从《简爱》看维多利亚时期的女性教育论文.docx

从《简爱》看维多利亚时期的女性教育论文.docx

《从《简爱》看维多利亚时期的女性教育论文.docx》由会员分享，可在线阅读，更多相关《从《简爱》看维多利亚时期的女性教育论文.docx（17页珍藏版）》请在冰豆网上搜索。

从《简爱》看维多利亚时期的女性教育论文

从《简爱》看维多利亚时期的女性教育----论文

标题不要乱改，你的原始标题是

AStudyontheFemaleEducationinVictorianPeriod—basedonJaneEyre

（EducationforVictorianGirls-BasedonJaneEyre）

Student:

LiuXiaClass:

200711010106

Supervisors:

Prof.DuanChen;Ms.ChenXingjun

Abstract

JaneEyrewaspublishedin1847,overacenturyandahalfago.Itbecamepopularimmediatelyandhascontinuedtofindappreciativeaudiencesthroughouteverydecadesinceitsinitialrelease.Agreatnumberofscholarsathomeandabroad,havemadeagreatdealofstudyofJaneEyre,andsomeofthemmakedetailanalysis（of）oneducationJanereceivedinLowood,onthebasisofwhichtheyalsohavediscussedtheeducationforVictoriangirlsintheaspectsofeducationalforms,purposes,contents,andsoon.OnthebasisofJane’slifeexperiences,byanalyzingtheterribleeducationalenvironmentandcondition,generaleducationalcontentsofLowood,thisthesisbrieflydiscussesthefemaleeducationincharitableboardingschoollikeLowoodinVictorianperiod.Italsopresentsthatfemale（s）ofthelowerclasses,whohaveopportunitiestoreceiveeducation,couldattendcharityschoolswhich（targeted）aimedtotrain（ing）theirstudentstobegoodworkersinfactories,smallbusinesses,andhouseholdservantstaff,justasthevillageschoolestablishedbySt.JohninMorton.Inaddition,forfemalesfromwealthygenteelfamilieslikeMissIngram,twotypesofeducationwereavailable.Onewastoattendfashionableboardingschools,whicharetargetedtotraintheirstudentstobe“accomplished”toattractmen.Thesecondtypewastohireagoverness,whowasusuallyputintoanembarrassingpositionbetweentheemployerandservants.

Keywords:

female；education；Victorian；JaneEyre

从《简爱》看维多利亚时期的女性教育

学生：

班级：

导师：

教授；

摘要

《简爱》出版于1874年,一个世纪半以前。

自从这本书首次出版，它就立刻收到了大众的欢迎，而且一直以来都不断收到各个时代的人的欣赏。

许多国内外学者都对《简爱》作了大量研究，其中有些学者对简在洛伍所受的教育作了详细的分析，并在此基础上在教育方式，教育目标，教育内容等多方面做了很多关于维多利亚时期女性教育的研究，这篇论文根据简的生活的经历，通过对洛伍糟糕的教育条件和基本的教育内容的分析，简单地讨论了维多利亚时期女性在像洛伍一样的慈善寄宿学校所受的教育情况，本文还描述了有机会接受教育的来自下层阶级的女性受教育的情况，她们一般参加慈善学校，这些学校的目标是把它们的学生培养成工厂和小型企业里称职的工人，以及佣人，约翰在莫顿建立的乡村学校就属于这类学校。

