DOCSLIB.ORG

Educating Women

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Educating Women EDUCATING WOMEN: THE PRECEPTRESS AND HER PEN, 1780-1820 RUTH ALEXANDRA SYMES Submitted in partial fulfilment of the requirements of the degree of D.Phil. University of York Centre for Women's Studies 1995 ABSTRACT The period 1780-1820 saw changes in ideas about education, literature and the "nature" of women. These ideas were in themselves mutually interdependent. The writings of women in this period have recently been recovered and reanalysed by critics keen to theorise their "literary value." This thesis suggests that these works might be more profitably evaluated by a consideration of the pedagogical ideals underpinning their production. I trace the religious and philosophical ideas informing educational discourse and suggest that in this period, the figure of the preceptress, British, middle-class and rational, infiltrated the popular imagination as writer, reader and character. The majority of female writer/educators in this thesis were working within a rationalist philosophy of experience dependent upon the world of Enlightenment and Dissent. My study considers a range of fictional and non-fictional material by women writers both well-known and obscure, including school textbooks, stories for children, works of advice, works of literary criticism, self-histories and novels of the period. I show the ways in which these works were connected through pedagogical discourse and consider how the development of particular genres in this period was shaped by the notion of educating womanhood. I show how, by reinstating pedagogy as an aspect of literary production and appreciation, women writers may obtain a fairer hearing. 2 CONTENTS page Abstract 2 Contents 3 List of Appendices 7 Introduction: Educating Women, 1780-1820 10 1) The Preceptress and the Domestic Woman 17 2) Retrieving the Preceptress 20 a) Histories of- Education 20 b) Women in Enlightenment Thought 24 c) Histories of the Family and Childhood 28 d) Histories of Feminist Politics 30 e) Religion and Enlightenment 32 0 Biographical Approaches 42 3) Defining the Preceptress 51 i) Issues of Class 51 ii) Issues of Nationality 59 4) Literary Criticism and Women's Education 64 5) Methodology 73 Chapter One: "The Wand of Reason": the Preceptress in Writing for Children 79 1) Women Writers and the Preceptress in Works for Children 83 2) "There Must be a Dame": Women Writing Textbooks 88 3 i) "Young Girls Don't Read Prefaces" 88 ii) "The Magic of Ryme": Books of Poetry 96 3) Fantasy, Reason and The Preceptress 100 i) Fairy Tales 104 ii) Fables 110 4) "Nature" and the Preceptress 114 5) Educating and Authorship in Works for Children: 124 Some Conclusions Chapter Two: The Absent Mrs Gregory: The Preceptress in Advice Literature 133 1) The History of Educational Advice: Some Considerations of Gender 135 i) "In the Eye of My Own Sex": Prescription and the Paternal Preceptor 142 ii) "Silken Fetters": The Maternal Model of Advice 146 a) "A Regular Plan" 147 b) "The Most Proper and Attractive of all Teachers" 151 2) The Woman Writer and the Possibilities of Prescription 156 3) Parodying Prescription: Maria Edgeworth's Letters for Literary Ladies (1795) 162 4) Prescription and the Novel of Education 173 Chapter Three: "A Judicious Person with Some Turn For Humour": The Preceptress as Literary Critic 178 1) Women, Literary Criticism and the Late Eighteenth-Century Context 181 2) "Strong Markings of the Female Mind": Clara Reeve: Literary Critic and 4 Educationalist (1729-1807). 