With an Introduction and Notes by Peter Merchant, Canterbury Christchurch University College The Tenant of Wildfell Hall is a powerful and sometimes violent novel of expectation, love, oppression, sin, religion and betrayal. It portrays the disintegration of the marriage of Helen Huntingdon, the mysterious 'tenant' of the title, and her dissolute, alcoholic husband. Defying convention, Helen leaves her husband to protect their young son from his father's influence, and earns her own living as an artist. Whilst in hiding at Wildfell Hall, she encounters Gilbert Markham, who falls in love with her. On its first publication in 1848, Anne Bronte's second novel was criticised for being 'coarse' and 'brutal'. The Tenant of Wildfell Hall challenges the social conventions of the early nineteenth century in a strong defence of women's rights in the face of psychological abuse from their husbands. Anne Bronte's style is bold, naturalistic and passionate, and this novel, which her sister Charlotte considered 'an entire mistake', has earned Anne a position in English literature in her own right, not just as the youngest member of the Bronte family. This newly reset text is taken from a copy of the 1848 second edition in the Library of the Bronte Parsonage Museum and has been edited to correct known errors in that edition.

A Tale of Two Cities (1859), Dickens' greatest historical novel, traces the private lives of a group of people caught up in the cataclysm of the French Revolution and the Terror. Dickens based his historical detail on Carlyle's great work - The French Revolution. 'The best story I have written' was Dickens' own verdict on A Tale of Two Cities, and the reader is unlikely to disagree with this judgement of a story which combines historical fact with the author's unsurpassed genius for poignant tales of human suffering, self-sacrifice, and redemption.

The figure of the child and the imaginative and emotional capacities associated with children have always been sites of lively contestation for readers and critics of Dickens. In Dickens and the Imagined Child, leading scholars explore the function of the child and childhood within Dickens's imagination and reflect on the cultural resonance of his engagement with this topic. Part I of the collection examines the Dickensian child as both characteristic type and particular example, proposing a typology of the Dickensian child that is followed by discussions of specific children in Oliver Twist, Dombey and Son, and Bleak House. Part II focuses on the relationship between childhood and memory, by examining the various ways in which the child's-eye view was reabsorbed into Dickens's mature sensibility. The essays in Part III focus upon reading and writing as particularly significant aspects of childhood experience; from Dickens's childhood reading of tales of adventure, they move to discussion of the child readers in his novels and finally to a consideration of his own early writings alongside those that his children contributed to the Gad's Hill Gazette. The collection therefore builds a picture of the remembered experiences of childhood being realised anew, both by Dickens and through his inspiring example, in the imaginative creations that they came to inform. While the protagonist of David Copperfield-that 'favourite child' among Dickens's novels-comes to think of his childhood self as something which he 'left behind upon the road of life', for Dickens himself, leafing continually through his own back pages, there can be no putting away of childish things.

The figure of the child and the imaginative and emotional capacities associated with children have always been sites of lively contestation for readers and critics of Dickens. In Dickens and the Imagined Child, leading scholars explore the function of the child and childhood within Dickens's imagination and reflect on the cultural resonance of his engagement with this topic. Part I of the collection examines the Dickensian child as both characteristic type and particular example, proposing a typology of the Dickensian child that is followed by discussions of specific children in Oliver Twist, Dombey and Son, and Bleak House. Part II focuses on the relationship between childhood and memory, by examining the various ways in which the child's-eye view was reabsorbed into Dickens's mature sensibility. The essays in Part III focus upon reading and writing as particularly significant aspects of childhood experience; from Dickens's childhood reading of tales of adventure, they move to discussion of the child readers in his novels and finally to a consideration of his own early writings alongside those that his children contributed to the Gad's Hill Gazette. The collection therefore builds a picture of the remembered experiences of childhood being realised anew, both by Dickens and through his inspiring example, in the imaginative creations that they came to inform. While the protagonist of David Copperfield-that 'favourite child' among Dickens's novels-comes to think of his childhood self as something which he 'left behind upon the road of life', for Dickens himself, leafing continually through his own back pages, there can be no putting away of childish things.

'Vice Versa' shows the disastrous consequences of having one's wishes granted where a father and son swap places. The father has to endure his son's boarding school and the son gets the opportunity to run his father's business."

With an Introduction and Notes by Peter Merchant. Canterbury Christ Church College. The tough-mindedness of the social satire in and its air of palpable integrity give this novel a special place in Anthony Trollope's Literary career. Trollope paints a picture as panoramic as his title promises, of the life of 1870s London, the loves of those drawn to and through the city, and the career of Augustus Melmotte. Melmotte is one of the Victorian novel's greatest and strangest creations, and is an achievement undimmed by the passage of time. Trollope's 'Now' might, in the twenty-first century, look like some distant disenchanted 'Then', but this is still the yesterday which we must understand in order to make proper sense of our today.