This dissertation contributes to the ongoing reclamation process for early women writers by extending feminist literary history backward by two centuries. In pursuing a comprehensive consideration of Margaret Cavendish's paratextual materials (title pages, frontispieces, prefaces), it re-visions her as a serious author and feminist pedagogue. Associated research reveals the historical exclusion of early women writers from the literary canon and classroom, while arguing for a pedagogical approach inspired by Cavendish's own educational theories.