Parallels with the Brontës
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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. -
Representations, Limitations, and Implications of the “Woman” and Womanhood in Selected Victorian Literature and Contemporary Chick Lit
Gardner-Webb University Digital Commons @ Gardner-Webb University MA in English Theses Department of English Language and Literature 2017 “Not as She is” but as She is Expected to Be: Representations, Limitations, and Implications of the “Woman” and Womanhood in Selected Victorian Literature and Contemporary Chick Lit. Amanda Ellen Bridgers Follow this and additional works at: https://digitalcommons.gardner-webb.edu/english_etd Part of the Literature in English, British Isles Commons Recommended Citation Bridgers, Amanda Ellen, "“Not as She is” but as She is Expected to Be: Representations, Limitations, and Implications of the “Woman” and Womanhood in Selected Victorian Literature and Contemporary Chick Lit." (2017). MA in English Theses. 16. https://digitalcommons.gardner-webb.edu/english_etd/16 This Thesis is brought to you for free and open access by the Department of English Language and Literature at Digital Commons @ Gardner-Webb University. It has been accepted for inclusion in MA in English Theses by an authorized administrator of Digital Commons @ Gardner-Webb University. For more information, please see Copyright and Publishing Info. “Not as She is” but as She is Expected to Be: Representations, Limitations, and Implications of the “Woman” and Womanhood in Selected Victorian Literature and Contemporary Chick Lit. by Amanda Bridgers A thesis submitted to the faculty of Gardner-Webb University in partial fulfillment of the requirements for the degree of Master of Arts in the Department of English. Boiling Springs, N.C. 2017 ! Bridgers!2! “Not as She is but as She is Expected to Be:’ Representations, Limitations, and Implications of the ‘Woman’ and Womanhood in Selected Victorian Literature and Contemporary Chick Lit.” One face looks out from all his canvases, One selfsame figure sits or walks or leans: We found her hidden just behind those screens, That mirror gave back all her loveliness. -
238 Children & Education
CHILDREN & EDUCATION L IST 2 3 8 PICKERING & CHATTO PICKERING & C H A T T O ANTIQUARIAN BOOKSELLERS ESTABLISHED 1820 1 ST. CLEMENT’S COURT LONDON EC4N 7HB TELEPHONE: +44 (0) 20 7337 2225 E-MAIL: [email protected] WEBSITE: www.pickering-chatto.com 60 [School Days] Front cover image is taken from item 72 White FOR ANY ENQUIRIES PLEASE CONTACT ED SMITH PRICES ARE IN POUNDS STERLING. VISA, MASTERCARD & AMERICAN EXPRESS ACCEPTED. BANKERS : METRO BANK 227-228 TOTTENHAM COURT ROAD LONDON W1T 7QF ACCOUNT NAME : M ARLBOROUGH & P ICKERING LTD ACCOUNT N°: 11944094 SORT CODE : 23-05-80 TERMS : 30 DAYS IBAN: GB18MYMB23058011944094 SWIFT: MYMBGB2L REGISTERED IN ENGLAND N° 3290231 V AT REGISTRATION N° 896 1174 90 1.[ABC]. LE PREMIER ALPHABET DES ENFANS en une serie de gravures coloriees… Paris, Libraire Francaise et Anglaise de J. H. Truchy, 26, boulevard des Italiens, 1864. £ 450 4to, pp. 16; with hand coloured illustrations throughout; a few marks in places, otherwise clean throughout; in the original grey printed publisher’s boards, lightly dust-soiled; a very good copy. Rare and attractive alphabet book for young French children. The work is predominantly made up of letters of the alphabet, each accompanied with a hand coloured illustration descriptive of the letter, before moving on to numbers, vowels, consonants and word exercises. On the final three pages more exotic animals are shown, such as a water buffalo, lynx and an elephant, with simple descriptive text to help the child in pronunciation. The publisher, J. H. Truchy, ran a ‘Librairie francaise et anglaise’ at 26 Boulevard des Italiens in Paris, with the back cover of the present work providing details of other works they published, all in a similar vein, being for young children. -
AL1 Bus Time Schedule & Line Route
AL1 bus time schedule & line map AL1 Birstall <-> Dewsbury View In Website Mode The AL1 bus line (Birstall <-> Dewsbury) has 2 routes. For regular weekdays, their operation hours are: (1) Birstall <-> Dewsbury: 8:07 AM (2) Dewsbury <-> Birstall: 3:40 PM Use the Moovit App to ƒnd the closest AL1 bus station near you and ƒnd out when is the next AL1 bus arriving. Direction: Birstall <-> Dewsbury AL1 bus Time Schedule 48 stops Birstall <-> Dewsbury Route Timetable: VIEW LINE SCHEDULE Sunday Not Operational Monday 8:07 AM Bradford Road Monk Ings Ave, Birstall Tuesday 8:07 AM Scotland Inn Ph, Birstall Wednesday 8:07 AM Dewsbury Rd Nutter Lane, Birstall Thursday 8:07 AM Selene Close, England Friday 8:07 AM Moor Lane Queen St, Gomersal Saturday Not Operational Oxford Rd Grove Lane, Gomersal Oxford Rd Bronte Close, Gomersal Oxford Road, England AL1 bus Info Hill Top House, Gomersal Direction: Birstall <-> Dewsbury Stops: 48 Spen Lane Pollard Ave, Gomersal Trip Duration: 48 min Line Summary: Bradford Road Monk Ings Ave, Spen Ln Shirley Road, Gomersal Birstall, Scotland Inn Ph, Birstall, Dewsbury Rd Nutter Lane, Birstall, Moor Lane Queen St, Gomersal, Oxford Rd Grove Lane, Gomersal, Oxford Rd Bronte Close, Spen Lane Nibshaw Rd, Gomersal Gomersal, Hill Top House, Gomersal, Spen Lane Pollard Ave, Gomersal, Spen Ln Shirley Road, Spen Lane Fusden Ln, Gomersal Gomersal, Spen Lane Nibshaw Rd, Gomersal, Spen Lane Fusden Ln, Gomersal, Spen Lane Cricket Spen Lane Cricket Ground, Cleckheaton Ground, Cleckheaton, Spen Lane Gomersal Ln, Cleckheaton, St Peg -
