{'fraction_non_alphanumeric': 0.023682200152788387, 'fraction_numerical': 0.012223071046600458, 'mean_word_length': 5.421568627450981, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Catharine Macaulay's: Letters on Education

Catherine Macaulay (1731–1791) is best known as an English historian. She was also, however, an insightful and articulate author on the topic of the education of young people. This article presents Macaulay's views as expressed in her noteworthy work Letters on Education, printed originally in 1787 and in revised form in 1790. In Letters, Macaulay articulated her philosophy of education, which integrated her metaphysical beliefs and her epistemological views with the pedagogy and practice they implied. Her ultimate hope from the educational process was to yield an educated person who had attained the character, morals, and knowledge that she values in citizens of both genders. The purpose of this article is to present a brief description of Catherine Macaulay's life and work within a social and political context that will offer detailed information and analysis on specific significant educational ideas as written Letters on Education. The vision undergirding her thought that is, Macaulay's views on human nature, the educated person, and moral education well be treated first. Second, the implementation of this vision in the educational process through curriculum, discipline, school, policy, and teacher dispositions and behaviors will be. explored