In his foreword Tony Blair suggests that this book 'offers an overview of the important themes in the WEA's history and relates the past to the present and future of the association.' This is indeed true. The book acknowledges the association's successes, but is critical of its failures; its tone is at times joyful and at others poignant.
‘It is time to effect a revolution in female manners’ declared the Vindication of the Rights of Woman in 1792 ‘– time to restore to them their lost dignity – and make them, as a part of the human species, labour by reforming themselves to reform the world’.(1) Mary Wollstonecraft’s legacy, which had such important ramifications for the wa
The recent publication of two volumes of the Cambridge History of the Book in Britain, covering the period from 1400 to 1695 in just over 1600 pages, indicates something of the way in which the study of the book, or of books, has been transformed in the past few years.(1) The subject has moved from its traditional areas of investigation, the history of
Raymond Gillespie's Reading Ireland sketches the impact of print in early-modern Ireland. It is a wide ranging and stimulating overview that touches upon many of the themes that have shaped recent histories of books in other European countries, but especially in Britain.
The 1950s is a comparatively under-researched area for gender studies. Anyone wanting to understand the constructed gender roles which underpinned not only girls' and women's lives but also those of boys and men, would do no better than to start with this excellent book.
In Our Friend ‘The Enemy’ Thomas Weber attacks both the Sonderweg-interpretation of the German Kaiserreich and theories of British exceptionalism before 1914.
This study is the fruit of more than a quarter of a century’s work dedicated to overcoming the neglect of women in traditional histories of Scottish education.
This book is both timely and long overdue. Timely because it is published after a period of surprisingly intense national debate over the place of history in the school curriculum and in the midst of a government review of the national curriculum partly prompted by that debate.
Socialising the child explores the role of the household and school in socialising the children of the gentry and the middle ranks of urban society between 1400 and 1600, outlining how childhood was imagined by writers and educators, and how it was presented to child and adult readers in the 15th and 16th centuries.
Gemma Allen’s well-conceived and meticulously researched first book explores the ways in which themes of education, piety and politics interacted and impacted on the lives of the Cooke sisters in late 16th-century England.