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Theses Digitisation: This Is a Digitised Version of the Original Print Thesis. Copyright and Moral https://theses.gla.ac.uk/ Theses Digitisation: https://www.gla.ac.uk/myglasgow/research/enlighten/theses/digitisation/ This is a digitised version of the original print thesis. Copyright and moral rights for this work are retained by the author A copy can be downloaded for personal non-commercial research or study, without prior permission or charge This work cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Enlighten: Theses https://theses.gla.ac.uk/ [email protected] WOMEN OF THE SCOTTISH ENLIGHTENMENT : THEIR IMPORTANCE IN THE HISTORY OF SCOTTISH EDUCATION BY ROSALIND RUSSELL M.A., Dip.Ed., M.Ed. Thesis submitted for the Degree of Ph.D. The University of Glasgow DEPARTMENT OF EDUCATION UNIVERSITY OF GLASGOW February, 1988 Copyright Rosalind Russell 1988 ProQuest Number: 10997952 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 10997952 Published by ProQuest LLC(2018). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 ACKNOWLEDGEMENTS I should like to thank Dr. David Hamilton of the Department of Education, Glasgow University, for his skilful and conscientious supervision. Also my husband, John, for his persevering encouragement and secretarial skills; and my two sons, Alexander and David, born during the course of this work, who ensured an early start to each day. I am grateful too, for the help of librarians all over Scotland, with particular thanks to those at St. Andrews, Edinburgh and Glasgow University Libraries; the National Library and Scottish Register House in Edinburgh; the Mitchell Library in Glasgow; and the Templeton Library, Helensburgh. CONTENTS Page Pref ace vii Chapter One The Social Spectrum : Scotswomen 1 and Their Activities 1750-1830 Chapter Two Separate Spheres : Scottish 81 Enlightenment Philosophy and Women's Education Chapter Three Wives and Mothers : The Education of 143 Girls in Scotland 1750-1830 Chapter Four Conservatism and Radicalism : 219 Scotswomen's Views on Girls' Education and Their Social Role Chapter Five Reasons for the Historical Obscurity 272 of Scotswomen and Suggestions for their Rescue Appendix A Statistical Comparison Between 309 English and Scottish Women Writers for the Period 1750-1830 Appendix B Biographies 318 Bibliography 352 iii WOMEN OF THE SCOTTISH ENLIGHTENMENT : THEIR IMPORTANCE IN THE HISTORY OF SCOTTISH EDUCATION Summary Historians have already demonstrated that the European Enlightenment energised debate on the social and political role of women. They have also shown that women themselves took an active part in widening their own intellectual horizons. This study shows that similar debate and female intellectual activity existed during the Scottish Enlightenment. Indeed, the period between 1750 and 1830 can be regarded as a watershed in Scottish women's history. There is evidence that during this time Scottish women began to question the existing role-model of wife and mother and, in the process, began to seek new opportunities elsewhere in civil society. This thesis, then, examines the role of Scottish women in public life between 1750 and 1830. In particular it focuses upon their relationship to the ideological changes of the Enlightenment. Did more enlightened attitudes towards women in Scottish society encourage women to break with past custom? Or was it on their own initiative that Scotswomen developed new interests and patterns of behaviour? iv To answer these questions a variety of sources were consulted. Information about Scottish women in mainstream accounts of Scottish history is sparse and so the main evidence in this thesis is drawn from letters,- diaries; family papers; books written by women; biographies; newspapers and periodicals; and writings by men on the social role and education of women. The evidence discussed in Chapter One shows that Scotswomen during this period played a vital role in Scottish public life, as well as in the domestic sphere. It also suggests that the achievements of such women were gained as a result of their own efforts. Chapter Two indicates that the attitudes of Scottish men between 1750 and 1830 towards the social role and education of women remained, for the most part, unchanged from those held by earlier generations. With certain notable exceptions, for example Sir Walter Scott and the philosopher, Dugald Stewart, many of the Scottish Enlightenment literati advocated domestic training for women in conformity with women's role as wives and mothers. It is not surprising, therefore, as Chapter Three demonstrates, that educational provision for most Scottish v girls remained unchanged. Girls were still unable to attend grammar schools and universities. Nevertheless, a number of