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English local and regional history has attracted widespread attention in the last twenty-five to thirty years. Its study has expanded at undergraduate and postgraduate levels in universities, polytechnics, and at other institutions of higher education, and it has long retained its popularity as a subject for adult education classes. In schools the teaching of local history in its own right, and as an ingredient of general history, environmental studies, and local and social studies, is well established, and commonly involves the use of original sources. The expansion of genealogical studies into the wider area of family history has involved many individuals and groups in the investigation of the local conditions, which existed where former generations lived and, in this pursuit, increasing use of local records has been made. Many who seek to involve themselves in this work, however, find that they are ill-equipped in the knowledge of what sources exist, where they are to be found, or what techniques are suitable in making the best use of them.

Focusing on the interaction between teachers and scholars, this book provides an intimate account of "ragged schools" that challenges existing scholarship on evangelical child-saving movements and Victorian philanthropy. With Lord Shaftesbury as their figurehead, these institutions provided a free education to impoverished children. The primary purpose of the schools, however, was the salvation of children’s souls. Using promotional literature and local school documents, this book contrasts the public portrayal of children and teachers with that found in practice. It draws upon evidence from schools in Scotland and England, giving insight into the achievements and challenges of individual institutions. An intimate account is constructed using the journals maintained by Martin Ware, the superintendent of a North London school, alongside a cache of letters that children sent him. This combination of personal and national perspectives adds nuance to the narratives often imposed upon historic philanthropic movements. Investigating how children responded to the evangelistic messages and educational opportunities ragged schools offered, this book will be of keen interest to historians of education, emigration, religion, as well as of the nineteenth century more broadly.

Funding Philanthropy investigates Dr Barnardo's work and philanthropic 'empire' as early manifestations of promotional and branding mechanisms in the mid- to late-Victorian period, processes that would seem commonplace by the mid- to late-twentieth century. Barnardo possessed a strategic sense of what would excite people's interest and pity, as well as a seemingly unfailing capacity to package and promote evangelical philanthropy on behalf of children, the nation and the Empire. Thus, the book explores Barnardo as creative promoter and 'showman' a savvy entrepreneur in an evangelical context that overtly mandated against privileging business principles generally, and the practice of direct appeal specifically. To manage the business of philanthropy, Barnardo operated as narrator, orchestrator, and showman, depending upon artfully constructed bodies, images and stories as imperatives for emotional engagement and collective participation. Funding Philanthropy offers new knowledge to anyone interested in Victorian history, conceptualising children, literary modes, and marketing practices. The book also considers how Barnardo's conception of charity is closely aligned with principles of unconditional hospitality, precisely at a moment in time when the English were intent on centralising philanthropy and on meting out support according to measures Barnardo regarded as punitive and unchristian. Part One explicates how institutional branding evolved according to the properties associated with the metaphor of the 'open door'; Part Two elucidates how narrative devices associated with fiction raise both affect and funds; Part Three concentrates on how Barnardo exploited strategies associated with dramatic performance in public spectacles, despite his adamant strictures against the theatre itself. Discussion burrows down to elucidate such events as highly ritualised Annual General Meetings, child picnics, as well as ubiquitous 'bazaars' and self-denial drives. Extensive research in Barnardo's vast archive of periodical publication for children, youth and adults and the wider public press underpin the discursive analysis