First published in 1972, Jonathan Gathorne-Hardy's The Rise and Fall of the British Nanny became an instant classic of social history - a groundbreaking study of the golden era of an extraordinary and exclusive British institution. Drawing upon extensive paper research and interviews with former nannies and their charges, Gathorne-Hardy offers 'a study of a unique and curious way of bringing up children, which evolved among the upper and upper-middle-classes during the nineteenth century, flourished for approximately eighty years and then, with the Second World War, vanished for ever.' The nanny hereby earns her place in the story of the British Empire; also in the histories of psychology, child-rearing and British ruling class mores. 'Marvellously researched and beautifully written.' W. H. Auden, Observer 'Enough to delight the sternest critic.' Auberon Waugh, Harpers & Queen

Representations of masochism - both overt and oblique - permeate the work of James Joyce. While a number of critics have noted this, to date there has been no sustained and focused analysis of this trope in his writings. David Cotter argues that such an examination is key to understanding the meanings and messages of Joyce's work. Adding further dimensions to moral, political and aesthetic considerations in the novels and stories - particularly Ulysses - this book provides a comprehensive account of masochistic elements in James Joyce's work. Cotter draws upon psychoanalytic theory and social history to illustrate the subversive power of perversity in the literature of the modern period. This edition first Published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.

The Reader's Guide to British History is the essential source to secondary material on British history. This resource contains over 1,000 A-Z entries on the history of Britain, from ancient and Roman Britain to the present day. Each entry lists 6-12 of the best-known books on the subject, then discusses those works in an essay of 800 to 1,000 words prepared by an expert in the field. The essays provide advice on the range and depth of coverage as well as the emphasis and point of view espoused in each publication.

First published in 1986. At any one time in late nineteenth-century England and Wales over one million men and women were described as domestic servants in the occupational category after agricultural work. This title explores several aspects of domestic service in the area of Rochdale, and the servant population is examined to discover who entered the service, at what age, and from what background they came. This title will be of interest to students of history.

Recovering Boarding School Trauma Narratives: Christopher Robin Milne as a Psychological Companion on the Journey to Healing is a unique, emotive and theorised narrative of a young girl’s experience of boarding school in Australia. Christine Jack traces its impact on the emerging identity of the child, including sexual development and emotional capacity, the transmission of trauma into adulthood and the long process of recovery. Interweaving her story with the experiences of Christopher Robin Milne, she presents her memoir as an exemplar of how narrative writing can be employed in remembering and recovering from traumatic experiences. Unique and powerfully written, Jack takes the reader on a journey into her childhood in Australian boarding school convents in the 1950s and 1960s. Comparing her experience with Christopher Robin Milne’s, she interrogates his memoirs, illustrating that boarding school trauma knows no boundaries of time and place. She investigates their emerging individuality before being sent to live an institutional life and traces their feelings of longing and loneliness as well as the impact of the abuse each endured there. As an educational historian, Jack writes in a ground-breaking way from the perspective of an insider and outsider, revealing how trauma remains in the unconscious, wielding power over the life of the adult, until the traumatic memories are recovered, emotions released and associated dysfunctional behaviour changed, restoring well-being. Engaging the lenses of history, life-span and Jungian psychology, feminist and trauma theory and boarding school trauma research, this book positions narrative writing as a way of reducing the power of trauma over the lives of survivors. Personal and accessible, this book will be essential reading for psychologists and educational historians, as well as students and academics of psychology, sociology, trauma studies, ex-boarders and those interested in the life of Christopher Robin Milne.