In her novel, Jane Eyre, written during the 19th century Victorian England, Charlotte Brontë’s explores many of the pressing issues of the time period in a captivating, romantic almost mystery novel. She writes the story of Jane Eyre, a young orphaned girl of 10 years of age, growing up in her lately deceased uncle’s middle class home; a mistreated, outcaste among her relatives. By their treatment of her, the reader is presented with the lonely, harsh, and unfair life of a poor orphaned girl who is unloved and unwanted by those relations whom she has been thrust upon and who want nothing more to do with her and consider her a nescience. Jane Eyre’s early childhood represents the child who is wholly dependent on Mrs. Reed, who had been charge
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Both display the marks of disobedient children, but Jane’s faults and passions are more emphasized than those of John’s as “the servants did not like to offend their young master by taking [Jane’s] part against him, and Mrs. Reed was blind and deaf” towards John’s “menaces and inflictions” against her (Brontë 4). This treatment also comes from the idea of social class, John would soon be the master of the house and the servants would not want to offend him in order to keep their place at the house. Jane on the other hand was poor, plain and little with no status of any kind and no protection. She could not contribute anything of value to the servants and so they chose to see her as a lesser person, focusing on her defects which had been named under the false pretenses of Mrs. Reed and John. On these grounds, Mrs. Reed intends to send Jane away to a boarding school where she would spend the rest of her youth away from the house to be trained as a useful contributor to …show more content…
A few schools, like Lowood, focused on attributing to the girls who would generally not have any “hope [for a] ‘sound and liberal education’ and [would only be] trained to remain in the lower classes of society from which they came” (Monks 4). This taught the girls the skill sets they would need if they were admitted into the position of a servant or if they could distinguish themselves in a higher position as a teacher or governess, such as Jane. While Lowood itself is portrayed under Mr. Brocklehurst as an “unsafe and despicable environment [they were] fortunate to be able to attend a school that taught orphans and other middle-class girls about literature and art” as opposed to only learning how to mend, cook, clean etc. for the upper class (Monks 2). Mr. Brocklehurst prided his particular school as one of consistency where “plain fair, simple attire, unsophisticated accommodations, hardy and active habits” were boasted of as providing the girls their best chance to add something to society and remembering their place (Brontë 30). And while the girls had been malnourished at the beginning and suffered a substantial loss of students to typhoid fever, their lives were changed for the better due to other interested benefactors for the school. This represents the “late
Both display the marks of disobedient children, but Jane’s faults and passions are more emphasized than those of John’s as “the servants did not like to offend their young master by taking [Jane’s] part against him, and Mrs. Reed was blind and deaf” towards John’s “menaces and inflictions” against her (Brontë 4). This treatment also comes from the idea of social class, John would soon be the master of the house and the servants would not want to offend him in order to keep their place at the house. Jane on the other hand was poor, plain and little with no status of any kind and no protection. She could not contribute anything of value to the servants and so they chose to see her as a lesser person, focusing on her defects which had been named under the false pretenses of Mrs. Reed and John. On these grounds, Mrs. Reed intends to send Jane away to a boarding school where she would spend the rest of her youth away from the house to be trained as a useful contributor to …show more content…
A few schools, like Lowood, focused on attributing to the girls who would generally not have any “hope [for a] ‘sound and liberal education’ and [would only be] trained to remain in the lower classes of society from which they came” (Monks 4). This taught the girls the skill sets they would need if they were admitted into the position of a servant or if they could distinguish themselves in a higher position as a teacher or governess, such as Jane. While Lowood itself is portrayed under Mr. Brocklehurst as an “unsafe and despicable environment [they were] fortunate to be able to attend a school that taught orphans and other middle-class girls about literature and art” as opposed to only learning how to mend, cook, clean etc. for the upper class (Monks 2). Mr. Brocklehurst prided his particular school as one of consistency where “plain fair, simple attire, unsophisticated accommodations, hardy and active habits” were boasted of as providing the girls their best chance to add something to society and remembering their place (Brontë 30). And while the girls had been malnourished at the beginning and suffered a substantial loss of students to typhoid fever, their lives were changed for the better due to other interested benefactors for the school. This represents the “late