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= Angela_Brazil =
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Introduction
======================================================================
Angela Brazil (pronounced "brazzle") (30 November 186813 March 1947)
was one of the first British writers of "modern schoolgirls' stories",
written from the characters' point of view and intended primarily as
entertainment rather than moral instruction. In the first half of the
20th century she published nearly 50 books of girls' fiction, the vast
majority being boarding school stories. She also published numerous
short stories in magazines.
Her books were commercially successful, widely read by pre-adolescent
girls, and influenced them. Though interest in girls' school stories
waned after World War II, her books remained popular until the 1960s.
They were seen as disruptive and a negative influence on moral
standards by some figures in authority during the height of their
popularity, and in some cases were banned, or indeed burned, by
headmistresses in British girls' schools.
While her stories have been much imitated in more recent decades, and
many of her motifs and plot elements have since become clichés or the
subject of parody, they were innovative when they first appeared.
Brazil made a major contribution to changing the nature of fiction for
girls. She presented a young female point of view which was active,
aware of current issues and independent-minded; she recognised
adolescence as a time of transition, and accepted girls as having
common interests and concerns which could be shared and acted upon.
Early life
============
Angela Brazil was born on 30 November 1868, at her home, 1 West Cliff,
Preston, Lancashire. She was the youngest child of Clarence Brazil, a
mill manager, and Angelica McKinnel, the daughter of the owner of a
shipping line in Rio de Janeiro, who had a Spanish mother. Angela was
the youngest of four siblings including sister Amy, and two brothers,
Clarence and Walter.
Her father Clarence was distant, seldom involved himself in his
children's affairs, and saw himself primarily as a provider for the
material well-being of the family and responsible for ensuring the
children were appropriately schooled in religious tradition. She was
primarily influenced by her mother, Angelica, who had suffered during
her Victorian English schooling, and was determined to bring up her
children in a liberated, creative and nurturing manner, encouraging
them to be interested in literature, music and botany, a departure
from the typical distant attitude towards children adopted by parents
in the Victorian era. Angela was treated with great affection by her
sister Amy from an early age, and Amy effected an immense, perhaps
dominating influence on Angela throughout her life.
The family moved around the mill towns of south-east Lancashire,
following her father's work opportunities. They lived in Manchester
and Bolton, before settling in Bury.
Schooling
===========
She commenced her education at age four at Miss Knowle's Select Ladies
School in Preston, but lasted only a half-day. Having been brought up
to express herself freely, she shocked the younger Miss Knowles by
removing the teacher's hair pins while sitting on her knee, an action
little in keeping with the strict disciplinarian ethos of the school.
She was enrolled in The Turrets in Wallasey.
She was briefly at Manchester Secondary School and finally at
Ellerslie, a fairly exclusive girls' school in Malvern, where she
boarded in her later adolescence.
Her memories of her own schooldays were her most treasured, and she
retained aspects of that period of her life into her adult years:
To be able to write for young people depends, I consider, largely upon
whether you are able to retain your early attitude of mind while
acquiring a certain facility with your pen. It is a mistake ever to
grow up! I am still an absolute schoolgirl in my sympathies.
Her post-school education was at Heatherley School of Fine Art in
London, where she studied with her sister Amy. It is possible she took
a position as a governess, but mostly lived with her family. After her
father's death, in 1899, the family moved to the Conwy valley, and she
travelled with her mother in Europe.
Commencing writing
====================
Brazil first starting writing at age 10, producing a magazine with her
close childhood friend Leila Langdale, which was modelled on 'Little
Folks', a children's publication of the time she was very fond of. The
two girls' 'publication' included riddles, short stories and poems.
Both girls wrote serials within their magazine; Brazil's was called
'Prince Azib'. Later in life Brazil published in 'Little Folks'.
She began writing seriously for children in her 30s. Her first school
story was 'The Fortunes of Philippa', which was based on the
experiences of her mother. It was not published until 1906, and her
first published children's novel was 'A Terrible Tomboy' (1904).
Move to Coventry
==================
She spent most of her time with her mother until her death, and
thereafter with her elder sister Amy, and brother Walter. She had only
two major friendships outside the family circle, one of which started
in her school days and the other in her 30s. Both friends were
schoolgirls when the friendships first commenced.
She moved to 1 The Quadrant, Coventry in 1911, with her brother and
they were joined by her sister Amy upon their mother's death in 1915.
Brazil became a well-known figure in the local area.
