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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. -
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. -
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. -
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. -
Charlotte Brontë's Narrative Modes in the Professor, Jane Eyre and Villette
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Repository of the University of Rijeka UNIVERSITY OF RIJEKA FACULTY OF HUMANITIES AND SOCIAL SCIENCES DEPARTMENT OF ENGLISH Emilija Funtek Charlotte Brontë’s narrative modes in The Professor, Jane Eyre and Villette Submitted in partial fulfilment of the requirements for the M.A. in English Language and Literature and Italian Language and Literature at the University of Rijeka Supervisor: Sintija Čuljat, PhD September 2018 Abstract Narrative text, in its almost infinite forms, is present at all times, in all places, in all societies. Narration begins with the very history of humanity. Genette (1980) explains that the function of narrative is not to give an order, express a wish, state a condition, etc. On the contrary, its purpose is merely to tell a story and thus to ‘report’ facts (either fictive or real). In addition, the narrative can provide reader with more or with a small number of details – in a more or less direct way, and can therefore seemingly keep at a greater or lesser distance from what it tells. The narrative assumes or appears to assume what is usually called the participant’s ‘vision’ or ‘point of view’. It is only narrative that tells the readers of the events that it describes and of the activity that presumably brought it into existence. The activity of writing leaves in it traces that can be obtained and understood. These traces would then be a presence of the first-person pronoun, which illustrates the unity of character and narrator, or a verb in the past tense, which points to a described action happening before the narrating action. -
A CRITICAL STUDY OP CHARLOTTE BRONTE's 'THE PROFESSOR with SPECIAL CONSIDERATION OP ITS RELATION to PREVIOUS NOVELS a Thesis
UNIVERSITY OP LONDON A CRITICAL STUDY OP CHARLOTTE BRONTE'S 'THE PROFESSOR WITH SPECIAL CONSIDERATION OP ITS RELATION TO PREVIOUS NOVELS A Thesis Submitted by Margaret M. Brammer for the Degree of M. A. ProQuest Number: 10107227 All rights reserved INF0RMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed a note will indicate the deletion. uest. ProQuest 10107227 Published by ProQuest LLC(2016). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code Microform Edition © ProQuest LLC. ProQuest LLC 789 East Eisenhower Parkway P.Q. Box 1346 Ann Arbor, MI 48106-1346 ABS^ CT. The first chapter describes early attempts to publish The Professor, and the circumstances of its eventual publication. The preparation and sales of the first edition are described; verbal inaccuracies and misrepresentation of the author *s capitalisation are criticised. A list of later editions is given. The MSS of the Preface and novel are studied and int eresting cancellations noted. Other alterations are found to illuminate Charlotte Brontë's attitude to characters and themes, and her care to attain accurate expression. The aim of the second chapter is to analyse the themes and method of The Professor. The statement of major themes is found to be impaired by structural and technical faults in narration, but the use of natural description and of imagery is regarded as a considerable artistic achievement. -
Ii Introduction: Picturing Charlotte Brontë
1 Ii Introduction: picturing Charlotte Brontë Amber K. Regis and Deborah Wynne In response to the centenary of Charlotte Brontë’s birth in 1916, the Brontë Society commissioned a volume of essays entitled Charlotte Brontë, 1816– 1916: A Centenary Memorial (1917), with contributions by some well- known literary fi gures, including G. K. Chesterton and Edmund Gosse. It opened with a foreword by the then president of the Brontë Society, Mrs Humphry Ward, in which she explained that the book set out to off er ‘fresh impressions and the fi rst- hand research of competent writers who have spoken their minds with love and courage’ (Ward, 1917 : 5). One hundred years later, the current volume of essays, Charlotte Brontë: Legacies and Afterlives , also strives to off er ‘fresh impressions’ based on the ‘fi rst- hand research’ of ‘competent writers’; equally, most of the contributors can claim that a love of Brontë’s work motivated this project. However, while the contributors to the 1917 volume considered courage to be required to assert Charlotte Brontë’s importance, the writers in this book show no inclination to defend her reputation or argue for the signifi cance of her work. Her ‘genius’, a term emphasised repeatedly, often anxiously, in the 1917 collection, can now be taken for granted, and for that comfortable assumption we have generations of feminist scholars to thank. Th e current volume instead charts the vast cultural impact of Charlotte Brontë since the appearance of her fi rst published work, Poems by Currer, Ellis and Acton Bell (1846), highlighting the richness and diversity of the author’s legacy, her afterlife and the continuation of her plots and characters in new forms. -
Charlotte Brontë's Life and Writings Showcased
