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PROOF Contents Acknowledgements vi Introduction vii Life and Work vii Education, Enlightenment, and the ‘Moral Tale’ ix The Parent’s Assistant and Early Lessons xv Moral Tales and Popular Tales xxvii ‘The Good Aunt’ xxviii ‘The Grateful Negro’ xxxii Conclusion xxxviii Note on the Texts xl Further Reading xli ‘The Little Dog Trusty; or, The Liar and the Boy of Truth’ 1 ‘The Purple Jar’ 6 ‘Rosamond’s Day of Misfortunes’ 12 ‘The Bracelets’ 24 ‘Lazy Lawrence’ 50 ‘Waste Not, Want Not; or, Two Strings to Your Bow’ 74 ‘The Good Aunt’ 100 ‘The Grateful Negro’ 175 Notes 195 v PROOF Introduction Life and Work Maria Edgeworth (1768–1849) is widely regarded as a pioneer of children’s literature. Edgeworth was an innovative writer of nu- merous tales and novellas for children and young people, whose work was enjoyed by generations of juvenile readers from the late eighteenth until the early twentieth century. She was also the author of Practical Education (1798), an important manual on early education that broke away from the speculative approach of Jean-Jacques Rousseau and the class-specificity of John Locke (both of whom focused their efforts on the education of boys) to create an experimental, scientific pedagogy, based on observa- tions and anecdotes drawn from the experience of bringing up real girls and boys (eight of her half-siblings from her father’s third marriage).1 Edgeworth’s prolific writing for and about children was grounded in a sympathy for young people strengthened by her own turmoil in early childhood: she lost her mother when she was five years old, and her father (a virtual stranger to her) remar- ried within a few months. -
University of Cambridge Faculty of English Lessons After Barbauld
University of Cambridge Faculty of English Lessons After Barbauld: The Conversational Primer in Late- Eighteenth-Century Britain Jessica Wen Hui Lim Lucy Cavendish College This dissertation is submitted for the degree of Doctor of Philosophy August 2018 i Declaration This dissertation is the result of my own work. It is not substantially the same as any that I have submitted, or which is being concurrently submitted for a degree or diploma or other qualification at the University of Cambridge or any other University or similar institution. I further state that no substantial part of my dissertation has already been submitted, or, is being concurrently submitted for any such degree, diploma, or other qualification at the University of Cambridge or any other University of similar institution. This dissertation does not exceed the regulation length, including footnotes, references and appendices, but excluding the bibliography. Jessica Wen Hui Lim August 2018 ii Lessons after Barbauld: the Conversational Primer in Late-Eighteenth- Century Britain This thesis explores how Anna Letitia Barbauld’s book Lessons for Children Aged Two to Three Years (1778) facilitated the development of the conversational primer. This genre, which has not yet been theorised, may be identified by the way the texts present themselves as verisimilar and replicable sets of conversations, and depict parent-teachers and child-pupils as companions. This genre challenges the idea that there is a dichotomy between ‘adult’ and ‘child’ readers, a concept that inflects many contemporary approaches to children’s literature studies. Through a close reading of Lessons for Children and subsequent conversational primers, this thesis suggests that Barbauld’s Rational Dissenting value of discursive diversity influenced British middle-class children’s culture, enabling the voices of verisimilar children to proliferate children’s books on a previously unknown scale. -
Anna Laetitia Barbauld
Anna Laetitia Barbauld Avery Simpson “The dead of midnight is the noon of thought” (Barbauld, “A Summer Evening’s Meditation”) By Richard Samuel, “Portraits in the Characters of the Muses in the Temple of Apollo” (1778) Early Life Born on June 20, 1743 in Leicestershire, United Kingdom to Jane and John Aikin. Her mother served as her teacher in her early years, and her father John was a Presbyterian minister and leader of a dissenting academy. Because of her father’s job, Anna had the opportunity to learn many subjects deemed “unnecessary” for women to know, such Latin, Greek, French, and Italian. At age 15, her father accepted a position at Warrington Academy, which proved influential in her life and writing career. While at Warrington, Anna established lifelong friendships such as philosopher Joseph Priestley, and French revolutionary Jean-Paul Marat. Most of Barbauld’s early poems and writings were written during her time at Warrington Academy. Adult Life and The Palgrave Academy In 1773, Barbauld published her first collection of poems titled Poems. Married May 26th, 1774 to Rochemont Barbauld. Shortly after their marriage, the two opened the Palgrave Academy. Adopted her brother’s 2nd son, Charles. She became a well-known author in children’s literature, after writing her four volume work Lessons for Children. The Palgrave Academy was a great success and drew boys from as far away as New York. “Anna Letitia Barbauld” by John Chapman (1798) The Barbauld’s left the academy in 1785. Later Life Anna became a well-known essayist writing about topics such as the French Revolution, the British government, and religion. -
