Researchers have neglected the cultural history of education and as
a result women's educational works have been disparaged as narrowly
didactic and redundant to the history of ideas. Mary Hilton's book
serves as a corrective to these biases by culturally
contextualising the popular educational writings of leading women
moralists and activists including Sarah Fielding, Hester Mulso
Chapone, Catherine Macaulay, Mary Wollstonecraft, Hannah More,
Sarah Trimmer, Catharine Cappe, Priscilla Wakefield, Maria
Edgeworth, Jane Marcet, Elizabeth Hamilton, Mary Carpenter, and
Bertha von Marenholtz Bulow. Over a hundred-year period, from the
rise of print culture in the mid-eighteenth century to the advent
of the kindergarten movement in Britain in the mid-nineteenth, a
variety of women intellectuals, from strikingly different
ideological and theological milieux, supported, embellished,
critiqued, and challenged contemporary public doctrines by
positioning themselves as educators of the nation's young citizens.
Of particular interest are their varying constructions of childhood
expressed in a wide variety of published texts, including tales,
treatises, explanatory handbooks, and collections of letters. By
explicitly and consistently connecting the worlds of the
schoolroom, the family, and the local parish to wider social,
religious, scientific, and political issues, these women's
educational texts were far more influential in the public realm
than has been previously represented. Written deliberately to
change the public mind, these texts spurred their many readers to
action and reform.
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