189 3) The Progress of Romance (1785): From Literary Criticism to Pedagogical Project 194 i) "To Talk of Romance": Some Notes on Form 204 ii) "The Regulation of Reason": Some Recommended Reading 208 4) Conclusion 210 Chapter Four: The Educative "I": The Preceptress as Self-Historian 213 1) "In Everything Follow My Example": Educational Discourse and Self-History: A Dialogue 217 2) The Memoir of Catharine Cappe (1812) 222 i) Unitarianism and Life-Writing 227 ii) Cappe's Memoir and Educational Discourse 233 a) "Another End in View" 234 b) Association and Autobiography 237 3) Conclusion 245 Chapter Five: "A More Perfect Plan": Emma and The Preceptress in 249 Fiction 1) Educating Emma 255 2) Educating Women in Emma 261 i) Mrs Goddard's Academy 261 ii) Mrs Weston: "Poor Miss Taylor That Was" 263 iii) Emma: "Mrs Weston's Faithful Pupil" 270 iv) Jane Fairfax: "Brought up for Educating Others" 275 3) Jane Austen as Educating Author 279 4) Later Preceptresses in Fiction 282 5 Conclusion: "Having Made Education My More Particular Study" 284 Appendices 293 Bibliography 308 6 LIST OF APPENDICES Appendix A: Elizabeth Hamilton. Letters on the Elementary Principles of Education, 5th edition. Bath, R. Cruthwell, 1816. 12-21. Appendix B: Charlotte Smith. "Preface" to Conversations Introducing Poetry on the Subjects of Natural History for The Use of Children and the Young. London, T. Nelson and Sons, 1804. Appendix C: The Grasshopper i) Cowley's Translation of Anacreon's The Grasshopper (translation made between 1638 and 1652). In J. F. Taafe, Abraham Cowley. New York: Twayne Publishers Inc., 1974. 45. ii) Charlotte Smith's .Version of The Grasshopper in Conversations Introducing Poetry: Chiefly on the Subjects of Natural History for the Use of Children and Young People. London, T. Nelson and Sons, 1804. 116-117. Appendix D: Maria Edgeworth. "The Good French Governess" in Moral Tales for Young People. London: J. Johnson, 1801. 112-113. Appendix E: Clara Reeve. "To my Friend Mrs X. On her Holding an Argument in Favour of the Natural Equality of Both of the Sexes." In Original Poems on Several Occasions. London: T. and J. W. Pasham, 1756. 4-11. Appendix F: Clara Reeve. The Progress of Romance Through Times, Countries and Manners, with Remarks on the Good and Bad Effects of it on Them Respectively in A Course of Evening Conversations, 2nd vol.. Colchester: W. Keymer, 1785. 102-104. Appendix G: Catharine Cappe. "Introduction" to Memoir of the Life of the Late Mrs Catharine Cappe Written by Herself. 2nd ed.. London: Longman, Hurst, Rees, Orme and Brown, Paternoster Row, 1823. 2-4. 7 My chief delight is to learn and to be with those who know how to teach. It is not often my lot to meet with living instructors, but there are plenty of the dead and I am satisfied. Ellen Weeton, Nov. 15th 1809. The Journals of Ellen Weeton 1807-1822, ed. Edward Hall with a new intoduction by J.J. Bagley (Newton Abbot: David and Charles Reprints, 1969). 8 ACKNOWLEDGEMENTS I wish to thank the British Academy for funding my research and especially for allowing me to make several research trips to London and Cambridge. Thanks to the staff of Wigan Record Office, Leigh; Suffolk County Archives, Ipswich; York University Library; Leeds Brotherton Library; the British Library, Boston Spa; the John Rylands Library, Manchester; the British Library, London; the Borthwick Institute, York; and Cambridge University Library. My chief thanks go to my two female mentors, Treva Broughton and Jane Rendall whose unfailing enthusiasm, interest and criticism of my work have been the mainstay of my time at York. Thanks to them also for showing me the borders between "literature" and "history" and for helping me in the attempt to cross them. Thanks also to all the staff and students of the Centre for Women's Studies at York who gave me the space and encouragement to teach, to learn, and to write. Thanks to the Women's History Research Group at York for many stimulating discussions over the years. Thanks also to the organisers of the Erasmus Student Exchange on both sides of the Channel who allowed me to participate in a fascinating course entitled Fact and Fiction in a Feminist Perspective held at the University of Utrecht in the summer of 1992. Thanks to all those teachers from Warrington, Cambridge, and London who have encouraged my enthusiasm for literature. These were particularly: John Brown, John Nutter, lain Wright, Julia