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Anna Seward and the Poetics of Sensibility and Control Andrew O
Criticism Volume 58 | Issue 2 Article 9 2016 Anna Seward and the Poetics of Sensibility and Control Andrew O. Winckles Adrian College, [email protected] Follow this and additional works at: http://digitalcommons.wayne.edu/criticism Recommended Citation Winckles, Andrew O. (2016) "Anna Seward and the Poetics of Sensibility and Control," Criticism: Vol. 58 : Iss. 2 , Article 9. Available at: http://digitalcommons.wayne.edu/criticism/vol58/iss2/9 ANNA SEWARD At the 2011 meeting of the North American Society for the Study AND THE POETICS of Romanticism, Anne K. Mellor OF SENSIBILITY reflected on how the field has AND CONTROL changed since her foundational Andrew O. Winckles 1993 study Romanticism and Gender. She commented that, though women writers such as Anna Seward and the End of the Mary Wollstonecraft, Jane Austen, Eighteenth Century by Claudia and Mary Shelley have cemented Thomas Kairoff. Baltimore, MD: themselves as legitimate objects Johns Hopkins University Press, of study, this has largely been at 2012. Pp. 328. $58 cloth. the expense of a broader under- standing of how women writers were working during the period. In addition to the Big Six male Romantics, we have in many cases simply added the Big Three female Romantics.1 Though this has begun to change in the last ten years, with important studies appearing about women like Anna Letitia Barbauld, Mary Robinson, Joanna Baillie, and Hannah More, we still know shockingly little about women writers’ lives, cultural con- texts, and works. A case in point is Anna Seward, a poet and critic well known and respected in her own lifetime, but whose critical neglect in the nineteenth and twentieth centu- ries has largely shaped how recent critics interact with her work. -
The Adventurous History of Sabrina Sidney
CONSTRUCTING THE EIGHTEENTH-CENTURY WOMAN: THE ADVENTUROUS HISTORY OF SABRINA SIDNEY By KATHARINE ILES A thesis submitted to the University of Birmingham For the degree of DOCTOR OF PHILOSOPHY School of History and Cultures College of Arts and Law University of Birmingham April 2012 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ABSTRACT The story of Thomas Day’s attempt to educate a young girl according to the theories of Jean-Jacques Rousseau, with the aim of marrying her, has often been referred to as a footnote in Enlightenment history. However, the girl chosen by Day, Sabrina Sidney, has never been placed at the centre of any historical enquiry, nor has the experiment been explored in any depth. This study places Sabrina at its centre to investigate its impact on her and to examine the intellectual and societal debates that informed Thomas Day’s decision to educate a wife. This thesis argues that Sabrina Sidney was in a constant state of construction, which changed depending on a myriad of factors and that constructions of her were fluid and flexible. -
Richard Lovell Edgeworth a Selection from His Memoirs Edited by Beatrix L
1 RICHARD LOVELL EDGEWORTH A SELECTION FROM HIS MEMOIRS EDITED BY BEATRIX L. TOLLEMACHE (HON. MRS. LIONEL TOLLEMACHE) RIVINGTON, PERCIVAL & CO. KING STREET, COVENT GARDEN LONDON 1896 LIFE IS AN INN THERE is an inn where many a guest May enter, tarry, take his rest. When he departs there's nought to pay, Only he carries nought away. 'Not so,' I cried, 'for raiment fine, Sweet thoughts, heart-joys, and hopes that shine, May clothe anew his flitting form, As wings that change the creeping worm. His toil-worn garb he casts aside, And journeys onward glorified.' B. L. T. RICHARD LOVELL EDGEWORTH CHAPTER 1 Some years ago, I came across the Memoirs of Richard Lovell Edgeworth in a second-hand bookshop, and found it so full of interest and amusement, that I am tempted to draw the attention of other readers to it. As the volumes are out of print, I have not hesitated to make long extracts from them. The first volume is autobiographical, and the narrative is continued in the second volume by Edgeworth's daughter Maria, who was her father's constant companion, and was well fitted to carry out his wish that she should complete the Memoirs. Richard Lovell Edgeworth was born at Bath in 1744. He was a shining example of what a good landlord can do for his tenants, and how an active mind will always find objects of interest without constantly requiring what are called amusements; for the leisure class should be like Sundays in a week, and as the ideal Sunday should be a day when we can store up good and beautiful thoughts to refresh us during the week, a day when there is no hurry, no urgent business to trouble us, a day when we have time to rise above the sordid details of life and enjoy its beauties; so it seems to me that those who are not obliged to work for their living should do their part in the world by adding to its store of good and wise thoughts, by cultivating the arts and raising the standard of excellence in them, and by bringing to light truths which had been forgotten, or which had been hidden from our forefathers. -
The Trans-Atlantic Slave Trade: a Forgotten Crime Against Humanity As Defined by International Law
