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.