She was well known in Coventry high society as a hostess and threw
parties for adults, with a greater number of female guests, at which
children's food and games were featured. She had no children of her
own but also hosted many parties for children.
She read widely and collected early children's fiction; her collection
is now in Coventry library. She took great interest in local history
and antiquities, and also involved herself in charity work. She was an
early conservationist, taking an interest in both the preservation of
land and monuments, worked for the City of Coventry Cathedral and the
Y.W.C.A, and was a founding member of the City Guild.
She never married.
Writing and publication
=========================
She was quite late in taking up writing, developing a strong interest
in Welsh mythology, and at first wrote a few magazine articles on
mythology and nature - due most likely to spending holidays in an
ancient cottage called Ffynnon Bedr in Llanbedr y Cennin, North Wales
(a plaque at the cottage states she lived there 1902-1927).
Her first publication was a book of four children's plays entitled
'The Mischievous Brownie'. Written in Wales, and published in 1899 by
T W. Paterson of Edinburgh, the plays featured fairies, ogres and
enchantments. Family and friends encouraged her to write a novel for
an adult audience, but she had already set her heart on writing for
children. She began work on her first full-length tale for children,
'The Fortunes of Philippa', in the same year, after her father's
death.
Her first published novel was,, 'A Terrible Tomboy"' (1905), but this
was not strictly a school story. The story was autobiographical, with
Brazil represented as the principal character Peggy, and her friend
Leila Langdale appearing as Lilian. It was an early success for
Brazil, and did well in the United States, perhaps as a result of the
popularity of Tomboy stories, which had grown in popularity in that
country since the mid-19th century.
Her long sequence of school stories did not commence until the
publication of her second novel 'The Fortunes of Philippa' (1906). The
novel was based on her mother, Angelica Brazil, who had grown up in
Rio de Janeiro and attended an English boarding school at the age of
10, finding the English culture, school life and climate confronting.
'The Fortunes of Philippa' was an instant success, and Brazil soon
received commissions to produce similar work. In total she published
49 novels about life in boarding schools, and approximately 70 short
stories, which appeared in magazines. Her average production of these
tales was two novels and five short stories each year.
Her fifth novel, 'Bosom Friends: A Seaside Story' (1910) was published
by Nelson's, but subsequent books were all published by Blackie and
Sons. Blackie and Sons sold three million copies of her novels. Her
most popular school story novel, 'The Nicest Girl in The School'
(1909) sold 153,000 copies. By 1920 the school story was the most
popular genre for girls.
Style and themes
==================
Angela Brazil is seen as the first writer of girls' school story
fiction who wrote stories from the point of view of the pupils and
whose stories were mostly intended to entertain readers, rather than
instruct them on moral principles. She intended to write stories that
were fun and included characters who were ordinary people. She wrote
for girls gaining a greater level of freedom in the early 20th century
and intended to capture their point of view.
Unlike many of her successors, Brazil never wrote a series of books
set in a particular school, although there are three pairs of books
among her 46 full-length school stories: 'A Fortunate Term' and
'Monitress Merle'; 'At School with Rachel' and 'St. Catherine's
College'; and 'The Little Green School' and 'Jean's Golden Term'.
'Monitress Merle' also has a substantial character overlap with 'The
Head Girl at The Gables', and 'A Fortunate Term' has a slight
connection with 'The Girls of St. Cyprian's'. Most of her novels
present new characters, a new school and a new scenario, although
these are frequently formulaic, especially in the books written later
in her career.
Her schools usually have between 20 and 50 pupils and so are able to
create a community which is an extended family, but also of sufficient
size to function as a kind of micro state, with its own traditions and
rules. The schools tend to be situated in picturesque circumstances,
being manors, having moats, being built on clifftops or on moors, and
the style of teaching is often progressive, including experiments in
self-expression, novel forms of exercise, and different social groups
and activities for the girls.
The narrative focuses on the girls, who tend to be between 14 and 15.
Although they are high-spirited and active, they are not eccentric or
directly conflicting with social norms, as had been the case with
Tomboy fiction. They are adolescents, shown as being in a normal
period of transition in their lives, with a restlessness that tends to
be expressed by minor adventures such as climbing out of dormitory
windows at night, playing pranks on one another and their teachers and
searching for spies in their midst. They also typically develop their
own behavioural codes, have a slang or secret language, which is
exclusive to the school.
