“So distant and wild a scene”: language, domesticity and difference in hannah kilham's writing from west africa, 1822-1832

Languages of Female Colonial Authority: The educational network of the Ladies Committee of the British and Foreign School Society, 1813-1837

“…The familial language of 'care' was again compatible with hierarchical constitutional language. It was a language of surveillance which placed superintending ladies and missionary teachers as superior within the context of a superior culture and non-Western people in the unequal position of children (Twells, 1995). Relations of 'care' were also compatible with the deferential frame characteristic of the patronage of the 'gift' (Goodman, 1997).…”

“…She was an ardent supporter of women's anti-slavery work and the school for girls she founded in Charlotte was supported by the Peckham Ladies Negroes' Friend and Instruction Society. Her step-daughter, Sarah Kilham, ran the Lancasterian Girls' School in St Petersburg under the patronage of the Empress of Russia (Biller, 1837;Scott, 1964;Dickson, 1980;Midgley, 1992;Twells, 1995Twells, , 1998. Other members of the BFSS Ladies Committee belonged to the extended Buxton/Gurney Quaker family network, which was at the forefront of campaigning for the abolition of slavery (Ferguson, 1992;Midgley, 1992).…”

“…More recent research has begun to re-assess a wide range of women's educational activities in the missionary and colonial contexts. These include the role played by missionary wives on mission stations, the activities of single women missionaries, the contribution of women in Britain to the expansion of missionary education overseas and the educational activities of the women's anti-slavery movement (Grimshaw, 1989;Midgley, 1992;Bowie et al, 1993;Twells, 1995Twells, , 1998Fitzgerald, 1998;Haggis, 1998a, b).…”