Ii Introduction: Picturing Charlotte Brontë
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Magical Objects in Victorian Literature: Enchantment, Narrative Imagination, and the Power of Things
Magical Objects in Victorian Literature: Enchantment, Narrative Imagination, and the Power of Things By Dan Fang Dissertation Submitted to the Faculty of the Graduate School of Vanderbilt University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in English August, 2015 Nashville, Tennessee Approved: Jay Clayton, Ph.D. Rachel Teukolsky, Ph.D. Jonathan Lamb, Ph.D. Carolyn Dever, Ph.D. Elaine Freedgood, Ph.D. For lao-ye, who taught me how to learn ACKNOWLEDGMENTS This dissertation would not have been possible without the Martha Rivers Ingram Fellowship, which funded my last year of dissertation writing. My thanks go to Mark Wollaeger, Dana Nelson, the English Department, and the Graduates School for the Fellowship and other generous grants. My ideas were shaped by each and every professor with whom I have ever taken a class—in particular, Jonathan Lamb who was a large part of the inception of a project about things and who remained an unending font of knowledge through its completion. I want to thank Carolyn Dever for making me reflect upon my writing process and my mental state, not just the words on the page, and Elaine Freedgood for being an amazingly generous reader who never gave up on pushing me to be more rigorous. Most of all, my gratitude goes to Rachel Teukolsky and Jay Clayton for being the best dissertation directors I could ever imagine having. Rachel has molded both my arguments and my prose from the very first piece on Aladdin’s lamp, in addition to providing thoughtful advice about the experience of being in graduate school and beyond. -
Wuthering Heights and Jane Eyre: Deadly Versus Healing Fantasy in the Lives and Works of the Brontes
The Review: A Journal of Undergraduate Student Research Volume 1 Article 7 1997 Wuthering Heights and Jane Eyre: Deadly Versus Healing Fantasy in the Lives and Works of the Brontes Jeanne Moose St. John Fisher College, [email protected] Follow this and additional works at: https://fisherpub.sjfc.edu/ur Part of the English Language and Literature Commons How has open access to Fisher Digital Publications benefited ou?y Recommended Citation Moose, Jeanne. "Wuthering Heights and Jane Eyre: Deadly Versus Healing Fantasy in the Lives and Works of the Brontes." The Review: A Journal of Undergraduate Student Research 1 (1997): 49-66. Web. [date of access]. <https://fisherpub.sjfc.edu/ur/vol1/iss1/7>. This document is posted at https://fisherpub.sjfc.edu/ur/vol1/iss1/7 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. Wuthering Heights and Jane Eyre: Deadly Versus Healing Fantasy in the Lives and Works of the Brontes Abstract In lieu of an abstract, below is the article's first paragraph. Dreams and fantasies provide humans with a means of escape from everyday reality. According to Sigmund Freud, dreams carry one "off into another world" (Strachey, 1900, 7). Their aim is to free us from our everyday life (Burdach, 1838, 499) and to provide us with the opportunity to fantasize about how we would like our lives to be or to imagine our lives as worse than they are so that we can cope with our current situation. -
Reimagining the Brontës: (Post)Feminist Middlebrow Adaptations and Representations of Feminine Creative Genius, 1996- 2011
Reimagining the Brontës: (Post)Feminist Middlebrow Adaptations and Representations of Feminine Creative Genius, 1996- 2011. Catherine Paula Han Submitted in partial fulfilment for the degree of Doctor of Philosophy (English Literature) Cardiff University 2015 Acknowledgements First and foremost, I would like to thank my supervisor Professor Ann Heilmann for her unflagging enthusiasm, kindness and acuity in matters academic and otherwise for four years. Working with Professor Heilmann has been a pleasure and a privilege. I am grateful, furthermore, to Dr Iris Kleinecke-Bates at the University of Hull for co-supervising the first year of this project and being a constant source of helpfulness since then. I would also like to acknowledge the assistance of Professor Judith Buchanan at the University of York, who encouraged me to pursue a PhD and oversaw the conception of this thesis. I have received invaluable support, moreover, from many members of the academic and administrative staff at the School of English, Communication and Philosophy at Cardiff University, particularly Rhian Rattray. I am thankful to the AHRC for providing the financial support for this thesis for one year at the University of Hull and for a further two years at Cardiff University. Additionally, I am fortunate to have been the recipient of several AHRC Research and Training Support Grants so that I could undertake archival research in the UK and attend a conference overseas. This thesis could not have been completed without access to resources held at the British Film Institute, the BBC Written Archives and the Brontë Parsonage Museum. I am also indebted to Tam Fry for giving me permission to quote from correspondence written by his father, Christopher Fry. -
