DOCSLIB.ORG

Me Chalet School and the Lintons 1934 11

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Open Research Online The Open University’s repository of research publications and other research outputs Liberating images: A feminist analysis of the girls’ school-story Thesis How to cite: Humphrey, Judith Ann (2000). Liberating images: A feminist analysis of the girls’ school-story. PhD thesis The Open University. For guidance on citations see FAQs. c 2000 The Author Version: Version of Record Link(s) to article on publisher’s website: http://dx.doi.org/doi:10.21954/ou.ro.00004a3d Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk , LIBERATING IMAGES A Feminist Analysis of the Girls’ School-Story Doctor of Philosophy: The Open University Faculty of Arts: Department of Literature RESEARCH DEGREES CENTR LIBRARY AUTHORISATION FO Please return this form to the The Research Degrees Centre with the thesis to be deposited with the University Library. All students should complete Part 1. Part 2 only applies to PhD students. Degree: Pi, . D Part 1 Open University Library Authorisation [to be completed by all students] I confirm that I am willing for my thesis to be made available to readers by the Open Universit). Library, and that it may be photocopied, subject to the discretion of the Librarian. Part 2 British Library Authorisation [to be completed by PhD students only] If you want a copy of your PhD thesis to be available on loan to the British Library Thesis Service as and Ivhen it is requested, you must sipa British Library Doctoral Thesis Agreement Form. Please return it to the Research Degrees Centre \kith this form. The British Library will publicise the details of your thesis and may request a copy on loan from the University Library. Information on the presentation of the thesis is given in the Agreement Form. Please note the British Libran have requested that theses should be printed on one side only to enable them to produce a clear microfilm. The Open University Library sends the fully bound copy of theses to the British Library. The University has agreed that your participation in the British Library Thesis Service should be voluntap. Please tick either (a) or (b) to indicate your intentions. [a] WI am willing for the Open University to loan the British Library a copy of my thesis. A signed Agreement Form is attached. [b] I do not wish the Open University to loan the British Library a copy of my thesis. THESIS ABSTRACT Liberating Images :A Feminist Analysis of the Girls' School- Story Judith Ann Humphrey The thesis uses a synthesis of feminist and literary theory to analyse the way in which girls' school-stories challenge and subvert traditional societal constructs and provide images of liberation for girls and women. The literary implications of a woman-centred universe are addressed in a study of plot and character. The texts provide a challenge to traditional literary representations of passive femininity, replacing them with images of active girls and women. There is tension between the domestic discourse and the discourse of adventure, but this is overcome by stress on character. The use of an interrogative subject position and of multiple and morally complex focalisers ensures that the identifying reader can maintain a position as subject within the text without being subjected to its ideology. The liberating images of the books are seen in education, games, religion and friendship. Girls were educated either to serve or to please men; the intellectual woman was an affront to the natural order as decreed by medicine and theology. School-stories challenge this by presenting for identification girls who find study exciting and fulfilling and professional women who have chosen a life connected with learning. Games for girls fundamentally questioned the construct of frail femininity shored up by medical theories of finite energy, by Darwinism and by the eugenics movement. Religion was an significant part of life, and the texts provide a rigorous analysis of faith. The role of the Headmistress, simultaneously omnipotent and strongly maternal, subverts the traditional image of woman and of God. Women have been defined socially by their relations to men and have been seen as incomplete without them. Close fn'edship for women was defined as diseased and problematic by the sexologists working at the beginning of the century. These relationships are reclaimed in school-stories in terms of deep, abiding love. Contents Introduction P.1 Chapter One P.9 ' Third-Rate Literature' A Review of the Critical Literature Chapter Two p.34 'A Passion for Learning' The Intellectual Woman : Education in the texts Chapter Three p.71 'A Rattling Good Yarn' The Active Woman : Plot in the texts Chapter Four p.92 'Who Is Sylvia?' The Questioning Woman : Character in the Texts Chapter Five p. 116 'Playing The Game' The Strong Woman : Games in the Texts Chapter Six p. 143 'My God - It's the Head!' The God-Woman : Images of Deity and Re-visions of Power in the Texts Chapter Seven p. 183 'Love .. Love .. Love' The Woman-Loving Woman : Female Friendship in the Texts Conclusion p .207 Bibliography p.215 Introduction This thesis is not concerned with children's literature in general, or even with the place within it of the school-story. It is concerned with the way in which the subtext of the school-story, a genre which has been perceived as a purely conservative reflection of the status quo, in fact deeply challenges and subverts traditional societal constructs and provides images of liberation for girls and women. Girls' school-stories have been amongst the few texts written by women for women about women and, as such, in a patriarchal society they may be considered highly subversive. They have created a world where women are autonomous, authoritative and in control, where they are the most significant people in the universe, and where their lives, their intellectual and emotional development and their relationships with other women are prioritised. It is a world which provides alternatives to stereotypes of gender and societal constructs of femininity, and was for a long time the only challenge to what Adrienne Rich has seen as a 'universe of masculine paradigm'. Even now school-stories are woman-centred in a way matched only by lesbian fiction, which is not accessible to or acceptable to all women. The thesis examines the alternative life-views, role-models and possibilities of becoming for women which are inherent in school-stories and discloses the images which act as agents of liberation for the readers. It will: * provide a critical review of the genre; * account for the continuing popularity of an anachronistic form; * demonstrate that the genre provides an active and fore-grounded role for girls and gives autonomy and authority to women; * analyse the way in which these alternatives are accessed by the child reader; * examine the importance of school-stories to the adult reader; * investigate the ways in which school-stories challenge the traditional discourses of power in education, medicine and religion; * uncover and reclaim the liberating images contained for women and girls within the texts. 1 The project will attempt a feminist analysis, accepting Patricia Spacks' definition of this as 'any mode that approaches a text with primary concern for the nature of female experience in it, the fictional experience of characters ... the experience implicit in language and structure'.2 Within this framework the thesis will examine the roots of some of the societal constructs of femininity which have operated to distort what women are and restrict what they might become; it will address the effects on women's lives and development in the fields of education, health, sexuality, religion and relationships. It is impossible to provide an exhaustive analysis of such far-reaching modes of thought, but the analysis will be extensive enough to demonstrate the need for and importance of the liberating image. The thesis will not present school-stories in terms of children's literature. There is no attempt to relate the genre to any other form of writing for children; indeed, the fact that the texts were written for girls is only half of the story. Their unique interest lies in the power they exert over adult readers, and this fact testifies to the strength of society's constructs. If girls truly internalised the liberating images, there would be no need to return to them as adults. I would suggest that women access the image at an unconscious level and return to the texts when it becomes obvious in their lives that the traditional constructs are not working. This attempt is in itself a challenge to traditional attitudes, as school-stories for girls have been perceived as second-class versions of a genre which was in itself treated with universal critical contempt and have, until recently, attracted scant attention in terms of any serious study. Yet, with a few exceptions, school-stories for girls have outlasted their masculine counterparts by half a century and have been immensely important in the lives of their readers. Refocus of the thesis - Elinor Brent-Dyer and others The problem in looking at school-stories for girls is where to set the parameters, for there were very many authors and many were extremely prolific. To compound the difficulties, background information has been, until very recently, almost non-existent, reflecting the lack
Recommended publications
  • Children, Education, and the British Empire, 1899-1950

