Sarah Fielding (1710–1768)
Autor de The Adventures of David Simple
Sobre El Autor
Obras de Sarah Fielding
Obras relacionadas
Recollections of Socrates, and Socratesʹ defense before the jury (1788) — Traductor, algunas ediciones — 47 copias
Etiquetado
Conocimiento común
- Nombre canónico
- Fielding, Sarah
- Fecha de nacimiento
- 1710-11-08
- Fecha de fallecimiento
- 1768-04-09
- Lugar de sepultura
- Bath Abbey
- Género
- female
- Nacionalidad
- England
UK - Lugar de fallecimiento
- Bath, Somerset, England, UK
- Lugares de residencia
- East Stour, Dorset, England
Salisbury, England
London, England, UK
Bath, Somerset, England
Glastonbury, Somerset, England, UK - Educación
- Cathedral Close
Mary Rookes' boarding school - Ocupaciones
- novelist
translator
children's book author - Relaciones
- Fielding, Henry (brother)
Collier, Jane (friend)
Sheridan, Frances (friend) - Organizaciones
- Bluestocking Society
- Biografía breve
- Sarah Fielding was the daughter of a military officer, and the younger sister of novelist Henry Fielding. She and their sisters were educated at a boarding school in Salisbury after their mother's death and their father’s remarriage in 1719. Their maternal grandmother, Lady Gould, was so opposed to the second marriage that she sued for custody of her grandchildren and won. Sarah contributed to her brother’s work Joseph Andrews (1742), and then began to write her own novels, the most famous of which was The Adventures of David Simple (1744). She also wrote The Governess, or the Little Female Academy (1749), which was one of the earliest books written especially for young girls. Sarah was a close friend of Jane Collier, and the two women collaborated to publish The Cry: A New Dramatic Fable (1754). Sarah Fielding also produced a translation of Xenophon’s’ Memoirs of Socrates (1762), the only one of her many works published under her own name.
Miembros
Reseñas
The Adventures of David Simple (Penguin Classics) por Sarah Fielding
kind man seeks similar friends, many adventures
It is interesting to read a book on Clarissa's reception at the time of its publication. When reading the original book, it is difficult for me to understand which parts of the character's mentality come from the time and culture in which the story was written, and which parts are specific to Richardson's creation. For example, as a 21st century reader I do not share the same ethical values as the characters. Were these moral values shared by people who lived in the 18th century? By reading Sarah Fielding's book I was able to understand that some people did, and some did not. It was also interesting to note that the questions that Sarah Fielding asks the book are quite different from the analysis that people would do nowadays, but not less pertinent.… (más)
Pandora Press edition, with introduction by Mary Cadogan.
One of the most influential children's books of the 18th-century, and widely considered the first English novel written explicitly for children, Sarah Fielding's 1749 The Governess; or, Little Female Academy was one of the assigned texts in the class on early children's literature that I took, during the course of getting my masters degree. I read the 2005 Broadview Press edition, edited by Candace Ward, for class. So struck was I by the book, that I ended up writing a paper on its influence on girls' educational narratives from 1750 through 1825. To commence my research for that paper, I read the 1968 Oxford University Press edition, with its marvelous introduction by Jill E. Grey. I have reviewed both of those editions separately. This review is for the Pandora Press edition of 1987, with introduction by Mary Cadogan.
I undertook this third reread at the end of my research for the aforementioned paper, in order to see what new insights I might gain, in light of having read numerous other subsequent works in the field. It reinforced my idea that concern with girls' reading habits was a theme throughout all of the books, and that they all exhibited the tension between controlling and liberatory forces that was the subject of my paper. I chose this particular edition because I wanted to read the introduction by Cadogan, who is known for her work on 19th and 20th-century girls' school stories, and is the author of such books as You're a Brick, Angela!: The Girls' Story 1839-1985. I found her insights helpful, and appreciated her understanding of the book's pioneering role, despite its 'demure' title and "occasionally over-sedate text." Given the scorn heaped on the girls' school story until very recently by both the general public and by children's literature scholars, it's interesting to note that the first novel written for children belonged to this genre, and that the first boys' school story, according to Cadogan, did not surface until some sixty years later, in the form of Harriet Martineau's The Crofton Boys. Having not researched the boys' school story as carefully as the girls', I could not say with certainty that this title is indeed the first boys' school story, but Cadogan's point about the greater antiquity and influence of the girls' school story nevertheless stands.
