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Article published In: New Approaches to the Study of Later Modern English
[Historiographia Linguistica 33:1/2] 2006
► pp. 109–137

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Disciplining women?

Grammar, gender, and leisure in the works of Ellenor Fenn (1743–1813)

 | University of Toronto
Published online: 17 July 2006
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https://doi.org/10.1075/hl.33.1.08per
Summary
On the basis of an analysis of works for children published by Ellenor Fenn (1743–1813) in the 1780s, an argument is offered concerning the significance of English grammar to the domestic education of elite boys and girls. The topic is contextualized in overviews of the high social value of grammar and of the maternal educator, idealized for her ‘civilizing’ influence, especially on men. Some elite mothers were criticized by Fenn and her contemporaries for preferring public life to domestic responsibility or for indulging their children. While acknowledging the difficulties of child-rearing and the challenges to women’s domestic authority, Fenn and others spell out the consequences of failing to train young males in particular. The author argues that educational toys and age-graded books like Fenn’s encouraged loving mothers to socialize their children while simul­taneously displaying their wealth. Grammar, because of its associations with order, was central to this domestic curriculum. While not overtly challenging conventional gender roles, Fenn represented ‘sprightly’ young females not as intellectually superficial but as naturally quick to learn and playfully able to teach young males and females. Their pedagogical duties justified young women’s education and granted women educators domestic authority and public importance.
Résumé
À partir de l’analyse de livres pour enfants publiés par Ellenor Fenn (1743–1813) entre 1780 et 1790, on examine le rôle que jouait la grammaire anglaise dans le cadre de l’éducation à la maison des garçons et filles issus de l’élite. Ce sujet se voyait attribuer un rôle précis au sein de survols présentant l’importance sociale de la grammaire et de la mère qui enseignait, dont on idéalisait l’influence ‘civilisatrice’, surtout sur les hommes. Fenn et ses semblables critiquèrent certaines mères faisant partie de l’élite, les accusant d’accorder trop d’importance à la vie en société et pas assez à la responsabilité d’élever leurs enfants, ou alors de gâter ces derniers. Tout en reconnaissant les difficultés qu’il y a à élever des enfants, ainsi que les défis qu’affrontaient les femmes cherchant à faire valoir leur autorité à la maison, Fenn et d’autres dépeignaient ce qu’il en coûterait de ne pas former, en particulier, les garçons. L’auteur soutient que des jouets éducatifs et des livres tels que celui de Fenn encourageait les mères soucieuses de leurs enfants à les élever tout en montrant leur richesse. La grammaire, qu’on associait avec l’ordre, jouait un rôle-clef au sein de ce programme d’éducation à la maison. Sans remettre en question ouvertement la place de l’homme et de la femme en société, Fenn se représente de jeunes femmes ‘vivaces’, nullement superficielles sur le plan cérébral, mais au contraire possédant une aptitude naturelle et rapide à l’apprentissage et capables d’enseigner, de manière ludique, à des petits garçons et des petites filles. Leurs devoirs comme pédagogues justifiaient l’instruction auprès des jeunes femmes et conféraient aux enseignantes une autorité sur le plan domestique et une importance sur le plan public.
Zusammenfassung
Dieser Artikel untersucht die für Kinder geschriebenen Bücher Ellenor Fenns (1743–1813), die in den 1780er Jahren veröffentlicht wurden. Besonderes Augenmerk wird dabei auf die Bedeutung englischer Grammatik für die häusliche Erziehung von Mädchen und Jungen der gesellschaftlichen Elite gerichtet. Dieser Aspekt wurde vor allem thematisiert in Übersichten über den hohen sozialen Wert der Grammatik und der Mutter als Erzieherin, die aufgrund ihres ‘zivilisierenden’ Einflusses – vor allem auf Jungen – idealisiert wurde. Fenn und ihre Zeitgenossen kritisierten einige Mütter aus der gesellschaftlichen Elite, weil diese ihre häuslichen Aufgaben zugunsten einer Teilnahme am öffentlichen Leben vernachlässigten und weil sie ihre Kinder verwöhnten. Wie auch andere Autoren räumte Fenn die Schwierigkeiten der Kindererziehung und die damit verbundenen Herausforderungen für die häusliche Autorität der Frau durchaus ein, doch verwies sie zugleich auf die Folgen einer nachlässigen Erziehung insbesondere von Jungen. In diesem Beitrag wird dargelegt, daß Spielzeug mit einem erzieherischen Wert und altersmäßig angemessene Bücher wie die Ellenor Fenns einerseits zur Sozialisierung von Kindern beitrugen und andererseits den Müttern ermöglichten, ihren Wohlstand zu demonstrieren. Innerhalb dieses häuslichen Erziehungsprogramms spielte Grammatik aufgrund ihrer Verbindung mit Ordnung eine zentrale Rolle. Zwar hinterfragte Fenn konventionelle Geschlechterrollen nicht explizit, doch stellte sie ‘aufgeweckte’ junge Frauen nicht als geistig oberflächlich dar, sondern als lernbegabt und spielerisch dazu in der Lage befindlich, Mädchen und Jungen zu unterrichten. Ihre pädagogischen Aufgaben rechtfertigten die Ausbildung junger Frauen und gestanden Erzieherinnen häusliche Autorität und zugleich ein Gewicht in der Öffentlichkeit zu.
References (85)
References
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