Module-4: Victorian Women Writers Unit-1 Charlotte Brontë : Jane Eyre
Module-4: Victorian Women Writers Unit-1 Charlotte Brontë : Jane Eyre Structure: 4.1.0 Introduction 4.1.1 Charlotte Brontë: A Chronological Biography 4.1.2 Charlotte Brontë as a novelist 4.1.3 The Story of Jane Eyre 4.1.4 Analysis of Jane Eyre 4.1.5 Characterisation in Jane Eyre 4.1.6 Autobiographical Elements in Jane Eyre 4.1.7 Gothic Elements 4.1.8 Summing up 4.1.9 Comprehension Exercises 4.1.10. Suggested Reading 4.1.0: Introduction You have already read about fictional prose of the Victorian period in Module 1, Unit 3 and have studied in detail two Victorian novels in Module 3, Units 1 and 2. Please refer to those sections while reading this unit as and where required. This Unit will introduce you to Victorian women novelists in general and Charlotte Brontë’s most acclaimed novel, Jane Eyre in particular. After reading this Unit you will be able to comprehend the contribution of women novelists of the Victorian era to the development of the English novel. At the same time you will be able to understand the role of the Bronte sisters, Charlotte Brontë, Emily Brontë and Anne Brontë, in adding a new dimension to the English novel. Needless to say, the Unit will also provide you with an exhaustive analysis of the text itself. As a learner, you are advised to attain clarity in comprehending the entire perspective, which will enable you to have a deeper understanding of the novel as a literary genre. 200 4.1.1 Charlotte Brontë: A Chronological Biography Charlotte Brontë’s novels are all patently autobiographic. -
Jane Eyre As Bildungsroman Michael Giffin 19
The Brontë Th(under)er VOL 10, 2013 Contents Papers from the talks to the 2013 ABA meetings The Cowan Bridge Controversy Christopher Cooper 1 Jane Eyre as Bildungsroman Michael Giffin 19 Frost in her Heart: Charlotte Brontë, Villette & Melancholia Anne Collett 34 Was Heathcliff Black? Robert Dingley 54 Saving St John Rowan McAuley 71 0 The Cowan Bridge Controversy by CHRISTOPHER COOPER and OTHERS Talk given at the ABA meeting on 2 February 2013 One of the great debates in the world of literary theory is whether it is relevant to know about an author’s life in studying his or her writing or whether the text should stand on its own. At one extreme there are those who emphasise the creativity of the author and argue that a work should only be studied from within. At the other end of the spectrum there are those who maintain that every literary work is to some extent an autobiography. Like the nature/nurture debate in child psychology the answer lies somewhere in the middle. There’s no such thing as pure originality. Every author draws upon their own experiences as the raw materials of their work, but then creates from it something new. These experiences may come from the life of the writer or they may come from stories that they have read or heard. It’s hard to imagine Emily Brontë having many direct experiences along the lines of those in Wuthering Heights. In her case her originality grew out of stories she had read and, perhaps more importantly, heard from the servants. -
“Romanticism”: the Animating Force in Jane Eyre
INTERNATIONAL JOURNAL OF ENGLISH LANGUAGE, LITERATURE AND TRANSLATION STUDIES (IJELR) A QUARTERLY, INDEXED, REFEREED AND PEER REVIEWED OPEN ACCESS INTERNATIONAL JOURNAL http://www.ijelr.in (Impact Factor: 5.9745) (ICI) KY PUBLICATIONS RESEARCH ARTICLE ARTICLE Vol. 7. Issue.4. 2020 (Oct-Dec) “ROMANTICISM”: THE ANIMATING FORCE IN JANE EYRE ANTARA BISWAS Siliguri,West Bengal Email: [email protected] ABSTRACT Jane Eyre is an English novel written by Charlotte Bronte under the pen name “Currer Bell”. It is a bildungsroman of the eponymous heroine Jane Eyre and thus traces her growth amidst the trajectory of life. However, Jane Eyre contains several features that are generally identified with the nineteenth century age called as the Romantic Age. Romanticism is generally classified as a term where the centrality of Nature, Imagination and quest for beauty, truth and love becomes paramount. However, the affective contents of ‘Romanticism’ are far more heterogeneous Article information Received:19/9/2020 than just the love for Nature. Jane Eyre exposes the centrality of romanticism in Accepted: 23/10/2020 the novel by laying bare it’s core when read between the lines. It thrives on the Published online: 29/10/2020 proponents of wonder and passion, depicts an amalgamation of realism , fairy doi: 10.33329/ijelr.7.4.19 tales, Gothic and sublimates the eros of romance into a moral inspiration for future generations. We can easily draw an analogy with the epistemological and ontological similarity with Keats, Shelley, Coleridge and even with Blake to some extent. This paper seeks to underline the romantic tenets which are a plenty in this novel. -
