This book is an investigation of youth and adolescence in pre-industrial England. It concentrates on young people from the middle or lower groups of society, who, between 1500 and 1800, left home to work as apprentices, agricultural labourers or in domestic service. Drawing on municipal, ecclesiastical and parish records, and over 70 autobiographies, Ben-Amos focusses on aspects of youth as they related to maturation: the separation of adolescents from their parents; their working lives and relationships with their employers or masters and mistresses; the relative independence and autonomy exercised by younger women; the role of the young in religious affairs; and the question of whether there was such as thing as a youth subculture.

In seeking to portray a more positive image of young people in the 16th and 17th centuries, this study surveys attitudes and activities to demonstrate that youth had a creative presence, an identity, and a historical significance which was never fully explored.

The book reads Tudor-Stuart comedies in order to illuminate the problems and promises of achieving manhood because comedies permit public scrutiny of what might seem inhibitingly painful or irresoluble and of nuances that might go unregistered by the data and contemporary documents employed in social and gender histories.".

Performing Pedagogy in Early Modern England: Gender, Instruction, and Performance features essays questioning the extent to which education, an activity pursued in the home, classroom, and the church, led to, mirrored, and was perhaps even transformed by moments of instruction on stage. This volume argues that along with the popular press, the early modern stage is also a key pedagogical site and that education”performed and performative”plays a central role in gender construction. The wealth of sixteenth- and seventeenth-century printed and manuscript documents devoted to education (parenting guides, conduct books, domestic manuals, catechisms, diaries, and autobiographical writings) encourages examination of how education contributed to the formation of gendered and hierarchical structures, as well as the production, reproduction, and performance of masculinity and femininity. In examining both dramatic and non-dramatic texts via aspects of performance theory, this collection explores the ways education instilled formal academic knowledge, but also elucidates how educational practices disciplined students as members of their social realm, citizens of a nation, and representatives of their gender.

The rapid growth and renewed vitality of English cities and towns in the century after 1660 was remarkable. But what was the effect of this urban renaissance on villages and those ordinary people whose roots were in the countryside?

This is the first book to focus on the relationships which men formed with their wives in early modern England, making it an important contribution to a new understanding of English, social, family, and gender history. Dr Foyster redresses the balance of historical research which has largely concentrated on the public lives of prominent men. The book looks at youth and courtship before marriage, male fears of their wives' gossip and sexual betrayal, and male friendships before and after marriage. Highlighted throughout is the importance of sexual reputation. Based on both legal records and fictional sources, this is a fascinating insight into the personal lives of ordinary men and women in early modern England.