DOCSLIB.ORG

Dissertation and Title Page.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Dissertation and Title Page.Pdf 1 Abstract “In Maiden Meditation”: Readership and the Victorian Girl Sophie Weeks My project argues that a private, autodidactic model of girls' readership is challenged within mid-Victorian culture, as formal education for girls became more accepted and itself underwent reform. While discourses of public and private spheres dominated Victorian ideology related to women and girls, the schoolroom became an imagined space where larger concerns about the social and political role of women were played out as understandings of the role of reading shifted. I examine the ways that readership and education interacted in the period as the purpose of reading was culturally determined and redetermined. My dissertation uses literary criticism and cultural history to investigate different models of education: fictional and real, formal and informal. Fictional portrayals of girls' reading and their education provides a way to chart changes in the public understanding of what girlhood meant in the Victorian period. While I examine models of readership provided for girls by various authorities, I also use women's and girls' life-writing to shape my understanding of how girls perceived their own reading. My work intervenes in the field of readership studies primarily, complicating current understandings of how girls shaped and were shaped by their literature. 2 Acknowledgements I wish here to express my gratitude to my committee members: Helena Michie, Robert Patten, Martin Wiener and Thad Logan. I would also like to thank Joseph Campana for permitting, in his course on early modern literature, me to explore girls' education and readership, thus forming the nucleus of my dissertation efforts. Dr. Christine Joy from the Manchester High School for Girls was extraordinarily helpful in assisting my archival research at that institution. My family and friends have been endlessly supportive of my academic efforts and to them, as well, I owe my profoundest gratitude. 3 Table of Contents Introduction 5 Chapter One: Ruskin, Eliot, and the War for Girls' Minds 33 Chapter Two: "Something Worse than Itself": Romance and the Education of Girls in the Nineteenth Century 67 Chapter Three: The Novel of Education 94 Chapter Four: “What shall I read?”: Positive Reading Models 123 Conclusion 154 Bibliography 156 4 Introduction Till lately I have never read Spenser, and therefore was not personally acquainted with his beauties. Neither do I mean to say that now I have read his " Faerie Queene;" but, having accidentally met with an extract from his " Hymn of Heavenly Love," a long poem, I went to papa's study and read the whole poem, which is most exquisitely beautiful, and is perhaps equal to anything Milton ever wrote. It is very simple, but highly poetical, and a pious feeling runs throughout. Emily Shore, The Journal of Emily Shore1 In the 1832 writings of Emily Shore, above, we can see, in miniature, an entire model of one form of early Victorian readership. Shore, aged twelve, begins with one of the extracts that were so common during girls' education of the period, the sort parodied in Jane Austen's Northanger Abbey. Yet, unsatisfied, she seeks a greater depth of understanding; therefore, she moves to a private space of paternally-sanctioned readership, “papa's library,” in order to read the entire poem. Within the poem, Shore finds a “pious” feeling, thus extracting socially acceptable meaning from her readership. Throughout, Shore functions as a model of a particular autodidactic mode of learning for girls, one that encouraged unfettered access to knowledge within a safe, private space. “Turn [your girl] loose into the library every wet day and let her alone,” insisted John Ruskin in 1864, praising an individualistic autodidacticism. “She will find what is good for her; you cannot.”2 My dissertation works through some of the reigning polarities of the nineteenth century and examines how girls during the period are influenced by the understanding of these polarities. I examine, of course, the doctrine of separate spheres, but I also interrogate the 1 Emily Shore, The Journal of Emily Shore. London: Kegan Paul, 1898, p. 12. 2 John Ruskin, “Of Queen's Gardens,” Sesame and Lilies, ed. Deborah Epstein Nord. New Haven: Yale Univ. Press, 2003, p. 83. 