    Children, Education, and the British Empire, 1899-1950

    Savages or Citizens? Children, Education, and the British Empire, 1899-1950 A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Rachel Ann Neiwert IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Anna Clark August 2009 © Rachel Ann Neiwert, August 2009 i Acknowledgments I first encountered Charlotte Mason when I was teaching at Intown Community School in Atlanta, Georgia. I am thankful that Intown was a school that valued books and learning and demonstrated those values by giving each teacher a complete set of Charlotte Mason’s books on education. I had no idea that those garishly pink books that sat on my bookshelf would turn out to be the genesis of this dissertation. Special thanks go to Lisa Cadora who nurtured my interest in Mason during my years of teaching there. I have been incredibly fortunate to have wonderful teachers, who encouraged me along the way, including Caitlin Corning and Kerry Irish at George Fox University and Denise Davidson and Ian Christopher Fletcher at Georgia State University. For pointing me in the direction of the University of Minnesota and Anna Clark, Ian Fletcher deserves particular thanks. When he told me he thought I would get along well with Anna, he was certainly right! I have not lacked for wonderful teachers here at the University of Minnesota. Seminars with Andy Elfenbein, Patricia Lorcin, MJ Maynes, and Gloria Raheja gave me space to try out ideas that became the chapters in this dissertation. Hopefully the work here is better for their interest and comments.
  • Fine Art, Antiques & Collectables

