Women in the History of Linguistics

Cover
Women in the History of Linguistics
Copyright
Contents
List of figures and tables
	Figures
	Tables
The contributors
Women in the history of linguistics: Distant and neglected voices
	1. Introduction
	2. Previous studies of women in the history of linguistics
	3. Why are women so little represented in classic works on the history of linguistics?
	4. Challenges and opportunities for women in the history of linguistics
	5. Moving beyond the European and the Western
	6. Chronological scope of the volume
	7. Recurring themes
		7.1 Women’s language
		7.2 Women and language acquisition and teaching
		7.3 Women as creators of new languages and scripts
		7.4 Women as dedicatees, patrons, and intended readers of metalinguistics texts
		7.5 Women as authors of metalinguistic texts
		7.6 Women as interpreters and translators
		7.7 The role of women in language documentation, preservation, and folklore
		7.8 Women supporting male relatives and colleagues
		7.9 Women breaking into institutionalized contexts
	8. Future perspectives
	Acknowledgements
1: Visible and invisible women in ancient linguistic culture
	1.1 Introduction
	1.2 Education in Archaic (700–500 ...) and Classical (480–330 ...) Greece
	1.3 Women poets from Archaic and early Classical Greece
	1.4 Pythagorean women philosophers
	1.5 Women in Plato’s philosophical circle
	1.6 Hellenistic philosophers and learned women (330–27 ...)
	1.7 Women’s literacy and education in the Hellenistic period
	1.8 Language arts: Philology
	1.9 Women teachers and grammarians in Hellenistic times
	1.10 Language arts and education in Rome
	1.11 Schools of grammar and rhetoric in Rome
	1.12 Women’s virtues
	1.13 Standard prejudices towards learned women
	1.14 Women philosophers in late antiquity
	1.15 Conclusion
2: Women and language codification in Italy: Marginalized voices, forgotten contributions
	2.1 Introduction
	2.2 The sixteenth and seventeenth centuries
		2.2.1 Ideas about language use
		2.2.2 Women, the literary language, and its grammar
		2.2.3 Women translators
	2.3 The eighteenth century
		2.3.1 Ideas on women’s language
		2.3.2 Women and grammar production
		2.3.3 Translation as scholarship
	2.4 The nineteenth century and the post-Unification period
		2.4.1 Women as ‘teachers’ of Italian
		2.4.2 Women as grammarians
		2.4.3 Women as collectors and scholars of language
		2.4.4 Women and lexicography
		2.4.5 Women and the academies: Official recognition
	2.5 Concluding remarks
3: Women as authors, audience, and authorities in the French tradition
	3.1 Introduction
	3.2 Metalinguistic texts
		3.2.1 Women as authors of metalinguistic texts
		3.2.2 Women as dedicatees of metalinguistic texts
		3.2.3 Women as the intended audience of metalinguistic texts
	3.3 Women as translators of literary or scientific texts
	3.4 Women’s education, the teaching of grammar and of foreign languages
		3.4.1 Women’s educational opportunities
		3.4.2 Teaching French grammar to girls
		3.4.3 Women and the learning of modern languages
	3.5 Discussions of women’s language
	3.6 Concluding remarks
4: The contribution of women to the Spanish linguistic tradition: Four centuries of surviving words
	4.1 Introduction
	4.2 Sixteenth and seventeenth centuries: The role of women in the early codification of Spanish
		4.2.1 The passion for classical languages: The puellae doctae
		4.2.2 Women writing in the vernacular: Dignifying Spanish
			4.2.2.1 Conventual writing or the limits of words
			4.2.2.2 The creators of fiction: The observatory of linguistic reality
	4.3 Eighteenth century: Enlightened women
		4.3.1 Cultivating intelligence in society: The ‘art of speaking’
		4.3.2 Cultivating intelligence in the private sphere
			4.3.2.1 Women as readers: Language and the female press
			4.3.2.2 Women as writers: Translation as a beachhead
			4.3.2.3 Women as writers: Their reflections on language
	4.4 Nineteenth and early twentieth centuries: The slow path to the first professional female linguists
		4.4.1 The education of women and women as educators
		4.4.2 The first female professionals in the field of languages
	4.5 Conclusion
5: The female contribution to language studies in Portugal
	5.1 Introduction
	5.2 From the Middle Ages to the first Portuguese metalinguistic treatises
	5.3 The sixteenth and seventeenth centuries
	5.4 The eighteenth century