Education and Abolition in Late Eighteenth-Century Britain
Persons and Potential: Education and Abolition in Late Eighteenth-Century Britain By Charlotte Gill Thesis Submitted to the Faculty of the Department of History of Vanderbilt University In partial fulfillment of the requirements For Honors in History April 2016 On the basis of this thesis defended by the candidate on ______________________________ we, the undersigned, recommend that the candidate be awarded_______________________ in History. __________________________________ Director of Honors – Samira Sheikh ___________________________________ Faculty Adviser – James Epstein ___________________________________ Third Reader – Catherine Molineux Persons and Potential: Education and Abolition in Late Eighteenth-Century Britain By Charlotte Gill Table of Contents Introduction ...................................................................................................................................... 1 Education in the Antislavery Age ...................................................................................................... 12 Educating the Poor in the “Age of Benevolence” …………………………………………………………………………….. 13 Education and Morality among the Bastions of Abolition ………………………………………………………………… 15 Personhood and the Potential for Education …………………………………………………………………………………… 18 Teachings and Tales for the Home .................................................................................................... 32 Education and the Family ……………………………………………………………………………………………………………….. 37 Education and the Fictional Tale as Tool …………………………………………………………………………………………. -
Jeanne Marie Le Prince De Beaumont (1711-1780): Biographical Essay for Chawton House Library and Women Writers
Jeanne Marie Le Prince de Beaumont (1711-1780): Biographical Essay for Chawton House Library and Women Writers By Peggy Schaller Jeanne Marie Le Prince de Beaumont created works of fiction and non-fiction, authored essays and epistolary novels,1 and published what many now consider the first educational journals for children. A French author who resided in England from 1748 to 1763, Beaumont2 is primarily recognized today for the children‟s tales she popularized in those journals written during her fifteen years as governess, pedagogue, and author in London. Her version of “Beauty and the Beast,” part of her famous Magasin des Enfants (Young Misses Magazine 1756), is described by Joan Hinde Stewart as “without doubt the best-known work of fiction published by any woman in the eighteenth century” (Gynographs 26). Her influence on such British educators as Lady Charlotte Finch, royal governess to the children of George III, and Sarah Trimmer, the turn-of-the-century author, publisher, and educator, has been well documented by Enlightenment scholars and modern day historians alike. In addition, the Young Misses Magazine bears a resemblance to Sarah Fielding‟s The Governess (1749) for its dialogue format between young girls and their governess. Unfortunately, attention to the magazines also often obscures her other work and so improperly pigeonholes her in the category of pedagogue, even though much of her writing broached a broad expanse of contemporary socio- political issues. In fact, Beaumont surpassed even her contemporary French women authors Emilie du Châtelet and Françoise de Graffigny in public influence, although modern day critics have made their names more recognizable to contemporary readers. -
THE WARRINGTON DISPENSARY LIBRARY* By
THE WARRINGTON DISPENSARY LIBRARY* by R. GUEST-GORNALL What wild desire, what restless torments seize, The hapless man who feels the book-disease, If niggard fortune cramp his generous mind And Prudence quench the Spark of heaven assigned With wistful glance his aching eyes behold The Princeps-copy, clad in blue and gold, Where the tall Book-case, with partition thin Displays, yet guards, the tempting charms within. John Ferriar (1761-1815) THAT the thousand or more items comprising the Warrington Dispensary old library have been preserved intact is due to Sir William Osler, whose fame as a scholarly student of medical history is second only to his great repute as a clinical teacher, and also to the opportunity given him by his arrival in England in 1904 to take up his latest academic appointment as Regius Professor of Medicine at Oxford. If he was seized with a wild desire to possess the tempting charms of this unique collection it was because he wished to help to build up the library of the School of Medicine at Johns Hopkins which he had just left after fifteen years and which was still in its early days, having been founded in 1893; that no niggard fortune cramped this generous impulse was due to William A. Marburg who paid for them. In the words of Professor Singer, Osler was a true book lover to whom the very sight and touch of an ancient document brought a subtle pleasure, and he would quite understand what Ferriarl meant in the lines above; in fact he had an elegantly bound copy of the poem, printed in Warrington, which was given him with several other books from the same press by his friend Sir Walter Fletcher with the following note. -