    Fine Art, Antiques & Collectables

    Fine Art, Antiques & Collectables Saturday 05 January 2013 10:00 Batemans Auctioneers The Saleroom Ryhall Road Stamford PE9 1XF Batemans Auctioneers (Fine Art, Antiques & Collectables) Catalogue - Downloaded from UKAuctioneers.com Lot: 1 a Boss ME50 guitar multiple effects pedal, a fender effect A ten seater garden table, set to the top with a lazy Susan, pedal, a Randall effect pedal, a flight case with strings and raised on chromed legs, 180 diameter by 72cm high, together leads, three guitar stands and a bag with Boss Drum machine with ten aluminium framed garden chairs. (11) and leads. (q) Estimate: £600.00 - £800.00 Estimate: £500.00 - £800.00 Lot: 2 Lot: 11 An eight seater patio table with pairs of built in circular seats A wooden hulled pond yacht, fully rigged, with display stand, made with weathered slatted and treated wood, 213cm 117 by 118cm high. diameter overall by 72cm high, the surface 190cm diameter. Estimate: £100.00 - £150.00 Estimate: £60.00 - £80.00 Lot: 12 Lot: 3 A pair of 19th century brass carriage lanterns, red circular glass A small oak harvest barrel, iron bound, 24 by 16cm. plates to rear, with mounting brackets, each 43cm high. Estimate: £30.00 - £50.00 Estimate: £80.00 - £120.00 Lot: 4 Lot: 13 A black cast iron sign picked out in white lettering 'NOTICE - A pair of ceramic troughs, 92 by 47 by 14cm high, and a pair of Any person found fishing or bathing in this reservoir or architectural stone plinths. trespassing on the banks will be proceeded against according Estimate: £80.00 - £120.00 to law by order of The Duke of Portland 1856', with pole attachment, removed from the reservoir at Sutton-In-Ashfield, 70 by 10 by 64cm high.
  • Children's Literature Grows Up

    Children's Literature Grows Up

    Children's Literature Grows Up The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Mattson, Christina Phillips. 2015. Children's Literature Grows Up. Doctoral dissertation, Harvard University, Graduate School of Arts & Sciences. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467335 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Children’s Literature Grows Up A dissertation presented by Christina Phillips Mattson to The Department of Comparative Literature in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of Comparative Literature Harvard University Cambridge, Massachusetts May, 2015 © 2015 Christina Phillips Mattson All rights reserved. Dissertation Advisor: Professor Maria Tatar Christina Phillips Mattson Abstract Children’s Literature Grows Up proposes that there is a revolution occurring in contemporary children’s fiction that challenges the divide that has long existed between literature for children and literature for adults. Children’s literature, though it has long been considered worthy of critical inquiry, has never enjoyed the same kind of extensive intellectual attention as adult literature because children’s literature has not been considered to be serious literature or “high art.” Children’s Literature Grows Up draws upon recent scholarship about the thematic transformations occurring in the category, but demonstrates that there is also an emerging aesthetic and stylistic sophistication in recent works for children that confirms the existence of children’s narratives that are equally complex, multifaceted, and worthy of the same kind of academic inquiry that is afforded to adult literature.
  • APPENDIX ALCOTT, Louisa May

    APPENDIX ALCOTT, Louisa May

    APPENDIX ALCOTT, Louisa May. American. Born in Germantown, Pennsylvania, 29 November 1832; daughter of the philosopher Amos Bronson Alcott. Educated at home, with instruction from Thoreau, Emerson, and Theodore Parker. Teacher; army nurse during the Civil War; seamstress; domestic servant. Edited the children's magazine Merry's Museum in the 1860's. Died 6 March 1888. PUBLICATIONS FOR CHILDREN Fiction Flower Fables. Boston, Briggs, 1855. The Rose Family: A Fairy Tale. Boston, Redpath, 1864. Morning-Glories and Other Stories, illustrated by Elizabeth Greene. New York, Carleton, 1867. Three Proverb Stories. Boston. Loring, 1868. Kitty's Class Day. Boston, Loring, 1868. Aunt Kipp. Boston, Loring, 1868. Psyche's Art. Boston, Loring, 1868. Little Women; or, Meg, Jo, Beth, and Amy, illustrated by Mary Alcott. Boston. Roberts. 2 vols., 1868-69; as Little Women and Good Wives, London, Sampson Low, 2 vols .. 1871. An Old-Fashioned Girl. Boston, Roberts, and London, Sampson Low, 1870. Will's Wonder Book. Boston, Fuller, 1870. Little Men: Life at Pluff?field with Jo 's Boys. Boston, Roberts, and London. Sampson Low, 1871. Aunt Jo's Scrap-Bag: My Boys, Shawl-Straps, Cupid and Chow-Chow, My Girls, Jimmy's Cruise in the Pinafore, An Old-Fashioned Thanksgiving. Boston. Roberts. and London, Sampson Low, 6 vols., 1872-82. Eight Cousins; or, The Aunt-Hill. Boston, Roberts, and London, Sampson Low. 1875. Rose in Bloom: A Sequel to "Eight Cousins." Boston, Roberts, 1876. Under the Lilacs. London, Sampson Low, 1877; Boston, Roberts, 1878. Meadow Blossoms. New York, Crowell, 1879. Water Cresses. New York, Crowell, 1879. Jack and Jill: A Village Story.
  • Representations of Schools and Schooling in British Children's Fiction

