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This article is based on 269 essays written in 1937 by Middlesbrough schoolboys aged 12-16 years on the topic 'When I leave school', which were collected by the social research organization Mass Observation. The essays provide a counterpoint to social scientific surveys of ordinary people and allow us to work with the boys' own understandings of the world they inhabited. They offer an alternative lens on a period which, at least in relation to the industrial areas of Britain, is often characterized by poverty and unemployment. This representation is largely absent from the children's essays: instead, an overwhelming sense of possibility characterizes their writing, from their wildest fantasies to their most concrete plans. Most dreamt of lives that would be long, fulfilling, domesticated, and happy. This is not to say that they were oblivious to the world around them; indeed an emphasis on security and planning suggested an implicit awareness of material context. Nonetheless these boys expressed a marked determination that their lives would be better than those of their parents. As such, they embodied the educational and occupational aspirations that are more often seen as characteristic of post-war Britain. Their essays illustrate emergent and widely held expectations of social mobility and dreams of cradle-to-grave security in the years before the Second World War, articulated--as they were being lived--by a generation which would go on to elect the 1945 Labour government. [ABSTRACT FROM AUTHOR]

This article analyzes how children in 1930s' Britain narrated their everyday behavior, feelings and fantasies when asked to do so by their teachers. It is based upon a study of over one thousand essays that were written by children in 1937 and 1938, which were collected by the British social investigative organization, Mass Observation, as part of its Worktown Project. The argument is situated within the history of emotions and we interrogate the utility of recent conceptual frameworks for the better understanding of children's subjectivities. The essays show that children were able to juggle contradictory demands and expectations, learn emotional codes and match emotional style to spatial context when moving between school, home and leisure arenas. To some extent, then, children adapted and shaped their behavior to comply with specific emotional communities. However, we argue that this model offers only a partial account of children's emotional practices. In the second part of the article we suggest a move away from thinking about emotional communities or emotional styles as predominantly value-based and spatially defined (by the school, home, street--spaces which children inhabited and might have influenced but which were conceived and built by adults) and argue instead for increased attention to be paid to the material context and, particularly, the relationships that operated within and across these spaces. Ultimately, we argue, children's emotional experiences were less about "learning to feel" than feeling through practice. [ABSTRACT FROM AUTHOR]

This article examines the experience of the ‘school journey’, an educational fieldtrip of a fortnight’s duration, as practised in London’s interwar elementary schools. Established historical debates over perceptions of the countryside in interwar Britain have previously failed to discuss the messages promoted in schools. This article demonstrates that an idyllic notion of the rural countryside often influenced school practice, but that there was little attempt to link this explicitly to a wider ideological message around national identity or patriotism. Although exposure to the countryside was seen as undoubtedly beneficial, school journeys were not uncritical of rural life. They also encompassed a much wider range of purposes, being an opportunity to study different industries and local heritage, or foster contact with local people. Furthermore, they provided an unequalled opportunity for increased supervision by teachers, and thus a valuable chance to counter the perceived moral ill-effects of a child’s usual working-class environment. [ABSTRACT FROM PUBLISHER]

This article examines the extraordinary political swing that occurred in the Durham coalfield in the 1931 general election. Having won all eleven county seats in 1929, Labour lost all but two in 1931. This was despite the dominance of the coal industry, the strength of the miners' union, and the increasing pre-eminence of Durham's Labour organization. While the circumstances of the election certainly motivated a traditional anti-socialist base, the article suggests that previous explanations have failed to acknowledge the extent to which mining constituents may also have been responsible for the result. Rather than any uniform political identity amongst the mining community, it finds that allegiances were fluid and complex, swayed by factors such as political charisma (particularly with regard to Ramsay MacDonald, re-elected at Seaham), specific local concerns, and paternalistic loyalties. In doing so, it reveals the fragility of the Labour Party's appeal even amongst its 'core' supporters. The National success in 1931 demonstrated that Labour's dominance in Durham remained recent, limited and as yet provisional, a finding that has significant implications for the wider picture of Labour's national advance, revealing that Labour's progress in the inter-war years was conditional and erratic even in its most 'natural' strongholds. [ABSTRACT FROM AUTHOR]