Jane Eyre and Education in Nineteenth-century England
Jane Eyre provides an accurate view of education in nineteenth-century England, as seen by an 1840s educator. The course of Jane's life in regard to her own education and her work in education are largely autobiographical, mirroring Charlotte Bronte's own life. Jane's time at Lowood corresponds to Charlotte's education at a school for daughters of the clergy, which she and her sisters Maria, Elizabeth and Emily left for in 1824. Jane went on to attend Miss Wooler's school at Roehead from 1831 to 1832, and returned to teach there for three years in 1935, just as Jane became a teacher at Lowood. Both Charlotte and Jane became governesses.
The Lowood School is an accurate representation of a Charity School in the 1820s . The bad health conditions follow the conditions of the school the Brontes went to. The monitorial system of teaching it operates on coincides with the systems created by Joseph Lancaster and Andrew Bell. Lowood's system of a master teacher, under teachers, and monitors is consistent with Bell's complicated system. In addition, the brand of discipline implemented by Mr. Brocklehurst is much like that of Lancaster. Jane's horror at the harsh punishments at Lowood are meant to prompt similar reactions in the reader. Jane at first thinks she could not bear such punishment and is mortified when she must stand on a stool and is accused of being a liar. The disciplining of Jane was completely unfounded, the result of an accident. Most of the punishments at Lowood seem to be for minor and unavoidable infractions such as having dirty nails when the wash water was frozen. Jane sees these punishments as generally just being mean, and thinks that such mean people do ...
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...ould receive work appropriate for his own age and ability. The passages which do show Jane at the school usually include praises of how well her students are doing and how the children of England are so much better than the children of the rest of the Europe. This belief also suggests that their education system is the best, including the newest form of schooling, the class school.
While at first Lowood was an awful experience, Jane ended up getting a very good education, and went on to offer even better education to other children. Jane Eyre illustrates the evils one could face in the charity schools of the early nineteenth century and the development of that education system into a much better, more efficient system.
Works Cited:
Bronte, Charlotte. Jane Eyre. London, Penguin Books Ltd.: 1996. (Edited with an Introduction and Notes by Michael Mason).
The Mayans lived in Southern Mexico and Central America in their capital, Tikal, which is in present day Guatemala. The Mayans were known for their engineering, one structure they were famous for is their pyramid temple in Tikal (Document 1). This pyramid was the tallest structure in the Americas up until the 20th century and is still standing today. The government must have been strong and well organized in order to carry out such a large task. The Mayan religion had multiple gods and this pyramid was most likely devoted to one or used as a place for sacrifices. Another accomplishment of the Mayans was the creation of their calendar. An extra document that would be useful is one that explains how the calendar was created. The Mayans must have studied astronomy and math to a great length. Similar to the Ancient Egyptians, they wrote with symbols and pictures known as glyphs that were used in the calendar. These glyphs were gods, such as Zotz (Document 2). The use of glyphs is an acknowledgement of a writing system, which is another accomplishment.
...eceive a fine education that would not cause the aforementioned problem. The resilient and spirited Jane Eyre knew that the world say her as unconventional but was not perturbed because she truly felt that if anyone stood at God’s feet with her, that they would be equal in importance and therefore should have equal rights.
Religion was and remains a vital part of the lives of most Africans. For some it encompassed their entire existence. It substantiated and explained their place in the universe, their culture, and their relationship to nature and humankind. It also dictated their roles in the community and society at large. Religion among most African ethnic groups was not simply a faith or worship system, it was a way of life, a system of social control, a provider of medicine, and an organizing mechanism.
Lyme disease is one of the seven most common diseases reported in the United States to the CDC annually (www.cdc.gov). The rates have gone from 10,000 cases in 1992 to over 30,000 cases in 2009. 95% of these cases were found in the northeast and Midwest regions of the United States (Committee on Lyme Disease, 2011) . More cases happen in this area of the country due to the close proximity of deer to population. The bite itself isn’t the problem, rather the pathogen being spread in mammals from the bite. Lyme disease occurs when a tick penetrates the skin of mammals and the spirochete Borrelia burgdorferi enters. Borrelia burgdorferi is carried by ticks named the Ixodes dammini, which is the main vector for Lyme disease. These may also be known as I. scapularis, and may be found on deer (Schilling-McCann, 2010). ¬¬¬In addition to Lyme Disease, ticks may also carry Rocky Mountain Spotted Fever or Tularemia (Smeltzer et al, 2010).