    Representations of Schools and Schooling in British Children's Fiction

    DOCTORAL THESIS Storybook Schools: representations of schools and schooling in British children’s fiction 1820-1880 Bainbridge, Judith Award date: 2015 General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 02. Oct. 2021 Introduction Aims and rationale According to the Oxford Encyclopaedia of Children’s Literature (on-line edition, 2006), the term ‘school story’ refers to a distinct literary genre in which ‘school is not just a backdrop but rather is the raison d’être of the novel’. It is a genre with a long pedigree. The first text of its kind is generally held to be Sarah Fielding’s The Governess; or, Little Female Academy (1749), a book which was very favourably received and which provided a model for a significant number of the children’s stories produced during the century following its publication. Sue Sims and Hilary Clare (2000) have identified over thirty such books for girls which appeared between 1749 and 1857, while Robert Kirkpatrick (2006) estimates that over a hundred stories set in boys’ schools were written during the same period.
  • Introduction

    Introduction

    Notes Introduction 1. Gordon Stables, The Girl’s Own Book of Health and Beauty (London: Jarrold and Sons, 1891), preface. 2. Ibid., pp. 12–13. 3. Ibid., pp. 16–17. 4. See G.S. Woods, rev. Guy Arnold, ‘Stables, William Gordon (1837–1910)’, Oxford Dictionary of National Biography (hereafter DNB): [http://0-www. oxforddnb.com.pugwash.lib.warwick.ac.uk/view/article/36229, accessed 27 January 2012]. 5. See, for example, Birgitte Søland, Becoming Modern: Young Women and the Reconstruction of Womanhood in the 1920s (Princeton, NJ and Oxford: Princeton University Press, 2000), Chapter 2; Ina Zweiniger-Bargielowska, Managing the Body: Beauty, Health, and Fitness in Britain, 1880–1939 (Oxford: Oxford University Press, 2010), Chapter 6; David Fowler, Youth Culture in Modern Britain, c.1920–c.1970 (Houndmills: Palgrave Macmillan, 2008), Chapter 3; Adrian Bingham, Gender, Modernity, and the Popular Press in Inter-War Britain (Oxford: Clarendon, 2004), Chapter 2. 6. Zweiniger-Bargielowska, Managing the Body, p. 109. 7. Sally Mitchell, The New Girl: Girls’ Culture in England 1880–1915 (New York: Columbia University Press, 1995), p. 1. 8. Mary Anne Broome, Colonial Memories (London: Smith, Elder, 1904), pp. 293, 295, 300. Cited ibid., p. 3. 9. Robert Roberts, The Classic Slum: Salford Life in the First Quarter of the Century (Penguin edn, 1973; first published Manchester: University of Manchester Press, 1971), p. 201. 10. Barbara Harrison, Not Only the ‘Dangerous Trades’: Women’s Work and Health in Britain, 1880–1914 (London: Taylor & Francis, 1996), p. 5. 11. Mitchell, The New Girl, pp. 1, 7. 12. David Fowler dates the emergence of a distinctive teenage culture to the interwar years in The First Teenagers: The Lifestyle of Young Wage-Earners in Interwar Britain (London: Woburn Press, 1995), p.
  • Classical Reception and Children's Literature

