初期近代イングランドにおける親・子・教師 : 教育する権威とその淵源としての家政

The purpose of this research is to show the process and the theory by which schoolmasters could acquire the authority over education in early modern England. In early modern England, the person who governed a household was called the 'householder,' who was generally father, master, and husband. The education of children in the household was basically conducted under the authority of the householder. In early modern England, however, the concern for education expanded not only among householders, but also throughout the society, and with this expansion, schoolmasters began to gain the authority over the education of children. In this process, schoolmasters began to assume parental prerogatives, a principle called 'In Loco Parentis.' This term seemed only analogical until Commentaries on the Laws of England (Blackstone, W. 1765) was published. However, books and pamphlets concerning household management and the education of children, published in early modern England, show how parents delegated their authority to school-masters. These books and pamphlets essentially considered God to be the ultimate authority over education. Therefore only parents (especially the father) could inherit that authority because they could bear, nourish, love, and educate their children and govern their household, in God's stead. In this way, authority over education was initially established within the household. While parents were considered to have primary authority over their children, schoolmasters in those days had not yet consolidated their position sufficiently. Only a few schoolmasters were able to make a living as a 'professional' educator, and most of those had to have other occupations to support themselves. Their wages were rather small and their social status was insecure because schoolmasters were often considered to be a kind of household servant. Moreover, schoolmasters, who could not bear, nourish, and govern the children, theoretically had no legitimate authority over the education of children. In order to assume their role as educators, they needed the authority held by parents, and justification to inherit that authority, as well as distinguish their role from that of servant. By assuming authority over education from parents, and being distinguished their status from that of servants, schoolmasters began to break away from the household hierarchy. With this change, schoolmasters became a kind of governor, and once their social position had changed, that affected the relationship within the household. This change created a condition that reshaped the relationship between household and education.