 |
|
|
Item Details
| Title:
|
GROWING UP IN ENGLAND
THE EXPERIENCE OF CHILDHOOD 1600-1914 |
| By: |
Anthony Fletcher |
| Format: |
Hardback |
| List price:
|
£35.00 |
|
We believe that this item is permanently unavailable, and so we cannot source
it.
|
|
|
|
|
|
| ISBN 10: |
0300118503 |
| ISBN 13: |
9780300118506 |
| Publisher: |
YALE UNIVERSITY PRESS |
| Pub. date: |
4 April, 2008 |
| Pages: |
388 |
| Description: |
Presents a view of the upbringing of English children in upper and professional class families over three centuries. Using advice literature which set out developing ideologies of childhood, gender and parenting, this book explores the separate but complementary roles of mothers and fathers in raising their children. |
| Synopsis: |
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. |
| Illustrations: |
24 b&w illustrations |
| Publication: |
US |
| Imprint: |
Yale University Press |
| Returns: |
Returnable |
|
|
|
 |
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|