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Reprint of the original, first published in 1872.
The Governess, or The Little Female Academy is a book about a boarding school run by Mrs Teachum.[3] The story takes place over ten days, not including some initial background information, and an epilogue. On each day, except for the first, all or part of a text is read aloud to the students by Miss Jenny Peace. Afterward, one or more of the pupils is physically described, followed by the recording their life story. These are written so as to appear to have been spoken by each respective girl, and recorded by Miss Jenny. Each session of reading is capped by an appearance from Mrs Teachum, who explains the lesson that should be taken from each experience. Much emphasis is given to the importance of reading and to reflecting on the reading.
Some of the greatest English novels were written during the Victorian era, and many are still widely read and taught today. But many others written during that period have been neglected by scholars and modern readers alike. A number of these novels were written by women and were popular when published. Moreover, they reveal perspectives of 19th-century British culture not present in canonized works and therefore revise our understanding of Victorian life and attitudes. With the increasing interest in revising Victorian history and gender scholarship, especially through the rediscovery of lost texts written by women, this book is a timely and much needed study. The expert contributors to this volume argue the value of novels by such Victorian women writers as Grace Aguilar, Catherine Crowe, Charlotte Elizabeth Tonna, Annie E. Holdsworth, Ella Hepworth Dixon, Flora Annie Steel, Anne Thackeray, Sarah Grand, Marie Corelli, and others. Most of the chapters address numerous works by a particular writer. Each focuses on different social issues as well, though most of them share an interest in gender politics. Topics discussed include a 19th-century Jewish novelist's navigation through Protestant spirituality, the relationship of noncanonical governess novels to class and gender issues, and forgotten works by women crime writers. Other chapters analyze how women writers impelled social reform and subverted patriarchally defined religious issues.
An investigation of the Victorian governess novel as a specific genre. Based on a comprehensive set of nineteenth-century novels, governess manuals, articles and biographical material, it shows how the Victorian Governess novel made up a vital part of the governess debate, as well as of the more general debate on female education.
In 18th through 20th-century British and American literature, school stories always play out the power relationships between adult and child. They also play out gender relationships, especially when females are excluded, although most histories of the genre ignore the unusual novels that probe the gendering of school stories. When the occasional man wrote about girls schools-as Charles Lamb and H. G. Wells did-he sometimes empowered his female characters, granting them freedoms that he had experienced at school. Women who wrote about boys' schools often gave unusual emphasis to families, and at times, revealed the contradictions in the schoolyard code against telling tales or presented competing versions of masculinity, such as the Christian gentleman versus the self-made man. Sometimes these middle-class white women projected their sense of estrangement onto working class and minority women. Sometimes they wrote school stories that were in dialog with other genres, as when Mrs. Henry Wood wrote a sensation story or, like Louisa May Alcott, they domesticated the boys school story, giving prominence to a female viewpoint.
Reprint of the original, first published in 1883.
This volume examines a variety of utopian writing for children from the 18th century to the present day, defining and exploring this new genre in the field of children's literature. The original essays discuss thematic conventions and present detailed case studies of individual works. All address the pedagogical implications of work that challenges children to grapple with questions of perfect or wildly imperfect social organizations and their own autonomy. The book includes interviews with creative writers and the first bibliography of utopian fiction for children.