Swindells and Yvonne Browne. Thanks also to all my fellow teachers in Warrington, London, Cambridge, Leeds and York whose line of work provides the inspiration for this thesis. I am grateful too to all my own students who have given me the opportunity to play the role of preceptress! Thanks to old friends for their sound advice at times of stress, particularly Anne Sheinfield, Susan Harkness and Cathy Ward. Thanks to my parents for their support and particularly to my father and sister, Naomi, for their patient proofreading. Final and especial thanks to Zainul Sachak for the years of reassurance and belief: without him this project would never have been completed. 9 Introduction Educating Women, 1780-1820 [To Miss C. Armitage, Upholland, Wigan, July 1823]. My heart ached to discover a very wrong system of education pursued for my child; but I must submit to it in silence. No father is fit to educate a daughter and Mary is only preparing for a sickly life, filled with vanity, pride and trifles -- and a premature death. Poor, poor Mary, thy lot and mine is very sad... [emphasis mine] [To Mr Stock, Upholland, Wigan, July 1st 1823]. Do you not love my Mary? Why then deprive her of the comfort of a mother? If you sincerely loved her, you would study her comfort and satisfaction. When in your house, what comfort and satisfaction has she, capable of giving her proper instruction? -- none. Too ignorant are they, and of language and manners not for her to copy; and when she leaves school, she must come home to be the companion of servants. Do not educate her thus, I earnestly urge, but let her have the advantages of a mother's solicitude... [emphasis Weeton's] Ellen Weeton, The Journals of Ellen Weeton, 1807-1825 1 In July 1823, the Lancashire governess and schoolteacher, Ellen Weeton, wrote passionately to her friend, Miss Armitage, and to her estranged husband, Aaron Stock, on the subject of the education of her daughter.
Load more

Recommended publications
  • Elementary and Grammar Education in Late Medieval France
    KNOWLEDGE COMMUNITIES Lynch Education in Late Medieval France Elementary and Grammar Sarah B. Lynch Elementary and Grammar Education in Late Medieval France Lyon, 1285-1530 Elementary and Grammar Education in Late Medieval France Knowledge Communities This series focuses on innovative scholarship in the areas of intellectual history and the history of ideas, particularly as they relate to the communication of knowledge within and among diverse scholarly, literary, religious, and social communities across Western Europe. Interdisciplinary in nature, the series especially encourages new methodological outlooks that draw on the disciplines of philosophy, theology, musicology, anthropology, paleography, and codicology. Knowledge Communities addresses the myriad ways in which knowledge was expressed and inculcated, not only focusing upon scholarly texts from the period but also emphasizing the importance of emotions, ritual, performance, images, and gestures as modalities that communicate and acculturate ideas. The series publishes cutting-edge work that explores the nexus between ideas, communities and individuals in medieval and early modern Europe. Series Editor Clare Monagle, Macquarie University Editorial Board Mette Bruun, University of Copenhagen Babette Hellemans, University of Groningen Severin Kitanov, Salem State University Alex Novikoff, Fordham University Willemien Otten, University of Chicago Divinity School Elementary and Grammar Education in Late Medieval France Lyon, 1285-1530 Sarah B. Lynch Amsterdam University Press Cover illustration: Aristotle Teaching in Aristotle’s Politiques, Poitiers, 1480-90. Paris, BnF, ms fr 22500, f. 248 r. Cover design: Coördesign, Leiden Lay-out: Crius Group, Hulshout Amsterdam University Press English-language titles are distributed in the US and Canada by the University of Chicago Press. isbn 978 90 8964 986 7 e-isbn 978 90 4852 902 5 (pdf) doi 10.5117/9789089649867 nur 684 © Sarah B.
