
Contents
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1. Introduction 1. Introduction
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2. Hamilton’s Early Education 2. Hamilton’s Early Education
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3. Scottish Philosophers 3. Scottish Philosophers
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4. Hamilton as Author 4. Hamilton as Author
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4.1. Memoirs of Modern Philosophers 4.1. Memoirs of Modern Philosophers
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5. Educational Treatises 5. Educational Treatises
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6. Life in Edinburgh 6. Life in Edinburgh
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6.1. Memoirs of the Life of Agrippina, the Wife of Germanicus 6.1. Memoirs of the Life of Agrippina, the Wife of Germanicus
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6.2. The Cottagers of Glenburnie 6.2. The Cottagers of Glenburnie
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References References
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Notes Notes
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Elizabeth Hamilton: Moral Philosophy and Early Childhood Education
Get accessClaire Grogan is a professor of English at Bishop’s University, Canada where she currently serves as Associate Vice-Principal Academic. Her research focuses on the politics of women’s writing during the Revolutionary Period in Britain.
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Published:18 July 2023
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Abstract
The British writer Elizabeth Hamilton (1756–1816) used her publications, fiction and nonfiction, rather than political polemic, to contribute to the revolutionary debate about female capabilities and appropriate education. In this way she avoided the personal attacks experienced by her more radical and outspoken female contemporaries. However, Hamilton’s focus on educational philosophy and economic independence over sexual freedoms meant that her revolutionary ideas have often been overlooked. Hamilton argued that a clear and current knowledge of the workings of the mind—a philosophy of understanding—was a necessary foundation for any effective educational reform. Her publications, whether fiction, historical biography or educational treatise, map the evolution of her understanding of, and contribution to, moral and educational philosophy. As a result, Hamilton’s moral philosophy and educational theory build more on the ideas of Scottish Enlightenment thinkers such as Thomas Reid and Dugald Stewart than on the educationalists Mary Wollstonecraft, Hannah More, or Richard and Maria Edgeworth. She drew on her reading of Locke, Hume, and Reid, and her friendships with Stewart, Moyes, and Alison, to argue that a grounding in moral philosophy was a necessary cornerstone of any educational reform.
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