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SN 2000 Family Life and Work Experience Before 1918 User Guide

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1.
2. E clois 245 O48 279 370 jous 3071032 065 013 olose 257 055 307 loss 370 0u3 loei 085 xloss 263 032 306 058 089 135 067 logs 296 043 sai oon 173 205 100 09u 267 173 38 229 245 216 125 125 301 367 296 257 263 138 215 331 359 367 305 215 216 333 346 417 331 230 335 205 342 279 342 297 381 229 346 384 301 415 230 369 l t 453 1172 414 068 193 454 1037 ut6 073 226 056 030 281 323 388 168 285 385 184 217 254 189 180 202 362 187 228 366 162 251 393 270 329 424 336 52 435 128 R 036 028 E 265 140 2 35 A 238 L 294 1285 406 452 456 16 7 tte mw cw ciass E MALES A Occ Unocc C 595 315 225 305 0193 334 249 365 N 76 214 113 377 295 H 2553 197 05 26 240 305 n8 407 261 95 332 113 107 400 lul 258 285 126 n90 399 105 974 298 291 298 225 295 2u9 235 208 192112 t 593 1551416 SSAP 347 151 373 271 1391222 278 10u 3u1 241 O54 237 170 232 150 025 246 430 314 33 356 171 110 255 022 154 026 3113 020 247 001 O84 174 408 358 2891062 353 3441233 357 207 no 290 160 10 59 Q5 FEMALES Occ Unocc aug Z2 079 299 925 250 111 315 126 391 197 407 gt 178 235 298 t 057 319 3 5 132 056 376 389 273 007 4411389 372 039 455 328 433 213 966 333 434 078 335 327 439 337 375 440 268 059 195 220 244 136 01S 287 2 211 168
3. EN m Otner staff iN Senior visiting feilows l 3 asm 1 2 the U Travel an subsistence L Inte m ki Overseis 7a Nonerecurrent Equipment materials and consumables TR Recurrent cher costa snecifvi TOTAI b Estimated incidence 16 5 1979 19 19 m B i of expenditure in 7 each calendar year De a fc Length of grant months Dtarting date and starting date 2 4 wb Use mero NS as or Ae Length of extension and value of 5 Supp existing grant 2211 SA ardi ies el Pericd Anount awarded i pom ls of any support i from other hodies for shea i this or related research es NES guion and anv current applica i i c7 tions elsewere r a ott pogar r ESTIMATES 7 10 1 STAFF COSTS For supplementary applications please indi CAEN whether posta are additional or extensions of existing posts Grad Pension i gie Super S SU Mid National Length Total for period family per annum Insurance appointment i allowances per annum fa Research Assistants 650 1200 2 yedrs 2130 r which posts are Pos 5 i pa
4. much like their urban counterparts Through dress iw they showed their aspiration to be seen as part of the t gentry Location Colchester Description Marmalade Emma and Teddy Grimes pose for the camera c 1910 Historical Note The spread of urbanisation and the migration of large sections of the population from the countryside to towns still left a place for local eccentrics and characters Even so these were often seen as relics of a redundant past Location Colchester Description An urban shop selling fresh and packaged produce to the local area An unusually informal posed photograph of staff and family members Historical Note Local shops such as this offered a one to one service with most goods such as sugar tea and biscuits being weighed out and packaged by hand This slower rate of service fitted in with the slower pace of life generally Location South Shoebury Description A view down a virtually empty North Street Historical Note Photographs like this show early examples of modern advertising and branding beginning to emerge such as the large HOVIS bakery sign and tin plate tobacco signs Location Southminster Description Informal photograph taken outside Bicknacre post office Historical Note The fragility of the rural economy increased after industrialisation as improvements in transportation meant more produce was imported from abroad rather than being produced internally One res
5. What did you think of Don t alter the wording of a question so that you load it e g imply that the respondent liked his work etc 15 Marriage Note that this section is not asked unless the respondent was married before the end of 1918 16 Childbirth and infancy Similarly questions about the birth of children and their upbringing will be asked only when the children were born before the end of 1918 17 Family life after marriage 17 ii a Select the house in which the respondent spent the greater part of his married life up to the end of 1918 17 ii f Husband s help with children If the respondent had one child only before 1919 and one or more children after that take care to ask the questions about the pre 1919 child Call him by name if possible and emphasise that you are interested in his life before 1919 similarly if two or more of the respondent s children were before 1919 This applies to all questions of which children are the subject Parents find it difficult to make these distinctions and you are bound to get information about children for the period after 1918 This does not matter Do not omit questions because they are inappropriate to the age of the child before 1918 17 n Do not worry about asking respondents who appear to have been well off if they had a struggle to make ends meet It was just as possible to live beyond one s income and feel the pinch at 1 000 per annum as at 100 18 Living in s