5 educational philosophies that underpin concepts of formal and informal education. At the juncture between these models of instruction is reading; for Victorian girls reading was both escape and prison, education and delight, a means of accessing knowledge as well as a way of finding imaginative meaning in one's own life. Yet for all my interest in polarities, my investment in a subversion/containment spectrum, whereby every text either reinforces or challenges gender inequities is minimal. Although I try to draw on historical and biographical detail where appropriate (as in the case of Ruskin, whose work is one of the primary focuses of my first chapter), my inquiry pushes beyond a work's stated purpose to examine also the ways it models, questions, and undermines its own terms. Further, ideas of containment and subversion are dangerous for the way they reduce complicated debates to a single gradient between progressive and reactionary. During the Victorian era, progressive and reactionary did not exist on a single plane, even within the struggle for women's rights. Famous educators of girls were anti-suffragists. To try and decide whether the conservative factor “outweighs” the liberal would be ridiculous. I am therefore perfectly confident in arguing, as I do in the course of my third chapter, that Charlotte Yonge promotes an ideal of public service that is liberating even though Yonge disapproved of schools for girls and women's suffrage and rights generally. Even if I were to assume that Yonge herself was unilaterally conservative, which seems improbable, her books have meaning beyond those with which she imbues them. Communities of readers take from literature what they want to find and make meaning in the process, and perhaps there is no reader more imaginative and intellectually flexible than the reader who has not yet reached adulthood. Girls (and boys) like a good story without much caring about the politics of the story-makers. Even as Victorian poets reached into the medieval era for images of strong women without questioning the laws of that period that made women into property, Victorian 6 schoolgirls took what they desired from their favorite novels without consulting the authors for direction on the shape of their own lives. My purpose, then, is to construct a history of the reading girl in the Victorian era, interweaving literary representations with nonfictional cultural constructions and first-person testimony. By moving between these rich sources of cultural history, I hope to analyze the different modes of discourse on readership and education for girls while also being sensitive to the voices of historical women. Throughout, I will demonstrate that as formal education becomes more important over the course of the Victorian period, private readership continues to play an equally large role in forming a cultural and personal identity for girls, even as it seems to disappear from discourse. Yet my strongest claims in this dissertation are not for feminism; those claims do not, I hope, need to be rehearsed in this case. Though I am not the new feminist who believes that all battles have been won, I hope that some have, and the idea that girls should be given access to formal education is by now beyond uncontroversial in mainstream society. But the kind of education given during the Victorian period, a liberal arts education in which readership forms the main part of serious study, is far from uncontroversial. “There are no jobs in the humanities,” modern students are instructed again and again, as they are told to learn quarks or brick-laying or something useful to their fellow man. This refrain is often heard within the academy, but even more persistently from without. When President Obama suggested that everyone should be able to go to college, he drew considerable fire from conservatives for suggesting that everyone ought to have an elite education. Plumbers do not need a college education, but neither did Victorian wives and mothers. In my arguments, then, the strongest parallels are not with modern girls or women, but with modern working classes. For as tuition rates rise with unprecedented rapidity, making what was once a birthright 7 of the middle classes a difficult-to-afford luxury, the question is, and should be, asked over and over again. What is the value of a liberal arts education? For Victorians, looking at unpaid female labor, the answer was that it would help them to perform that labor better—to become better mothers. Indeed, as claims of social mobility, career preparation, and citizenship all falter as we try them out in the twenty-first century, we might do well to look at their model and note that we are educating parents. But to advance even so seemingly humble a claim, we must look again at what we are offering; is this Ruskin's treasury of kings, or merely a warehouse filled with outdated texts? We must decide whether the humanities and liberal arts constitute a good in themselves and if so, what that good is. Perhaps the good is not in the content of our instruction, but in the mode, and for the humanities in general and English in particular, reading is that mode. When undergraduates are instructed in the sciences, they are asked to study, but not to really read; how many biology instructors put Darwin as required reading? When they are instructed in the social sciences, students are taught to read data, but not books. Thus the great storehouses of human learning are closed to all but a select few acolytes in modern education.
