And there was onething that remained unchanged: they were expected to remain subservient to their fathers or husbands.
Unless presented with the event of being locked in an attic and seemingly removed from society. Actually, even then in that circumstance. I'm also thinking about that point Matt said in class one day about this being a fairly common action by Victorian husbands if their wives acted out of turn. Granted, it wasn't for years typically, just a prolonged period of time.
In fact, the situation was much worse for women and children. For instance, boys were employed in dangerous works for their young age. They were put to work even in coalmines, crawling allday through tunnels
I'm always intrigued to see this as a common point that shows up in any analyzing of the Victorian Era. This is more of a background action within the plot of Jane Eyre, but makes me wonder what a coming of age story would be like from the perspective of a boy or young man of the era.
Agile boys were employed by the chimney sweeps
reported that the police estimated there were 8,600 in London alone in 1857
Sadly, a percentage of these prostitutes were children, as Dr. Utell touched upon in Wednesday's class. They may not have been included in this statisical analysis, but they were a part of this "Great Social Evil".
Respectability was their code—a businessman had to be trusted, and must avoid reckless gambling and heavy drinking.
I believe this was a popular belief for the Greeks as well. Indulgent 'activities' were never taken too far, as the self must maintain a level of decorum and intellectual acuity.
Agile boys were employed by the chimney sweeps; small children were employed to scramble under machinery to retrieve cotton bobbins
India provides an example of the London-based financiers pouring money and expertise into a very well built system designed for military reasons (after the Mutiny of 1857), and with the hope that it would stimulate industry
The same can be said for Sri Lanka. These two countries are prime examples of Britain's first attempts of Asian colonization...and eventual failures. Even to this day countries like Japan and China are pumping money and supplies into the militias of these countries in hopes of turning them into "mini colonies". On the bright side, British English is the standard of English taught in both these countries to this day.
Chloroform was favoured by doctors and hospital staff because it is much less flammable than ether, but critics complained that it could cause the patient to have a heart attack.
They taught in Sunday schools, visited the poor and sick, distributed tracts, engaged in fundraising, supported missionaries, led Methodist class meetings, prayed with other women, and a few were allowed to preach to mixed audiences.
The life Jane Eyre almost lived.
History has often found its academic antithesis in theory, and just as often in form.
Antithesis, one of my favorite words. I don't see how theorizing is an enemy action to history, but it makes sense if you see history as something that is linear and only happens one way. In terms of academics, both history and theory are taught in incredibly specific and unique fashions. Why can't the two coexist to some extent?
How can we mobilize digital tools in the service of abstraction rather than concretion?
God bless the emerging DMI field (and tools like The Blake Archive). I believe these tools have done an equal amount of abstraction and concretion. Once again, however, this depends on the individual. I hope I'm interpreting that statement correctly.
Both surface reading and distant reading have emerged from our ranks.
I find this statement rather interesting, especially after our Wednesday. For senior seminar Dr. Graybill wants us to analyze how we read and process from the past to the present and how our individual abilities have changed and progressed. Do we choose on what level to read, understand? Does the level of individual thought and care vary based on the depth of the literature?