6. 5 8 6 113 75 5 16 Schoolgirls aged 10 20 33 F parents class l 11 2 Bi 2 be 1 5 103 6 133 7 4 17 Children aged under 10 124 62 F parents class 1 5 2 12 3 6 3 h 1 5 39 6 9 7 12 TOTAL 600 C I X xegional distribution of respondents London Rest of SE East Anglia Sw England W England Midlands Lancashire and Cheshire Yorkshire NE and NW England S Wales Rest of Wales Scotland Interview extracts to be attached 105 50 57 c 32 65 85 57 34 21 11 80 600 not yet complete anter Year of birth Where born what sort of distrift Describe household Fathers occupation If death of parent describe what happened How much did you see of your father Can you remember any specific jobs bh did for you Did he help in the house b Brothers and sisters Did your mother work If so where Who looked after you Any domestic help laundry cleaning mending etc resident or daily Community feeling Help from neighbours friends relatiems Regular or times or crisis What did each member of the family do in the house Did each have their jobs Who looked after younger brothers and siaters Who did you play with Friends in same street from school parents interest games what sort where street park garden Bedtime what time any general rout
7. Did you take an interest in politics Did you take up any Volumtany work IF RESPONDENT MARRTED AFTER 1918 OR NEVER MARRIED ASK SECTION 17viii AND OMIT REPEAT FOR HUSBAND WIFE THEN RETURN HERE Can you tell me something of how you spent your spare time as a young Man waman Did your interests change Did you belong to any clubs or youth organisations take pave in sports or games cards tennis go to dances hobbies collect anything go for outings or away for weekends concerts theatre music hall cinema pubs Did you go out in the evening Where to Who with Holidays Where who with Did you make any new friends boys or girls at this time How did you meet them Did you stick to a group of friends What did you do with them Where Did you ever bring friends home Did you have any special friends at this time Boys or girls Were there any special places where boys and girls could meet Where would you go with them Were you allowed to be with them alone Did your parents meet your friends Did they tell you what they thought about them Did they expect to k ow where you were Did you have to be home by a certain time Did your parents disapprove of any of your activities at this time What did they think of young people who got into gambling pinching things 15 Marriage a What age were you when you married b How long had you known your husband wife then How did you meet Where did he
8. cLAss A I J 315 s 351 i 395 398 U R B A N R U R A L 4 MALES Occ Unocc FEMALES Occ Unoec X 316 395 398 080 021 243 143 280 188 269 44g Ut CI MALES cc Unocc FEMALES Unocc Occ 003 006 O65 061 116 133 191 267 227 32 387 418 419 436 442 450 123 163 256 264 291 437 447 451 eb Qu uo 40 4C c N04 04124 1115 N4161 Se te 183 242 t y DUET omm amp E s E 2 J 1 nuu iy nyg 165 FEMALES Unocc Occ Unocc 4 MALES Occ 047 179 161 183 282 067 155 196 224 Qu gt e i M H 4 H 2 EM i F d r i 3 T7 t J i t xpo Ti A om met CE arreter BEE MEM INR tM EP t v V PC wx PEN N Dos ole ve oss EAM i etl yee i N led of I 208 oo P e 7n E mee Es v ad oo Vos t 1 i a 4 i 5 i 7 7 B i 5 D D A d MALES FEMALES 4 oc E F G j Occ Occ
9. I suppose so I expect so and cannot be bothered to answer questions they are not particularly interested in seriously This must not be allowed to pass for more than a very occasional question or the interview will be worthless You must be very polite but firm Let them see that to you the questions are important and press them for a thoughtful answer Sometimes a respondent becomes very brief and monosyllabic in his answers because he is getting tired is expecting a visitor of is not feeling very well Always watch for signs of fatigue and never stay too long it is very embarrassing for a respon dent to have to ask you to leave Methods of finding respondents You will be supplied with information about the number of respondents you will be expected to interview their sex age and social class where certain occupations were predominant in your region you will be asked to find some representatives of these Interviewers will find their own respondents and the following are some of the ways respondents may be contacted it is obviously not an exclusive list 15 Your own personal contacts relatives friends 2 Members of clubs for old people There are many of these clubs in every town and village Contact the Women s Royal Voluntary Service W V S and the local welfare department for a list of the clubs The Chairman or Secretary may suggest some possible respondents to you A short talk at a meeting about the research project fo