The stories tend to focus on relationships between the pupils,
including alliances between pairs and groups of girls, jealousy
between them, and the experience of characters who feel excluded from
the school community. Events which have become familiar from the
girls' school fiction written since Brazil, are common, such as secret
night-time meetings, achieving and receiving honours or prizes and
events at the end of term such as concerts.
In addition to her books, she also contributed a large number of
school stories to children's annuals and the 'Girl's Own Paper'.
Antecedents and influences
======================================================================
Brazil did not invent the story of boarding school life, although she
was a major influence over its transformation. There was already an
established tradition of fiction for young women, in which school life
was presented as a crucible for their development. 'The Governess, or
The Little Female Academy' by Sarah Fielding, published in 1749, is
generally seen as the first boarding school story. Fielding's novel
was a moralistic tale with tangents offering instruction on behaviour,
and each of the nine girls in the novel relate their story
individually. However it did establish aspects of the boarding school
story which were repeated in later works. The school is self-contained
with little connection to local life, the girls are encouraged to live
together with a sense of community and collective responsibility, and
one of the characters experiences a sleepless night, a standard motif
in subsequent girls' fiction.
Fielding's approach was imitated and used as a formula by both her
contemporaries and other writers into the 19th century. Susan Coolidge
in 'What Katy Did at School' (1873) and Frances Hodgson Burnett, with
'Sara Crewe: or what Happened at Miss Minchin's' (1887) (later
rewritten as A Little Princess) also used a girls' school setting. A
character in Brazil's 'The Third Class at Miss Kaye's' quotes these
novels as an example of the sort of rigid Victorian environment she
had been expecting to find at boarding school. However, probably the
most widely read and influential of Brazil's 19th-century predecessors
in girls' fiction, was L. T. Meade. Meade was voted most popular
writer in 1898 by the readers of 'Girls' Realm' and used some
innovations in her girls' school stories which were later developed by
Brazil.
Shift towards collective education for girls
==============================================
In the first decades of the 20th century there was a change in
education for middle-class girls. Previously it had been common for
girls to be educated by a private tutor, an approach which led to
young women growing up with a feeling of isolation from their peers.
Brazil's boarding school stories were a prominent expression of this
shift, and helped promote a sense of young women being a community
with a shared identity as schoolgirls, in which individual girls could
share common concerns and issues affecting their lives and act
together. The emerging middle classes also could not afford private
tuition for their daughters, and while anxious not to send them to
poor schools, took advantage of the growing number of private schools
for girls, of which there were at least one in most English cities by
1878.
Change in general education for girls
=======================================
Brazil's first schoolgirl tales were also published in an era of
increased literacy for girls, encouraged by the education acts passed
into law in 1902 and 1907 and thus appeared at a particularly ripe
time for publishing success and influence upon readers beyond those
able to attend boarding schools. Between 1900 and 1920, the number of
girls at grammar schools increased from 20,000 to 185,000. Curriculum
for girls' study in general also become more liberal in this period.
During the same period boarding schools for girls had gain
respectability among middle-class parents. These schools included a
range of activities besides academic study, including activities such
as lacrosse, hockey and fencing. Together with changes in the wider
social context, which gave more educational and professional openings
for girls, this reflected a more general sense of a world where a
wider enjoyment of life and opportunity was much more available for
girls than had been the case.
Changing norms in girls' fiction
==================================
Much of the fiction for girls being published at the turn of the
century was instructional, and focused on promoting self-sacrifice,
moral virtues, dignity and aspiring to a settled position in an
ordered society. Brazil's fiction presented energetic characters who
openly challenged authority, were cheeky, perpetrated pranks, and
lived in a world which celebrated their youth and in which adults and
their concerns were sidelined.
While popular with girls, Brazil's books were not approved of by many
adults and even banned by some headmistresses, seeing them as
subversive and damaging to young minds. In 1936 Ethel Strudwick,
principal of St Paul's Girls' School in London, reacted to a novella
about the school by announcing at morning prayers that she would
gather all of Brazil's books and set them alight.
Brazil's own fiction also changed to reflect developing attitudes and
changing social mores and the changing expectations of her readers.
Her stories written before 1914, the beginning of the First World War,
lean more towards issues of character that were typical in Victorian
fiction for girls. Those written after this become more critical of
this approach, and the heroines more liberated, in parallel with
changing possibilities and attitudes towards girls and their potential
to become more active in wider aspects of society.
