아버지의 이름으로?: 그랜드 투어의 동행교사
In The Name of Father? ―Travelling Tutor in the Grand Tour―
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본 논문은 그랜드 투어의 동행교사라는 사례를 통해 근대 초 영국에서의 교권의 양상을 살피고 있다. 부모의 손길이 닿지 않는 먼 나라를 수년간 함께 여행한다는 상황은 교사의 권위가 가장 크게 발휘될 수 있던 조건이었다. 이 특수한 교사군에게는 가정교사가 수행하던 역할에 더해 외국어 능력이나 세련된 매너와 같은 자질이 강하게 요구되었고, 해외에서의 교육과 생활을 책임지며 상류사회에 학생을 소개하는 데 필요한 다양한 역할과 의무가 주어졌다. 하지만 이런 요구를 충족시킬 수 있었던 교사는 많지 않았던 것으로 파악된다. 당시의 교육 담론은 이들 교사가 아버지와 같은 존재라고 주장하고 있지만, 신분상의 차이, 교사의 경제적 여건 및 보수의 물질화 같은 요소로 인해 교사들은 권위를 발휘할 수 없는 구조에 놓여 있었음이 드러난다.
Abstract
In the long eighteenth century, many English noblemen and wealthy gentries sent their young men to travel for a few years with a tutor from whom he was supposed to receive instruction. This travelling tutor was often called governor or Bear-Leader. A high-minded, well-balanced scholar might be of inestimable service to a youth eager to improve his opportunities. Several distinguished scholars in English history, such as Thomas Hobbes, Adam Smith, John Locke, Joseph Addison, served as a travelling tutor in their careers. Many writers of travel literature and education such as Richard Lassels, James Howell, John Locke, J. Gailhard, Vicesimus Knox, demonstrated in their treatises the certain qualities and duties that were required to travelling tutors: Man of letters, Protestant, Englishman, well-mannered, expert in foreign language. etc. While staying abroad, the tutors were in charge of pupils’ liberal education and other educational activities. Moreover, they were expected to be preceptor, guide, counselor, and friend. But the number of well-equipped tutors was relatively small and the average tutors were a mediocre scholar, with little influence over his pupil. In most cases, they were wretchedly paid and humiliated by the insubordination of their young pupils. They lacked natural authority and personal dignity because, most of all, their social standing was lower than that of their pupils ― They were categorized as ‘servant.’ It was not easy for teachers to be strict to their student because for young tutors with ambition and aspiration, the relationship with their pupils was very crucial in their later career. Also, their educational activities were tended to be represented only as monetary reward, such as an annual salary. Although such writers as Locke, Gailhard and Defoe argued that tutors could play their role in the father’s place, the teacher’s authority could not be displayed under such social circumstance.
참고문헌 (29)
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