10. IF DAILY OR IRREGULAR HELP What were her duties cleaning looking after children Hours What did you call each other d How was the washing done e Clothes made by wife and or husband Bought new or second hand Where bought When Who mended them REPEAT FOR SHOES f Husband s help with jobs in the house cleaning cooking washing washing up fires decorating repairs improvements to the house IF CHILDLESS GO ON TO iii Meals Husband s help with children dressing undressing bathing reading aloud telling stories taking out without mother looking after children when mother out g Regular household tasks for children to help you h Time at which children went to bed Put to bed by themselves or a parent Did children share a bed or bedroom Sleeping arrangements for whole family i Washing and bathing arrangements When When did children have clean clothes iii Meals a Where were meals eaten Occasions if any when eaten in another room b Where did wife cook Cooking equipment range or gas C When was breakfast eaten What members of the family were present How did the others manage for their first meal What did you usually eat and drink Did you have anything different on certain days Sundays REPEAT FOR MIDDAY AND EVENING MEALS d Making of bread jam pickles wine beer medicines bottled fruit or vegetables e Vegetables and fruit grown and or bought Tinned or dried ve
11. in a new series edited by Dr E J Hobsbawm for Messrs Weidenfeld and Nicholson My publications in related fields are Socialists Liberals and Labour the Struggle for London 1895 1914 Routledge and Kegan Paul 1967 The Work of William Morris Heinemann 1967 and with Peter Kidson and Peter Murray History of English Architecture Penguin Books 1965 The Social History is intended to present a broad analysis of the demographic and occupational structure of Britain stratification ideal styles of life physical types of comunity family relationships deviance and crime religion and education wherever possible making direct eomparis naswith the contemporary Situation There is abundant good contemporary secondary material on the period including the work of Booth Rowntree M E Loane and others but there is a scarcity of direct comment from a working class point of view as was provided for an earlier period by the interviews of Mayhew I was impressed by some of the material collected by George Ewart Evans in his study of Blaxhill Ask the Fellows who cut the Hay and therefore decided to supplement my research by interviewing survivors of the period The Department of Sociology at the University of Essex appointed a Research Assistant Miss Elizabeth Sloan B A Keele to help me in research for the book both from secondary sources and interviewing and I have also received some voluntary assistance in interviewin
12. or anywhere they could sit when they were not working Did the mistress supervise all the housework personally Or pass orders through the senior servants PROMPT housekeeper C Did you feel at ease with the servants members of the family How did servants and members of the family address each other Did you feel that any of them was interested in you as a person d Did the mistress give any moral guidance to her servants Were they allowed any time to do just what they liked When could they go out of the home Did she mind what they did then or when they returned e IF SERVANT Did you feel homesick Were you lonely or did you have enough companionship Was there anything you particularly liked or disliked about that situation ii Domestic Routine a How did the housework go Was the washing sent out Who made or mended the family s clothes Who did the cooking Who was responsible for repairs and improvements to the house Did your father help with any of the jobs in the house Did he help look after you b Was there a nanny or servant responsible for the children Was there a nursery maid IF NO GO BACK TO 2f WHEN ASKING RESPONDENT ABOUT CHILDHOOD OR TO 17 ii f WHEN ASKING ABOUT RESPONDENT S MARRIED LIFE IF RESPONDENT IS A SERVANT NOT RESPONSIBLE FOR CHILDREN GO ON TO iii Meals Nanny s duties hours time off Holidays What did your mother do for you dressing bathing bedtime games shoppin
13. practices which may not be mentioned in the schedule If you are uncertain about what to ask tell the respondent that you do not know much about his religion and ask him to tell you about the feasts festivals observances baptisms etc Il o This question is designed to elicit information about the social differences between Non Conformist Chapel and the Church of England Church Where there are a considerable number of Roman Catholics in the area ask a supplementary question about them and also ask whether there was any friction between Roman Catholics and Protestants 11 y Rough music would be produced by a crowd banging saucepans and tin cans with shouts of clear out at intervals outside the offender s house Sometimes an effigy of the offending person was made and paraded about with the accompanying music This was done for flagrant breaches of accepted standards of behaviour e g if a man sold his wife to another man beat his wife lived with two women etc 12 k m Respondents may need prompting here Many schools had their outcast children children from the workhouse children who were mentally handicapped abnormally badly dressed or dirty In some schools clever children were favoured or children from relatively better off homes who were well dressed or whose parents gave money to the school 13 m We need to know the approximate length of time that respondents held particular jobs and enough details about the jo
