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.