    [Show full text]
  • Entre Classicismo E Romantismo. Ensaios De Cultura E Literatura
    Entre Classicismo e Romantismo. Ensaios de Cultura e Literatura Organização Jorge Bastos da Silva Maria Zulmira Castanheira Studies in Classicism and Romanticism 2 FLUP | CETAPS, 2013 Studies in Classicism and Romanticism 2 Studies in Classicism and Romanticism is an academic series published on- line by the Centre for English, Translation and Anglo-Portuguese Studies (CETAPS) and hosted by the central library of the Faculdade de Letras da Universidade do Porto, Portugal. Studies in Classicism and Romanticism has come into being as a result of the commitment of a group of scholars who are especially interested in English literature and culture from the mid-seventeenth to the mid- nineteenth century. The principal objective of the series is the publication in electronic format of monographs and collections of essays, either in English or in Portuguese, with no pre-established methodological framework, as well as the publication of relevant primary texts from the period c. 1650–c. 1850. Series Editors Jorge Bastos da Silva Maria Zulmira Castanheira Entre Classicismo e Romantismo. Ensaios de Cultura e Literatura Organização Jorge Bastos da Silva Maria Zulmira Castanheira Studies in Classicism and Romanticism 2 FLUP | CETAPS, 2013 Editorial 2 Sumário Apresentação 4 Maria Luísa Malato Borralho, “Metamorfoses do Soneto: Do «Classicismo» ao «Romantismo»” 5 Adelaide Meira Serras, “Science as the Enlightened Route to Paradise?” 29 Paula Rama-da-Silva, “Hogarth and the Role of Engraving in Eighteenth-Century London” 41 Patrícia Rodrigues, “The Importance of Study for Women and by Women: Hannah More’s Defence of Female Education as the Path to their Patriotic Contribution” 56 Maria Leonor Machado de Sousa, “Sugestões Portuguesas no Romantismo Inglês” 65 Maria Zulmira Castanheira, “O Papel Mediador da Imprensa Periódica na Divulgação da Cultura Britânica em Portugal ao Tempo do Romantismo (1836-1865): Matérias e Imagens” 76 João Paulo Ascenso P.
    [Show full text]
  • Towards a Poetics of Becoming: Samuel Taylor Coleridge's and John Keats's Aesthetics Between Idealism and Deconstruction
    Towards a Poetics of Becoming: Samuel Taylor Coleridge’s and John Keats’s Aesthetics Between Idealism and Deconstruction Dissertation zur Erlangung der Doktorwürde der Philosophischen Fakultät IV (Sprach- und Literaturwissenschaften) der Universität Regensburg eingereicht von Charles NGIEWIH TEKE Alfons-Auer-Str. 4 93053 Regensburg Februar 2004 Erstgutachter: Prof. Dr. Rainer EMIG Zweitgutachter: Prof. Dr. Dieter A. BERGER 1 TABLE OF CONTENTS PAGE DEDICATION .............................................................................................................. I ACKNOWLEDGMENTS ........................................................................................... II ABSTRACT ............................................................................................................... VI English........................................................................................................................ VI German...................................................................................................................... VII French...................................................................................................................... VIII INTRODUCTION Aims of the Study......................................................................................................... 1 On the Relationship Between S. T. Coleridge and J. Keats.......................................... 5 Certain Critical Terms................................................................................................
    [Show full text]
  • Making Amusement the Vehicle of Instruction’: Key Developments in the Nursery Reading Market 1783-1900
    1 ‘Making amusement the vehicle of instruction’: Key Developments in the Nursery Reading Market 1783-1900 PhD Thesis submitted by Lesley Jane Delaney UCL Department of English Literature and Language 2012 SIGNED DECLARATION 2 I, Lesley Jane Delaney confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. ––––––––––––––––––––––––––––––––––––––– ABSTRACT 3 ABSTRACT During the course of the nineteenth century children’s early reading experience was radically transformed; late eighteenth-century children were expected to cut their teeth on morally improving texts, while Victorian children learned to read more playfully through colourful picturebooks. This thesis explores the reasons for this paradigm change through a study of the key developments in children’s publishing from 1783 to 1900. Successively examining an amateur author, a commercial publisher, an innovative editor, and a brilliant illustrator with a strong interest in progressive theories of education, the thesis is alive to the multiplicity of influences on children’s reading over the century. Chapter One outlines the scope of the study. Chapter Two focuses on Ellenor Fenn’s graded dialogues, Cobwebs to catch flies (1783), initially marketed as part of a reading scheme, which remained in print for more than 120 years. Fenn’s highly original method of teaching reading through real stories, with its emphasis on simple words, large type, and high-quality pictures, laid the foundations for modern nursery books. Chapter Three examines John Harris, who issued a ground- breaking series of colour-illustrated rhyming stories and educational books in the 1810s, marketed as ‘Harris’s Cabinet of Amusement and Instruction’.