I appreciated Cadogan's argument here that the girls' school story in general is one of the few areas of English literature, of any kind, to celebrate female friendship, and that Fielding began the trend with her book. It was written at a time when books for girls were rare, and features a role model, in the form of Mrs. Teachum, who is a symbol of female self-sufficiency. As Cadogan notes, Fielding influenced many subsequent authors, including Mrs. Trimmer, Mrs. Sherwood, Maria Edgworth, the Lamb siblings, and Charlotte M. Yonge. Although I don't know that the introduction here was an informative, or as helpful to my own research, as the one by Jill E. Grey, it was still quite fascinating, particularly as someone who is interested in later examples of the school story genre, in addition to late 18th and early 19th-century ones. I don't know that I'd particularly recommend this edition over the others, but I am certainly glad to have read it.… (más)
One of the most influential children's books of the 18th-century, and widely considered the first English novel written explicitly for children, Sarah Fielding's 1749 The Governess; or, Little Female Academy was one of the assigned texts in the class on early children's literature that I took, during the course of getting my masters degree. I read the 2005 Broadview Press edition, edited by Candace Ward, for class. So struck was I by the book, that I ended up writing a paper on its influence on girls' educational narratives from 1750 through 1825. To commence my research for that paper, I read the 1968 Oxford University Press edition, with its marvelous introduction by Jill E. Grey. I have reviewed both of those editions separately. This review is for the Pandora Press edition of 1987, with introduction by Mary Cadogan.
I undertook this third reread at the end of my research for the aforementioned paper, in order to see what new insights I might gain, in light of having read numerous other subsequent works in the field. It reinforced my idea that concern with girls' reading habits was a theme throughout all of the books, and that they all exhibited the tension between controlling and liberatory forces that was the subject of my paper. I chose this particular edition because I wanted to read the introduction by Cadogan, who is known for her work on 19th and 20th-century girls' school stories, and is the author of such books as You're a Brick, Angela!: The Girls' Story 1839-1985. I found her insights helpful, and appreciated her understanding of the book's pioneering role, despite its 'demure' title and "occasionally over-sedate text." Given the scorn heaped on the girls' school story until very recently by both the general public and by children's literature scholars, it's interesting to note that the first novel written for children belonged to this genre, and that the first boys' school story, according to Cadogan, did not surface until some sixty years later, in the form of Harriet Martineau's The Crofton Boys. Having not researched the boys' school story as carefully as the girls', I could not say with certainty that this title is indeed the first boys' school story, but Cadogan's point about the greater antiquity and influence of the girls' school story nevertheless stands.
I appreciated Cadogan's argument here that the girls' school story in general is one of the few areas of English literature, of any kind, to celebrate female friendship, and that Fielding began the trend with her book. It was written at a time when books for girls were rare, and features a role model, in the form of Mrs. Teachum, who is a symbol of female self-sufficiency. As Cadogan notes, Fielding influenced many subsequent authors, including Mrs. Trimmer, Mrs. Sherwood, Maria Edgworth, the Lamb siblings, and Charlotte M. Yonge. Although I don't know that the introduction here was an informative, or as helpful to my own research, as the one by Jill E. Grey, it was still quite fascinating, particularly as someone who is interested in later examples of the school story genre, in addition to late 18th and early 19th-century ones. I don't know that I'd particularly recommend this edition over the others, but I am certainly glad to have read it.… (más)
Oxford University Press edition, edited by Jill E. Grey.
Widely considered the first children's novel to be published in the Anglophone world, Sarah Fielding's The Governess was a groundbreaking book in many respects, focusing on what was then a new development: i.e., a school for girls. Published in 1749, it was an assigned text in a course I took while getting my masters in children's literature, and it made such an impression upon me that I decided to write a paper on its influence on girls' educational narratives from 1750 through 1825. The first edition of the book that I read, for class, was the one produced by Broadview Press in 2005, edited by Candace Ward. When I went to reread the book, preparatory to beginning my research, I reread it using this edition, published by Oxford University Press in 1968, and edited by Jill E. Grey. I chose this alternative and older edition specifically for Grey's introduction. For a further analysis of the story itself, see my review of the Ward edition. This review will focus on Grey's introduction, a significant eighty-two pages.
