“If your daughters are inclined to love reading, do not check their Inclination”: Passing on knowledge and advice among elite women in eighteenth-century Scotland (original) (raw)

2017, The Production and Dissemination of Knowledge in Scotland

Clarissa Campbell-Orr, in a study of 'womanhood in England and France 1780-1920 called Wollstonecraft's Daughters, noted the lack of research on British aristocratic women, and especially of work on 'the role of aristocratic women in advancing their children's education' (13). The themes of this conference present me with the opportunity to make a modest step towards addressing this gap, in relation to the experience of some elite Scottish women. Familial letters and memoirs are my main sources. Studies have established the importance of letters, of female epistolary networks, for understanding how women circulated ideas and disseminated their knowledge; they often reveal female views on education, and women's reading practices and experience of reading in their circle. These accounts of personal, 'lived experience' are particularly valuable. Karen Glover, in her recent excellent study, Elite Women and Polite Society in Eighteenth-Century Scotland (20...

Women in Eighteenth-Century Scotland: intimate, intellectual and public livesKATIE BARCLAY DEBORAH SIMONTON (Eds)

Women's History Review, 2014

precipitated a return away from the parents and back to the children regarding the context of training. Her final chapter finds that formal educational institutions participated in this shift by transmitting social values alongside academic lessons. Education fitted children for adulthood and adult responsibilities within an emerging Protestant state, as they offered 'boys the opportunity to learn academic skills while also seeking to provide an equally valuable and productive education in courtesy, morality, virtue and religious character' (192). Bailey describes the overall value of her work as 'identifying trends and patterns promoted over time that indicate and reflect new emphases in what was seen as important in socialisation, based on religious uncertainties and changing social context' (158). But Bailey is being modest, for not only does her work identify and trace such patterns, it also insists that we address codicological issues when we discuss courtesy or conduct texts. She does indeed locate trends, but in so doing she not only casts more light on the subjective identity of late medieval childhood, she also discovers the transmission and reception of vernacular literature that provided detailed guides to socializing children. That is not to say the book is without its limitations. Indeed, one question we might ask of Bailey's deft study is one asked of all studies of all conduct literatures, whatever the century: do the idealized versions of childhood presented in these texts accurately reflect historical childhood? What about the child reader who resists or subverts the polite society promulgated by conduct literature? Bailey's first chapter begins with a depiction of a boy reading courtesy poems before a question is posed-'What did a young boy make of this?'-a topic again broached near the end of her study: 'Of course, these were "guidelines of perfection" rather than the reality of boys' behaviour' (11, 176). Sadly, such questions and observations are never answered or theorized in a particularly helpful manner. Nevertheless, Socialising the Child will enjoy a long shelf life. The author's four appendices, an impressive 41-page codicology that lists the proscriptive literatures she consulted, alone attests to as much, and it is through her exhaustive research and a rigorously detailed interrogation into the attitudes of childhood and the literature that shaped those attitudes that make Bailey's work a vital contribution to childhood studies. This impressive work will be of immediate and lasting interest to scholars interested in the history of childhood, the book, education or conduct literature.

Female Literacy and the Social Identity of the Clergy Family in the Seventeenth Century

Archaeologia Cantiana, 2013

Women's reading and writing habits in the 17th century have largely been studied through the evidence of aristocratic and gentry families. The clerical family provided a different social context for the exercise of female literacy, yet is has been somewhat overlooked as a specific site of female reading and writing. Some central lines of enquiry are drawn here using Kent as a case study.

The reading lives of English men and women, 1695-1830

2012

This thesis examines the reading lives of eighteenth-century English men and women. Diaries of the middling sort and the gentry show that reading entwined daily routines and long-term aspirations. This life-writing also demonstrates that readers performed and contextualised reading within a specific cultural milieu. Finally, autobiographical accounts reveal that books could challenge or reinforce contemporary constructs of gender. These three strands of for work on marginalia. See D. Allan, Commonplace books and reading in Georgian England (Cambridge, 2010) and A. Moss, Printed commonplace-books and the structuring of renaissance thought (Oxford, 1996) for studies of commonplace books. 4 The published diary of Dudley Ryder alone provided sufficient evidence of reading habits for this project.

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