    [Show full text]
  • The Life of the Female Mind: Hester Mulso Chapone and the Gendered Rhetoric of Experience
    The Life of the Female Mind: Hester Mulso Chapone and the Gendered Rhetoric of Experience Bethany Mannon Abstract: This article studies the writings of Hester Mulso Chapone (1727-1801) a prolific member of the late-eighteenth century Bluestocking circle. Working within genres traditionally available to women, most notably the conversational rhetoric of letters, Chapone advocates for an expanded social role and rhetorical education for young women. These letters later circulated publicly as Letters on Filial Obedience (1751) and Letters on the Improvement of the Mind (1773). Chapone’s participation in a tradition of feminist writing deserves attention be- cause of her success foregrounding personal experience as a source of authority and deploying personal writing to persuade, inform, and confront prevailing power structures. Keywords: Conversational Rhetoric, Feminist Rhetoric, Life Writing, Bluestockings Hester Mulso Chapone (1727-1801) wrote prolifically in the eighteenth century and, together with the writers Elizabeth Montagu, Catharine Macaulay, Charlotte Lennox, Elizabeth Carter, Sarah Scott, Hannah More, and Frances Burney, influenced British intellectual culture. A member of this Bluestocking generation, Chapone was known during her life for her essays, letters, conver- sation, poetry, and advice on the education of young women. She maintained a reputation as an intellectual moralist into the nineteenth century, as her writings continued to be widely printed and read. Chapone worked within the genres of letters and conduct books—traditionally accessible to women—but expanded those genres to confront eighteenth-century notions of virtue and education. Her Letters on Filial Obedience (1751) and Letters on the Improvement of the Mind (1773) foreground her youth and femininity; she performs a Peitho Journal: Vol.
    [Show full text]
  • Case Study of the English Early Childhood Education and Care System
    e Early h l Case Studies na of E A atio ar Trn ly d te Ch In il dh v o o d a E d u n c a t io t n a a n d g C a r e e S y s t e m s EvolvingResponsive a HarmonizedIntegrated Policymaking and Hybrid andUniversal Implementation:System of ECEC: Maintaining the Reform Momentum RespectingEarlyAFrom Careful Childhood Equality Children Balancing to Services:and Equity ActFamilies Using Data for Improvement HongSingaporeAustraliaEnglandFinland Kong Integrated and Universal Early Childhood Services: Using Data for Improvement A Case Study of the English Early Childhood Education and Care System Professor Kathy Sylva, Grace Murkett, and Beatriz Melendro October 5, 2018 CopyrightÓ 2018 Teachers College All rights reserved International Case Studies of Innovative Early Childhood Systems: England Contents Executive Summary 1 Part 1 Introduction 11 Chapter 1: Study Overview .......................................................................................................... 12 Rationale and Goals ................................................................................................................... 12 Study Architecture ..................................................................................................................... 14 Methodology ............................................................................................................................... 20 Data Collection, Analysis, and Validation................................................................................ 24 Definitions and Abbreviations
    [Show full text]
  • The Times and Influence of Samuel Johnson
    UNIVERZITA PALACKÉHO V OLOMOUCI FILOZOFICKÁ FAKULTA Katedra anglistiky a amerikanistiky Martina Tesařová The Times and Influence of Samuel Johnson Bakalářská práce Studijní obor: Anglická filologie Vedoucí práce: Mgr. Ema Jelínková, Ph.D. OLOMOUC 2013 Prohlášení Prohlašuji, že jsem bakalářskou práci na téma „Doba a vliv Samuela Johnsona“ vypracovala samostatně a uvedla úplný seznam použité a citované literatury. V Olomouci dne 15.srpna 2013 …………………………………….. podpis Poděkování Ráda bych poděkovala Mgr. Emě Jelínkové, Ph.D. za její stále přítomný humor, velkou trpělivost, vstřícnost, cenné rady, zapůjčenou literaturu a ochotu vždy pomoci. Rovněž děkuji svému manželovi, Joe Shermanovi, za podporu a jazykovou korekturu. Johnson, to be sure, has a roughness in his manner, but no man alive has a more tender heart. —James Boswell Table of Contents 1. Introduction ..................................................................................................... 1 2. The Age of Johnson: A Time of Reason and Good Manners ......................... 3 3. Samuel Johnson Himself ................................................................................. 5 3.1. Life and Health ......................................................................................... 5 3.2. Works ..................................................................................................... 10 3.3. Johnson’s Club ....................................................................................... 18 3.4. Opinions and Practice ............................................................................