American University International Law Review Volume 19 | Issue 4 Article 3 2003 The rT ans-Atlantic Slave Trade: A Forgotten Crime Against Humanity as Defined yb International Law Patricia M. Muhammad Esq Follow this and additional works at: http://digitalcommons.wcl.american.edu/auilr Part of the International Law Commons Recommended Citation Muhammad, Esq., Patricia M. "The rT ans-Atlantic Slave Trade: A Forgotten Crime Against Humanity as Defined by International Law." American University International Law Review 19, no. 4 (2003): 883-947. This Article is brought to you for free and open access by the Washington College of Law Journals & Law Reviews at Digital Commons @ American University Washington College of Law. It has been accepted for inclusion in American University International Law Review by an authorized administrator of Digital Commons @ American University Washington College of Law. For more information, please contact [email protected]. THE TRANS-ATLANTIC SLAVE TRADE: A FORGOTTEN CRIME AGAINST HUMANITY AS DEFINED BY INTERNATIONAL LAW PATRICIA M. MUHAMMAD, ESQ." IN TRODU CTION .................................. ........... 884 I. THE HISTORY OF THE TRANS-ATLANTIC SLAVE T R A D E .................................................... 887 A. THE JUSTIFICATION OF AFRICAN ENSLAVEMENT .......... 887 B. THE TRANS-SAHARAN SLAVE TRADE .................... 889 C. THE TRANS-ATLANTIC SLAVE TRADE .................... 892 II. THE OPERATION OF THE TRANS-ATLANTIC SLAVE T R A D E .................................................... 903 A. THE TRANS-ATLANTIC SLAVE TRADE AND THE INTERNATIONAL COMMUNITY ............................ 903 B. THE GOVERNMENT REQUIREMENT: TAXES AND LICENSES 904 C. GOVERNMENTS' LEGAL AGREEMENTS AND FINANCING OF THE SLAVE TRADE ....................................... 907 III. THE LEGALITY OF THE TRANS-ATLANTIC SLAVE T RA D E ................................................... -
Bower of Books: Reading Children in Nineteenth-Century British Literature by Catherine Cronquist Browning a Dissertation Submitt
Bower of Books: Reading Children in Nineteenth-Century British Literature By Catherine Cronquist Browning A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in English in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Ian Duncan, Chair Professor Catherine Gallagher Professor Paula Fass Fall 2013 Bower of Books: Reading Children in Nineteenth-Century British Literature © 2013 by Catherine Cronquist Browning Abstract Bower of Books: Reading Children in Nineteenth-Century British Literature by Catherine Cronquist Browning Doctor of Philosophy in English University of California, Berkeley Professor Ian Duncan, Chair Bower of Books: Reading Children in Nineteenth-Century British Literature analyzes the history of the child as a textual subject, particularly in the British Victorian period. Nineteenth-century literature develops an association between the reader and the child, linking the humanistic self- fashioning catalyzed by textual study to the educational development of children. I explore the function of the reading and readable child subject in four key Victorian genres, the educational treatise, the Bildungsroman, the child fantasy novel, and the autobiography. I argue that the literate children of nineteenth century prose narrative assert control over their self-definition by creatively misreading and assertively rewriting the narratives generated by adults. The early induction of Victorian children into the symbolic register of language provides an opportunity for them to constitute themselves, not as ingenuous neophytes, but as the inheritors of literary history and tradition. The reading child’s mind becomes an anthology, an inherited library of influences, quotations, and textual traditions that he or she reshapes with uniquely imaginative critical force. -
Historical Group Occasional Paper 8
‘the first example … of an extensive scheme of pure scientific medical investigation’: Thomas Beddoes and the Medical Pneumatic Institution in Bristol, 1794 to 1799 Frank A.J.L. James Department of Science and Technology Studies, University College London, Gower Street, London, WC1E 6BT, England Royal Institution, 21 Albemarle Street, London, W1S 4BS, England [email protected] The Eighth Wheeler Lecture Royal Institution, 12 October 2015 RSCHG Occasional Paper No. 8, published November 2016 ISBN: 2050-0424 Series Editor: Dr Anna Simmons ORCID identification number (http://orcid.org/0000-0002-0499-9291) Acknowledgements I thank the following archives for permission to study manuscripts and other documents in their collections: Library of Birmingham (LoB), Cornwall Record Office (CRO), Wedgwood Museum (WM), The National Archives (TNA), Bristol Record Office (BRO), British Library (BL), National Library of Ireland (NLI), Bedfordshire and Luton Archive Service (BALAS), the Royal Institution (RI), Natural History Museum (NHM), the Royal Society of London, the Linnean Society, Bristol Central Library, McGill University, Chatsworth, Lambton Park and the Bodleian Library. Letters written by Humphry Davy are freely available on-line at <www.davy-letters.org.uk> as part of the project to publish them by the end of the decade. In the meantime, this paper cites their archival or printed locations. I thank the Research Group of the STS Department at University College London for many valuable comments on an earlier draft. Note to Readers Because of the tendency of the Wedgwood, Watt and Boulton families to use the same forenames in succeeding generations, both the fore and surnames of correspondents are given consistently in the notes. -
