This paper examines three female writers who chose to affiliate their educational scientific works with the 'domestic sphere': Priscilla Wakefield, Jane Marcet and Maria Edgeworth. 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.

中文翻译：

---

家庭领域的观察，实验还是自治？1790-1830年在英国女性熟悉的科学著作中。

本文考察了选择将其教育科学著作与“家庭领域”联系起来的三位女作家：普里西拉·韦克菲尔德，简·马切特和玛丽亚·埃奇沃思。它表明，在如今被广泛归类为“熟悉的科学”的东西中，存在着不同的写作，出版和阅读动机。在1790年至1830年之间，许多教育学家声称，儿童学习的最佳方法是让他们对日常生活中遇到的事情进行记忆。宗教忠诚，对女性科学教育的态度以及家庭中科学的用途有助于解释为什么这些作家选择通过将书本放在看似限制性的家庭领域中来向读者介绍无限的科学世界。此外，本文认为，三位不同的作者设想了不同的家庭领域作为其工作的背景。妇女和儿童受教育并没有像作者这样写的那样，存在一个单一的同质的家庭领域，而是在教育科学文本的类型中描绘了多个家庭领域。