This innovative collection explores how a distinctively British model of sociability developed in the period from the Restoration of Charles II to the early nineteenth century through a complex process of appropriation, emulation and resistance to what was happening in France and other parts of Europe. The study of sociability in the long eighteenth century has long been dominated by the example of France. In this innovative collection, we see how a distinctively British model of sociability developed in the period from the Restoration of Charles II to the early nineteenth century through a complex process of appropriation, emulation and resistance to what was happening in France and other parts of Europe. The contributors use a wide range of sources - from city plans to letter-writing manuals, from the writings of Edmund Burke to poems and essays about the social practices of the tea table, and a variety of methodological approaches to explore philosophical, political and social aspects of the emergence of British sociability in this period. They create a rounded picture of sociability as it happened in public, private and domestic settings - in Masonic lodges and radical clubs, in painting academies and private houses - and compare specific examples and settings with equivalents in France, bringing out for instance the distinctively homo-social and predominantly masculine form of British sociability, the role of sociabilitywithin a wider national identity still finding its way after the upheaval of civil war and revolution in the seventeenth century, and the almost unique capacity of the British model of sociability to benefit from its own apparent tensions and contradictions.

Using pedagogy as a lens through which to explore issues of gender, social class, power and hegemony, Cohen's study makes a major new contribution to the study of education in eighteenth-century England. Through a detailed examination of contemporary methodologies, curricula, and practices this book brings together topics often treated separately: the education of boys and girls of the middling and the upper classes. Further, this study widens the scope of our definition of education to include the often-under-valued field of "accomplishments". Indeed, Cohen shows that accomplishments were a formal part of male and female education, with carefully theorised pedagogies, challenging the enduring perception that these subjects were superficial. Subject specific chapters on Latin and geography pedagogies examine the relations between these subjects and the competitions which shaped and produced them. While Latin pedagogy dominated eighteenth-century education, geography, as a modern subject, had to develop a new normative pedagogy. Cohen shows that girls were not excluded from learning a science like geography, and that the contemporary perception of the inferiority of their education as opposed to that of boys was constructed as part of the classic vs. modern debate. Further, chapters on debates surrounding public and private education, the Grand Tour, and conversation show that pedagogy is the thread linking education, gender, social class and politics. This book will be essential reading for historians of education, childhood and gender.

This innovative collection explores how a distinctively British model of sociability developed in the period from the Restoration of Charles II to the early nineteenth century through a complex process of appropriation, emulation and resistance to what was happening in France and other parts of Europe. The study of sociability in the long eighteenth century has long been dominated by the example of France. In this innovative collection, we see how a distinctively British model of sociability developed in the period from the Restoration of Charles II to the early nineteenth century through a complex process of appropriation, emulation and resistance to what was happening in France and other parts of Europe. The contributors use a wide range of sources - from city plans to letter-writing manuals, from the writings of Edmund Burke to poems and essays about the social practices of the tea table, and a variety of methodological approaches to explore philosophical, political and social aspects of the emergence of British sociability in this period. They create a rounded picture of sociability as it happened in public, private and domestic settings - in Masonic lodges and radical clubs, in painting academies and private houses - and compare specific examples and settings with equivalents in France, bringing out for instance the distinctively homo-social and predominantly masculine form of British sociability, the role of sociabilitywithin a wider national identity still finding its way after the upheaval of civil war and revolution in the seventeenth century, and the almost unique capacity of the British model of sociability to benefit from its own apparent tensions and contradictions.