Copyright Literature and Reading Communities in Eighteenth-Century St Andrews
Copyright Literature and Reading Communities in Eighteenth-Century St Andrews
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十八世纪圣安德鲁斯的版权文学和阅读社区
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发表时间：
2017
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通讯作者：
M. Sangster
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作者：
M. Sangster
本文研究了圣安德鲁斯大学图书馆广泛且先前未充分探索的十八世纪记录，展示了它们在增强和复杂化我们现有的十八世纪机构内图书使用和阅读记录方面的巨大潜力。它使用入藏清单、借阅登记册和幸存书籍来调查 1710 年《版权法》的深远影响，并追踪圣安德鲁斯读者对诗歌、小说、评论和戏剧的热情和大声参与。 1710 年法案下的法定交存通常被认为相对无效，但圣安德鲁斯的记录提供了令人信服的证据，表明它对大学产生了变革性的物质和智力影响，部分原因是它提供了大量的现代文学。虽然白话文学作品在英国大学中被忽视，但在苏格兰，特别是在圣安德鲁斯，它们在艺术课程中发挥了先锋作用，并在图书馆中自由流通，供正式学习和悠闲阅读。圣安德鲁斯的藏书清单记录了法定缴存立法对图书馆构成的重大直接和间接影响。借阅登记册中的一系列切片样本显示，典型文学作家的狭隘经典正在让位于更加多样化和异质的阅读模式，其中小说变得越来越占主导地位。最后，大量现存的十八世纪旁注表明，圣安德鲁斯的学生利用文学作品作为媒介，与彼此、与他们的机构以及整个文化的社会和情感价值观进行有争议的、情感的和实验性的对话。
This article examines the extensive and previously underexplored eighteenth-century records of the University Library at St Andrews, demonstrating their considerable potential for enhancing and complicating our existing accounts of book use and reading within eighteenth-century institutions. It uses accessions lists, borrowing registers and surviving books to investigate the far-reaching effects of the 1710 Copyright Act and to trace St Andrews’ readers’ enthusiastic and vociferous engagements with poetry, novels, criticism and plays. Legal deposit under the 1710 Act has often been seen as being relatively ineffectual, but St Andrews’ records provide compelling evidence that it had a transformative material and intellectual impact on the university, in part through its providing considerable quantities of modern literature. While vernacular literary works were neglected in the English universities, in Scotland in general and in St Andrews in particular they came to play pioneering roles in arts curricula and circulated freely from libraries for formal study and leisurely perusal. St Andrews’ accessions lists record the significant direct and indirect impacts of legal deposit legislation on the composition of the library. A series of slice samples from the borrowing registers shows a narrow canon of exemplary literary writers giving way to more various and heterogeneous patterns of reading in which the novel became increasingly dominant. Finally, a rich vein of surviving eighteenth-century marginalia demonstrates that St Andrews’ students employed literary works as media for contentious, emotional and experimental discourses with each other, with their institution and with the social and affective values of the culture at large.