Scottish women, for example Elizabeth Hamilton, Mary Somerville, Joanna Baillie and Frances Wright, read widely, often in secret, and taught themselves the elements of knowledge generally restricted to men. Such dedication to the process of self-education included some women writing about education and the social role of women. Their ideas are discussed in Chapter Four. While many Scottish women conformed to the role prescribed for them by men, some, for instance Frances Wright, broke with convention and preached that women should play an equal part with men in the running of society. The actions of Scotswomen between 1750 and 1830 not only had immediate impact on contemporary history, their ideas and writings also encapsulated the spirit of Enlightenment philosophy, particularly in its application to education. The overall aim of this thesis is, therefore, to convince its readers that women of the Scottish Enlightenment deserve a more important position in the history of Scottish education and in women's history generally. Preface Despite evidence that reveals their activity in public life, women of the Scottish Enlightenment appear to have been neglected by historians. For instance, Millar's A Literary History of Scotland (1903) includes one page on women poets and fifty-eight on men poets; the indices to Mackie’s A History of Scotland (1964) and Lenman's Integration, Enlightenment and Industrialisation (1981) contain fifty-six women and 640 men; and four women and 288 men respectively.1 Even in works on women's history, Scotswomen are underrepresented, despite a growing literature about English, French and American women of the last two centuries.2 For example, Spender's ktomen of Ideas (1982) includes six Scotswomen and 481 of other nationalities and Rendall's The Origins of Modern Feminism (1985) mentions seven Scotswomen and 206 from other countries.3 That Scotswomen between 1750 and 1830 merit greater historical recognition is shown by the sources examined in this thesis. The eighteenth century was indeed an age of enlightenment affecting women as well as men and lasting into the early nineteenth century - hence the choice of 1830 as the cut-off point. Like other European women, Scottish women of the eighteenth and early nineteenth centuries sought self-enlightenment through education and began to press for a social role on a more equal basis with men. Were they able to do this because of a more tolerant climate of opinion towards women in Scotland? Or were their achievements mainly due to their own efforts? To address these issues the following work is divided into five chapters. Chapter One demonstrates the activities of eighteenth- and early nineteenth-century Scotswomen in, among other things, economic life, politics, social reform, religion, science and the arts. Such women were not isolated 'eccentrics' Rather, they constituted a social group linked in a variety of ways - by friendship, shared interests and frequent correspondence. How did such a group emerge? And what were the conditions in the surrounding culture that stimulated its appearance? Chapter Two discusses Scottish Enlightenment philosophy and its effects on theories about the social role and education of women. The appearance of knowledgeable women in Scottish society might be seen to be linked to an improved education for girls. Chapter Three examines the education of eighteenth- and early nineteenth-century Scottish women and concludes that, if Scottish girls wanted more out of education than preparation for marriage and children, they had to rely on their own efforts. Scottish educational provision of this period, though allowing girls a rudimentary education in parish schools, did not extend to granting girls access to grammar schools and universities. As a consequence some Scotswomen developed their own education through, for instance, self-directed reading. That such an intelligent group of women should generate their own educational theories, particularly on the education of girls, is hardly surprising, considering the importance to them of their own education. While the male philosophers of the Scottish Enlightenment endorsed new theories of knowledge, such men were, on the whole, content to preserve the educational institutions in which they themselves had found a niche. Women, on the other hand, because of their ’outsider’ status, were able to criticise traditional educational institutions without fear of alienating patronage or jeopardising their chances of a teaching appointment in a school or university. Scotswomen took Enlightenment ideas from their reading of philosophers like Locke, Rousseau and Karnes and used them to produce theories of education critical of existing Scottish educational practice.
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