    [Show full text]
  • Female Education in the Late Sixteenth and Early Seventeenth Centuries in England and Wales: a Study of Attitudes and Practi Ce
    FEMALE EDUCATION IN THE LATE SIXTEENTH AND EARLY SEVENTEENTH CENTURIES IN ENGLAND AND WALES: A STUDY OF ATTITUDES AND PRACTI CE Thesis submitted for the degree of Doctor of Philosophy: January 1996 Caroline Mary Kynaston Bowden Institute of Education, University of London \ 2 ABSTRACT OF THESIS This thesis provides a study of attitudes and practice in respect of female education in England and Wales in the late sixteenth and early seventeenth centuries. It begins with a review of primary and secondary sources, and throughout draws substantially upon personal documents consulted in collections of family papers covering a wide geographical area. These documents, it is argued are broadly representative of gentry families. Chapter Two examines the education of daughters; Chapter Three the role of women in marriage; Chapter Four motherhood. Each of these chapters examines the links between education and the roles girls and women fulfilled. Throughout these three chapters, contrasts and comparisons are drawn between prescriptive advice and practice. Chapter Five considers the difficult issue of standards in the education of girls and women, while the final chapter examines some of the outcomes of education in terms of women as intermediaries in informal power networks, estate and farm managers and educational benefactors and founders. The thesis draws conclusions in respect of the importance of education in permitting the developing role of women in both private and public spheres and examines the reasons for such changes. It also challenges existing theories regarding the differences between Catholic and Protestant attitudes to girls' education. A substantial appendix listing some 870 educated and literate women of the period is provided, both to demonstrate the major sources for this study and to provide a basis for future research.
    [Show full text]
  • Education System in the Uk
    EDUCATION SYSTEM IN THE UK Across the UK there are five stages of education: early years, primary, secondary, Further Education (FE) and Higher Education (HE). Education is compulsory for all children between the ages of 5 (4 in Northern Ireland) and 16. FE is not compulsory and covers non-advanced education which can be taken at further (including tertiary) education colleges and HE institutions (HEIs). The fifth stage, HE, is study beyond GCE A levels and their equivalent which, for most full-time students, takes place in universities and other HEIs and colleges. Early Years Education In England since September 2010, all three and four year olds are entitled to 15 hours of free nursery education for 38 weeks of the year. Early Years education takes place in a variety of settings including state nursery schools, nursery classes and reception classes within primary schools, as well as settings outside the state sector such as voluntary pre-schools, privately run nurseries or childminders. In recent years there has been a major expansion of Early Years education and childcare. The Foundation Stage which was first introduced in September 2000, and covered children’s education from the age of 3 to the end of the reception year, when children are aged 5. The Early Years Foundation Stage (EYFS) came into force in September 2008, and is a single regulatory and quality framework for the provision of learning, development and care for children in all registered early years settings between birth and the academic year in which they turn 5. The EYFS Profile (EYFSP) is the statutory assessment of each child’s development and learning achievements at the end of the academic year in which they turn 5.
