Colin Heywood's classic account of childhood from the early Middle Ages to the First World War combines a long-run historical perspective with a broad geographical spread. This new, comprehensively updated edition incorporates the findings of the most recent research, and in particular revises and expands the sections on theoretical developments in the 'new social studies of childhood', on medieval conceptions of the child, on parenting and on children’s literature. Rather than merely narrating their experiences from the perspectives of adults, Heywood incorporates children’s testimonies, 'looking up' as well as 'down'. Paying careful attention to elements of continuity as well as change, he tells a story of astonishing material improvement for the lives of children in advanced societies, while showing how the business of preparing for adulthood became more and more complicated and fraught with emotional difficulties. Rich with evocative details of everyday life, and providing the most concise and readable synthesis of the literature available, Heywood's book will be indispensable to all those interested in the study of childhood.

Harvey Graff's pioneering study presents a new and original interpretation of the place of literacy in nineteenth-century society and culture. Based upon an intensive comparative historical analysis, employing both qualitative and quantitative techniques, and on a wide range of sources, The Literacy Myth reevaluates the role typically assigned to literacy in historical scholarship, cultural understanding, economic development schemes, and social doctrines and ideologies.

A Cultural History of Education in the Age of Empire presents essays that examine the following key themes of the period: church, religion and morality; knowledge, media and communications; children and childhood; family, community and sociability; learners and learning; teachers and teaching; literacies; and life histories. The period between 1800 and 1920 was pivotal in the global history of education and witnessed many of the key developments which still shape the aims, context and lived experience of education today. These developments included the spread of state sponsored mass elementary education; the efforts of missionary societies and other voluntary movements; the resistance, agency and counter-initiatives developed by indigenous and other colonized peoples as well as the increasingly complex cross border encounters and movements which characterized much educational activity by the end of this period. An essential resource for researchers, scholars, and students in history, literature, culture, and education.

Charles Knight: Educator, Publisher, Writer is the first modern book-length study of this important nineteenth-century educational reformer, author, and publisher. Though he made significant contributions during his lifetime to the cause of popular education, providing inexpensive but quality reading material for the newly literate working classes, Knight has been largely ignored by scholars. This neglect, the author suggests, may be related to Knight's association with the controversial Society for the Diffusion of Useful Knowledge and to the use scholars make of Knight's Penny Magazine and his two volumes on political economy to support their arguments on theories of social control and other issues. The author argues that Knight's reputation has suffered as a result. She reexamines the evidence to offer fresh assessments of Knight's life and work that illuminate his genuine achievements. She concludes with an evaluation of Knight's role as an innovative publisher who used the latest techniques to provide the emerging mass readership with unique combinations of text and image in his many 'pictorial' books and periodicals.

The study of past society in terms of what it consumes rather than what it produces is - relatively speaking - a new development. The focus on consumption changes the whole emphasis and structure of historical enquiry. While human beings usually work within a single trade or industry as producers, as, say, farmers or industrial workers, as consumers they are active in many different markets or networks. And while history written from a production viewpoint has, by chance or design, largely been centred on the work of men, consumption history helps to restore women o the mainstream. The history of consumption demands a wide range of skills. It calls upon the methods and techniques of many other disciplines, including archaeology, sociology, social and economic history, anthropology and art criticism. But it is not simply a melting-pot of techniques and skills, brought to bear on a past epoch. Its objectives amount to a new description of a past culture in its totality, as perceived through its patterns of consumption in goods and services. Consumption and the World of Goods is the first of three volumes to examine history from this perspective, and is a unique collaboration between twenty-six leading subject specialists from Europe and North America. The outcome is a new interpretation of the seventeenth and eighteenth centuries, one that shapes a new historical landscape based on the consumption of goods and services.

Researchers have neglected the cultural history of education and as a result women's educational works have been disparaged as narrowly didactic and redundant to the history of ideas. Mary Hilton's book serves as a corrective to these biases by culturally contextualising the popular educational writings of leading women moralists and activists including Sarah Fielding, Hester Mulso Chapone, Catherine Macaulay, Mary Wollstonecraft, Hannah More, Sarah Trimmer, Catharine Cappe, Priscilla Wakefield, Maria Edgeworth, Jane Marcet, Elizabeth Hamilton, Mary Carpenter, and Bertha von Marenholtz Bulow. Over a hundred-year period, from the rise of print culture in the mid-eighteenth century to the advent of the kindergarten movement in Britain in the mid-nineteenth, a variety of women intellectuals, from strikingly different ideological and theological milieux, supported, embellished, critiqued, and challenged contemporary public doctrines by positioning themselves as educators of the nation's young citizens. Of particular interest are their varying constructions of childhood expressed in a wide variety of published texts, including tales, treatises, explanatory handbooks, and collections of letters. By explicitly and consistently connecting the worlds of the schoolroom, the family, and the local parish to wider social, religious, scientific, and political issues, these women's educational texts were far more influential in the public realm than has been previously represented. Written deliberately to change the public mind, these texts spurred their many readers to action and reform.