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Extra info for Women and Education, 1800-1980

Example text

Yet, Gary Kelly’s summary of the critical reviews of Elizabeth Hamilton’s work demonstrates just how difficult a task this was. Reviewers of Letters on Education, for example, variously deplored its ‘unfeminine’ philosophical character, its ignorance of real children; the fact that women did not possess the strength of judgement and force of mind to enable them to handle the more abstracted intellectual functions; and portrayed Hamilton as a ‘metaphysician of the School of Hartley associated with Revolutionary metaphysicians pursuing interests ill becoming the elegance of the female mind’ (Kelly, 1993, p.

This included a description of Pestalozzi’s work based on Germaine’s first-hand observation at Yverdon. De Staël (1766–1817) was drawn to many of Rousseau’s ideas (Deane, 1988, p. 28) but like many women she disapproved of his views on education (Hilton, 2001). In De l’Allemagne, she praised Pestalozzi’s method over the education proposed by Rousseau (de Staël, 1813). When it was published in France, De’l’Allemagne was suppressed by Napoleon on the grounds that it was hostile to France and de Staël was exiled.

She offered a similarly professionalized role to women managing the education of the poor, based on the managers’ role in observing 44 Women and Education, 1800–1980 the actions of the teacher with the children and watching the children’s progress. Both were underpinned by an epistemological framework of the ‘science of the mind’ that she had developed largely by self-study and by ‘social intercourse’ and correspondence within the networks of men and women interested in education and philosophy in which she moved.

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