Maria Edgeworth: Nineteenth century Irish female pioneer of science education.

Maria Edgeworth was a nineteenth century novelist, primarily remembered for her adult and children's novels. Yet her book, Letters for literary ladies discussed the importance of science education for girls and in conjunction with her father, Richard Edgeworth, she wrote several treatises on education. Their book Practical education advocates an inquiry approach to teaching science and also using scientific practices, such as observation and data collection, to examine and plan children's education. They emphasised the importance and the role of experimentation, observation and critical thinking in the development of children's knowledge, skills and attitudes towards learning. However, the history of science education has to date ignored this seminal work and Maria's contributions to women's science education.

Considerações sobre a Tradução de Literatura Infanto-Juvenil: “Lazy Lawrence” de Maria Edgeworth

Esta dissertação de Mestrado em Tradução pretende, através da análise da tradução de um texto cultural e temporalmente distante – “Lazy Lawrence” (1796), da autoria de Maria Edgeworth, – reflectir sobre a tradução de literatura infanto-juvenil, partindo de alguns pressupostos teóricos. Despertar um texto, com estas características, abre espaço para formular múltiplas hipóteses e retirar algumas conclusões. Na primeira parte, é apresentada a autora em estudo, Maria Edgeworth, seguindo-se uma incursão pela sua obra. Num segundo momento, tecem-se considerações sobre a literatura infanto-juvenil e a sua tradução. Na terceira parte, são apresentadas algumas perspectivas teóricas sobre a tradução, abrindo espaço à reflexão, a partir de uma análise da tradução do conto “Lazy Lawrence”, apontando e descrevendo algumas das opções tomadas, as quais procuram demonstrar as múltiplas questões que se colocam a um tradutor quando tem de lidar com um texto, temporal e culturalmente, afastado da cultura de chegada.

Maria Edgeworth, selections from her works /

Contains extracts from Castle Rackrent, Ennui, The absentee, and Ormond, "which were directly concerned with Ireland."

The novels of Maria Edgeworth.

v.1-2. Belinda.--v.3-4. Leonora. Ennui.--v.5-6. Vivian. The Absentee.--v.7-8. Patronage.--v.9-10. Harrington. Ormond.--v.11-12. Helen.

'False, fleeting, perjured Clarence': pseudonymity and criminality in the writings of James Clarence Mangan

This article explores the significance of the adopted partial pseudonym “Clarence” to James Clarence Mangan (1803-1849), who is increasingly regarded as the most important Irish poet before W. B. Yeats. Tracing the literary history of “Clarence” from Shakespeare to Maria Edgeworth, this essay argues that the intriguing adoption exposes a preoccupation with themes of unlawful textual copying that is at the centre of Mangan’s imagination. These tropes assume singular significance when appreciated alongside Mangan’s profession as a scrivener. While literary criticism has separated Mangan the poet from Mangan the legal scribe, his hitherto under-explored assumption of “Clarence” provides a clue to their close and crucial connection. These themes of pseudonymity, copying, and criminality combine with particular resonance in his quasi-translation “The Man in the Cloak” (1838) to open up new perspectives on Mangan’s writing and its participation in wider European cultural contexts and concerns. The essay will conclude with a salient comparison of Mangan’s story with Nikolay Gogol’s seminal story “The Overcoat”, or, “The Cloak” (1842).

