History seminars at the IHR
Education in the Long 18th Century
Time: Saturday 2.00-4.00pm
We aim to provide a relaxed forum for conversation and debate on all aspects of research into education during the long eighteenth century. To this end, we will explore a variety of modes of presentation as starting point for discussion and debate, from reading group led by an invited speaker, to papers and panels.
We expect contributions to be last between 25 to 40 minutes maximum, to allow for discussion, and we welcome papers-in-progress from all, especially graduate students who would like to air and share ideas. Most of all, we aim to provide a space for friendly and supportive discussion where everyone feels they can participate, and bring together researchers on eighteenth-century education dispersed throughout the British Isles and beyond.
'I am become more desperately military than most things existing': War, Masculinity and Sociability on the Grand Tour, 1700-1780
Sarah Goldsmith (York)
Captive children: (re)situating childhood and education in Napoleonic experiences of military detention
Building educational systems 1783-1826: Reynold Gideon Bouyer's experiments in education
Joanna Innes (Somerville College, University of Oxford)
This paper will explore a series of strikingly ambitious educational schemes from the late eighteenth and early nineteenth centuries, involving attempts to develop school systems in north eastern England. It will focus on the activities of Reynold Gideon Bouyer - a clergyman of Huguenot dissent - who persuaded the inhabitants of South Lindsey, Lincolnshire, to establish dozens of 'spinning schools' in the 1780s -- earning him later praise (for example from Andrew Bell) as father of the school of industry movement. Bouyer went on, as a prebend of Durham from 1792, not only to promote individual schools of industry and other day schools in that diocese, but also to assist in the establishment of a Diocesan Society for the Promotion of Parochial Schools which anticipated -- but in 1813 joined forces with -- the National Society. This paper will explore Bouyer's projects and schemes, and the ways in which his ambitions and strategies changed as circumstances changed. It will also look closely at three well-documented examples of schools associated with Bouyer's schemes, to highlight some of the challenges he faced in implementing his ideas, and how he adapted to them.
Foppish Masculinity and Generational Identity in Eighteenth-Century Oxbridge
Heather Ellis (Liverpool Hope)