而像英格兰曼小姐一样出身于富裕的家庭的女性，她们一般可以通过两种方式接受教育。

第一种是参加时兴的寄宿学校，这些学校的教育目的是把她们培养成“有修养”的人以便吸引男性。

第二种方式是聘请家庭教师，这些家庭教师通常处于比佣人们高一等而却不能与雇主同等阶层的尴尬境地。

关键词：

女性；教育；维多利亚；《简爱》

Contents

Introduction1

EducationforVictorianGirls-BasedonJaneEyre英文标题同上修改

从《简爱》看维多利亚时期的女性教育

Introduction

JaneEyreisanimportantworksinthehistoryofBritishliterature.JaneEyreissuchagreatnovelthatitholdsanimportantpositioninthehistoryofBritishliterature.Ithasbeentranslatedintovariouslanguagesandadaptedformovie,dazzlinggenerationsofreadersallthroughtheworld.ThisnovelbeginswithlittleJaneasadespisedorphaninthehouseofheruncle’swidow.Beingrebellious,sheispackedofftoacharitableboardingschool,whichadministersharshdisciplinewithespecialvigor.Janesetsherselftolearn,qualifiesherselfasateacher,advertisesforapost,andisemployedasgovernessoftheillegitimateFrenchdaughterofRochesterinhiscountrymansion,Thornfield.AloverelationshipdevelopsbetweenJaneandRochester.Jane’sresolutefreespirit,hersouloffire,bringsfromthedominantRochesteraproposalofmarriage.Butattheverymoment,theweddingceremonywasinterrupted,forRochesterisdiscoveredtohaveamadwifewhoishiddeninthathouse.Janedoesn’twanttobeRochester’smistressandsubsequentlyleavesThornfield,wanderingfaraway.SheisrescuedbytheRiversfamilyandurgedtomarryJohnRiversinordertoundertakemissionaryworkathisside.Almostsheconsents,butassheponders,Rochester’svoicecryinghernameresoundsinherears.ThenJanegainsalargeamountofinheritancefromherunclewhomshehasneverknownbefore.ShereturnstoThornfield,butthemansionhasbeendestroyedbyafiresetbythemadwife.Inascheduledcountryhousenearby,shefindsRochester,blindandalone;theymarryandfindhappinesstogether.

TheauthorofJaneEyre,CharlotteBrontewasborninaPriest’sfamilyinYorkshirein1816.Shehadtwoeldersisters,twoyoungersistersandoneyoungerbrother.Hermotherdiedwhenshewasfiveyearsold,leavingsixchildren.Fortunately,herfatherwasanintellect,soheoftentaughthischildrentoreadbooksandmagazinesandtoldstoriestothem.ItinfluencedCharlotteindevelopingherinterestinliterature.Whenshewasveryyoung,shewassenttoaboardingschoolwithherthreesisters.In1825,hertwoeldersistersdiedofinfectiousdiseaseinthatschool.Then,heryoungersisterEmilyandshewereforcedtogobackhomeandcompileajournalnamed“Youth”,whichlaidasolidfoundationfortheirlatercreationofliterature.Whenshewas15,shewenttoanotherschooltostudy.Andinordertosupportherfamily,shebecameateacherinthisschoolafterhergraduation.Aftersheleftthisschool,shewenttoarichfamilytobeatutorfortwice,duringwhichshe（declinedto）?

menwhowantedtomarryher.InordertoteachFrench,CharlotteandEmilywenttoaFrenchschooltolearnFrench.Inthatschool,CharlottefellinlovewithherFrenchteacherdeeply,yetshedidn’ttellhim.1847,underthenameofCurrerBell,shepublishedthenovelJaneEyrewhichwasagreatshockatthattimeandmadehersuccessful.Hertwoyoungersistersalsopublishedtheirnovelsandsucceededatthattime.ThegreatsuccessoftheBrontesistersbroughtgreathappinesstotheirfamily.Butinthefollowingyears,Charlottesufferedfromgreatsorrow:

heryoungerbrotherandtwoyoungersistersdiedonebyoneintwoyears.Butshepersistedinwritingandpublishedanotherthreefictions.Shegotmarriedwithapriestwhenshewas38yearsold.Aftersheenjoyedhappinessforsixmonths,shediedinthenextyear.

