Wesleyan Perspectives on the Education of Girls in Eighteenth-Century England
Bibliographic record
Abstract
Abstract Throughout his life, John Wesley maintained an interest in how children were raised and educated, even publishing several sermons on the subject. He admitted girls into his schools at Kingswood, and provided money toward the education of daughters of his preachers. His decision to appoint a number of women preachers may have been influenced by his mother Susanna Wesley's attitude to her daughters' education. While this might suggest a progressive attitude, this article argues that John Wesley's thinking on the education of girls was far from straightforward and was contradictory in some ways. For example, Wesley advocated the thinking of Locke, and encouraged reading and learning. His Arminian theology championed self-improvement, and gave his followers an invitation for self-advancement. Nevertheless, his educational practice was more strongly evangelical than intellectual, more pious than academic. Indeed, that Wesley and his fellow evangelicals continued to argue that children were born in sin, and in need of correction, indicates that his views failed to acknowledge new concepts of the innocence of childhood which became increasingly influential during the eighteenth century.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.016 | 0.017 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".