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. -
Everyday Life in Anne Bronte ;• Ki.'1
w FOUR Everyday Life in Anne Bronte ;• Ki.'1 AMANDA CLAYBAUGH The Brontes' novels are justly famous for their middles. Nelly Dean's narra- tf'.ii tion in the middle of Emily Brontes Wuthering Heights (1847); the Thornfield episode, flanked by Lowood and Marsh End, in the middle of Charlotte Brontes Jane Eyre (1847)—both serve as keystones to the novels' elaborate architecture. And so, too, does the diary that makes up the middle of Anne Brontes Tenant ofWildfell Hall (1848). More typically, however, the middles rl!;I of Anne Bronte's novels differ from those of her sisters. While theirs display formal mastery, hers more often offer a space for formal experimentation. In the middle chapters of Agnes Grey (1847), indeed even in the middle of Ten- ant's inset diary, we can see Anne Bronte experimenting to find forms capable of containing everyday life. The everyday is not a topic we associate with the Brontes, who are better known for embracing the extreme, for depicting rioting laborers and tortured birds, delirium tremens and violent assaults, ghosts that haunt the Yorkshire moors, nuns that haunt Belgian schools, and the echoing call of Rochester jU for Jane. But for the Bronte's, at least for Charlotte and Anne Bronte, the ordinary was an important subject as well. Charlotte Bronte was quite explicit about this. In the opening pages of her apprentice novel, The Professor (1846; 1857), she announced her commitment to depicting persons who are "plain and homely" and events that are "not exciting, and above all, not marvelous."1 109 112 PART II, CHAPTER 4 CLAYBAUGH, "EVERYDAY LIFE IN ANNE BRONTE" 113 should have an affinity because work, which she conceives of as the making gentlewoman's right to engage in conversation. -
Brontë Myths Christopher Cooper
BRONTË MYTHS Christopher Cooper This article is based on a talk given by Dr Cooper to members of the public, rather than to ABA members. It not only compares Brontë myths to reality, but gives a representative example of early writings from Charlotte, Emily, Anne and Branwell. In 2016 we’ll celebrate the bicentenary of Charlotte Brontë’s birth, and this year is the bicentenary of the birth of Charles Dickens commemo- rated by special events in England, and in Australia. The Brontës are almost as famous as Shakespeare, Dickens or Jane Austen, but one fact makes them stand out from all the others. While Shakespeare, Dickens and Jane Austen moved around and lived in different parts of England, the Brontë sisters lived their whole lives in one house, the Brontë Parson- age in Haworth. This has, for some The Haworth Parsonage time, been a museum and it attracts more visitors annually than any other literary home in Britain apart from Shakespeare’s house in Stratford-upon-Avon. Also, there was much trag- edy in the lives of the Brontës which also adds to their mystique. Why Brontë Myths? Because much of what people think they know about the Brontës is quite inaccurate. The myths follow, and we will examine each of them. The Brontës were an old Yorkshire family. Patrick Brontë had three daughters, Charlotte, Emily and Anne, as well as a son Branwell. They were born in Haworth which was an isolated village on the moors. The three sisters were spinsters and they lived sheltered lives, rarely moving far from Haworth. -
Female Education As Reflected in Victorian Fiction
Butler University Digital Commons @ Butler University Graduate Thesis Collection Graduate Scholarship 1940 Female Education as Reflected in Victorian Fiction Mary F. Fields Beeler Follow this and additional works at: https://digitalcommons.butler.edu/grtheses Part of the English Language and Literature Commons Recommended Citation Fields Beeler, Mary F., "Female Education as Reflected in Victorian Fiction" (1940). Graduate Thesis Collection. 79. https://digitalcommons.butler.edu/grtheses/79 This Thesis is brought to you for free and open access by the Graduate Scholarship at Digital Commons @ Butler University. It has been accepted for inclusion in Graduate Thesis Collection by an authorized administrator of Digital Commons @ Butler University. For more information, please contact [email protected]. FEMALE EDUCATION AS REFLECT~D IN VICTORIMl FICTION. by r~~Y FERN FIELDS BEELER I A thesis sub~;iitted in l)artial fulfillment of the requirements for the degree of :.laster of Arts, in the Department of English. Division of Graduate Instruction Butler University Indianapolis 1940 , h FOREWORD \~nile I was studying at Col~~bia University, this sub ject, Female Educ~tion As Reflected In Victorian Fiction, was suggested to me as the basis for a thesis. Since for a number of years I have been interested in the emancipation of womankind, this particular phase of that subject appealed to me. Most of my researcL ccncerning the history of educa tion of girls was done at Columbia University; the remain der has been carried on at Butler University, and it has been a most pleasant and interesting work. I have confined this research to the chief novelists of the period, and have not attempted to include every novel which may deal ,dth this subject. -