    Classical Reception and Children's Literature

    Classical Reception and Children’s Literature: Greece, Rome and Childhood Transformation Edited by Owen Hodkinson and Helen Lovatt 1 Table of Contents List of Contributors ........................................................................................................ 4 Introduction .................................................................................................................... 9 1. Beyond the World: Gossip, Murder, and the legend of Orpheus............................. 53 Michael Cadnum 2. Interview with Michael Cadnum ............................................................................. 68 Owen Hodkinson Changing Times 3. Aesop the Morphing Fabulist................................................................................... 88 Edith Hall 4. Perspective Matters: Roman Britain in Children’s Novels .................................... 111 Andelys Wood Myths of Change 5. The Paradox of Pan as a Figure of Regeneration in Children's Literature ............ 124 Gillian Bazovsky 6. Arachne’s Web: the Reception of an Ovidian Myth in Works for Children ......... 146 Sheila Murnaghan and Deborah Roberts 7. Narcissus in Children’s Contexts: Didacticism and Scopophilia? ......................... 169 Aileen Hawkins and Alison Poe Didactic Classics 8. “I'd break the slate and scream for joy if I did Latin like a boy!”: Studying and Teaching Classics in Girls’ and Boys’ Fiction .......................................................... 191 Lisa Maurice 9. Latin, Greek, and other classical ‘nonsense’ in the
  • The Exercise of Biopower Through Race and Class in the Harry Potter Series

    The Exercise of Biopower Through Race and Class in the Harry Potter Series

    The Exercise of Biopower through Race and Class in the Harry Potter Series The Exercise of Biopower through Race and Class in the Harry Potter Series By Nilay Erdem Ayyıldız The Exercise of Biopower through Race and Class in the Harry Potter Series By Nilay Erdem Ayyıldız This book first published 2020 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2020 by Nilay Erdem Ayyıldız All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-5275-5755-3 ISBN (13): 978-1-5275-5755-0 TABLE OF CONTENTS Preface ...................................................................................................... vii Acknowledgments ..................................................................................... ix Introduction ................................................................................................ 1 Chapter 1 .................................................................................................... 7 Fantasy School Stories and the Harry Potter Series 1.1 Children’s Literature from the Nineteenth Century onwards: School Stories and Fantasy Novels ................................................. 7 1.2 Rowling’s Harry Potter
  • Other Stories for Boys

    Other Stories for Boys

    Different Schools of Thought – Other Stories for Boys Robert J. Kirkpatrick While Talbot Baines Reed is the writer of boys’ school stories most closely associated with the RTS, he was by no means the only one – and by no means the first – as around twenty boys’ school stories had been published in hardback form by the RTS before it published Reed’s first full-length school story, The Adventures of a Three Guinea Watch, in 1883. The RTS was undoubtedly a major force in the field of boys’ school stories in the nineteenth century, both in terms of its publishing of hardback books and through the pages of the Boy’s Own Paper. It published far more school stories in hardback form – at least fifty – during the nineteenth century than any other publisher, although this figure should be seen in the context of a total of almost 460 boys’ school stories which appeared in hardback in Great Britain between 1776 and 1900. One of the comparatively unexplored areas of nineteenth century children’s fiction is the early school story – Tom Brown’s School Days (Macmillan & Co.,1857) is often assumed to have been the first boys’ school story, but it had been preceded by around seventy other full-length stories (and numerous short stories in periodicals and story collections), mostly now long-forgotten but including severalSAMPLE well-recorded titles such as Maria Edgeworth’s The Barring-Out (1796) and Harriet Martineau’s The Crofton Boys (1841). The boys’ school story is not only older than is generally recognised but is also far more complex, embracing a range of themes and ideas far beyond the generally recognised ones of games, rebellions, cribbing, slacking, practical jokes, fights, scholarships and mysteries (all of which, incidentally, found their place in the stories of Talbot Baines Reed).
  • Education and the Boarding School Novel: Examining the Work of José Régio