    [Show full text]
  • University Microfilms, Inc., Ann Arbor, Michigan SOCIAL CRITICISM in the ENGLISH NOVEL
    This dissertation has been microfilmed exactly as received 68-8810 CLEMENTS, Frances Marion, 1927- SOCIAL CRITICISM IN THE ENGLISH NOVEL: 1740-1754. The Ohio State University, Ph.D., 1967 Language and Literature, general University Microfilms, Inc., Ann Arbor, Michigan SOCIAL CRITICISM IN THE ENGLISH NOVEL 1740- 175^ DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Frances Marion Clements, B.A., M.A. * # * * # * The Ohio State University 1967 Approved by (L_Lji.b A< i W L _ Adviser Department of English ACKNOWLEDGMENTS I wish to thank the Library of Congress and the Folger Shakespeare Library for allowing me to use their resources. I also owe a large debt to the Newberry Library, the State Library of Ohio and the university libraries of Yale, Miami of Ohio, Ohio Wesleyan, Chicago, Illinois, Indiana, Iowa and Wisconsin for their generosity in lending books. Their willingness to entrust precious eighteenth-century volumes to the postal service greatly facilitated my research. My largest debt, however, is to my adviser, Professor Richard D. Altick, who placed his extensive knowledge of British social history and of the British novel at my disposal, and who patiently read my manuscript more times than either of us likes to remember. Both his criticism and his praise were indispensable. VITA October 17, 1927 Born - Lynchburg, Virginia 1950 .......... A. B., Randolph-Macon Women's College, Lynchburg, Virginia 1950-1959• • • • United States Foreign Service 1962-1967. • • • Teaching Assistant, Department of English, The Ohio State University, Columbus, Ohio 1962 .....
    [Show full text]
  • Higher Education Funding Reforms: a Comprehensive Analysis of Educational and Labor Market Outcomes in England
    DISCUSSION PAPER SERIES IZA DP No. 11083 Higher Education Funding Reforms: A Comprehensive Analysis of Educational and Labor Market Outcomes in England Ghazala Azmat Stefania Simion OCTOBER 2017 DISCUSSION PAPER SERIES IZA DP No. 11083 Higher Education Funding Reforms: A Comprehensive Analysis of Educational and Labor Market Outcomes in England Ghazala Azmat Sciences Po, CEP (LSE) and IZA Stefania Simion University of Edinburgh and CEP (LSE) OCTOBER 2017 Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world’s largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. IZA – Institute of Labor Economics Schaumburg-Lippe-Straße 5–9 Phone: +49-228-3894-0 53113 Bonn, Germany Email: [email protected] www.iza.org IZA DP No. 11083 OCTOBER 2017 ABSTRACT Higher Education Funding Reforms: A Comprehensive Analysis of Educational and Labor Market Outcomes in England This paper investigates the impact of changes in the funding of higher education in England on students’ choices and outcomes.
    [Show full text]
  • Rulers of Opinion Women at the Royal Institution of Great Britain, 1799
    Rulers of Opinion Women at the Royal Institution of Great Britain, 1799-1812 Harriet Olivia Lloyd UCL Submitted for the Degree of Doctor of Philosophy in History of Science 2018 1 I, Harriet Olivia Lloyd, confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. 2 Abstract This thesis examines the role of women at the Royal Institution of Great Britain in its first decade and contributes to the field by writing more women into the history of science. Using the method of prosopography, 844 women have been identified as subscribers to the Royal Institution from its founding on 7 March 1799, until 10 April 1812, the date of the last lecture given by the chemist Humphry Davy (1778- 1829). Evidence suggests that around half of Davy’s audience at the Royal Institution were women from the upper and middle classes. This female audience was gathered by the Royal Institution’s distinguished patronesses, who included Mary Mee, Viscountess Palmerston (1752-1805) and the chemist Elizabeth Anne, Lady Hippisley (1762/3-1843). A further original contribution of this thesis is to explain why women subscribed to the Royal Institution from the audience perspective. First, Linda Colley’s concept of the “service élite” is used to explain why an institution that aimed to apply science to the “common purposes of life” appealed to fashionable women like the distinguished patronesses. These women were “rulers of opinion,” women who could influence their peers and transform the image of a degenerate ruling class to that of an élite that served the nation.
    [Show full text]