatomy theatre, Johnson exhibits all his faults, virtues, and endearing foibles. How can one not identify with such a man? As Helen Deutsch writes in Loving Dr. Johnson, readers of Johnson and Boswell recognize their common truth in Johnson the man, rather than Johnson the writer (23). In other words, it is Johnson's flawed life and body rather than his art that catches their imagination. Johnsonians love their author primarily because they know so much about him. Materials for Jane Austen's life are by contrast sparse, and it takes a sensitive imagination to spin biographies out of 161 letters, a handful of poems and prayers, a few scattered impressions, and the recollections of family members. Several excellent biographies do in fact exist. But as Kathryn Sutherland proves in her important new edition of James Edward Austen-Leigh's memoir, the family's version of her is extremely misleading because they burnt the greater part of her letters, cut up or censored others, and turned the sharp-faced woman of Cassandra's portrait into the sweet girl of Victorian ideology (Textual Lives, ch. …

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.002
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesScience and technology studies
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.266
Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0020.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0010.000
Bibliometrics0.0000.000
Science and technology studies0.0010.001
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.002
Insufficient payload (model declined to judge)0.0010.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.036
GPT teacher head0.293
Teacher spread0.257 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it