Load more

Recommended publications
  • Victorian Writers, Remembered & Forgotten
    University of South Carolina Scholar Commons Faculty Publications English Language and Literatures, Department of 10-2008 Victorian Writers, Remembered & Forgotten Patrick G. Scott University of South Carolina - Columbia, [email protected] Follow this and additional works at: https://scholarcommons.sc.edu/engl_facpub Part of the English Language and Literature Commons Publication Info 2008. (c) Patrick Scott, 2008 This Paper is brought to you by the English Language and Literatures, Department of at Scholar Commons. It has been accepted for inclusion in Faculty Publications by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. , Department of Rare Books & Special Collections VICTORIAN- WRITERS RentelDbered & F9rgotten . .. Mezzanine Exhibition Gallery~ Thomas Cooper Library . University of South Carolina October-November. 2008· FOREWORD This exhibition welcomed to the University the Thirty-Ninth Annual Meeting of the Victorians Institute, a two-day conference bringing to Columbia nearly a hundred Victorian scholars from the south-east and across the United States. So many of the great writers of the Victorian age are still well-known names that myriads of others get overlooked or neglected. The University of South Carolina's Department of Rare Books & Special Collections has first editions and even manuscript material from many of the best-remembered Victorian writers, but it also preserves the writings of others who are now almost forgotten. In some cases, such lesser-known items may be even rarer than long-sought-after first editions by the most famous names. The current exhibition juxtaposes work by major Victorians, such as Charles Dickens, Alfred Tennyson, Charlotte Bronte, and George Eliot, with the work of some of these other · writers who deserve to be better-known.
    [Show full text]
  • The Canterbury Association
    The Canterbury Association (1848-1852): A Study of Its Members’ Connections By the Reverend Michael Blain Note: This is a revised edition prepared during 2019, of material included in the book published in 2000 by the archives committee of the Anglican diocese of Christchurch to mark the 150th anniversary of the Canterbury settlement. In 1850 the first Canterbury Association ships sailed into the new settlement of Lyttelton, New Zealand. From that fulcrum year I have examined the lives of the eighty-four members of the Canterbury Association. Backwards into their origins, and forwards in their subsequent careers. I looked for connections. The story of the Association’s plans and the settlement of colonial Canterbury has been told often enough. (For instance, see A History of Canterbury volume 1, pp135-233, edited James Hight and CR Straubel.) Names and titles of many of these men still feature in the Canterbury landscape as mountains, lakes, and rivers. But who were the people? What brought these eighty-four together between the initial meeting on 27 March 1848 and the close of their operations in September 1852? What were the connections between them? In November 1847 Edward Gibbon Wakefield had convinced an idealistic young Irishman John Robert Godley that in partnership they could put together the best of all emigration plans. Wakefield’s experience, and Godley’s contacts brought together an association to promote a special colony in New Zealand, an English society free of industrial slums and revolutionary spirit, an ideal English society sustained by an ideal church of England. Each member of these eighty-four members has his biographical entry.
