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

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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》

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’svisionandincreasedtheirinterestinscientificknowledge.In1859,DarwinpublishedhisOriginofSpeci