By the end of the 19th century, popular notions of ‘educatedness’ were strongly associated with the possession of a particular set of pronunciation features. This chapter shows that both overtly and covertly, notions of a ‘standard’ in speech could be implemented in prevailing educational ideologies, just as the cultural and social hegemony of ‘talking proper’ would itself constitute a recurrent topos in estimations of education and its benefits. Language attitudes of this kind tend to be no respecters of denominational differences within the type of school, nor even of levels of wealth and the great divides between state and more elite forms of instruction which came into being over the 19th century.
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