    [Show full text]
  • The History of British Women's Writing, 1830–1880, Volume
    The History of British Women’s Writing, 1830–1880 The History of British Women’s Writing General Editors: Jennie Batchelor and Cora Kaplan Advisory Board: Isobel Armstrong, Rachel Bowlby, Helen Carr, Carolyn Dinshaw, Margaret Ezell, Margaret Ferguson, Isobel Grundy, and Felicity Nussbaum The History of British Women’s Writing is an innovative and ambitious monograph series that seeks both to synthesise the work of several generations of feminist schol- ars, and to advance new directions for the study of women’s writing. Volume edi- tors and contributors are leading scholars whose work collectively reflects the global excellence in this expanding field of study. It is envisaged that this series will be a key resource for specialist and non-specialist scholars and students alike. Titles include: Liz Herbert McAvoy and Diane Watt (editors) THE HISTORY OF BRITISH WOMEN’S WRITING, 700–1500 Volume One Caroline Bicks and Jennifer Summit (editors) THE HISTORY OF BRITISH WOMEN’S WRITING, 1500–1610 Volume Two Mihoko Suzuki (editor) THE HISTORY OF BRITISH WOMEN’S WRITING, 1610–1690 Volume Three Ros Ballaster (editor) THE HISTORY OF BRITISH WOMEN’S WRITING, 1690–1750 Volume Four Jacqueline M. Labbe (editor) THE HISTORY OF BRITISH WOMEN’S WRITING, 1750–1830 Volume Five Holly Laird (editor) THE HISTORY OF BRITISH WOMEN’S WRITING, 1880–1920 Volume Seven Mary Joannou (editor) THE HISTORY OF BRITISH WOMEN’S WRITING, 1920–1945 Volume Eight Claire Hanson and Susan Watkins (editors) THE HISTORY OF BRITISH WOMEN’S WRITING, 1945–1975 Volume Nine Mary Eagleton and Emma Parker (editors) THE HISTORY OF BRITISH WOMEN’S WRITING, 1880–1920 Volume Ten History of British Women’s Writing Series Standing Order ISBN 978-0-230-20079-1 hardback (outside North America only) You can receive future titles in this series as they are published by placing a standing order.
    [Show full text]
  • 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.
    [Show full text]
  • Representations of Anglican Sisterhoods in Mid-Nineteenth
    DIFFERENT HABITS: REPRESENTATIONS OF ANGLICAN SISTERHOODS IN MID-NINETEENTH CENTURY LITERATURE by Caroline Ann Lucas A thesis submitted for the degree of Doctor of Philosophy in the Department of English Literature, University of Sheffield April 2000 Contents Acknowledgements Summary Page Chapter 1 Anglican Sisterhoods,`Surplus Women' and 1 SuitableEmployment Chapter2 Family Duties, the Influence of Ladies and 35 the Dangers of Rome Chapter Case 65 3 Sister versus Sisterhood - The Great Convent of 1869 96 Chapter4 Representationsof Sisterhoods- Partisanand Non-PartisanFiction Chapter5 Charlotte Mary Yonge (1823-1901) 141 Chapter6 Henry Kingsley (1830-1876) 169 Conclusion 199 Bibliography 203 ACKNOWLEDGEMENTS I am most grateful to the following for academic and professional advice, and for help with sources: Sally Shuttleworth, Clyde Binfield, Andrew Sanders, Jan Jedrzejewski, Gowan Dawson, Louise Henson, Kim Diment, Simon Gill, and to Caroline Dicker at the Lincoln Theological Institute Library. Thanks for domestic, practical, and moral support must go to: my parents, Jill and Charles Natton, Tessaand Michael Herron, Ann O'Shaughnessy,Vanessa Barker, Peter Hargreaves, Jackie Brookfield, Tracey Smith, and to Edwina Porter. Finally, I am very grateful to the Community of St Margaret,East Grinstead,especially Mother Raphaeland Sister Sarah,for kindly allowing me accessto their library and records,and to Sister Pamelaof the Community of All Hallows, Ditchingham, who told me about Sisterhoods. Summary This thesis deals with the different ways in which Anglican Sisterhoods were portrayed in fiction and journalism, both religious and secular, in the mid-nineteenth century. It examines the influence of anti-Roman Catholic and anti-convent literature on these portrayals and considers whether there was any significant interchange between Sisterhoods and the feminist movement of the mid-nineteenth century.
