An investigation into a variety of texts providing guidance for teachers, parents, and children themselves.The question and procedures of integrating children into wider society during the medieval and early modern period are debated across a wide range of contemporary texts, in both print and manuscript form. This study takes as its focus the ways in which vernacular literature (including English courtesy poems, incunabula and sixteenth-century printed household books, grammar school statutes, and pedagogic books) provided a guide to socialising children. Theauthor examines how the transmission and reception of this literature, showing how patterns of thought changed during the period for parents, teachers, and young people alike; and places children and family reading networks into the context of debates on the history of childhood, and the history of the book. MERRIDEE L, BAILEY Is a social and cultural historian of late medieval and early modern England. She is an Associate Member of the Facultyof History, University of Oxford.