Building Blocks : Children's Literature and the Formation of a Nation, 1750-1825

«Building Blocks: Children’s Literature and the Formation of a Nation, 1750-1825» examine la façon dont la littérature pour enfants imprègne les jeunes lecteurs avec un sens de nationalisme et d'identité nationale à travers la compréhension des espaces et des relations spatiales. La thèse étudie les œuvres d’enfants par Thomas Day, Sarah Fielding, Mary Wollstonecraft, Richard Lovell et Maria Edgeworth, Charles et Mary Lamb, Sarah Trimmer, Lucy Peacock, Priscilla Wakefield, John Aikin, et Anna Laetitia Barbauld. Les différents sujets thématiques reflètent la façon dont les frontières entre les dimensions extérieures et intérieures, entre le monde physique et le domaine psychologique, sont floues. En s'appuyant sur les travaux de penseurs éducatifs, John Locke et Jean-Jacques Rousseau, les écritures pour les enfants soulignent l'importance des expériences sensorielles qui informent l’évolution interne des individus. En retour, la projection de l'imagination et l'investissement des sentiments aident à former la manière dont les gens interagissent avec le monde matériel et les uns envers les autres afin de former une nation. En utilisant une approche Foucaldienne, cette thèse montre comment la discipline est inculquée chez les enfants et les transforme en sujets réglementés. Grâce à des confessions et des discours, les enfants souscrivent à la notion de surveillance et de transparence tandis que l'appréciation de l'opinion publique encourage la pratique de la maîtrise de soi. Les enfants deviennent non seulement des ébauches, sensibles à des impressions, mais des corps d'écriture lisibles. Les valeurs et les normes de la société sont internalisées pendant que les enfants deviennent une partie intégrale du système qu'ils adoptent. L'importance de la visibilité est également soulignée dans la popularité du système de Linné qui met l'accent sur l'observation et la catégorisation. L'histoire naturelle dans la littérature enfantine renforce la structure hiérarchique de la société, ce qui souligne la nécessité de respecter les limites de classes et de jouer des rôles individuels pour le bien-être de la collectivité. Les connotations religieuses dans l'histoire naturelle peuvent sembler justifier l'inégalité des classes, mais elles diffusent aussi des messages de charité, de bienveillance et d'empathie, offrant une alternative ou une forme d’identité nationale «féminine» qui est en contraste avec le militarisme et le nationalisme patricien. La seconde moitié de la thèse examine comment la théorie des « communautés imaginées » de Benedict Anderson devient une possibilité à travers le développement du goût national et une compréhension de l'interconnexion entre les individus. Le personnage du barde pointe à la centralité de l'esprit communautaire dans l'identité nationale. Parallèlement à la commercialisation croissante de produits culturels et nationaux durant cette période, on retrouve l’augmentation de l’attachement affectif envers les objets et la nécessité de découvrir l'authentique dans la pratique de la réflexion critique. La propriété est redéfinie à travers la question des «vrais» droits de propriété et devient partagée dans l'imaginaire commun. Des cartes disséquées enseignent aux enfants comment visualiser des espaces et des frontières et conceptualisent la place de l’individu dans la société. Les enfants apprennent que des actions disparates effectuées dans la sphère domestique ont des répercussions plus importantes dans le domaine public de la nation.

Forgotten tales of long ago /

This volume contains twenty stories from early writers for children, the period covered being roughly 1790 to 1830. Many are anonymous, but included are stories by G. P. R. James, Armand Berquin, Priscilla Wakefield, A. C. Mant, Maria Edgeworth, Peter Parley, Jacob Abbot, and Charles Dickens.

Twelve English authoresses ...

Hannah More.--Fanny Burney.--Maria Edgeworth.--Harriet Martineau.--Jane Austen.--Felicia Hemans.--Mary Somerville.--Jane Taylor.--Charlotte Brontë.--Elizabeth Gaskell.--Elizabeth Barrett Browning.--George Eliot.

Tales and novels /

T.p. in v. 1-9: "Eighteen volumes bound in nine."

Tales and novels /

Each bound vol. has added t.p. engraved, from another edition: Novels and tales / by Maria Edgeworth. In ten volumes. -- New York : Harper.

A bookish history of Irish Romanticism

This chapter argues that authors of Irish Romantic novels and national tales, such as Maria Edgeworth and John and Michael Banim, are not only concerned with the extent to which their novels sought to copy from Irish culture but are also worried about the slightness of the novel form in relation to the copiousness of that culture. Such concerns led to attempts by Thomas Crofton Croker and others to add texture and tactility to their depictions of the Irish past, through antiquarian methodologies but also facsimiles, lithography, and other developments in print culture. The chapter demonstrates the ways in which Irish literary texts were concerned not only to accurately and minutely detail the past, but also to adduce evidence of such historical and cultural authenticity, working against teleological accounts of the birth of the modern historical method, which see Romantic history as unconcerned with the evidentiary foundations of the past.

Beyond orientalism: 'The Stranger' and 'Colonial Cosmopolitanism' in the romantic period novel

Going beyond Orientalism in its examination of novels dealing with British colonisation in the West, as well as the East Indies, the postcolonial frame of my thesis develops recent theorisations of the Romantic ‘stranger’. Analysing a range of novels from the much anthologised Mansfield Park (1814), to less well-known narratives such as John Thelwall’s The Daughter of Adoption (1801) and Sir Walter Scott’s Saint Ronan’s Well (1823), my thesis seeks to account for a model of ‘colonial cosmopolitanism’ within fiction of the period. Considering the cosmopolitan dimensions of the transferential rhetoric of slavery, my thesis explores the ways in which, Jane Austen, Amelia Opie and Maria Edgeworth consider the position of women in domestic society through a West Indian frame. Demonstrating the need for reform both at home and abroad, such novels are representative of a fledgling cosmopolitanism that is often overlooked in current criticism. In seeking to account for ‘colonial cosmopolitanism’ as a new model for reading fiction composed during the Romantic period, my thesis attempts to add further nuance to current understandings of sympathetic exchange during the process of British colonisation. In chapters four and five I will develop my analysis of novels dealing with colonial expansion in the Caribbean to consider novels which deal with the Indian subcontinent. Although stopping short of questioning colonial expansion, discourses of ‘colonial cosmopolitanism’, as my thesis demonstrates, provided a foundation for humanitarian and cultural engagement which was mutually transformative for both the coloniser and the colonised.

Third lessons in reading and grammar : for the use of schools : chiefly from the works of Miss Edgeworth /

Mode of access: Internet.