	5.5 The nineteenth century
	5.6 The early twentieth century
	5.7 Conclusion
6: Women and the elaboration of a Russian language norm
	6.1 Introduction
	6.2 Setting the context for a new status for the Russian language in the eighteenth century
	6.3 Elizabeth Petrovna, a Russian monarch in Europe
	6.4 Catherine II, a foreign-born ruler who shaped language in Russia
		6.4.1 The Collocutor of the Lovers of the Russian Word
	6.5 Dashkov: Providing an institutional framework and tools for the Russian idiom
		6.5.1 The Russian Academy
		6.5.2 The Russian dictionary endeavour
		6.5.3 The Russian Academy Dictionary, a pillar of Russian lexicography
	6.6 The contributions of less visible women in shaping language policy and use
	6.7 Conclusion
7: Women in the history of German language studies
	7.1 Introduction
	7.2 The seventeenth century
	7.3 Female translators and poets as scholars of the German language
	7.4 The language of women
	7.5 Women as learners and teachers of German
	7.6 Women in nineteenth-century German historical and comparative philology
		7.6.1 Theresa Albertina Louise von Jacob-Robinson (1797–1870)
	7.7 Female linguists in the early twentieth century
		7.7.1 Klara Hechtenberg Collitz (c.1865–1944)
		7.7.2 Agathe Lasch (1879–1942)
		7.7.3 Luise Berthold (1891–1983)
	7.8 Concluding remarks
	Acknowledgements
8: The extraordinary and changing role of women in Dutch language history
	8.1 Standardization in the Low Countries in the early and late modern periods
		8.1.1 Chambers of rhetoric and codification
		8.1.2 The socio-cultural context of societies
		8.1.3 The grammatical tradition: Authors and readership
	8.2 Knowledge of foreign languages: The polyglot and learned Anna Maria van Schurman
		8.2.1 Foreign language study and the exclusion of women
		8.2.2 Anna Maria van Schurman: Biographical details and education
		8.2.3 The polyglot Anna Maria van Schurman
	8.3 Johanna Corleva
		8.3.1 A short biography
		8.3.2 Towards ‘the perfection of the mother tongue’
		8.3.3 A general grammar and a particular dictionary
		8.3.4 The lightness of this method
		8.3.5 At the vanishing point
	8.4 Female activities in education
		8.4.1 Women as teachers?
		8.4.2 ‘A long and winding road’: Women in academia
	8.5 Conclusion
9: Obstacles and opportunities for women linguists in Scandinavia
	9.1 Introduction
	9.2 Educational opportunities for girls
	9.3 Further education for women: Teacher training
	9.4 Authors of schoolbooks
	9.5 Authors of school grammars
	9.6 Higher education and linguistic studies
	9.7 Women’s role in the codification of the national languages
	9.8 Attitudes towards women and their contributions to early linguistics and linguistic debate
	9.9 Early female linguists in institutional settings in the early twentieth century
	9.10 Conclusion
10: British women’s roles in the standardization and study of English
	10.1 Introduction
	10.2 Extending the domains of English
		10.2.1 High-ranking mentors of influential men
		10.2.2 Pious vernacular translators
		10.2.3 Learned vernacular authors
	10.3 Teaching and codifying proper English in the seventeenth and eighteenth centuries
		10.3.1 Early literacy
		10.3.2 Prescribing grammar and gender rules: Feminine pedagogies
		10.3.3 Domestic conversation as method and subject of instruction
			10.3.3.1 Conduct books
			10.3.3.2 Domestic lexicography
			10.3.3.3 Popular knowledge
	10.4 Amateur philologists contributing to patriotic projects
		10.4.1 Talking about philology
		10.4.2 Early English language: Translating and editing
		10.4.3 Dialect literature and lexicography
		10.4.4 Historical lexicography
	10.5 English and women at the universities
		10.5.1 Professing historical linguist(ic)s
		10.5.2 Phonetics/phonology
		10.5.3 Coda: Scholarly auxiliaries
11: The female quest for the Celtic tongues of Ireland, Scotland, and Wales
	11.1 The socio-political context of Celtic studies
	11.2 The origins and early development of Celtic studies
	11.3 Collectors
	11.4 Philologists
	11.5 Language activists
	11.6 Linguists
	11.7 Conclusion
12: Early American women’s participation in language scholarship
	12.1 Introduction
	12.2 American women’s access to intellectual life, from the seventeenth to the twentieth century
		12.2.1 Pre-revolutionary America
		12.2.2 In the new republic
		12.2.3 Retrenchment in the late 1800s and into the twentieth century