The Concept of Child Before Progressive Education
1 Prof. Dr. Jürgen Oelkers University of Zurich Freiestrasse 36 CH-8032 +41 44 634 25 92 [email protected] The Concept of Child before Progressive Education Children cannot be “discovered”—they have always existed. Nevertheless, one can speak of a “pedagogical discovery of the child.” Prior to the eighteenth century, children re- ceived little attention in society and were considered, if anything, an object to be schooled. They were of interest to religion and the church, to the family as labor power, and to the so- cial class to which they belonged from birth, but they were not considered in their own right or on their own terms. The resulting neglect of children’s education is clearly demonstrated by two indicators: the level of literacy, and the legal status of the child. In the European Middle Ages, only the Jews could claim a high level of literacy, since the boys had to learn to read and write Hebrew to understand the Torah. As late as the early eighteenth century, two-thirds of the French population was still illiterate and could neither read nor write. Even in the mid-nineteenth century, one-third of all English men and almost half of English women had to sign official documents such as marriage and baptism certifi- cates with an “X” because they were illiterate. The first law mandating compulsory education in England and Wales was passed in 1870. Before that time, the government invested nothing in public education. At the time of the American Revolution, however, 90 percent of the pop- ulation of New England was literate because of the instruction provided by Puritan churches. -
Appendix: “To Mrs. Barbauld, at Geneva”
Appendix: “To Mrs. Barbauld, at Geneva” From John Aikin’s Poems (London: Joseph Johnson, 1791); reprinted here from Lucy Aikin’s Memoir of John Aikin, M. D. (Philadelphia: Abraham Small, 1824). From Yare’s low banks, where through the marshy plain He leads his scanty tribute to the main, On sea-girt Albion’s furthest Eastern bound Where direful shoals extend their bulwark round,— To thee I turn, my sister and my friend! On thee from far the mental vision bend. O’er land, o’er sea, freed Fancy speeds her flight, And now the chalky cliffs behind her fly, And Gallia’s realms in brilliant prospect lie; Now rivers, plains, and woods and vales are cross’d, 10 And many a scene in gay confusion lost, ’Till ’mid Burgundian hills she joins her chase, And social pleasure crowns the rapid race. Fair land! by nature deck’d, and graced by art, Alike to cheer the eye and glad the heart, Pour thy soft influence through Laetitia’s breast, And lull each swelling wave of care to rest; Heal with sweet balm the wounds of pain and toil, Bid anxious, busy years restore their spoil; The spirits light, the vigorous soul infuse, 20 And, to requite thy gifts, bring back the Muse. For sure that Muse, whose far-resounding strains Ennobled Cyrnus’ rocks and Mersey’s plains, Shall here with boldest touch awake the lyre, Soar to new heights, and glow with brighter fire. Methinks I hear the sweetly-warbled note On Seine’s meand’ring bosom gently float; Suzon’s rude vale repeats the charming voice, And all around the vine-clad hills rejoice: Now all thy grots, Auxcelles! with music sound; 30 From crystal roofs and vaults the strains rebound: Besançon’s splendid towers the song partake, And breezes waft it to the Leman lake. -
Finding Aid on Prisoners of War
David Library of the American Revolution Finding Aid on Prisoners of War including the Peter Force Collection: Prisoner-of-War Papers (William Augustus Atlee Papers; Lancaster Committee of Safety Papers and Minutes Transcripts; Lists of Prisoners) Johannes Schwalm Historical Association Collection: (Prisoner-of-War Papers from Thomas Bradford Papers and Elias Boudinot Papers) Elias Boudinot Letterbook 1777-1778 Horatio Gates Papers: Prisoner-of-War Returns Prepared by David Swain, Volunteer Researcher, December 2016 Table of Contents Manuscript Sources—Prisoner-of-War Papers 1 Peter Force Collection (Library of Congress) 1 Johannes Schwalm Historical Association Collection (Historical Society of Pennsylvania; Library of Congress) 2 Elias Boudinot Letterbook (State Historical Society 3 of Wisconsin) Horatio Gates Papers (New York Historical Society) 4 General Index 5 Introduction 13 Overview 13 Untangling the Categories of Manuscripts from their 15 Interrelated Sources People Involved in Prisoner-of-War Matters 18 Key People 19 Elias Boudinot 20 Thomas Bradford 24 William Augustus Atlee 28 Friendships and Relationships 31 American Prisoner-of-War Network and System 32 Lancaster Committee of Safety Papers and Minutes 33 Prisoner-of-War Lists 34 References 37 Annotated Lists of Contents: 41 Selected Prisoner-of-War Documents William Augustus Atlee Papers 1758-1791 41 (Peter Force Collection, Series 9, Library of Congress) LancasterCommittee of safety Papers 1775-1777 97 (Peter Force Collection, Series 9, Library of Congress) -
