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I AM often asked why I was led to change the methods of teaching which I had pursued with more or less success for thirty years.
Rather should the question be why I had adopted a method at all after so many years of teaching without any; for, in common with many others of my profession, my teaching had lacked method.
In order that the motive for adopting a different course may be better understood, it is needful to consider some of the causes which had produced in my mind serious dissatisfaction with the customary school work and its results.

Although Isak Dinesen has been widely acclaimed as a popular writer, her work has received little sustained critical attention. In this revisionist study, Susan Hardy Aiken takes up the complex relations of gender, sexuality, and representation in Dinesen's narratives. Drawing on feminist, psychoanalytic, and post-structuralist theories, Aiken shows how the form and meaning of Dinesen's texts are affected by her doubled situations as a Dane who wrote in English, a European who lived for many years in Africa, and a woman who wrote under a male pseudonym within a male-centered literary...