Bibliographic record
Abstract
‘I have a fever for dolls’, wrote nine-year old Eglantyne Jebb in 1886. In her diary she unleashed a flood of concerns about Alice, Emmie, a Scotch doll, her half-a-head doll and Old Lady Waxface, whom ‘Father cannot bear’. 1 These were only a few of the handed-down and borrowed dolls whose misadventures Eglantyne described in detail in her diary. Like other late-Victorian girls, Emily, Louisa (Lil), Eglantyne and Dorothy Jebb were encouraged by their parents and governesses to record their activities and thoughts in diaries because it was believed that writing in a diary served an important pedagogical purpose. Not only was it a good method of introducing young girls educated at home to the mechanics of language; it was the foundation of more complicated feminine accomplishments like the writing of letters, poetry and short stories which would be enjoyed by people outside of the family circle. Anthony Fletcher says that late-Victorian girl’s diaries are important ‘reflective exercises in self-scrutiny’. 2 The historical significance of girls’ diaries, letters and compositions, according to Carolyn Steedman, lies in what they reveal about what girls were taught, and by whom, and what they actually learned. 3 Eglantyne loved to write, and throughout her life the written word was her favourite method of communication about personal and political matters. This chapter shows that there is nothing in her girlhood diaries, letters and vignettes to suggest that she was more likely than any of her sisters to follow in her mother’s footsteps and through philanthropy become the ‘saviour’ of unwanted, neglected and abandoned children. Yet the Jebb sisters’ girlhood writing reveals a great deal about the complicated family dynamics and how their relationships with their father, mother, Aunt Louisa and each other influenced the decisions Eglantyne made as she travelled from girlhood to young womanhood in the decades of the 1880s and 1890s. These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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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 | 0.009 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.031 | 0.037 |
| Scholarly communication | 0.015 | 0.016 |
| Open science | 0.003 | 0.012 |
| Research integrity | 0.005 | 0.014 |
| Insufficient payload (model declined to judge) | 0.011 | 0.003 |
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".