    [Show full text]
  • Copyright Jennifer Stolpa, 2000. Reproduced with Permission. “Revisioning Christian Ministry: Women and Ministry in Agnes Grey
    “Revisioning Christian Ministry: Women and Ministry in Agnes Grey, Ruth, Janet’s Repentance, and Adam Bede” By Jennifer Stolpa, Ph.D. Dissertation. BIBLIOGRAPHY Adams. Rev. of Woman’s Mission. Westminster Review 52 (1850): 181-96. Adams, Kathleen. “To Pray or Not to Pray.” The George Eliot Fellowship Review 18 (1987): 77-80. Adams, Kimberly VanEsveld. “Feminine Godhead, Feminist Symbol: The Madonna in George Eliot, Ludwig Feuerbach, Anna Jameson, and Margaret Fuller.” Journal of Feminist Studies in Religion 12.1 (1996): 41-70. Aguilar, Grace. The Jewish Faith. 1846. Philadelphia: Sherman, 1864. ---. The Women of Israel. 1845. 2 vols. New York: Appleton, 1851. Armstrong, Nancy. Desire and Domestic Fiction: A Political History of the Novel. Oxford: Oxford UP, 1987. “Arrival.” The Vicar of Dibley. Perf. Dawn French and Gary Waldhorn. Prod. Tiger Aspects. 10 Nov. 1994. Avail. on Vicar of Dibley: New Girl in Town. Video. Twentieth Century Fox (1998). “As Priests Retire, Fewer Available for Active Service.” National Catholic Reporter 3 July 1998: 7. Ashe, Kaye. The Feminization of the Church? Kansas City: Sheed & Ward, 1997. Ashton, Rosemary. George Eliot: A Life. London: Penguin, 1996. Austen, Zelda. “Why Feminist Critics are Angry with George Eliot.” College English 37 (1976): 549-61. Auster, Henry. Local Habitations: Regionalism in the Early Novels of George Eliot. Cambridge: Harvard UP, 1970. Copyright Jennifer Stolpa, 2000. Reproduced with permission. Baker, William. The Libraries of George Eliot and George Henry Lewes. British Columbia: English Literary Studies at U of Victoria, 1981. Barker, Juliet. The Brontës. New York: St. Martin’s, 1994. ---. The Brontës: A Life in Letters.
    [Show full text]
  • Characters of the Press
    Characters of the Press Fortieth Annual Conference of the Research Society for Victorian Periodicals Roehampton University, London , U.K. 4-5 July 2008 www.rs4vp.org 40th Annual RSVP Conference CHARACTERS OF THE PRESS Roehampton, London; 4-5 July 2008 The RESEARCH SOCIETY for RSVP has held its annual VICTORIAN PERIODICALS was founded conferences in the following in December 1968 at the Modern Language cities: Association conference in New York by an interdisciplinary group of scholars led by New York City 1969 & 1970 RSVP's presidents from its Michael Wolff, who became its first president. Urbana, IL 1971 founding have been: Most of its founding members belonged to Cambridge, MA 1972 the informal scholarly collective engaged in Washington, DC 1973 Michael Wolff (1969-1973) research for Walter Houghton's Wellesley Index Minneapolis, MN 1974 Josef Altholz (1973-1975) of Victorian Periodicals and were eager to give a Toronto, ON 1975 William Scheuerle (1975-1977) permanent organizational embodiment to the Leicester, UK 1976 intellectual energy and enthusiasm generated Chicago, IL 1977 Scott Bennett (1977-1981) by that remarkable project. New York City 1978 Rosemary Van Arsdel (1981- The 1960s witnessed an enormous upsurge of St. Louis, MO 1979 1983) interest in interdisciplinary scholarship, Philadelphia, PA 1980 Joel Wiener (1983-1985) particularly in the area of Victorian Studies. Tacoma, WA 1981 Merrill Distad (1985-1987) The vast range and number of Victorian New York City 1982 periodicals was being recognized as an ideal Leicester, UK 1983 Sally Mitchell (1987-1989) resource for such scholarship since they touch Cambridge, MA 1984 Richard Fulton (1989-1991) on virtually every conceivable aspect of Toronto, ON 1985 Penny Kanner (1991-1993) Victorian life.