367 Brentford High Street: Mrs Trimmer's School Room
367 Brentford High Street: Mrs Trimmer’s School Room Prepared by Val Bott and James Wisdom, on behalf of the Brentford and Chiswick Local History Society, October 2015. Summary. This building may be the only surviving purpose-built Georgian School of Industry in the UK. It was built in 1806, probably with accommodation for the school mistress, and the design of the building is significant in its own right. Its historic value also lies in its links with Sarah Trimmer. Mrs Trimmer started Sunday Schools in Brentford in 1786 and Schools of Industry in 1787, long before she had a building. Established teachers took “divisions” of children, either on Sundays for religious instruction and education, or during the week for work and education. The George Chapel was also used. The Girls’ School of Industry was financially successful and by 1806 Mrs Trimmer was able to build the schoolroom which brought all these Girls’ divisions together under one teacher. It was also used as a Sunday School. The Boys’ School of Industry, however, was less successful. Two of Mrs Trimmer’s daughters continued her work after her death in 1810. This inscription on the High Street facade of the Old School room commemorates the year in which Sunday Schools and Schools of Industry for poor children in Brentford were established and advertises the mechanisms for funding them. Origins The venture was inspired by the first such Sunday School established in Gloucester by Robert Raikes in 1780 and published in his newspaper in 1783. Raikes visited Brentford in 1787, was highly satisfied with what he saw and presented the children with Bibles1. -
Essays in Defence of the Female Sex
Essays in Defence of the Female Sex Essays in Defence of the Female Sex: Custom, Education and Authority in Seventeenth-Century England By Manuela D’Amore and Michèle Lardy Essays in Defence of the Female Sex: Custom, Education and Authority in Seventeenth-Century England, By Manuela D’Amore and Michèle Lardy This book first published 2012 Cambridge Scholars Publishing 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2012 by Manuela D’Amore and Michèle Lardy All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-4248-6, ISBN (13): 978-1-4438-4248-8 To our daughters Maria Elena and Maëva TABLE OF CONTENTS Foreword .................................................................................................... ix Paula Backscheider Preface..................................................................................................... xvii Manuela D’Amore Acknowledgements .................................................................................. xxi List of Abbreviations..............................................................................xxiii A Note on Editorial Policy ...................................................................... xxv Part I: From -
NCGS Journal Issue
NINETEENTH-CENTURY GENDER STUDIES # ISSUE 4.1 (SPRING 2008) Corporeal Lessons and Genre Shifts in Maria Edgeworth’s Belinda By Patricia A. Matthew, Montclair State University “A tamed Lady Delacour would be a sorry animal not worth looking at.”(1) <1> In the original sketch for Belinda (1801), Maria Edgeworth planned for Lady Delacour, the novel’s irrepressible coquette, to die as a result of a wound she receives by engaging in the least lady-like of activities: a duel with pistols. Believing she has a kind of cancer, Delacour begins her history by explaining, “’My mind is eaten away by an incurable disease like my body” (481), spending most of the novel trying to hide her failing health from unreliable friends and her unruly husband, prepared to face death rather than allow a physician to treat the wound. Rather than being the story of her demise, however, the novel is a model of how science and wit can come together to heal bodies and reconcile families. This essay considers how Edgeworth evades nineteenth-century narrative conventions that require the death or complete submission of a rebellious woman, arguing that she preserves the spirit and body of Lady Delacour by writing in two genres at once and in doing so creates a narrative space that demonstrates women are as open to logic and reason as their male counterparts. It also considers how Lady Delacour’s body is used to offer a complicated set of lessons to the novel’s audience in and outside of the text. Her wounded breast serves as a barometer of the shifting, expanding boundaries of appropriate female conduct and offers a set of lessons about women’s conduct and their bodies’ obligation to family structures and, by extension, a post-Revolutionary England. -
