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This famous book was the first up-to-date survey of its field for a generation; even today, when work on early modern social history proliferates, it remains the only general economic history of the age. This second edition, substantially revised and expanded, is clear in outline, rich in detail, stressing continuity as well as change, balancing the glamour of privilege with the misery and privation of the poor, and dealing with the dark side of Tudor life -- vagabondage, starvation, superstition and cruelty -- as well as its heroic achievements.
In 1578, the Anglo-Italian author, translator, and teacher John Florio wrote that English was 'a language that wyl do you good in England, but passe Dover, it is woorth nothing'. Learning Languages in Early Modern England Learning Languages in Early Modern England is the first major study of how English-speakers learnt a variety of continental vernacular languages in the period between 1480 and 1720. English was practically unknown outside of England, which meant that the English who wanted to travel and trade with the wider world in this period had to become language-learners. Using a wide range of printed and manuscript sources, from multilingual conversation manuals to travellers' diaries and letters where languages mix and mingle,Learning Languages explores how early modern English-speakers learned and used foreign languages, and asks what it meant to be competent in another language in the past. Beginning with language lessons in early modern England, it offers a new perspective on England's 'educational revolution'. John Gallagher looks for the first time at the whole corpus of conversation manuals written for English language-learners, and uses these texts to pose groundbreaking arguments about reading, orality, and language in the period. He also reconstructs the practices of language-learning and multilingual communication which underlay early modern travel. Learning Languages in Early Modern England offers a new and innovative study of a set of practices and experiences which were crucial to England's encounter with the wider world, and to the fashioning of English linguistic and cultural identities at home. Interdisciplinary in its approaches and broad in its chronological and thematic scope, this volume places language-learning and multilingualism at the heart of early modern British and European history.
The first history of childhood in Tudor England What was it like to grow up in England under the Tudors? How were children cared for, what did they play with, and what dangers did they face? In this beautifully illustrated and characteristically lively account, leading historian Nicholas Orme provides a rich survey of childhood in the period. Beginning with birth and infancy, he explores all aspects of children’s experiences, including the games they played, such as Blind Man’s Bluff and Mumble-the-Peg, and the songs they sang, such as “Three Blind Mice” and “Jack Boy, Ho Boy.” He shows how social status determined everything from the food children ate and the clothes they wore to the education they received and the work they undertook. Although childhood and adolescence could be challenging and even hazardous, it was also, as Nicholas Orme shows, a treasured time of learning and development. By looking at the lives of Tudor children we can gain a richer understanding of the era as a whole.
In 1517, a certain Dr Beale, rector of St Mary Spitall in London, had roused the capital's mob by laying the blame for an increase in poverty squarely upon the shoulders of grasping foreigners. 'God has given England to Englishmen,' he fumed, and 'as birds would defend their nest, so ought Englishmen to cherish and defend themselves and to hurt and grieve aliens for the common weal.' But migration was not the only factor influencing Tudor attitudes to Europe. War, religion, commerce and dynastic security were all critical in linking England to developments abroad, and in ways that remain strikingly relevant today. What were the forces that shaped the shifting perspectives of Tudor men and women and their rulers towards a continent at the crossroads? And what, in turn, were the responses of sixteenth-century Europeans to their counterparts across the Channel? The Tudors and Europe looks at a time when the very survival of England hung critically in the balance and asks if it has lessons for the present.