    [Show full text]
  • The Victorian Newsletter
    The Victorian Newsletter Deborah A. Logan, Editor Western Kentucky University Tables of Contents, #111 (2007) through #1 (1952) The Victorian Newsletter Number 111 Spring 2007 Contents Page Carlyle's Influence on Shakespeare 1 by Robert Sawyer Imagining Ophelia in Christina Rossetti's ''Sleeping at Last'' 8 by Mary Faraci The Poison Within: Robert Browning' s ''The Laboratory'' 10 by David Sonstroem ''Her life was in her books'': Jean lngelow in the Literary Marketplace 12 by Maura Ives The Buddhist Sub-Text and the Imperial Soul-Making in Kim 20 by Young Hee Kwon ''Gliding'': A Note On the Exquisite Delicacy of the Religious Glissade Motif in Hopkins's ''The Windhover'' 29 by Nathan Cervo Coming in The Victorian Newsletter 29 Books Received 30 Notice 32 The Victorian Newsletter Number 110 Fall 2006 Contents Page Reading Hodge: Preserving Rural Epistemologies in Hardy's Far from the Madding Crowd 1 by Eric G. Lorentzen Unmanned by Marriage and the Metropolis in Gissing's The Whirlpool 10 by Andrew Radford Anthony Trollope's Lady Anna and Shakespeare's Othello 18 by Maurice Hunt The Romantic and the Familiar: Third-Person Narrative in Chapter 11 of Bleak House 23 by David Paroissien Tennyson's In Memoriam, Section 123, and the Submarine Forest on the Lincolnshire Coast 28 by Patrick Scott Coming in Victorian Newsletter 30 Books Received 31 The Victorian Newsletter Number 109 Spring 2006 Contents Page Scandalous Sensations: The Woman In White on the Victorian Stage 1 by Maria K. Bachman Nostalgia to Amnesia: Charles Dickens, Marcus Clarke and Narratives of Australia’s Convict Origins 9 by Beth A.
    [Show full text]
  • Mapping Gendered Spaces in Victorian Literature for Children
    GIRLHOOD GEOGRAPHIES: MAPPING GENDERED SPACES IN VICTORIAN LITERATURE FOR CHILDREN A Dissertation by SONYA SAWYER FRITZ Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY December 2010 Major Subject: English Girlhood Geographies: Mapping Gendered Spaces in Victorian Literature for Children Copyright 2010 Sonya Sawyer Fritz GIRLHOOD GEOGRAPHIES: MAPPING GENDERED SPACES IN VICTORIAN LITERATURE FOR CHILDREN A Dissertation by SONYA SAWYER FRITZ Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Co-Chairs of Committee, Lynne Vallone Claudia Nelson Committee Members, Susan Egenolf James Rosenheim Head of Department, M. Jimmie Killingsworth December 2010 Major Subject: English iii ABSTRACT Girlhood Geographies: Mapping Gendered Spaces in Victorian Literature for Children. (December 2010) Sonya Sawyer Fritz, B.A., Harding University; M.A., Texas A&M University Co-Chairs of Advisory Committee: Dr. Lynne Vallone Dr. Claudia Nelson “Girlhood Geographies: Mapping Gendered Spaces in Victorian Literature for Children,” analyzes Victorian literature for girls and contemporary discourses on girlhood through the lens of cultural geography in order to examine the importance of place in the Victorian girl‟s identity work and negotiation of social responsibilities, pressures, and anxieties. The premise of my project is that one of the pressing cultural concerns in Victorian England, which greatly valued the stability of gender and class identities, was to teach children to know their place—not simply their proper position in society but how their position in society dictated the physical spaces in which they belonged and those in which they did not.
