Growing Up In England

Drawing on testimony from contemporary letters and diaries, this book revises previous understandings of parenting and what it was like to grow up in England in the period between 1600 and 1914. One of the facets explored by the author is different experiences of men and boys, women and girls.

This book presents an entirely fresh view of the upbringing of English children in upper and professional class families over three centuries. Drawing on direct testimony from contemporary diaries and letters, the book revises previous understandings of parenting and what it was like to grow up in the period between 1600 and 1914.Using advice literature which set out developing ideologies of childhood, gender and parenting, the book explores the separate but complementary roles of mothers and fathers in raising their children. Male upbringing is discussed in terms of schooling, female through the moral and social context of a domestic schoolroom dominated by a governess. Boys were trained for the world, girls for society and marriage. Rare teenage diaries surviving from the Georgian and Victorian periods show teenagers speaking for themselves about education; relationships with parents, siblings and friends; and their social, class and gender identity.

Not yet eighteen years of age, I was allowed to leave the office early before the nightly bombing began in earnest. Walking down the street on my way to the railway station, suddenly I found myself high up on a spiked metal fence outside an office building. An angry air-raid warden yelled at me, "What are you doing climbing up there when an air raid is in progress? Why aren't you in that shelter on the other side of the street under that eh, eh ..." Building, he was about to say, when he saw that it was no longer there, just a huge cavity where the large office building with the shelter in the basement had been. Many workers were killed there. Then he turned his attention back to me as I was clamoring to be helped down. "Why are you up there?" he exclaimed in irritation. Mad as hell, I asked him how did he think I got up there by myself, hurting as I was and afraid I would soon be undressed, the iron spike of the fence having pierced the collar of my coat, and it was a long fall to the pavement. Needless, to say I was as surprised as he was. How did I get there then?

Girls learn about "femininity" from childhood onwards, first through their relationships in the family, and later from their teachers and peers. Using sources which vary from diaries to Inspector’s reports, this book studies the socialization of middle- and working-class girls in late Victorian and early-Edwardian England. It traces the ways in which schooling at all social levels at this time tended to reinforce lessons in the sexual division of labour and patterns of authority between men and women, which girls had already learned at home. Considering the social anxieties that helped to shape the curriculum offered to working-class girls through the period 1870-1920, the book goes on to focus on the emergence of a social psychology of adolescent girlhood in the early-twentieth century and finally, examines the relationship between feminism and girls’ education.

Girls learn about "femininity" from childhood onwards, first through their relationships in the family, and later from their teachers and peers. Using sources which vary from diaries to Inspector’s reports, this book studies the socialization of middle- and working-class girls in late Victorian and early-Edwardian England. It traces the ways in which schooling at all social levels at this time tended to reinforce lessons in the sexual division of labour and patterns of authority between men and women, which girls had already learned at home. Considering the social anxieties that helped to shape the curriculum offered to working-class girls through the period 1870-1920, the book goes on to focus on the emergence of a social psychology of adolescent girlhood in the early-twentieth century and finally, examines the relationship between feminism and girls’ education.

Dangerous and difficult for both mother and child--what was the birth experience like in the Middle Ages? Dependent, in part, on social class, what pastimes did children enjoy? What games did they play? With often uncomfortable and even harsh living conditions, what kind of care did children receive in the home on a daily basis? These are just a few of the questions this work addresses about the day-to-day childhood experiences during the Middle Ages. Focusing on all social classes of children, the topics are wide-ranging. Chapters cover birth and baptism; early childhood; playing; clothing; care and discipline; formal education; university education; career training for peasants, craftsmen, merchants, clergy and nobility; and coming of age. In addition, three appendices are included. Appendix I provides information on the humoral theory of medicine. Appendix II offers examples of medieval math problems. Appendix III covers a unique episode in medieval history known as "The Children's Crusade." Instructors considering this book for use in a course may request an examination copy here.

The purpose of this collection is to bring together representative examples of the most recent work that is taking an understanding of children and childhood in new directions. The two key overarching themes are diversity: social, economic, geographical, and cultural; and agency: the need to see children in industrial England as participants - even protagonists - in the process of historical change, not simply as passive recipients or victims. Contributors address such crucial subjects as the varied experience of work; poverty and apprenticeship; institutional care; the political voice of children; child sexual abuse; and children and education. This volume, therefore, includes some of the best, innovative work on the history of children and childhood currently being written by both younger and established scholars.

This is a story about what can happen to a girl when she starts her period. People do not need to be able to read in order to understand the story. Susan does not understand what is happening to her when she finds blood on her sheets and clothes. She does not tell her mother, but goes straight to school. In the playground, other girls giggle and point at the blood stains. Susan doesn't know why they are laughing at her. A teacher notices what is happening and calls Susan aside to explain what menstruation is, and how she should look after herself. Susan's mother provides further reassurance on her return home from school. She shows Susan how to keep herself clean and comfortable. Susan has become a woman, and her mother takes her shopping to celebrate.