14. recorder is switched off This time will also produce additional information which after leaving should be noted down or dictated into the recorder Avoid arguments e g about teenage behaviour which may make the respondent more reticent later on Lastly it is good to write to thank a respondent but if you want a reply always include a stamped addressed envelope l 25 The Household c d e Respondents are not often able to recite the names of the children in the family from eldest to youngest and the spaces between them It is useful in these cases to ask where the respondent came in the family and then ask who was older than him and the spaces between the children who were older than him Then ask about the younger ones Respondents are sometimes vague about the respective ages of their siblings e g We come at pretty regular intervals Try to find out what these intervals were and if there were any exceptions to the average interval Respondents sometimes find it easier to write down or tell you the ages and names of their siblings alive and dead at the present time The schedule assumes a typical family with mother father and children If your respondent lacks one or both parents or had a substitute parent step parent grandparent foster parent adapt the form of the questions as appropriate to get a full picture of the child s relationships with other adults The schedule was designed principally for respondent
15. the crowd Location Chelmsford Industry Description Workers at a clothing factory Although men and woman work within the same area there is a strict separation with men cutting and pressing cloth at one side and women working at sewing machines at the other side of the room Historical Note Whilst in agriculture it had been commonplace for women to work alongside men urban manufacturing was based on a stricter division of the sexes with separate working areas being the norm Location Colchester Education Description A formal photograph showing pupils and teachers inside a classroom of Canterbury Road Council School c 1914 A map on the wall details the local Essex region M Historical Note For most pupils education was little concerned with creativity or intellectual development Mass schooling in the Edwardian gU era sought to prepare pupils for their assigned place in the social and economic hierarchy Location Colchester Description A formal group photograph S showing pupils and teachers outside of E Canterbury Road Council School c 1909 Historical Note Whilst the intention of education was generally not progressive an unintended effect of encouraging mass literacy 1 was to erode some of the most overt social distinctions between the classes Location Colchester Reproduction re use and copyright Image reproduction The images displayed here were created from original photog
16. there is nothing to be gained by hopping from one section to another A straightforward interview can be analysed more easily where respondents are keen to take some part in directing the interview and have definite ideas about the information they wish to give it is best to let them do so You must however be very firm about keeping to the period Sometimes respondents find this difficult and occasionally they are a little confused about time some of the irrelevant matter can be eliminated by putting the pause lever down on the recorder Un the whole it is best to stop the recorder when the respondent first begins to wander out of the period and explain that though you are personallyinterested in hearing about other times of life you have to confine your self to the period up to the end of 1918 Thus if the respondent was married after 1918 nothing is wanted about his married life nothing about child rearing if children were born after that date and so on Although a certain amount of tolerance may be necessary to avoid hurting the respondent s feelings in most cases he will be perfectly willing to stick to the period if it is explained that he should do so Some respondents are very conscientious and become anxious if they cannot remember exact dates names etc To these be reassuring and encouraging telling them that an approximate guess will do Others are quite the reverse aud get care less and lazy about their answers They answer
17. 313 303 310 292 272 312 uli 348 359 FEMALES G O45 688 975 i120 077 101 140 075 308 117 052 103 102 101 nao 298 i 2 283 jj 6 i 3 Photographs The Edwardians Collection holds a small collection of photographic images most of which were taken in the period 1880 1918 They represent a selection of scenes from everyday working and family life and the content reflects many of the themes described in the transcribed interviews They form a collection which reflects the widespread production of still and moving images during the Edwardian period There were certain factors which governed the type of photographs that were taken during this period technology of course played a prime role because most cameras were bulky requiring a period of preparation and setting up before use Consequently many images from this era are staged in some way either with the subjects pausing and waiting patiently for the exposure to happen or with the photographer deliberately arranging a scene for a particular effect The use of artificial lighting or flash photography outside of the photographer s studio was rare This means interior photographs are outnumbered by scenes with subjects standing or sitting outside in daylight Some photographers also emulated fine art traditions by taking the world around them and creating an equivalent of picturesque genre paintings These of