A disease is transmitted in one way or the other. Lyme disease is transmitted through a vector. The vector of the disease is an infected deer tick. The deer tick has to bite a person to spread the disease. When a deer tick bites a person (sucks blood), the Borrelia burgdoferi bacteria is transmitted into the persons body.
Analyse the methods Charlotte Brontë uses to make the reader empathise with Jane Eyre in the opening chapters. Reflect on how the novel portrays Victorian ideology and relate your analysis to the novel’s literary content.
Toyin, Falola. “The Power of African Cultures.” Woodbridge, Suffolk, United Kingdom: University of Rochester Press, 2003. Print
The three events that mark Jane as an evolving dynamic character are when she is locked in the red room, self reflecting on her time at Gateshead, her friendship with Helen Burns at LoWood, her relationship with Mr. Rochester, and her last moments with a sick Mrs. Reed. Brought up as an orphan by her widowed aunt, Mrs. Reed, Jane is accustomed to her aunts vindictive comments and selfish tendencies. Left out of family gatherings, shoved and hit by her cousin, John Reed, and teased by her other cousins, Georgina and Eliza Reed, the reader almost cringes at the unfairness of it all. But even at the young age of ten, Jane knows the consequences of her actions if she were to speak out against any of them. At one point she wonders why she endures in silence for the pleasure of others. Why she is oppressed. "Always suffering, always browbeaten, always accused, forever condemned" (Bronte, 12). Jane’s life at Gateshead is not far from miserable. Not only is she bullied by her cousins and nagged by her aunt, but help from even Bessie, her nurse and sort of friend, seems out of her reach. In the red room scene Jane is drug by Ms. Ab...
Shawn Mark. The Kingdom of God in Africa:: A Short History of Africa Christianity,(Grand Rapids: Baker
Jane is soon sent away to Lowood school. Lowood school has high walls and strict rules which holds the freedom of students. Lowood eats away at her body (inedible food, bad conditions), but Gateshead ate away at her soul (isolation).
...hrough this book that Chinua Achebe cleverly described the complexity of each religion and how it affected the African community at that period of time.
Until very recently, the norm for women was to grow up to marry a man and become a stay-at-home mother. Now the norm has evolved and girls are expected to be independent unless they happen upon a man to whom they wish to marry. Before, girls grew up learning things like how to do chores around the house, while men traditionally went school for the sake of getting a job in the future. In Jane Eyre, Jane attends Lowood, an all girls school that teaches basic lessons and strict discipline. When Mr. Brocklehurst, the head of Lowood school, come to take Jane away he immediately shows his power over her, representing the harsh punishment of Lowood School and to teach the girls to listen to men. Mrs. Reed also mentions then that, “[She] should wish [Jane] to be brought up in a manner suiting [Jane’s] prospects . . . to be made usefu...
As a child, Jane Eyre suffered from much torment from her Aunt Reed and her callous cousins. She never received the love she deserved and longed for. She felt the need to escape from the misery and torture that she got at Gateshead from her so called family. In a way, Mrs. Reed helped Jane in her process of growing and maturing. Jane was determined to find something better for her in life because she did not want to feel that rejection from the Reeds. With that rejection, Jane was motivated to become someone better than they were. Jane Eyre was sent to Lowood, an orphanage school, and met Miss Temple and Helen Burns.
The story begins at the Reed’s residence at Gateshead Hall. Jane is excluded from the Reed’s activities so she tries to educate herself by reading books. Soon enough though, John Reed finds her, takes away the book and strikes her with it. “You are like a slave-driver” (Bronte: 43), cries Jane. In this passage Jane compares John with a slave-driver because like one, John deprives her of her endeavor to educate herself and keeps her suppressed. In the boarding school for orphaned girls called Lowood, Jane sees that movement towards progress and knowledge is retained. Mr. Brocklehurst, the director of Lowood, wants the girls to “clothe themselves with shamefacedness and sobriety, not with braided hair and costly apparel” (Bronte: 96). So he doesn’t allow for girls to be dressed neatly or with curls in their hair because to him that’s a sin of showing off. His goal it seems is not to truly educate this girls for their own improvement, but merely to educate them to serve the wealthy.
Magesa, Laurenti. African Religion: The Moral Tradition of Abundant Life. Nairobi: Pauline Pub., Africa, 1998.