The Reform Bill

 The Reform Bill

After the Agrarian Revolution and Industrial Revolutions, Victorian England was plagued by many problems. To tackle these problems many Reform Acts were passed in various sectors.

Parliamentary Reform Acts

Causes  : The representation to Parliament was not fair and equitable. The big tenant farmers in the Victorian age were rich but the old rules did not allow them to vote. The Corn Law favoured agriculturalists, poor people were adversely affected. The poor had no representation in Parliament to ventilate their grievances.

The Reform Bill, 1832

According to this act, the middle classes became more powerful. The property qualification of voters was lowered. 2,20,000 residents of towns got the voting right. They were supporters of the Whig Party, The Whig Party outshone the Tory Party.

The Second Reform Bill, 1867

The First Reform Bill was greeted in the beginning but it did not meet all the demands of the poor people. So the Bill was opposed by the Chartists. To meet the demands the Second Reform Bill was introduced by Gladstone, but was opposed by Liberals. Benjamin Disraell introduced the Bill in Parliament in 1867. All male householders paying an annual rent of 10 pounds in towns got the voting right. But the agricultural labourers and miners were denied the voting right.

The Third Reform Bill, 1884

It abolished small rotten boroughs, Country householders were given the voting right.

The Fourth Reform Bill, 1918

It gave the voting right to all 21 year old men and women aged 25 and above.

The Fifth Reform Bill, 1928

It abolished the age difference between men and women voters. All who were 21 whether male or female got the voting right.

Social Reform Acts

Factories were filthy in the extreme. The labourers’ condition was most wretched. Sir Rober Peel passed many Factory Acts for the betterment of workers. The factory Act of 1802 fixed the working hours of labourers at twelve. The factory act 1809 banned the employment of children under nine. Education of children at the cost of the factory was mandatory. Inspectors were appointed to enforce that the Acts were followed. Lord Althrop, Richard Oastler, Fielden and Robert Owen played a significant role in helping factory workers.

Educational Reforms

In the 19^th century efforts were taken to systematize education in England. In 1833, an act was passed by the government to give financial assistance to promote education. In 1861, a commission was formed to study the existing system of education and suggest necessary reforms. The Elementary Education Act of 1870 provided necessary infrastructure in schools. Previously academic posts in universities were given to those who pass a religious test. This system was scrapped by the Test Act of 1871. Many new universities were started in Manchester, Liverpool Newcastle and Cardiff.

Church Reform

Many church reforms were carried out by Peel. He passed many Acts between 1836 and 1840 to cleanse the abuses in the granting of endowments to churches. The Commutation Act of 1836 abolished the ancient practice of each man giving a tenth of income to the church. Marriages were solemnized by Civil Registrar. Different brands of religion arose without the government interfering in their functioning

 

Terms for Interpreting Word Choice

 

Terms for Interpreting Word Choice

In literature, the way authors choose words is vital for conveying meaning and evoking emotions. Scholars and language enthusiasts have developed various terms to dissect and interpret the intricacies of word choice. This essay delves into key terms for interpreting word choice, illustrating their significance through examples to explain how language can be a nuanced and deliberate craft.

Denotation and Connotation

Denotation is the literal dictionary definition of a word. Connotation is the underlying emotion or feeling associated with a word.. For example, the word “rose” means a kind of flower. That's its denotation. This is different from what the word makes people feel or think about, which is called connotation.

Diction

Diction  refers to word choice and phrasing in any written or spoken text. Many authors can be said to have their own “diction,” because they tend to use certain words more than others or phrase things in a unique way. In fact, every author has developed a unique diction.

Lexical fields

It is a group of words or expressions that are related in meaning. These words or expressions typically share a common theme or topic and are used to express different aspects or nuances of that theme or topic. For example, in the domain of 'banking' the associated lexemes such as 'transfer', 'currency', 'savings' would form a lexical field.

Collocation

Collocation is 'a predictable combination of words' for example we can say heavy rain but not strong rain because it does not sound right' likewise, we can say 'do exercise' but not 'make exercise'. Collocations can be made up of any kinds of words such as verbs, nouns, adverbs and adjectives.

Idiomatic Expressions

Idioms are phrases which cannot be understood simply by looking at the meaning of the individual words in the phrase. We use idiomatic expressions all the time. If your friend is “beating around the bush,” they are avoiding speaking with you about something directly.

Clichés

Clichés are often perceived as a sign of a lack of effort, imagination, or sincerity in writing, speech, and creative works. Example of clichés Actions speak louder than words.

Euphemism 

It is the substitution of a mild or pleasant expression for one that is too strong or unpleasant. also : a mild or pleasant expression so substituted. "pass away" is a widely used euphemism for die.

Dysphemism

A dysphemism is a literary device where the author or speaker uses a negative, offensive, or insensitive word instead of a normal, neutral, or positive word with a similar meaning. Examples of dysphemism include calling someone a “slob” for being messy, “chicken” for being a coward.

Inclusive and Exclusive Language

The inclusive 'we' is used if the addressee is included in the reference; it means something like 'you and I (and possibly others)'. In contrast, the exclusive 'we' is used if the addressee is not included in the reference. This form of 'we' means something like 'I and others (not you)'.