18. Family Activities in the Lome 5 d Outdoor games should be asked about too Information about family activities will often be given in the form of anecdotes accounts of particular social events and there is likely to be a great deal of overlap of questions a b c and d This is a good way of getting this sort of information where you can try to get an approximate date for a deseriptiou of a particular birthday etc or a funeral You may realise suddenly that you are being told about something that happened after 1915 it may be upsetting to the respondent to be suddenly cut short but if you can do so inconspicuously put the pause lever down Family Activities Outside the Lome oid where the respondent s family lived in poverty this question may be treated with scorn by the respondent The same applies to question 2 c oxplain that questions have been devised to apply to a wide range of income and that as they are on the schedule they must be pet in although the answer seems obvious If you feel ws foolish or embarrased asking a particular question and occasionally a respondent doc have this effect on one it is st to dissassociate yourself from the question by dropping the conversational way in which you have teen asking the questions and simply read it in a neutral wav From the schedule Never apologise for the questions or you will transmit your lack of confidence in the value of the questions to the responden
19. IF SERVANT Did you feel homesick Were you lonely or did you have enough companionship Was there anything you particularly liked or disliked about that situation ii Domestic Routine a How did the housework go Was the washing sent out Who made or mended the family s clothes Who did the cooking Who was responsible for repairs and improvements to the house Did your father help with any of the jobs in the house Did he help look after you b Was there a nanny or servant responsible for the children Was there a nursery maid IF NO GO BACK TO 2f WHEN ASKING RESPONDENT ABOUT CHILDHOOD OR TO 17 ii f WHEN ASKING ABOUT RESPONDENT S MARRIED LIFE IF RESPONDENT IS A SERVANT NOT RESPONSIBLE FOR CHILDREN GO ON TO iii Meals Nanny s duties hours time off Holidays What did your mother do for you dressing bathing bedtime games shopping outings reading Where child would see parents in the house nursery drawing room or elsewhere When IF MOTHER WORKING Time spent at home IF CHILD How long did nurse look after you Until what age What was she like Were you fond of her Were there any other servants who you were close to 19 Did the children have any tasks to carry out regularly to help in the home When How long did tasks continue After leaving school REPEAT FOR BROTHERS AND SISTERS Did the older children help the younger with things they found difficult dressing eating or look after them in
20. Who supervised the children s meals when they ate separately Did she have her meal with them Who served the meal Did the mother or father appear during the children s meals Did the mother or father take an interest in what the children had eaten and how they had behaved Were the children taught table manners by their parents or someone else IF RESPONDENT IS A PARENT RETURN TO 17 iv iv General Relationship with Parents and Nanny Influence and Discipline a What did you call your mother Was she an easy person to talk to Did she show affection If child had any worries could it take them to her or not Would you say you were frightened of her REPEAT FOR FATHER AND NANNY How did parents expect child to behave towards them And towards brothers and sisters And towards nanny How did nanny expect child to behave towards herself b Did nanny tell child how to behave towards brothers sisters and parents If child was hit by another child would it be told to hit back or not Who would tell child this nanny or parents c What kind of people did parents hope child would grow up to be Did they consider certain things important in life Did nanny teach child what she thought was important in life Did she have similar attitudes to parents in this way d What did parents think about swearing What about accents What did nanny think about it e When grown ups were talking was child allowed to join in f If c