Historical Background to the Sculpture
CHAPTER II HISTORICAL BACKGROUND TO THE SCULPTURE THE AREA as do the rivers Don and its tributary the Dearne, further south. However, the county straddles the Pennines, so This volume completes the study of the sculpture of the that the upper reaches of the rivers Lune and Ribble, historic county of Yorkshire begun in volumes III (Lang draining away towards the west coast, are also within its 1991) and VI (Lang 2001) of the series: that is, it covers boundaries. the pre-1974 West Riding of Yorkshire. The geographical The effect of this topography on settlement is reflected spread of this area is in itself very important to the present in all phases of its history, as discussed below. Most study (Fig. 2). The modern county of West Yorkshire is dramatically and pertinently for our present purposes, it all to the east of Manchester, but the north-west corner is clear in the distribution of the Roman roads and the of the old West Riding curves round through the Pennine pre-Conquest sculpture, that both follow the river valleys dales to the north and west of Manchester, coming at yet avoid the low-lying marshy areas while keeping below one point to within a few miles of the west coast of the 300 metre mark. England. At the other end, it stretches a long way to the south, into what is now South Yorkshire. In fact, it touches on five other counties apart from the old North and POLITICAL SUMMARY East Ridings of Yorkshire: Lancashire, Cheshire, Derbyshire, Lincolnshire and Nottinghamshire. -
Moving Towards a New Diocese for West Yorkshire and the Dales - a Report by the Dioceses Commission
October 2012 - YDCR5 MOVING TOWARDS A NEW DIOCESE FOR WEST YORKSHIRE AND THE DALES - A REPORT BY THE DIOCESES COMMISSION CONTENTS Page Foreword Map of the New Diocese 1. Why the Scheme? 1 2. The Vision and the Scheme 5 3. Key steps towards the final scheme 7 4. Benefits to mission 10 5. Key financial assumptions 13 6. Some other issues from the consultation 15 Annex A – Next steps 17 Annex B – List of those making submissions 21 Annex C – The diocesan boundary: transferring parishes to neighbouring dioceses 26 Annex D – Draft Resolution establishing Vacancy in See Committee 30 Annex E - Draft Instrument of Delegation during Vacancy in See 32 Annex F – Draft Instrument of Delegation 37 Annex G – Draft Petition for Re-naming of Suffragan See 39 Foreword This third report from the Dioceses Commission on its proposals for the Yorkshire dioceses follows those of December 2010 and October 2011. It needs to be read with those documents in mind, but has been designed to be self- standing (with links to other material in footnotes). Its publication marks a key phase in the process. It follows a statutory six month consultation period on the Draft Dioceses of Bradford, Ripon and Leeds and Wakefield Reorganisation Scheme, which resulted in over 100 representations. Published with this Report is the final version of this Draft Scheme on which the Diocesan Synods of the dioceses affected will need to vote next March. The Commission is very conscious that there has, quite properly, been a great deal of debate about its proposals over the last two years. -
1 CHAPTER I INTRODUCTION This Chapter Contains Six Elements. They
CHAPTER I INTRODUCTION This chapter contains six elements. They are background of the study, problem statement, objectives of the study, limitation of the study, benefits of the study, and research paper organization. A. Background of the Study There are some ways to express ideas, especially in a literary work. There is a literary work that brings us to the world of dreams and takes us away from reality. It has to be contrasted with a literary work that needs our interpretation. Literature is a personal expression of feeling including experience, idea, motivation, conviction in the concrete description by using language. Novel is a part of prose form beside short story. Most people read novel and short story. A novel expresses some aspects of human‟s love and existence. Novel describes human activities and describes what happened in surrounding, so it is written in long composition. According to Kennedy (1983: 103) novel is generally thought of as containing about forty five thousand words or more. So novel is longer narrative than short story and novella. According to Grant (2001) social classification is a set of concepts in the social sciences and political theory centered on models of social stratification in which people are grouped into a set of hierarchical social categories, the most common being the upper, middle, and lower classes. Class is an essential object of analysis for sociologists, political scientists, anthropologists, and social historians. However, there is no a consensus on the best definition of the term "class" and the term has different contextual meanings. In common parlance, the term "social class" is usually synonymous with "socio-economic class," defined as "people having the same social, economic, or educational status, "the working class", an emerging professional class. -
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.