The introduction is divided into seven sections, beginning with one examining Fielding's life, from her early days (she was born in 1710) through the publication of The Governess in 1749. It is fascinating to note that Fielding was sent to a girls' boarding school, and at one point studied Classical Greek - both very unusual for girls of her day - which no doubt influenced her subsequent work. It is believed that she began writing The Governess in part for her niece Harriet, the motherless daughter of her brother, famed novelist and playwright Henry Fielding. The second section here looks at Fielding's life from 1749 through her death in 1768, and the third at the influences upon The Governess. Chief among these was her brother; the novelist Samuel Richardson, a personal friend of Fielding's (and a rival of said brother); and the wealth of stories found in classical epics, medieval romances, and eastern tales. In her work, Fielding adapted the educational ideas of John Locke for use with girl pupils, and also adopted some of the methodology recommended by François Fénelon in his Instructions for the Education of a Daughter, first published in Paris in 1687, and translated into English in 1707. Subsequent sections are devoted to Sarah Fielding's views on education, the history of the publication of The Governess, and the influence of the novel on subsequent children's book creators. Here we find authors and titles such as Mme. le Prince de Beaumont (The Young Misses' Magazine and The Young Ladies' Magazine), the pioneering publisher John Newbery (The History of Little Goody Two-Shoes), Richard Johnson (The Little Female Orators), among many others. The seventh and final section of the introduction is devoted to the significance of The Governess, and goes into detail in its analysis of the many groundbreaking and influential aspects of the work, when it came to the development of children's literature in general.
As the foregoing should make plain, Jill E. Grey's sizable introduction here is most informative and illuminating, and well worth the trouble of seeking it out. It certainly aided me in my own research, providing a wealth of ideas for further reading, and is an excellent piece of scholarship, in its own right. I enjoyed rereading The Governess of course, but I found that this time around, armed with the additional information provided by Grey, I had a better understanding of the work, in its context. This 1968 publication from Oxford University Press is part of their "Juvenile Library" series, and so favorably impressed me that I would love to discover any other early children's literature gems included in the collection. Recommended to anyone interested in reading The Governess, and to those who have already read the work, and are seeking more information about it.… (más)
Widely considered the first children's novel to be published in the Anglophone world, Sarah Fielding's The Governess was a groundbreaking book in many respects, focusing on what was then a new development: i.e., a school for girls. Published in 1749, it was an assigned text in a course I took while getting my masters in children's literature, and it made such an impression upon me that I decided to write a paper on its influence on girls' educational narratives from 1750 through 1825. The first edition of the book that I read, for class, was the one produced by Broadview Press in 2005, edited by Candace Ward. When I went to reread the book, preparatory to beginning my research, I reread it using this edition, published by Oxford University Press in 1968, and edited by Jill E. Grey. I chose this alternative and older edition specifically for Grey's introduction. For a further analysis of the story itself, see my review of the Ward edition. This review will focus on Grey's introduction, a significant eighty-two pages.
The introduction is divided into seven sections, beginning with one examining Fielding's life, from her early days (she was born in 1710) through the publication of The Governess in 1749. It is fascinating to note that Fielding was sent to a girls' boarding school, and at one point studied Classical Greek - both very unusual for girls of her day - which no doubt influenced her subsequent work. It is believed that she began writing The Governess in part for her niece Harriet, the motherless daughter of her brother, famed novelist and playwright Henry Fielding. The second section here looks at Fielding's life from 1749 through her death in 1768, and the third at the influences upon The Governess. Chief among these was her brother; the novelist Samuel Richardson, a personal friend of Fielding's (and a rival of said brother); and the wealth of stories found in classical epics, medieval romances, and eastern tales. In her work, Fielding adapted the educational ideas of John Locke for use with girl pupils, and also adopted some of the methodology recommended by François Fénelon in his Instructions for the Education of a Daughter, first published in Paris in 1687, and translated into English in 1707. Subsequent sections are devoted to Sarah Fielding's views on education, the history of the publication of The Governess, and the influence of the novel on subsequent children's book creators. Here we find authors and titles such as Mme. le Prince de Beaumont (The Young Misses' Magazine and The Young Ladies' Magazine), the pioneering publisher John Newbery (The History of Little Goody Two-Shoes), Richard Johnson (The Little Female Orators), among many others. The seventh and final section of the introduction is devoted to the significance of The Governess, and goes into detail in its analysis of the many groundbreaking and influential aspects of the work, when it came to the development of children's literature in general.
As the foregoing should make plain, Jill E. Grey's sizable introduction here is most informative and illuminating, and well worth the trouble of seeking it out. It certainly aided me in my own research, providing a wealth of ideas for further reading, and is an excellent piece of scholarship, in its own right. I enjoyed rereading The Governess of course, but I found that this time around, armed with the additional information provided by Grey, I had a better understanding of the work, in its context. This 1968 publication from Oxford University Press is part of their "Juvenile Library" series, and so favorably impressed me that I would love to discover any other early children's literature gems included in the collection. Recommended to anyone interested in reading The Governess, and to those who have already read the work, and are seeking more information about it.… (más)
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