The idea of education as therapy goes back to ancient times. Today, it is understood that the role of the teacher comprises aspects of therapy directed towards the child. But to what extent should this relationship be developed, and what are its concomitant responsibilities? This book offers a challenging philosophical approach to these issues.

This study explores why women in the English Renaissance wrote so few sonnet sequences, in comparison with the traditions of Continental women writers and of English male authors. In this focus on a single genre, Rosalind Smith examines the relationship between gender and genre in the early modern period, and the critical assumptions currently underpinning questions of feminine agency within genre.

This collection examines the diverse material cultures through which early modern women's writing was produced, transmitted, and received. It focuses on the ways it was originally packaged and promoted, how it circulated in its contemporary contexts, and how it was read and received in its original publication and in later revisions and redactions.