Parallel to developments in fiction for boys
==============================================
Boys' school stories were popular from the 1870s until the 1930s and
continued to find an audience into the 1970s. Prominent writers
included Talbot Baines Reed, and Charles Hamilton, who wrote under a
number of pen names, including Frank Richards, as author of the
successful Greyfriars School series. Anthony Buckeridge later wrote
the Jennings books. Themes between boys' and girls' school fiction had
some commonality, such as sports, honour, and friendship.
It has been claimed that the appearance of girls' boarding school
stories was a response to a parallel development of the equivalent for
boys in the same period, and there are certainly elements of boys'
stories, such as Tom Brown's Schooldays by Thomas Hughes, and the
Greyfriars tales by Frank Richards, appear to have been borrowed by
writers of girls' stories, including Brazil. However, this may accord
an undue influence to this literature, as there had been a gradual
development from the 18th century toward fiction which was more
specifically focused on gender, and many of the tropes in Brazil's
books derive from the real-life schools attended by early 20th-century
girls.
There were also male readers of Brazil's works, although they tended
to consume these books secretly and guiltily. These including a number
of prominent figures, who confessed to liking the stories in
childhood, later in life. This was also a period in which girls' high
schools and boarding schools were developing, drawing on aspects of
the longer-established boys' boarding schools, but also developing
their own culture which was more focused on encouraging friendship and
security: elements which many boys, not attracted to the culture of
tough masculinity in boys' schools, could relate to. There may also
have been as aspect of voyeuristic attraction in boys reading stories
about an environment exclusively focused on girls.
Influence
======================================================================
Angela Brazil is frequently held to be largely responsible for
establishing the girls' school story genre, which exerted a major
effect on the reading practices of girls for decades after she began
publishing her novels, although this belief has been challenged. Her
motifs and ideas have become a common part of popular imagination
since publication and inspired many imitators and successors. J.K.
Rowling's Harry Potter series draws upon many elements of English
public school education fiction that Brazil's work helped to
establish.
Towards the end of the 20th century, girls' school stories had in many
respects become seen as a cliché, with standard character types such
as the oddball but courageous new girl and the practical but fair
headmistress, and recurring scenes such as a midnight feast, pranks,
heroic rescues and concert at the end of term. Many parodies of these
types of stories have been produced. However, when Brazil first wrote
schoolgirl tales she was not simply repeating established norms in
fiction for young women, and her approach (together with other girls'
writers of this period) was innovative and actually establishing new
ideas about girls' lives, which were simplified and turned into stock
motifs by later writers.
Popular writers of girls' school stories who certainly read Angela
Brazil's books include Elinor Brent-Dyer with her Chalet School
series, and Enid Blyton with her tales about Malory Towers and St
Clares. Brent-Dyer, whose first volume in the Chalet School series
appeared in 1925, published 57 more books in the series and these
books were still selling 150,000 copies a year in the late 1990s.
Dorita Fairlie Bruce and Elsie Oxenham should also be mentioned and
from the 21st century, Tyne O'Connell. Despite the fact that many of
these stories included archaic motifs and representations, they still
remain popular.
Interpretations of lesbian content
======================================================================
It has been suggested that Brazil's tales were intended to be covertly
expressive of lesbian themes. Her stories of friendships between girls
do include kissing between pupils and less frequently between pupils
and teachers, and also elements of adolescent jealousy, but such
actions would likely have been viewed as relatively unremarkable at a
time when romantic friendships were common. It is possible that
Brazil, writing about her own youthful experiences of schoolgirl life,
was completely unaware of these implications, and passionate
friendships between adolescent girls are not uncommon. Nevertheless,
the tone of the relationships in her stories was highly sentimental
and might be interpreted as having erotic implications. In fact,
Brazil seemed particularly attached to the name Lesbia, which was
given to several important characters: Lesbia Ferrars in 'Loyal to the
School', for instance, and Lesbia Carrington in 'For the School
Colours'. Both of these seem to have been largely self-portraits,
suitably idealised.
Bibliography
======================================================================
This bibliography is based largely around the bibliography given in
Sims and Clare, supplemented with information from the Jisc Library
Hub Discover, and other sources as indicated. The column 'On PG'
indicates is the book is available on Project Gutenberg.
