Observation, experiment or autonomy in the domestic sphere? Women's familiar science writing in Britain, 1790–1830

Abstract

It shows that within what is now broadly categorized as 'familiar science', differing motivations for writing, publishing and reading existed. Between 1790 and 1830 many educationalists claimed that the best way for children to learn was for them to exercise their memory on things encountered in everyday life. Religious allegiances, attitudes towards female science education and the utility of science in the home help to explain why these writers chose to introduce their readers to the illimitable world of science by setting their books in the seemingly restrictive domestic sphere. Furthermore, this paper argues that three different authors envisioned subtly different domestic spheres as settings for their work. Rather than there being a single homogeneous domestic sphere in which women and children received their education, and about which such authors wrote, there existed a multiplicity of domestic spheres depicted across the genre of educational science texts.

1796 – An Introduction to Botany: The critical role of women in eighteenth-century science popularisation and the early promotion of science for young girls in Britain

“…Writing to support her family financially after the failure of her husband’s business, Wakefield spotted a gap in the market and became the first female author of children’s scientific books (Knellwolf and Goodall, 2008; Le-May Sheffield, 2004). She was one of many English writers who began demanding a broader life for women (Peters, 2017). An Introduction was her second book and one that gives an insight into the level of science education deemed appropriate for young girls towards the end of the eighteenth century (George, 2006).…”

“…Coming from a prosperous London Quaker family, Wakefield managed to avoid the secularisation of science (Bensaude-Vincent, 2001; Cunningham and Williams, 1993; Peters, 2017). She promoted natural history as an entertaining way for children to strengthen their relationship with God and understand his creation of the physical world.…”

“…In terms of female education, Wakefield held a strong belief in equality of elementary schooling for boys and girls (Peters, 2017). She argued that women possessed the same abilities as men but had not been taught how to access them (Peters, 2017).…”

“…In terms of female education, Wakefield held a strong belief in equality of elementary schooling for boys and girls (Peters, 2017). She argued that women possessed the same abilities as men but had not been taught how to access them (Peters, 2017). She also felt that married women should have scientific knowledge, so they could manage domestic affairs, finances and educate their children (Hill, 1997; Knellwolf and Goodall, 2008; Peters, 2017).…”

“…She argued that women possessed the same abilities as men but had not been taught how to access them (Peters, 2017). She also felt that married women should have scientific knowledge, so they could manage domestic affairs, finances and educate their children (Hill, 1997; Knellwolf and Goodall, 2008; Peters, 2017). However, she did warn women that excessive attention to scientific education would detract from domestic duties (Peters, 2017).…”