Issue 1 Spring 2017 Left: the Market Cross at Ripley Which Is Probably Medieval with the Stocks in Front
TThhee YYoorrkksshhiirree JJoouurrnnaall IIssssuuee 11 SSpprriinngg 22001177 In this issue: Withernsea Lighthouse Museum Martha Brown a Loyal Servant and Friend of the Brontë family Bridlington Railway Seaside Holiday Posters Medieval Wall Painting in Holy Trinity Church, Wensley Anglo-Saxon Stone Carvings and a Burial at Holy Trinity Church, Wensley To Walk Invisible - A BBC drama production of the Brontë sisters’ Withernsea Lighthouse Museum The lighthouse is 127 feet (38m) high and there are 144 steps to the lamp room. It was built between 1892 and 1894 because of the high number of shipwrecks that were occurring at Withernsea when vessels could not see the lights at either Spurn Head or Flamborough. It was not designed to be lived in, the tower has no dividing floors only the spiral staircase leading to the Service and Lamp Rooms at the top. The Lighthouse was decommissioned at the end of June 1976 and is now a museum of memorabilia about the RNLI Coastguards and local history. The museum also houses an exhibition on the life of actress Kay Kendall (1926-1959) who was a film star in the 1950s. She was born in the town and died of leukaemia. Insert: Inside the lighthouse displaying memorabilia of the RNLI Coastguards. 2 The Yorkshire Journal TThhee YYoorrkksshhiirree JJoouurrnnaall Issue 1 Spring 2017 Left: The Market Cross at Ripley which is probably medieval with the stocks in front. The Boar’s Head Hotel partly covered with ivy can be seen in the background. Photograph by Jeremy Clark Cover: The Parish Church of St Oswald, Leathley. Photo by Jeremy Clark Editorial he aim of the Yorkshire Journal is to present an extensive range of articles to satisfy a variety of reading tastes for our readers to enjoy. -
Reminiscences of Charlotte Brontë
Brontë Society Transactions ISSN: 0309-7765 (Print) (Online) Journal homepage: http://www.tandfonline.com/loi/ybst19 Reminiscences of Charlotte Brontë Miss Ellen Nussey To cite this article: Miss Ellen Nussey (1899) Reminiscences of Charlotte Brontë, Brontë Society Transactions, 2:10, 58-83, DOI: 10.1179/030977699798899712 To link to this article: http://dx.doi.org/10.1179/030977699798899712 Published online: 18 Jul 2013. Submit your article to this journal Article views: 14 View related articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=ybst19 Download by: [UNSW Library] Date: 23 April 2016, At: 14:10 58 REMINISCENCES OF CHARLOTTE BRONTE, By MISS ELLEN NUSSEY. Reprinted by permission from "Scrzoner's Monthly," May, I87I, nclw the" Century Magazine." To THE EDITOR: You with much urgency beg me to give you some reminiscences of the Bronte family. The life of Charlotte Bronte, viewed apart from her high gifts and genius as an authoress, was a very unsen- sational life; for the most part it was a life of domestic duty, self-sacrifice. fidelity to whatever she believed to be right, fortitude in ~uffering, and patient resignation under all inevitable trials; and these are not elements of attrac- tion to readers who care for excitement. What is said of Charlotte may, with almost equal truth, be said of Emily and Anne; though they differed greatly in many points of character and disposition, they were each and all on common ground if a prindple had to be maintained or a sham to be detected. -
“Life” Charlotte Bronte
CHARLOTTE BRONTE “LIFE” Belen Francia Blanca Reyes Per. 1 Biography • Charlotte Brontë (21 April 1816 – 31 March 1855). He was a British novelist, the oldest of the three famous Brontë sisters whose novels have become standards of English literature. In August 1824 Charlotte was sent with three of her sisters to the Clergy Daughters' School at Cowan Bridge. • Charlotte maintained, permanently affected her health and physical development and hastened the deaths of her two elder sisters. Angria and Emily and Anne wrote articles and poems about their country. The sagas were elaborate and convoluted (and still exist in part manuscripts) and provided them with an obsessive interest in childhood and early adolescence, which prepared them for their literary vocations in adulthood. Charlotte continued her education at Roe Head, Mirfield where she met her lifelong friends and correspondents, Ellen Nussey and Mary Taylor. During this period, she wrote her novella The Green Dwarf under the name of Wellesley. • In May 1846, Charlotte, Emily and Anne published a joint collection of poetry under the assumed names of Currer, Ellis and Acton Bell. Although the book failed to attract interest the sisters decided to continue writing for publication and began work on their first novels. • Charlotte is also the central figure in the play The Gales Of March which tells the story of the Brontë family. In 1853 Charlotte’s Villette was published with similar themes to Jane Eyre and Shirley; the struggles of a strong independent woman and her need for love. • After some months of correspondence, on 29 June 1854 Charlotte married Arthur. -