Press Contacts Michelle Perlin 212.590.0311, [email protected] f Patrick Milliman 212.590.0310, [email protected] CHARLOTTE BRONTË’S LIFE AND WRITINGS SHOWCASED IN MAJOR NEW EXHIBITION AT THE MORGAN ORGANIZED IN COLLABORATION WITH THE BRONTË PARSONAGE MUSEUM AND THE NATIONAL PORTRAIT GALLERY, LONDON Charlotte Brontë: An Independent Will September 9, 2016 through January 2, 2017 New York, NY, August 17, 2016 — From the time Charlotte Brontë’s novel Jane Eyre was first published in 1847, readers have been drawn to the orphan protagonist who declared herself “a free human being with an independent will.” Like her famous fictional creation, Brontë herself took bold steps throughout her life to pursue personal and professional fulfillment. Charlotte Brontë: An Independent Will, a new exhibition opening at the Morgan Library & Museum on September 9, traces the writer’s life from imaginative teenager to reluctant governess to published poet and masterful novelist. The exhibition celebrates the two-hundredth anniversary of Brontë’s birth in 1816, and marks an historic collaboration between the Morgan, which George Richmond (1809–1896), Charlotte Brontë, chalk, 1850. © National Portrait Gallery, London. holds one of the world’s most important collections of Brontë manuscripts and letters, and the Brontë Parsonage Museum, in Haworth, England, which will lend a variety of key items including the author’s earliest surviving miniature manuscript, her portable writing desk and paintbox, and a blue floral dress she wore in the 1850s. The centerpiece of the exhibition is a portion of the original manuscript of Jane Eyre, on loan from the British Library and being shown in the U.S. -
To Walk Invisible: the Brontë Sisters
Our Brother’s Keepers: On Writing and Caretaking in the Brontë Household: Review of To Walk Invisible: The Brontë Sisters Shannon Scott (University of St. Thomas, Minnesota, USA) To Walk Invisible: The Brontë Sisters Writer & Director, Sally Wainwright BBC Wales, 2016 (TV film) Universal Pictures 2017 (DVD) ***** In Sally Wainwright’s To Walk Invisible, a two-part series aired on BBC and PBS in 2016, there are no rasping coughs concealed under handkerchiefs, no flashbacks to Cowen Bridge School, no grief over the loss of a sister; instead, there is baking bread, invigorating walks on the moor, and, most importantly, writing. Wainwright dramatises three prolific years in the lives of Charlotte, Emily, and Anne Brontë when they composed their first joint volume of poetry and their first sole-authored novels: The Professor, rejected and abandoned for Jane Eyre (1847), Wuthering Heights (1847), and Agnes Grey (1847), respectively. The young women are shown writing in the parlour surrounded by tidy yet threadbare furniture, at the kitchen table covered in turnips and teacups, composing out loud on the way to town for more paper, or while resting in the flowering heather. For Charlotte, played with a combination of reserve and deep emotion by Finn Atkins, to “walk invisible” refers to their choice to publish under the pseudonyms Currer, Ellis, and Acton Bell, but in Wainwright’s production, it also refers to invisibility in the home, as the sisters quietly take care of their aging and nearly-blind father, Reverend Patrick Brontë (Jonathan Price), and deal with the alcoholism and deteriorating mental illness of their brother, Branwell (Adam Nogaitis). -
Poetics of Dislocation: Comparative Cosmopolitanism
POETICS OF DISLOCATION: COMPARATIVE COSMOPOLITANISM IN CHARLOTTE BRONTË, FLORA TRISTAN, AND TORU DUTT _______________ A Dissertation Presented to The Faculty of the Department of English University of Houston _______________ In Partial Fulfillment Of the Requirements for the Degree of Doctor of Philosophy _______________ By Meera Jagannathan May, 2018 POETICS OF DISLOCATION: COMPARATIVE COSMOPOLITANISM IN CHARLOTTE BRONTË, FLORA TRISTAN, AND TORU DUTT _________________________ Meera Jagannathan APPROVED: _________________________ Lois Parkinson Zamora, Ph.D. Committee Chair _________________________ Elizabeth Gregory, Ph.D. _________________________ Cedric Tolliver, Ph.D. _________________________ Kavita Singh, Ph.D. _________________________ Richard Armstrong, PhD Department of Modern & Classical Languages _________________________ Antonio D. Tillis, Ph.D. Dean, College of Liberal Arts and Social Sciences Department of Hispanic Studies ii POETICS OF DISLOCATION: COMPARATIVE COSMOPOLITANISM IN CHARLOTTE BRONTË, FLORA TRISTAN, AND TORU DUTT _______________ An Abstract of a Dissertation Presented to The Faculty of the Department of English University of Houston _______________ In Partial Fulfillment Of the Requirements for the Degree of Doctor of Philosophy _______________ By Meera Jagannathan May, 2018 iii ABSTRACT This thesis explores three nineteenth-century women writers, who used the autofiction genre to transcribe their familial trauma and dislocation to reconstitute themselves with the help of their empathic readers. Charlotte Brontë's novels, Jane Eyre and Villette, Flora Tristan’s memoir from her travels to Peru, Pérégrinations d’une paria, and Toru Dutt’s novella, Le Journal de Mademoiselle d’Arvers, are the focus of this study. Brontë's heroines, Jane Eyre and Lucy Snowe, Tristan's champion of the oppressed, "the Pariah," and Dutt's heroine, Marguerite, are auto-portraits of the women writers themselves. -
The Secret Diaries of Charlotte Brontë
The Secret Diaries of Charlotte Brontë by Syrie James READING GROUP GUIDE 1. Discuss the Brontë family dynamics. Describe Charlotte’s relationship with her sisters, Emily and Anne. Why was Charlotte so devoted to her father? How did her relationship with her brother Branwell evolve and change over the years, and what influence did he have on her life? 2. What secrets did Charlotte and her siblings each keep, and why? Whose secret had the most devastating impact on the family? How did Charlotte’s secret affect her life and her work? 3. Who are your favorite characters in the novel, and why? Who is your least favorite character? 4. What are your favorite scenes in the novel? What was the saddest scene? The happiest? The most uplifting? Did any scene make you laugh or cry? 5. Discuss Charlotte’s relationship with Mr. Nicholls. When does he begin to care for Charlotte? How does he quietly go about pursuing her? How does the author maintain romantic tension between the two? Do you think Mr. Nicholls changes and grows over the course of the story? 6. In Chapter Five, Charlotte tells Ellen Nussey, “I am convinced I could never be a clergyman’s wife.” She lists the qualities she requires in a husband. How does Mr. Nicholls measure up to these expectations? What are his best and worst qualities? Why is Charlotte reluctant to accept Mr. Nicholls’s proposal? What does Charlotte learn about herself—and her husband—after she marries? Do you think he turns out to be the ideal match for her? 7.