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The Ladies Complete Letter-Writer (1763)
Editor: Alain Kerhervé
Date Of Publication: Nov 2010
Isbn13: 978-1-4438-2497-2
Isbn: 1-4438-2497-6
How did people learn to write letters in the eighteenth century? Among other books, letter-writing manuals provided a possible solution. Although more than 160 editions can be traced for the eighteenth century, most manuals were largely intended for men. As a consequence, when The Ladies Complete Letter-Writer was released in London in 1763, it was the first manual to be exclusively destined for women in eighteenth-century Britain. Even though it was published anonymously, several elements tend to show that it must have been edited by Edward Kimber. It was reprinted in Dublin in 1763 and in London in 1765 and largely circulated. The reasons for its success may have come from its concern in epistolary rhetoric, its original organisation, or the entertainment provided by examples coming from different sources, among which letters by Eliza Haywood, Samuel Richardson, Mary Collier, or the Marquise de Lambert. It also provided women with a variety of subjects which were supposed to be part of their sphere of interest, and others which were not, thus questioning a number of pre-conceived ideas on women and their way of writing with or without propriety. Unedited since 1765, the manual is now presented with introduction, notes and two indices focusing on the issues of sources, society and epistolary writing.
Alain Kerhervé is Senior Lecturer in English at the Faculté des Lettres et Sciences Humaines Victor Segalen, Brest, Brittany, France. He is a member of the HCTI-Ceima research laboratory and of the Société d'Etudes anglo-américaines des XVIIe et XVIIIe siècles. He wrote a book on Mary Delany (1700-1788) published by L'Harmattan in 2004, edited letters from and to Mary Delany (Polite Letters: The Correspondence of Mary Delany (1700-1788) and Francis North, Lord Guilford (1704-1790), Cambridge Scholars Publishing, 2009) and he has published several articles on letter-writing in eighteenth-century England (for more details, see www.univ-brest.fr/HCTI).
Price Uk Gbp: 49.99
Price Us Usd: 74.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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