	12.3 American women’s contributions to the study of language
		12.3.1 Lexicography
		12.3.2 Setting social standards for language
		12.3.3 Translation and language study across cultures
		12.3.4 Teaching of the deaf
		12.3.5 Authorship of grammars
		12.3.6 Missionary linguistics
	12.4 Conclusion
13: Women’s contributions to early American Indian linguistics
	13.1 Introduction
	13.2 Native women in early American Indian linguistics
	13.3 The field of American Indian Linguistics
		13.3.1 Women in early American Indian Linguistics
			13.3.1.1 Lucy S. Freeland (1890–1977)
			13.3.1.2 Gladys A. Reichard (1893–1955)
			13.3.1.3 Mary Rosamund Haas (1910–1996)
		13.3.2 Obstacles
			13.3.2.1 Sexism and personal relationships
			13.3.2.2 Mentorship
			13.3.2.3 Publication problems
			13.3.2.4 Recognition and impact
	13.4 Conclusion
14: Language studies by women in Australia: ‘A well-stored sewing basket’
	14.1 Introduction
	14.2 Australia in the nineteenth century
	14.4 Women who were interested in languages
	14.5 The study of Indigenous languages
		14.5.1 Indigenous contributors to the study of Indigenous languages
		14.5.2 Non-Indigenous contributors to the study of Indigenous languages
			14.5.2.1 Eliza Dunlop (1796–1880) and her descendants
			14.5.2.2 Christina Smith (?1809–1893)
			14.5.2.3 Harriott Barlow (1835–1929)
			14.5.2.4 Catherine Stow (K. Langloh Parker) (1856–1940)
			14.5.2.5 Mary Everitt (1854–1937)
			14.5.2.6 Daisy Bates (1859–1951)
	14.6 Conclusion
	Acknowledgements
	Appendix: Fifty settler women with interests in language
15: The history of the regulation and exploitation of women’s speech and writing in Japan
	15.1 Introduction
	15.2 The norms of women’s speech: Conduct books
	15.3 Women’s role in the creation of kana script
	15.4 Changing evaluations of women’s linguistic practice
		15.4.1 Jogakusei kotoba (‘schoolgirl speech’)
			15.4.1.1 The emergence of schoolgirl speech
			15.4.1.2 Excluding schoolgirl speech from national language under gendered nationalization
			15.4.1.3 Including schoolgirl speech in national language under wartime state policies
		15.4.2 Nyobo kotoba (‘court-women speech’)
	15.5 Women’s works
		15.5.1 Wakamatsu Shizuko: Practising a vernacular style in translation
		15.5.2 Chiri Yukie: Codifying the Ainu oral tradition
	15.6 Conclusion
16: Women and language in imperial China: ‘Womenly words’ (婦言)
	16.1 Introduction
	16.2 Linguistic education of women and by women
		16.2.1 Ban Zhao and the Lessons for Women
		16.2.2 The Four Books for Women
		16.2.3 Primers for women
	16.3 Women’s contribution to the invention of graphs
		16.3.1 New characters under Wu. Zétian’s rule
		16.3.2 Women’s script
	16.4 Western missionary women’s contribution to education and linguistic studies
		16.4.1 Women missionaries and women’s education
		16.4.2 Adele Fielde’s works on the ‘Swatow’ vernacular
	16.5 Conclusion
	Notes on transcription systems
	Acknowledgements
17: Women and language in the early Indian tradition
	17.1 Introduction
	17.2 Women and language in early India
	17.3 Women and language: Early evidence
		17.3.1 Women in ritual spheres
		17.3.2 Women as philosophers of reality and language
		17.3.3 Gender and the emergence of grammar
	17.4 Women and language in medieval traditions
		17.4.1 Literary virtuosity
	17.5 Concluding thoughts
18: Women and the codification and stabilization of the Arabic language
	18.1 Introduction
	18.2 Women’s pre-Islamic poetry: A direct contribution to the codification of Arabic
	18.3 Women’s transmission of the Qur.an and Hadith: Their contribution to the stabilization of Arabic at the religious level
		18.3.1 .A.isha: An outstanding figure in the codification and stabilization of Arabic
		18.3.2 Other women Hadith transmitters
	18.4 Women’s role in the construction of fiqh: A contribution to the stabilization of Arabic at the legal level
	18.5 Women grammarians and lexicographers: A hidden legacy
	18.6 Women teachers of Arabic: Their contribution to the stabilization of this language
	18.7 Concluding remarks
19: European women and the description and teaching of African languages
	19.1 Introduction
	19.2 Women in academia
		19.2.1 England
		15.2.2 Germany
		19.2.3 France
		19.2.4 South Africa
	19.3 Female missionaries
	19.4 Conclusion
	Manuscript sources
	Printed sources
References
	Manuscript sources
	Printed sources
Index of names
Index of concepts