21. are refused If someone refuses to be interviewed or to continue with an interview please try to get the following information 1 Name 2 Age 3 Marital status 4 Father s occupation in 1911 5 Respondent s occupation in 1911 6 Respondent s present occupation or if none his last occupation 7 The reason the respondent gives for refusing 8 Any factors not mentioned by the respondent which you think caused the refusal e g memories of unhappy childhood drunken parent s immorality 9 Any other comments Interviews which you decide to discontinue If you decide to discontinue the interview please give information as above but for 7 substitute the reason you discontinued the interview Omit 8 Interview schedule 1 The household a Respondent s name present address year of birth marital status year of marriage birthplace street or district if known b How many years did you live in the house where you were born Where did you live then CONTINUE FOR MOVES TO END OF 1918 FIND OUT ADDRESS AS NEARLY AS POSSIBLE FOR 1911 Do you remember why the family made these moves C How many brothers and sisters did you have Birth order and spacing d How old was your father when you were born PROMPT How old was he when he died When was that Where did he come from Occupation IF EMPLOYER How many people did he employ Did he have another job before or after he became that Did he also do any
22. by Did you then go to school IF NO Why not How old were you when you first went to school When you first started what time of the morning did you go and when did you come back What kind of school was it board private church day boarding boys girls mixed IF BOARDING SEE ALSO SECTION L9 and OMIT 12 d How did you get to school How long did it take you Who went with you Where did you have your midday meal then IF NOT AT HOME What did you have to eat What did you think of school Did you like it of dislike it How did you feel about the teachers Did the teachers emphasise certain things as important in life Manners how to treat the opposite sex tidiness punctuality ways of speaking Did they encourage intellectual discussion Was any science taught What games did you play Compulsory If you did something the teachers disapproved of what would happen How did they punish the children Girls the same as boys For what offences Did your parents show an interest in your school work Did they ask you what you did at school visit the school meet the teachers What sort of homes did most of the other children come from Some worse dressed than others Did the teachers single out some children for different treatment from the others Were there any gangs or groups in the school n PROMPT From different Were there any children who were left out streets or parts of the town of things Did y
23. contained in a limited number of interviews from one region or one occupation these typescripts should provide the most rapid access to the information If the user is mainly interested in a single area of experience e g religion schooling or politics they would be best advised to use the box files containing the categorised typescripts Categorised Transcripts these are filed in numerical order in box files But in this case the typescripts have been divided and classified according to their subject matter all the evidence relevant to the subject area has been pieced together from where ever it appears in the interview This has the great advantage of enabling the researcher on a particular topic to use the material without having to scan every interview to discover what it contains on that particular subject The subject matter of the topics can be gauged by looking at the interview schedule see attached copy the first 15 headings of the interview schedule are identical to the labels on the box files 1 Household 2 Domestic routine 3 Meals 4 Influence and discipline 5 Recreation in the home 6 Recreation outside the home 7 Weekend and religion 8 Politics 9 Parents interests 10 Children s leisure 11 Community and social class 12 School 13 Work 14 Life after leaving school 15 Marriage These headings are necessarily brief but the appropriate section of the interview schedule will show the sort
24. curtsey touch your cap show respect in some way To whom Was there anyone you called sir or master madam Do you remember anyone showing respect to your parents in these ways m In the district village who were considered the most important people Did you come into contact with them Why were they considered important IF RESPONDENT MIDDLE OR UPPER CLASS Would these people have been considered at that time to be in society n What about the shopkeepers who did they associate with REPEAT FOR OTHER LOCAL SOCIAL GROUPS e g clergy teachers employers farmers 0 What sort of people would you say went to the church And the chapel p Where you lived did all the people in the working OR lower OR OTHER TERM USED DY RESPONDENT class have the same standard of living or would you say there were different groups Describe a family within each group Do you think that one group felt itself superior to the rest Were some families thought of as rough and others as respectable Do you remember a distinction of this kind between craftsmen and labourers PROMPT What made a family seem tough q How did your mother behave towards people who were not in the same class as herself PROMPT Minister doctor s wife dustman s wife other racial groups REPEAT FOR FATHER r Do you think your mother thought of herself as a member of a class PROMPT middle class working class Why Why not What made her put h
