Abstract
The journey undertaken by the Victorian governess in the nineteenth-century novel is frequently aligned with the developmental narrative of the Bildungsroman. However, this article explores how the demands of instruction and surveillance, and the expectation that the governess is simultaneously authoritative and submissive, limit her growth and that of her pupils. An examination of Anne Brontë’s depiction of the repetitive and prosaic work of teaching in her 1847 novel Agnes Grey reveals that in demanding the critical engagement of the reader, the novel resists any expectation that either text or teacher are inherent repositories of knowledge. Finally, I argue that the rich development of the governess that is characteristic to the Bildungsroman can also be located in the marriage plot.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