Emily Jane Brontë - Poems
Classic Poetry Series Emily Jane Brontë - poems - Publication Date: 2012 Publisher: Poemhunter.com - The World's Poetry Archive Emily Jane Brontë(30 July 1818 – 19 December 1848) Emily Brontë was an English novelist and poet, best remembered for her only novel, Wuthering Heights, now considered a classic of English literature. Emily was the third eldest of the four surviving Brontë siblings, between the youngest Anne and her brother Branwell. She published under the pen name Ellis Bell. <b>Biography</b> Emily Brontë was born on 30 July 1818 in Thornton, near Bradford in Yorkshire, to Maria Branwell and Patrick Brontë. She was the younger sister of Charlotte Brontë and the fifth of six children. In 1824, the family moved to Haworth, where Emily's father was perpetual curate, and it was in these surroundings that their literary gifts flourished. <b>Early Life and Education</b> After the death of their mother in 1821, when Emily was three years old, the older sisters Maria, Elizabeth and Charlotte were sent to the Clergy Daughters' School at Cowan Bridge, where they encountered abuse and privations later described by Charlotte in Jane Eyre. Emily joined the school for a brief period. When a typhus epidemic swept the school, Maria and Elizabeth caught it. Maria, who may actually have had tuberculosis, was sent home, where she died. Emily was subsequently removed from the school along with Charlotte and Elizabeth. Elizabeth died soon after their return home. The three remaining sisters and their brother Patrick Branwell were thereafter educated at home by their father and aunt Elizabeth Branwell, their mother's sister. -
Jane Eyreeyre by Charlotte Brontë
JaneJane EyreEyre by Charlotte Brontë Presentation by Chad Philip Johnson For Mr. Paul Calkins ENGL13B – Online Submitted April 09th, 2012 Source: http://us.penguingroup.com/static/covers/us/9780141441146H.jpg 01 ContentsContents Introduction / Synopsis ............................................................................. 03 Charlotte Brontë ....................................................................................... 04 Parts I and II: Gateshead Hall and Lowood School ….................................. 06 Part III: Thornfield Hall ............................................................................ 07 Parts IV and V: Moor House and Ferndean ................................................. 08 Cultural Impact …...................................................................................... 09 Legacy ….................................................................................................. 10 Works Cited .............................................................................................. 11 02 IntroductionIntroduction // SynopsisSynopsis The novel Jane Eyre is a story about a young woman’s personal hardships and eventual triumphs through the perseverance of self. The setting is early 19th century England, before the dawn of the Victorian Age. The titular character tells her story in five intervals, each one belonging to a unique locale. Jane is an orphan being raised by her wealthy but cruel aunt, whose deceased husband charged that his niece be cared for. After years of mounting enmity, -
Nomadic Narrative in Charlotte Brontë's Villette
humanities Article Nomadic Narrative in Charlotte Brontë’s Villette Jungah Kim Department of English, Texas A&M University, College Station, TX 77843, USA; [email protected] Received: 17 November 2018; Accepted: 22 March 2019; Published: 28 March 2019 Abstract: Various critics have examined Charlotte Brontë’s Villette’s missing ending as a proof of Lucy Snowe’s unreliability in leaving the narrative purposefully ambiguous to escape her possible negative ending. I, however, interpret the ending as one of the ways in which she actively and positively refuses the concept of closure, and rather, creates, what I would call, a nomadic narrative. Nomadic narrative is term I coined based on the idea of Rosi Braidotti’s nomadic theory and Georg Lukács’s The Theory of the Novel to re-imagine Lucy’s narration and narrative, not as a concealment, but as an embracement of her nomadic subjectivity and acknowledgement that she has no true end. I further argue that nomadic narrative is a narrative that fractures and recreates itself through its gaps and rewritten portions, gaining its own sense of agency. Unlike narratives that only fixate on protagonists, nomadic narrative becomes an open and posthuman space that allows the incorporation of nonhuman subjects. Keywords: nomadic narrative; nomadic subjectivity; sexual differences; spatiality; Villette; posthumanism; women’s writing; Lucy Snowe; Rosi Braidotti; Theory of the Novel 1. Introduction At a crucial moment, in the final scene of Charlotte Brontë’s Villette (1853), Lucy Snowe commands the readers to “pause at once” (Brontë 2008, p. 496), deceitfully luring the readers to imagine a “sunny” ending1.