Conclusion

As we navigate the intricate landscape of words, these terms guide us in unraveling the complexities and subtleties that underlie every linguistic expression

 

The Madwoman in the Attic - Sandra M.Gilbert and Susan Gubar

 

The Madwoman in the Attic  - Sandra M.Gilbert and Susan Gubar

‘The Madwoman in the Attic: The Woman Writer and the Nineteenth Century Literary Imagination’ is co-authored by Sandra M.Gilbert and Susan Gubar. It was published in 1979. It is a nonfiction scholarly text comprising 16 interconnected essays. It analyses 19^th century literature focusing on the struggles of women writers and the stereotypical representations of women as either ‘the angel in the house’ or ‘the madwoman in the attic’

The book is aimed to recover a neglected female literary history by focusing on works by authors such as Jane Austen, Mary Shelley, Emily Bronte, Charlotte Bronte, George Eliot and two English poets Elizabeth Barrett and Christina Rossetti as well as the American poet Emily Dickinson.

Jane Austen

Gilbert and Gubar's examination begins with Jane Austen, particularly through her early works.  Austen's narratives often reflect the societal double bind faced by women of her time. In Northanger Abbey, Austen cleverly plays with gothic novel conventions to address Catherine Morland's journey toward maturity, simultaneously critiquing a society that stifles women's voices. The "evil" Catherine must confront is twofold: her own reluctance to embrace reality and the oppressive societal norms themselves. This theme of self-discovery amidst societal constraints is further explored in Austen's adult novels, where her heroines must often suppress their self-definition to gain self-awareness, highlighting their inherent vulnerabilities.

Mary Shelley

The legacy of Milton's "Paradise Lost" extends into Mary Shelley's "Frankenstein," wherein the character of the monster reflects Eve's quest for knowledge and self-definition. The authors suggest that Shelley, orphaned of a mother and searching for her roots, imprints her own experiences onto her work. The monster's exclusion from societal privileges mirrors Shelley's own literary and emotional isolation.

 

Emily Bronte

Emily Bronte's "Wuthering Heights" parallels Shelley's narrative in its self-conscious exploration of origins and identity. The novel's structure and thematic focus on rebellion and lack of choice create a revisionary narrative challenging Miltonic themes. Brontë's exploration of female oppression and autonomy underscores the thematic continuity across female authors of the period.

Charlotte Bronte

Charlotte Brontë's "The Professor" and "Jane Eyre" depict women’s "fall" and fantasies of liberation from confined roles. In "Jane Eyre," the figure of Bertha Mason embodies Jane’s suppressed rage, a manifestation of her struggle toward independence. The narrative arc reveals a journey from potential spiritual death to a hopeful, yet isolated, union at Ferndean, offering a nuanced commentary on women's search for identity.

 

George Eliot

In her short story "The Lifted Veil," George Eliot explores confinement and extrasensory perception, weaving a narrative that critiques male literary conventions. Eliot's works, including "Middlemarch," reflect her engagement with a distinctively female literary tradition, exploring themes of rebellion and female connection. Her correspondence with contemporary authors underscores a shared ambition among female writers to redefine women's roles in literature without succumbing to destructive rage.

Emily Dickinson

Emily Dickinson’s poetry embodies a rebellion against gender constraints through recurring motifs of sewing and weaving. Instead of portraying madness through characters, Dickinson chose to inhabit the persona of an isolated madwoman. Her deliberate eccentricity and isolation were acts of poetic rebellion, reflecting a deeper feminist concern with articulating a distinct female identity within a literary tradition dominated by men.

Indeed, more recent scholars consider the analysis presented in the book oversimplified and even somewhat reductionist. It has been criticized for its focus on a very limited canon of white, often wealthy, female authors, its exclusion of entire novelistic genres, its blatant refusal to speak on contemporary writers such as M. E. Braddon or Anna Laetitia Barbauld, and its failure to accurately discuss the experiences of middle- to lower-class women. Despite these criticisms, The Madwoman in the Attic: The Woman Writer and the Nineteenth-Century Literary Imagination remains a landmark in feminist literary criticism.

Effective communication Skill

 

Effective communication Skill

Effective communication is exchanging ideas, thoughts, opinions, knowledge, and data to receive and understand the message with clarity and purpose. When we communicate effectively, both the sender and receiver feel satisfied.

Communication takes many forms, including verbal and nonverbal, written, visual, and listening. It can occur in person, on the internet (on forums, social media, and websites), over the phone (through apps, calls, and video), or by mail.

For communication to be effective, it must be clear, correct, complete, concise, and compassionate—these are the five C’s of communication, though interpretations may vary depending on who you’re asking. 

Key Components of Effective Communication

1. Verbal Communication:

The use of words, both spoken and written, to share information, ideas, and emotions. 

2. Nonverbal Communication:

Conveying messages through body language, facial expressions, and gestures, which adds significant meaning to verbal communication. 

3. Active Listening:

Attentively paying attention to the speaker, understanding their message, and providing acknowledgment to show they are heard. 

4. Clarity:

Expressing thoughts and information in a clear, concise, and unambiguous manner to avoid misunderstanding. 

5. Empathy:

The ability to understand and share the feelings of another, which helps to foster trust and respect in interactions. 

Importance in Various Aspects of Life

6. Relationships:

Effective communication builds strong, trusting relationships in personal, social, and professional settings by improving understanding. 

7. Workplace:

It ensures employees have the information needed to perform their jobs, eliminates inefficiencies, and contributes to a positive work environment. 

8. Problem-Solving:

Clear communication helps in understanding situations fully and resolving conflicts before they escalate into distress. 

Ways to Improve Communication Skills

a. Practice Empathy: Try to understand others' perspectives and feelings to foster connection. 

b. Be a Good Listener: Focus on the speaker, ask clarifying questions, and show that you are engaged. 

11. Use Clear and Concise Language: Avoid jargon and ambiguity to ensure your message is easily understood. 

c. Pay Attention to Nonverbal Cues: Be aware of your own body language and that of others, as it influences the message's reception.