Inthetwenty-firstcentury,girlsarerarelyeducateddifferentlyfromboys,unlikegirlsinthesameerawithJanewhoreceivededucationinasingle-sexenvironment.Infact,mostformaleducationthroughouttheworldatthepresenttimeisinthemixed-gendersettings.Boysandgirlsaregenerallybelievedtoneedtolearnthesamebasicinformationfromelementarythroughhighschool,andareexpectedtohavethesameeducationalopportunitiesincollegeandotherpostsecondaryeducationalenvironments.However,inVictorianera,peoplegenerallybelievedthatmenweresuperiortowomeninintelligence,andwomenwerenotworthyofanycultivationandtakingupadvancedstudies.Theyalsoheldtheviewthatwomen’sinborndutywastobeunderstandingwivesandlovingmother.Evenifwomeninthaterareceivededucation,theyweremainlytaughttopreparefortheirfuturefamilylife.Girlsfromlowclassgenerallytaughtlaborskillsandvaluestobepunctual,hard-working,andobeytheiremployers,whichwasmorebeneficialtoemployersthanthemselves.However,girlsfromwealthyfamiliesalsoreceivedinsufficienteducation.Nomatterattendingschoolsorhiringgovernessestoreceiveeducation,theyweretaughtalitterbasicknowledge.Instead,theyweretaughttobe“accomplished”whichwastargetedtoattractgenteelmen,trytopleasethem,andmarrytothem.Sucheducationblottedoutwomen’squalitiesofinnocence,honesty,sincerity,andsoon.Thosewomenperhapscouldn’tsurvivewithoutmenandtheywerejustfurnish（es）edanddecoratedofmen.TheeducationsysteminVictorianperiodistotallydifferentfromthatinmodernsociety.JaneEyre,bythestoryoftheheroineJane’slifeofschool,asstudentandteacher,andofgovernesswork,demonstratesthefundamentalsituationoffemaleeducationinVictorianera,whichmayhelpusdealwiththeconcernofhowtoeducategirlsbestinmodernsociety.

Thebodyofthispaperisdividedintothreeparts.Inthefirstpart,ittalksaboutthesocietyoftheVictorianEra,whichwasanextraordinaryage,andsometimesbeencalledtheSecondEnglishRenaissance.ThesecondpartprimarilytellsthefundamentalsituationofmainschoolsinVictorianerabasedonJaneEyre—（---）thesevereconditionsinLowoodsuchasinadequatefood,clothes,andsoon;theeducationalpurposesofbecominggoodworkersandservants,orbecomingfemaleslikeMissIngramwhoisgracefulsuperficiallybutemptymentallyinordertofindagoodhusbandrespectivelyintermsofgirlsfrompoorfamilyandgirlsfromhighclass;andtheeducationalcontentsofsomeskillssuchassewingandweaving,householdwork,alittlebasicknowledge,ofthelike.ThethirdpartisabouteducationgivenbyagovernessasJane,whosefamilybackground,educationaldegree,andmannersshouldbegoodandappropriate.

1.TheVictorianEra—thePioneerofModernEra

VictoriawhoruledovertheBritainEmpirefor60yearswasawell-knownqueeninEnglishhistory.TheVictorianeraisgenerallyagreedtostretchthroughthereignofQueenVictoria（1837-1901）.Itwasatremendouslyexcitingperiodwhenmanyartisticstyles,literaryschools,aswellassocial,politicalandreligiousmovementsflourished.Itwasatimeofprosperity,broadimperialexpansion,andgreatpoliticalreform.Undoubtedly,itwasanextraordinarilycomplexage,whichhassometimesbeencalled“theSecondEnglishRenaissance”1.Itwas,indeed,theforerunnerofthemodernera.

Victoria’stimewasfulloftremendouschangesinalmosteveryaspect.TheIndustrialRevolutioncontinuedtodevelopinspiteofthesocialevilsthataccompaniedit.TheemergenceoflocomotivesthrewBritainintoafrenzyofrailwaybuilding.Agriculturewasfurthermechanized.Tradeandcommercegrewtremendously,drivingmorepeasants,handspinnersandweaverstothecrowdedfactoriesofthesmokycities.Englandwasalmostarrivingattheageofmachinery.

Developmentofproductivityenlargedmen’svi