You Can Help Your Country English Children S Work During The Second World War

First published in 2011, You Can Help Your Country: English children’s work during the Second World War reveals the remarkable, hidden history of children as social agents who actively participated in a national effort during a period of crisis. In praise of the book, Hugh Cunningham, celebrated author of The Invention of Childhood, wrote: ‘Think of children and the Second World War, and evacuation comes immediately to mind. Berry Mayall and Virginia Morrow have a different story to tell, one in which all the children of the nation were encouraged to contribute to the war effort. Many responded enthusiastically. Evidence from school magazines and oral testimony shows children digging for victory, working on farms, knitting comforts for the troops, collecting waste for recycling, running households. What lessons, the authors ask, does this wartime participation by children have for our own time? The answers are challenging.’

As men and women throughout England were called up for war work during World War II, the country needed to generate as much food and wealth as possible to support them. Children quickly came to be seen as a vital resource. Many children worked the land, planting and harvesting crops, raising money for the war effort, and carrying out a range of other tasks. That war work followed on debates throughout the preceding decades about the character and proper activities of childhood, debates that saw commentators in education and workers' organizations arguing about whether children should stay in school and learn or should combine their education with war-related work. The work of children during the war raised a question that still has relevance today: Should children be conceptualized as citizens of the future or as participating citizens now? That debate has led to even larger questions about the social construction of childhood. As children have increasingly withdrawn from paid and unpaid work, their contribution today can best be understood through their work at school, though that work is often disguised or devalued as mere socialization. The interwar years and the war years in England were a key time for re-thinking childhood, and the issues that were raised then still have relevance to the role of children in society today.

In the Second World War, the home fronts of many countries became as important as the battle fronts. As governments tried to win and hold the trust of domestic and international audiences, communication became central to their efforts. This volume offers cutting-edge research by leading and emerging scholars on how information was used, distributed and received during the war. With a transnational approach encompassing Germany, Iberia, the Arab world and India, it demonstrates that the Second World War was as much a war of ideas and influence as one of machines and battles. Simon Eliot, Marc Wiggam and the contributors address the main communication problems faced by Allied governments, including how to balance the free exchange of information with the demands of national security and wartime alliances, how to frame war aims differently for belligerent, neutral and imperial audiences and how to represent effectively a variety of communities in wartime propaganda. In doing so, they reveal the contested and transnational character of the ways in which information was conveyed during the Second World War. Allied Communication during the Second World War offers innovative and nuanced perspectives on the thin border between information and propaganda during this global war and will be vital reading for World War II and media historians alike.

As the first botanical history of World War II, Plants Go to War examines military history from the perspective of plant science. From victory gardens to drugs, timber, rubber, and fibers, plants supplied materials with key roles in victory. Vegetables provided the wartime diet both in North America and Europe, where vitamin-rich carrots, cabbages, and potatoes nourished millions. Chicle and cacao provided the chewing gum and chocolate bars in military rations. In England and Germany, herbs replaced pharmaceutical drugs; feverbark was in demand to treat malaria, and penicillin culture used a growth medium made from corn. Rubber was needed for gas masks and barrage balloons, while cotton and hemp provided clothing, canvas, and rope. Timber was used to manufacture Mosquito bombers, and wood gasification and coal replaced petroleum in European vehicles. Lebensraum, the Nazi desire for agricultural land, drove Germans eastward; troops weaponized conifers with shell bursts that caused splintering. Ironically, the Nazis condemned non-native plants, but adopted useful Asian soybeans and Mediterranean herbs. Jungle warfare and camouflage required botanical knowledge, and survival manuals detailed edible plants on Pacific islands. Botanical gardens relocated valuable specimens to safe areas, and while remote locations provided opportunities for field botany, Trees surviving in Hiroshima and Nagasaki live as a symbol of rebirth after vast destruction.

Focusing on the Karen people in Burma, Thailand and the United Kingdom, this book analyses how global, regional and local developments affect patterns of learning. It combines historical and ethnographic research to explore the mutual shaping of intergenerational relations and children’s practical and formal learning within a context of migration and socio-political change. In this endeavour, Pia Jolliffe discusses traditional patterns of socio-cultural learning within Karen communities as well as the role of Christian missionaries in introducing schooling to the Karen in Burma and in Thailand. This is followed by an analysis of children’s migration for education in northern Thailand where state schools often encourage students’ aspirations towards upward social mobility at the same time as schools reproduce social inequality between the rural Karen and urban Thai society. The author draws attention to international humanitarian agencies who deliver education to refugees and migrants at the Thai-Burma border, as well as the role of UK government schools in the process of resettling Karen refugees. In this way, the book analyses the connections between learning, migration and intergenerational relations in households, schools and other institutions at the local, regional and global level.

Between 1939 and 1945, some 80,000 Finnish children were sent to Sweden, Denmark, and elsewhere, ostensibly to protect them from danger while their nation’s soldiers fought superior Soviet and German forces. This was the largest of all of World War II children’s transports, and although acknowledged today as “a great social-historical mistake,” it has received surprisingly little attention. This is the first English-language account of Finland’s war children and their experiences, told through the survivors’ own words. Supported by an extensive introduction, a bibliography of secondary sources, and over two dozen photographs, this book testifies to the often-lifelong traumas endured by youthful survivors of war.

The Invention of Childhood will paint a vivid picture of the lives of children in Britain from pagan Anglo-Saxon times to the present day. Drawing heavily on primary sources, such as diaries, autobiographies, paintings, photographs and letters, the book will present a complete chronological history of the experience of children in Britain during the past 1500 years. We will learn the key elements that have shaped their lives down the ages and how this has differed as a result of gender, geography and ethnicity. The book will also relate children's lives to larger events in national and international history. Written by Hugh Cunningham the Professor of History at the Universtity of Kent at Canterbury, and an expert on childhood history - the book will accompany the Radio 4 series presented by the highly respected children's author Michael Morpurgo. Michael is contributing a lengthy foreword to the book. 'The Invention of Childhood' will expand on a number of key themes from the radio series, including the idea of childhood as a distinct stage of life. Opinions on when childhood should start and end, and how it differs from adulthood have changed considerably down the centuries. And these inventions and reinventions of childhood (hence the title) have had a profound effect on children's lives. The prolonged childhood we enjoy in Britain today was a luxury few could afford in the past. This fascinating study will draw attention to the ways in which we may find childhood and children in the past quite similar to the present and to ways in which childrens lives from the past seem to differ sharply from the lives children lead today.