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First published in 2006. Women and Romanticism’s first two volumes gather material from the vast body of work produced around the subjects of education and employment. VOLUME I covers Education and Employment in the Early Romantic Period. Until the 1980s, a five-volume collection of materials on ‘Women and Romanticism’ would have been inconceivable, since Romantic studies largely restricted itself to a consideration of the major male poets of the period (William Blake, William Wordsworth, Samuel Taylor Coleridge, Lord Byron, Percy Bysshe Shelley and John Keats), When women were present in accounts of Romanticism, they were considered in terms of their literary function (as objects of representation), or in relation to their domestic (as mothers, daughters, wives and lovers of the authors). Indeed, the first Romantic women writers to enter academic discourse were those with familial connections to the canonized poets: Mary Wollstonecraft, Mary Shelley and Dorothy Wordsworth. Other writers of interest in the 1970s included Frances Burney and Jane Austen.
Did women have an Enlightenment? This path-breaking volume of interdisciplinary essays by forty leading scholars provides a detailed picture of the controversial, innovative role played by women and gender issues in the age of light.
This study offers a timely and necessary reassessment of the careers of Ann Yearsley and Hannah More. Making use of newly-discovered letters and poems, Andrews provides a full analysis of the breakdown of the two writers’ affiliation and compares it to other labouring-class relationships based on patronage.
Are sex scandals simply trivial distractions from serious issues or can they help democratize politics? In 1820, George IV's "royal gambols" with his mistresses endangered the Old Oak of the constitution. When he tried to divorce Queen Caroline for adultery, the resulting scandal enabled activists to overcome state censorship and revitalize reform. Looking at six major British scandals between 1763 and 1820, this book demonstrates that scandals brought people into politics because they evoked familiar stories of sex and betrayal. In vibrant prose woven with vivid character sketches and illustrations, Anna Clark explains that activists used these stories to illustrate constitutional issues concerning the Crown, Parliament, and public opinion. Clark argues that sex scandals grew out of the tension between aristocratic patronage and efficiency in government. For instance, in 1809 Mary Ann Clarke testified that she took bribes to persuade her royal lover, the army's commander-in-chief, to promote officers, buy government offices, and sway votes. Could women overcome scandals to participate in politics? This book also explains the real reason why the glamorous Georgiana, Duchess of Devonshire, became so controversial for campaigning in a 1784 election. Sex scandal also discredited Mary Wollstonecraft, one of the first feminists, after her death. Why do some scandals change politics while others fizzle? Edmund Burke tried to stir up scandal about the British empire in India, but his lurid, sexual language led many to think he was insane. A unique blend of the history of sexuality and women's history with political and constitutional history, Scandal opens a revealing new window onto some of the greatest sex scandals of the past. In doing so, it allows us to more fully appreciate the sometimes shocking ways democracy has become what it is today.
The English Teacher’s Drama Handbook is a rich, thought-provoking introduction to teaching drama within the English classroom. Divided into two sections, the first part of the book explores deological influences that have shaped drama's relationship with English over the past 250 years and aims to help you locate your own practice within a theoretical and historical context. Starting with Rousseau's seminal text Emile, it considers the theories of key thinkers and practitioners and a range of complex issues including the construction of ‘childhood’, children’s play, the teacher and student relationship, the implications of linking drama and English and the impact of national curricula on drama and English teaching. The second half of the book offers a collection of comprehensive, practical schemes of work to inspire and support you and your students to realise the power of drama in bringing English language and literature vividly to life. Suitable for a range of ages and abilities, each activity makes explicit links to the key thinkers and issues explored in the first part of the book and explores a particular aspect of work in English - from grammar and spelling to poetry and play texts. Together with guidance on how to begin and progress the activities, each sequence includes ideas for exploring issues further in the English classroom. Written for English teachers at any stage of their career, The English Teacher’s Drama Handbook offers new ways of looking at drama and English that will ensure meaningful and enjoyable teaching and learning.
In this challening book, Firdous Azim, provides a feminist critique of orthodox accounts of the `rise of the novel' and exposes the underlying orientalist assumptions of the early English novel. Whereas previous studies have emphasized the universality of the coherent and consistent subject which found expression in the novels of the eighteenth century, Azim demonstrtes how certain categories: women and people of colour, were silenced and excluded. The Colonial Rise of the Novel makes an important and provocative contribution to post-colonial and feminist criticism. It will be essential reading for all teachers and students of English literature, women's studies, and post-colonial criticism.
In 1500, as many as 99 out of 100 English women may have been illiterate, and girls of all social backgrounds were the objects of purposeful efforts to restrict their access to full literacy. Three centuries later, more than half of all English and Anglo-American women could read, and the female reader was emerging as a cultural ideal and a market force. While scholars have written extensively about women's reading in the nineteenth and twentieth centuries and about women's writing in the early modern period, they have not attended sufficiently to the critical transformation that took place as female readers and their reading assumed significant cultural and economic power. Reading Women brings into conversation the latest scholarship by early modernists and early Americanists on the role of gender in the production and consumption of texts during this expansion of female readership. Drawing together historians and literary scholars, the essays share a concern with local specificity and material culture. Removing women from the historically inaccurate frame of exclusively solitary, silent reading, the authors collectively return their subjects to the activities that so often coincided with reading: shopping, sewing, talking, writing, performing, and collecting. With chapters on samplers, storytelling, testimony, and translation, the volume expands notions of reading and literacy, and it insists upon a rich and varied narrative that crosses disciplinary boundaries and national borders.