만들어진 ‘모성’: 18세기 영국의 여성 담론
Invention of ‘Motherhood’ in Eighteenth Century England
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18세기 영국에서는 여성에게 ‘어머니로서의 역할’을 특별히 강조하는 지식인들의 담론이 넘쳤다. 여성성을 찬미하거나 가정과 더불어 가정 내의 여성의 역할을 신성시하기 시작한 것은 종교개혁기 이었지만, 이것을 구체적으로 실현할 이론이나 정책을 발전시킨 것은 18세기라 할 수 있다. 영국에서 이 시기에 영아살해를 적극적으로 처벌하기 시작했고, 어머니에게 모유수유를 권장하며 어린이의 인성을 담당할 어머니로서 여성 교육에 관심을 기울이기도 했다. 이 글에서는 18세기 영국에서 모성 숭배 담론이 많이 만들어진 계기와 그 담론은 어떻게 진행되었는지, 후대에 어떤 영향을 주었는지를 살펴본다. 당시 지식인들이 여성교육의 필요성을 인정하게 된 것은 교육을 통해 가부장제를 더 공고하게 할 수 있었기 때문이었다. 그래서 18세기 들어 여자들을 위한 (초등 수준의) 학교(*주일학교나 일종의 기숙학교)가 설립되고 있었지만, 실제로 주요 교육 내용은 읽기나 간단한 셈법과 더불어 바느질이었다. 따라서 교육의 혜택을 입은 ‘배운’ 여성에게 그들의 숭고한 의무를 다하도록 만들기는 쉬웠다. 즉 지식인들은 현모양처로서의 여성의 이미지나 특히 어머니로서의 여성이라는 담론을 자연스럽게 주입할 수 있었다.
Abstract
The purpose of this paper is to examine the concept of motherhood in eighteenth-century Britain through works of contemporary intellectuals. This deals with, for example, conduct manuals, educational tracts and political tracts which prescribed the image of the domestic woman, particularly as a wife and mother. Motherhood is characterized by multiple discourses -biological, social, educational, and legal-, but in eighteenth-century Britain, motherhood was most strongly shaped by the discourse of domesticity. It had been insisted that there existed ‘holy duty of a woman in family’ since the Reformation, but it was justified in eighteenth-century British society. In this period, the British started to punish mothers on suspicion of infanticide and to encourage breast-feeding. It was eighteenth-century British society that insisted upon domesticity as the most appropriate venue for the fulfillment of woman's duties to God, society and herself. Who were main producers of narratives of ‘good mothers’ in this period? and How? These narratives have formed the core of (holy) motherhood ideology until 1968. The necessity of female education was partially accepted by the intellectual class in this period because of the results of woman’s education. The teaching materials were not too academic, but simply about reading, basic arithmetic, housekeeping, childcare, etc. Thus, learned women would understand the duty of a mother and wife through these contents. After all, the education of women was a means to uphold the patriarchy. At the same time, female intellects including the Bluestockings demanded that women have right of education. Were they different from main producers of the narratives of ‘good mother’? What were points of their voices? This paper attempts to answer these questions.
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