Mapping Corrective Itineraries: Charlotte Brontë and Education

Abstract

Despite the fact that Charlotte Brontë's Jane Eyre in particular is praised by many as a protofeminist work of fiction, there is general consensus amongst literary critics and Brontë biographers as to the socially uncharged nature of her authorship at large. This view may seem largely substantiated by and is often anchored in Brontë's own claim that her works touch 'on no matter of public interest'. Those who argue that her novels in fact are politically and socially engaged, highlighting detrimental aspects of society, concede that she does not offer any constructive solutions. This thesis seeks to contest this view, arguing that Charlotte Brontë’s works present an active social agenda. The nineteenth century saw the emergence of a literary trend where fiction critiqued and attempted to correct educational abuses, making the public aware of detrimental practices and, most importantly, of the fact that these practices could be overturned. This thesis explores Charlotte Brontë’s novels as such corrective schemes. It examines the educational settings of Brontë’s novels as more than romantic catalysts or evidence of her tendency to base her novels on life experiences. This thesis demonstrates that an alternative educational paradigm emerges from her scenes of education, comprising the ideal modes of instruction, school structure and ideal pedagogues.