Maria Edgeworth | Practical Education | Harper, 1855 | 1855
Maria Edgeworth | Practical Education | Harper, 1855 | 1855 Practical Education Practical Education, Volume 2 Practical Education, Volume 1 Leonora. Ennui Tales, and Miscellaneous Pieces, Volume 4 Memoirs of Richard Lovell Edgeworth, Esq, Volumes 1- 2 What is practical education? Update Cancel. ad by Quora for Business. Want to convert educational intent into business? Use Quora Ads to promote your business alongside topics like career or school advice. Learn More at quora.com. Education which teaches you literally on how to HANDLE things properly and to good use. 576 Views · Answer requested by. Kunal Pandhram. Related Questions. Should education be practical or theoretical? What are the benefits of practical education? Practical Education is an educational treatise written by Maria Edgeworth and her father Richard Lovell Edgeworth. Published in 1798, it is a comprehensive theory of education that combines the ideas of philosophers John Locke and Jean-Jacques Rousseau as well as of educational writers such as Thomas Day, William Godwin, Joseph Priestley, and Catharine Macaulay. The Edgeworths' theory of education was based on the premise that a child's early experiences are formative and that the associations they Practical Education's wiki: Practical Education is an educational treatise written by Honora Sneyd, her step-daughter Maria Edgeworth and her husband Richard Lovell Edgeworth. Sneyd died before she could complete it. Reference Links For This Wiki. All information for Practical Education's wiki comes from the below links. Any source is valid, including Twitter, Facebook, Instagram, and LinkedIn. Pictures, videos, biodata, and files relating to Practical Education are also acceptable encyclopedic sources. -
Spotlight Pre-Visit.Qxd (Page 1)
NORTH CAROLINA HISTORY HIGHLIGHTS A TOUR RESOURCE GUIDE FOR THE NORTH CAROLINA MUSEUM OF HISTORY CONTENTS TOUR OBJECTIVES AND MUSEUM TERMS..............................................3 MUSEUM ACTIVITIES..............................................................................4 Analyze an Artifact.........................................................................................................................4 History of the Future.......................................................................................................................5 GEOGRAPHY ACTIVITY...........................................................................6 Map It Out.......................................................................................................................................6 LANGUAGE ARTS ACTIVITIES.................................................................8 Agriculture and Industry Crossword..............................................................................................8 North Carolina and Civil Rights...................................................................................................10 Woman Suffrage and the ERA.....................................................................................................12 Sequoyah and the Cherokee Syllabary.........................................................................................14 MATH ACTIVITIES.................................................................................16 Flour Power (Fourth-Grade Activity)...........................................................................................16 -
Anna Seward (1742-1809) by Marion Roberts
Anna Seward (1742-1809) by Marion Roberts The eighteenth century was a competitive world, progress being made by the money you had or the notice you attracted; with whom you mixed and to whose gatherings you were invited; how much influence you had and how many connections you made. All these were of much concern. You needed to understand the rules of social rank and have a respect for wealth. Being female in a society which valued female dependency was difficult, but could sometimes be turned to advantage. Women’s lives seemed to be a progress of various milestones: maiden, wife, mother, and, if she was unlucky, widow, dowager and grandmother. At each stage, women were expected to bow to the will of providence and do their duty. For Anna Seward to be mistress of herself was paramount: to be self-possessed, self-controlled and self- sufficient, brave and enduring in the face of misfortune. She turned her back on the institution of marriage, which she blamed for her misfortunes and despite several proposals, resolved to lead a quiet, spinster life. But as Robert Burns would write: ‘The best laid schemes of mice and men/ Gang aft a-gley ’. Anna Seward was born in 1742 in the Plague village of Eyam, in the Derbyshire hills, where her father, the Rev. Thomas Seward, was minister. A redheaded, precocious, sensitive child, she could recite Milton at the age of three. She was greatly attached to her younger sister, Sarah. Sarah died, aged nineteen, from an ‘unspecified fever’ (possibly Miliary Tuberculosis) just before her arranged marriage to Joseph Porter.