Explicit and Implicit Religious Teachings in Children's
INSTRUCTION WITHIN ENTERTAINMENT: EXPLICIT AND IMPLICIT RELIGIOUS TEACHINGS IN CHILDREN’S LITERATURE IN THE NINETEENTH CENTURY by Rebecca Jane Francis B.A., The University of Buckingham, 2015 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE COLLEGE OF GRADUATE STUDIES (English) THE UNIVERSITY OF BRITISH COLUMBIA (Okanagan) May 2018 © Rebecca Jane Francis, 2018 i The following individuals certify that they have read, and recommended to the College of Graduate Studies for acceptance, a thesis entitled: Instruction Within Entertainment: Explicit and Implicit Religious Teachings in Children’s Literature in the Nineteenth Century submitted by Rebecca Jane Francis in partial fulfillment of the requirements for the degree of Master of Arts. Examining Committee: Margaret Reeves, Faculty of Creative and Critical Studies Supervisor George Grinnell, Faculty of Creative and Critical Studies Supervisory Committee Member Oliver Lovesey, Faculty of Creative and Critical Studies Supervisory Committee Member Ben Nilson, Irving K. Barber School of Arts and Sciences University Examiner ii ABSTRACT How and what to teach children through stories has been an ongoing topic of debate for centuries. In the nineteenth century, much of this debate was centred around teaching Christian religious practices, and connecting these practices back to moral lessons or social concerns. This thesis traces the changes in the way in which religious teachings are presented in children’s literature throughout the nineteenth century. I argue that the instructional elements of children’s literature do not become less significant over the period, but rather become implicit rather than explicit, and thus invite the implied child reader to make connections and judgements for him- or herself rather than merely accepting what the narrator is saying. -
Practical Education Edgeworth11-Prelim.Fm Page Ii Friday, September 5, 2003 10:52 AM
Edgeworth11-prelim.fm Page i Friday, September 5, 2003 10:52 AM THE PICKERING MASTERS THE NOVELS AND SELECTED WORKS OF MARIA EDGEWORTH Volume 11. Practical Education Edgeworth11-prelim.fm Page ii Friday, September 5, 2003 10:52 AM THE PICKERING MASTERS THE NOVELS AND SELECTED WORKS OF MARIA EDGEWORTH GENERAL EDITOR: MARILYN BUTLER CONSULTING EDITOR: W. J. McCORMACK Edgeworth11-prelim.fm Page iii Friday, September 5, 2003 10:52 AM THE PICKERING MASTERS THE NOVELS AND SELECTED WORKS OF MARIA EDGEWORTH VO L U M E 11 EDITED BY Susan Manly PRACTICAL EDUCATION Edgeworth11-prelim.fm Page iv Friday, September 5, 2003 10:52 AM First published 2003 by Pickering & Chatto (Publishers) Limited Published 2016 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN 711 Third Avenue, New York, NY 10017, USA Routledge is an imprint of the Taylor & Francis Group, an informa business All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or inany information storage or retrieval system, without permission in writing from the publishers. Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. © Taylor & Francis 2003 © Introductory notes and endnotes Susan Manly 2003 BRITISH LIBRARY CATALOGUING IN PUBLICATION DATA A catalogue record for this book is available From the British Library LIBRARY -
Tophamjr1.Pdf
promoting access to White Rose research papers Universities of Leeds, Sheffield and York http://eprints.whiterose.ac.uk/ This is an author produced version of a book chapter published in Anthologizing the Book of Nature: The Circulation of Knowledge Between Britain, India and China: The Early-Modern World to the Twentieth Century. White Rose Research Online URL for this paper: http://eprints.whiterose.ac.uk/75775/ Published chapter: Topham, JR (2013) Anthologizing the Book of Nature: The Circulation of Knowledge and the Origins of the Scientific Journal in Late Georgian Britain. In: The Circulation of Knowledge Between Britain, India and China: The Early- Modern World to the Twentieth Century. History of Science and Medicine Library, 36 . Brill Academic Publishers , Leiden , 119 - 152 . White Rose Research Online [email protected] Anthologizing the Book of Nature: The Circulation of Knowledge and the Origins of the Scientific Journal in Late Georgian Britain Jonathan R. Topham1 Writing in the preface to a new monthly journal of science in 1813, the Scottish chemist Thomas Thomson observed that the ‗superiority of the moderns over the ancients‘ consisted ―not so much in the extent of their knowledge [...] as in the degree of its diffusion‖.2 This advance in the circulation of knowledge, he averred, was to a significant extent a consequence of the inception of moveable-type printing. More especially, it had been promoted by the periodical publications which existed in such profusion in Britain, France, and Germany, and most particularly by the new kinds of commercially produced ―philosophical‖ journals that had emerged during the last quarter of the eighteenth century and began to be called ‗scientific‘ journals from the turn of the century.