Books written by Angela Brazil
No !! Title !! Published !! Year !! Illustrator !! Pages (from Jisc)
!! On PG !! Notes
1 The Mischievous Brownie Patterson, Edinburgh 1899 19 p.,
8º
2 The Fairy Gifts Patterson, Edinburgh 1901 24 p., 8º
3 Four Recitations Patterson, Edinburgh 1903
4 The Enchanted Fiddle Patterson, Edinburgh 1903 22 p., 8º
5 The Wishing Princess Patterson, Edinburgh 1904 24 p., 8º
6 A Terrible Tomboy Gay and Bird, London 1904 Angela Brazil
and Amy Brazil [2], 284 p., col. Ill., 8º Yes
7 The Fortunes of Philippa Blackie, London 1906 Arthur A.
Dixon 208 p., 8º Yes
8 The Third Class at Miss Kayes Blackie, London 1909 Arthur
A. Dixon 208 p., 8º Yes
9 The Nicest Girl in the School Blackie, London 1910 Arthur
A. Dixon 256 p., 8º Yes
10 Our School Record Dow & Lester, London 1909
11 Bosom Friends Nelson, London 1910 Jennie Wylie 253 p.,
8º Yes
12 The Manor House School Blackie, London 1911 Arthur A.
Dixon 256 p., 8º Yes
13 A Fourth Form Friendship Blackie, London 1912 Frank E.
Wiles 255, [1] p., 5pl., 8º Yes
14 The New Girl at St Chad's Blackie, London 1912 John W.
Campbell 288 p., 8º Yes
15 A Pair of Schoolgirls Blackie, London 1912 John W.
Campbell 256 p., pl., ill., 8º Yes
16 The Leader of the Lower School Blackie, London 1914 John
W. Campbell 256 p., 8º Yes
17 The Youngest Girl in the Fifth Blackie, London 1914
Stanley Davis 296 p., 8º Yes
18 The Girls of St Cyprian's Blackie, London 1914 Stanley
Davis 288 p., 6 pl., 8º Yes
19 The School by the Sea Blackie, London 1914 John W. Cambell
256 p., 8º Yes
20 For the Sake of the School Blackie, London 1915 Stanley
Davis 264p., 5 pl., ill. (1 col.), 8º Yes
21 The Jolliest Term on Record Blackie, London 1915 Balliol
Salmon 288 p., 8º Yes
22 The Luckiest Girl in the School Blackie, London 1916
Balliol Salmon 296 p., 6 ill., 8º Yes
23 The Madcap of the School Blackie, London 1917 Balliol
Salmon 288 p., 8º Yes
24 The Slap-Bang Boys Nelson, London 1917 George Morrow 32
p., 8º
25 A Patriotic Schoolgirl Blackie, London 1918 Balliol Salmon
288 p., 6 ill., 8º Yes
26 For the School Colours Blackie, London 1918 Balliol Salmon
288 p., 8º Yes
27 The Language of Flowers Oxford, Oxford 1919
28 The Treasure of the Woods Oxford, Oxford 1919
29 A Harum-Scarum Schoolgirl Blackie, London 1919 John W.
Campbell 288 p., 8º Yes
30 The Head Girl at the Gables Blackie, London 1919 Balliol
Salmon 288 p., 6 ill., 8º Yes
31 Two Little Scamps and a Puppy Nelson, London 1919 E
Blampied 63 p., 8º
32 A Popular Schoolgirl Blackie, London 1920 Balliol Salmon
288 p., 5 ill., 8º Yes
33 A Gift from the Sea Nelson, London 1920 A. E. Jackson 64
p., 8º
34 The Princess of the School Blackie, London 1920 Frank E.
Wiles 288 p., 8º Yes
35 Loyal to the School Blackie, London 1921 Treyer Evans
288 p., 8º Yes
36 A Fortunate Term Blackie, London 1921 Treyer Evans 288
p., 5 ill., 8º Yes
37 Monitress Merle Blackie, London 1922 Treyer Evans 256
p., 6 ill., 8º Yes
38 The School in the South Blackie, London 1922 W. Smithson
Broadhead 287 p., 8º Yes
39 Schoolgirl Kitty Blackie, London 1923 W. E. Wightman 320
p., 8º
40 The Khaki Boys and other stories Nelson, London 1923
41 Captain Peggie Blackie, London 1924 W. E. Wightman 319
p., 8º
42 My Own Schooldays Blackie, London 1925 Photograph
[2],[5]-320p., 4 ill., 8º
43 Joan's Best Chum Blackie, London 1926 W. E. Wightman 320
p., 6 ill., 8º
44 Queen of the Dormitory etc. Cassell, London 1926 P. B.
Hickling 217 p., 8º
45 Ruth of St Ronan's Blackie, London 1927 Frank Oldham 320
p., 8º
46 At School with Rachel Blackie, London 1928 W. E. Wightman
320 p., 8º
47 St. Catherine's College Blackie, London 1929 Frank E.
Wiles 320 p., 4 ill., 8º
48 The Little Green School Blackie, London 1931 Frank E.