    [Show full text]
  • Masked Atheism
    Masked Atheism Lamonaca_Book 4 Print.indb 1 4/26/2008 12:46:11 AM Lamonaca_Book 4 Print.indb 2 4/26/2008 12:46:11 AM Masked Atheism Catholicism and the Secular Victorian Home Maria LaMonaca THEOHI O S T A T EUNIVER S I T YPRE ss Columbus Lamonaca_Book 4 Print.indb 3 4/26/2008 12:46:12 AM Cover Image: Lithograph depicting the appearance of Our Lady of Lady of La Salette, from Rambler 10 (December 1852). Image courtesy of Rare Books and Special Collections, The Catholic University of America. Copyright © 2008 by The Ohio State University. All rights reserved. Library of Congress Cataloging-in-Publication Data LaMonaca, Maria. Masked atheism : Catholicism and the secular Victorian home / Maria LaMonaca. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-8142-1084-0 (alk. paper) ISBN-10: 0-8142-1084-8 (alk. paper) 1. Catholic Church—In literature. 2. English literature—19th century—History and crit- icism. 3. English literature—Women authors—History and criticism. 4. English literature— Protestant authors—History and criticism. 5. English literature—Catholic authors—History and criticism. 6. Anti-Catholicism in literature. 7. Catholic Church and atheism—Great Britain—History—19th century. 8. Family—Religious life—Great Britain—History—19th century. 9. Secularism in literature. 10. Women and religion—Great Britain—History—19th century. I. Title. PR468.C3L36 2008 820.9'38282—dc22 2007039397 This book is available in the following editions: Cloth (ISBN 978-0-8142-1084-0) CD-ROM (ISBN 978-0-8142-9163-4) Cover design by Dan O’Dair Text design by Jennifer Shoffey Forsythe Type set in Adobe Minion Pro Printed by Thomson-Shore, Inc.
    [Show full text]
  • University of Southampton Research Repository
    University of Southampton Research Repository University of Southampton Research Repository Copyright © and Moral Rights for this thesis and, where applicable, any accompanying data are Copyright © and Moral Rights for this thesis and, where applicable, any accompanying data are retained by the author and/or other copyright owners. A copy can be downloaded for personal retained by the author and/or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis and the non-commercial research or study, without prior permission or charge. This thesis and the accompanying data cannot be reproduced or quoted extensively from without first obtaining accompanying data cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder/s. The content of the thesis and accompanying permission in writing from the copyright holder/s. The content of the thesis and accompanying research data (where applicable) must not be changed in any way or sold commercially in any research data (where applicable) must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holder/s. format or medium without the formal permission of the copyright holder/s. When referring to this thesis and any accompanying data, full bibliographic details must be given, When referring to this thesis and any accompanying data, full bibliographic details must be given, e.g. e.g. Thesis: Author (Year of Submission) "Full thesis title", University of Southampton, name of the Thesis: Author (Year of Submission) "Full thesis title", University of Southampton, name of the University Faculty or School or Department, PhD Thesis, pagination.
    [Show full text]
  • The Letters of Charlotte Mary Yonge
    The Letters of Charlotte Mary Yonge (1823-1901) edited by Charlotte Mitchell, Ellen Jordan and Helen Schinske. 1 The Letters of Charlotte Mary Yonge (1823-1901) Charlotte Yonge is one of the most influential and important of Victorian women writers; but study of her work has been handicapped by a tendency to patronise both her and her writing, by the vast number of her publications and by a shortage of information about her professional career. Scholars have had to depend mainly on the work of her first biographer, a loyal disciple, a situation which has long been felt to be unsatisfactory. We hope that this edition of her correspondence will provide for the first time a substantial foundation of facts for the study of her fiction, her historical and educational writing and her journalism, and help to illuminate her biography and also her significance in the cultural and religious history of the Victorian age. This site currently includes all letters known to us written by Yonge before 1859 (with a few relevant letters by others): further sections will be added in chronological order and the index improved. At present the material is arranged as follows: Contents: THIS EDITION AND ITS EDITORIAL PRINCIPLES ...............................................2 GENERAL INTRODUCTION......................................................................................4 INTRODUCTION TO LETTERS 1836-1849...............................................................6 LETTERS 1834-1849 ..................................................................................................15
    [Show full text]