    Education and the Boarding School Novel: Examining the Work of José Régio

    Education and the Boarding School Novel: Examining the Work of José Régio ____________________________________________ A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education at the University of Canterbury by Filipe D. Santos ____________________________________________ University of Canterbury Christchurch 2014 2 MEMORIÆCLARISSIMI ATQVECARISSIMI PATRIS OPTIMI SACRVM 3 Between childhood, boyhood, adolescence & manhood (maturity) there should be sharp lines drawn w/ Tests, deaths, feats, rites stories, songs, & judgements James (Jim) Morrison (1988) Wilderness, London: Penguin, 22 4 Abstract This thesis is an inquiry located at the crossroads of philosophy, education and literature. Its aim is to illustrate the possible contribution of the last of these domains of study to the linking of the other two, demonstrating that a philosophical perspective enriches an educational reading of literary works. It starts by affirming the potential benefits of studying novels in educational research. Particular reference is made to the promise of school novel studies, when narratives of this subgenre convey autobiographical school experiences. There follows a survey of the various types of novel centred on adolescence: the Youth novel, the Bildungsroman, the Künstlerroman, the Internatsgeschichte, and Non-School and De- School novels. Foucault’s enquiry into the nature of ‘special places’ is an important contribution to the philosophical exploration of boarding schools as ideological constructs and historic institutions; a critical discussion of Foucault’s assessment of qualitative spatialities is engaged, to challenge some of the examples he chose and to make new terminological proposals, whilst highlighting the sort of power relations that are at the core of these spatialities and reinforcing the centrality of the power question found in the thinking of Nietzsche.
  • 5139P WOMEN SUFFRAGE-PT-Bp.Qxd 13/6/08 12:45 Page 126

    5139P WOMEN SUFFRAGE-PT-Bp.Qxd 13/6/08 12:45 Page 126

    5139P WOMEN SUFFRAGE-PT-bp.qxd 13/6/08 12:45 Page 126 UNIT Educating women and 8 girls: the key to success? What is this unit about? This unit focuses on the education of girls and women in this period. It considers the changing educational opportunities open to them and the reasons why these opportunities changed and developed. The education of girls from poor families is addressed, as is that of girls from middle-class and wealthy homes. The opening of higher education to young women is considered. Changing attitudes to the education of girls and young women by the state, by men and by the girls and women themselves, permeate this enquiry. Key questions • How far had the education of women and girls improved during this period? • To what extent did education overturn the ‘separate spheres’ philosophy? Timeline 1850 Frances Mary Buss founded the North London Collegiate School for Ladies 1858 Dorothea Beale became principal of Cheltenham Ladies’ College 1864 Schools Enquiry Commission set up to investigate the education of children from middle-class homes 1865 formation of the Kensington Society 1865 Elizabeth Garrett Anderson becomes first woman on the Medical Register 1869 first women’s college at Cambridge University founded in Hitchin, moving to Girton in 1872 1870 Forster’s Education Act introduced a dual system of education, whereby the state provided schools to fill gaps left by the voluntary sector 1871 Newnham College, Cambridge, founded 1876 Sandon’s Act penalised parents who kept their children away from school Enabling Bill, authorising
  • Histoire De L'éducation, 98 | 2003

    Histoire De L'éducation, 98 | 2003

    Histoire de l’éducation 98 | 2003 Les enseignantes XIXe-XXe siècles Examens et professionnalisation Les enseignantes des établissements féminins du secondaire en Angleterre, 1850-1900 Examinations, Professionalism and Female Teachers in Secondary Schools, 1850-1900 Examina, Professionalisierung und Lehrerinnenstand : die Sekundarschulen für Mädchen in England 1850-1900 Andrea Jacobs Traducteur : Céline Grasser Édition électronique URL : https://journals.openedition.org/histoire-education/999 DOI : 10.4000/histoire-education.999 ISSN : 2102-5452 Éditeur ENS Éditions Édition imprimée Date de publication : 1 mai 2003 Pagination : 87-108 ISBN : 2-7342-0950-0 ISSN : 0221-6280 Référence électronique Andrea Jacobs, « Examens et professionnalisation », Histoire de l’éducation [En ligne], 98 | 2003, mis en ligne le 27 mai 2009, consulté le 20 mai 2021. URL : http://journals.openedition.org/histoire- education/999 ; DOI : https://doi.org/10.4000/histoire-education.999 Ce document a été généré automatiquement le 20 mai 2021. © Tous droits réservés Examens et professionnalisation 1 Examens et professionnalisation Les enseignantes des établissements féminins du secondaire en Angleterre, 1850-1900 Examinations, Professionalism and Female Teachers in Secondary Schools, 1850-1900 Examina, Professionalisierung und Lehrerinnenstand : die Sekundarschulen für Mädchen in England 1850-1900 Andrea Jacobs Traduction : Céline Grasser 1 C’est dans la seconde moitié du XIXe siècle que se met en place un système d’examens en Angleterre. Cette évolution est liée de près à la promotion d’une culture méritocratique davantage tournée vers la compétition, au sein de laquelle la compétence joue un plus grand rôle, culture qui est associée à l’influence croissante de la bourgeoisie commerçante, financière et industrielle et au développement de la professionnalisation dans certains groupes de métiers.