Wiles 320 p., 8º
49 Nesta's New School Blackie, London 1932 W. Spence 319
p., 8º
50 Jean's Golden Term Blackie, London 1934 Frank E. Wiles
256 p., 8º
51 The School at the Turrets Blackie, London 1935 Francis E.
Hiley 255 p., 8º
52 An Exciting Term Blackie, London 1936 Francis E. Hiley
255 p., 8º
53 Jill's Joiliest School Blackie, London 1937 Francis E.
Hiley 272 p., 8º
54 The School on the Cliff Blackie, London 1938 Francis E.
Hiley 272 p., 8º
55 The School on the Moor Blackie, London 1939 H. Coller
256 p., 4 ill., 8º
56 The New School at Scawdale Blackie, London 1940 M.
Mackinlav 272 p., 4 ill., 8º
57 Five Jolly Schoolgirls Blackie, London 1941 W. Lindsay
Cable 252 p., 8º
58 The Mystery of the Moated Grange Blackie, London 1942 W.
Lindsay Cable 271 p., 8º
59 The Secret of the Border Castle Blackie, London 1943
Charles Willis 256 p., 4 ill., 8º
60 The School in the Forest Blackie, London 1944 J. Dewar
Mills 288 p., 4 ill., 8º
61 Three Terms at Uplands Blackie, London 1945 D. L. Mays
223 p., ill., 8º
62 The School on the Loch Blackie, London 1946 W. Lindsay
Cable 240 p., 4 ill. 8º
Example of illustration
======================================================================
The following illustrations (a colour frontispiece and four black and
white illustrations) were prepared by Arthur A(ugustus) Dixon (8 May
1872 - 30 May 1959) for Brazil's most popular story 'The Nicest Girl
in the School' (1909).
File: Illust by Arthur A Dixon for the Nicest Girl in the School
(1909) by Angela Bazil - 1.jpg|Guilt
File:Illust by Arthur A Dixon for the Nicest Girl in the School (1909)
by Angela Bazil - 2.jpg|Isolation
File:Illust by Arthur A Dixon for the Nicest Girl in the School (1909)
by Angela Bazil - 3.jpg|Appeal
File:Illust by Arthur A Dixon for the Nicest Girl in the School (1909)
by Angela Bazil - 4.jpg|Suspected
File:Illust by Arthur A Dixon for the Nicest Girl in the School (1909)
by Angela Bazil - 5.jpg|Cut off by tide
Natural History records
======================================================================
Brazil was interested and knowledgeable about natural history. She was
part of a field studies group in Wales with her sister, and also
recorded what she saw on walks around Coventry. Over two decades she
made detailed notes about plants, birds and animals she had seen as
well as some watercolour paintings for her personal records. These are
now housed at the Herbert Art Gallery and Museum in Coventry. Some of
the watercolours were included in the 'UnNatural History' exhibition
as part of Coventry UK City of Culture in 2021.
See also
======================================================================
* The Chalet School series by Elinor Brent-Dyer
* The Melling School series by Margaret Biggs
* The Abbey Series, Abbey Connectors and other series of books about
schoolgirls by Elsie J. Oxenham
* School story
*Pony books, often featuring and aimed at teen girls
Sources
======================================================================
*'My Own Schooldays'. Angela Brazil, 1926.
*'The Schoolgirl Ethic: The Life and Work of Angela Brazil'. Gillian
Freeman, 1976
*'You're a Brick, Angela! A New Look at Girls’ Fiction from 1839 to
1975'. Mary Cadogan and Patricia Craig, Gollancz, London, 1976.
* Shropshire-cc.gov.uk
[
https://web.archive.org/web/20130923235144/http://www3.shropshire-cc.gov.uk/people/brazil.htm]
accessed 10 January 2006 (UTC)
* Collectingbooksandmagazines.com
[
http://www.collectingbooksandmagazines.com/angela.html] accessed 10
January 2006 (UTC)
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=========
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Original Article:
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