25. enough to the respondent s mouth see Booklet of instruction 6 1f possible record a few minutes preliminary conversation with the respondent to get the best quality recording before beginning the interview proper It is worth spending a little time at the beginning to make sure you have got the recording level correct 7 Once you are sure that the machine is recording as you wish forget about at c but don t carry on after you have got to the end of the tape 8 Always record at 3i inches per second Interviewing technique Show as much warmth appreciation and interest in what the respondent is saying as you can Show your gratitude for the help he is giving you and altnough he may not be very fully occupied and some old people are very busy always arrive punctu ally If you have to contact him by post and require a reply always enclose a stamped addressed envelope Unless you know a person well or tliere is some good reason for not doing so always accept refreshment You may not feel thirsty but drinking a cup of tea together is companionable and reduces tension Make yourself look pleasant but it is best not to dress amp the extreme of fashion Remember you are asking the respondent to talk to you about some quite intimate things his feeling for his parents his wedding day etc lt may be harder for him to talk about these things if you look very strange to him Be tolerant of his prejudices if he reveals any in the i
26. freedom in particular to women T and the chance to briefly escape the Grec om pue overcrowding of towns Location Braintree Civic Life Description Photograph of members of West Essex Militia in and out of uniform from the Victorian era Historical Note The civic life of the Edwardians was dominated by voluntary and self improvement societies of which the militia was 3just one example Location Chelmsford Description A formal photograph of the ten man crew of Chelmsford Fire Brigade 1907 4Historical Note Although there was no national fire service until 1941 it had been a legal requirement for towns and villages to provide a fire service since 1835 The Towns Police Clauses j Act of 1847 allowed the purchase of fire a 3 i appliances fire stations and the payment for mfiremen to crew them During the Edwardian era such stations became a focus of civic pride Location Chelmsford Description Crowds gather for Coronation celebrations Tindal Square 1911 Historical Note Changes in transportation durin the Edwardian era reflected not only in ilii technology but also social status The civic ssdignitaries at the coronation parade travel in horse drawn carriages accompanied by mounted gjpolice whilst a larger group of revellers are in a motorised omnibus In addition bicycles a further technological innovation and revolutionary mode of transport are present in
27. home C When she went out what did she do PROMPT father friend Did she ever go out to enjoy herself Who did she go with relation d When did your father get home from work in the evenings How many evenings a week would be spent at home How much was he about the house at weekends How would he spend the time e Did your father attend any clubs or pubs When did he go on way home from work after tea Sunday dinner time Did your mother go too f Did your father take part in any sport Did he watch sport Did he attend the races Did he bet Did your mother take part in any sports or games g Did your father or mother belong to any savings clubs Insurance boot sick funeral etc Do you know what arrangements your parents had about money 10 Respondent s Leisure Before Leaving School a How did you get on with your brothers and sisters Was there one you felt particularly close to Was there one you did not get on with b As a child who did you play with Brothers sisters neighbours Did you have your own special group of friends Did you play games against other groups c Where did you play Yard garden street other homes elsewhere d What games did you play Were you allowed to get dirty when you played Did boys and girls play the same games e Were you free to play with anyone you pleased Did your parents discourage you from playing with certain children IF YES Why What did they think about chil
28. in London Essex Yorkehire ond Staffordshire and were chosen by a variety of methods through welfare officers old people s homes personel contacta end advertisement In the majority of cases the interview echedule could not be completed without a second interview Information fren interviews most be treated with perticular caution when the questions do not refer to the present so that where possible the anewers to factual questions were checked against other aources and also for interne coneiatemy In a few cases the rea Pues dale QN ts d Dass Se wedi GA the pant or by the need to hold to a particular interpretation of their social experience interviews with school teachers for example have proved rarely worthwhile In general however the respondente showed surprisingly Clear and detailed memories and the factusl information provided is sufficiently reliable In addition about a quarter of 5 hove been able to talk ucefully about leas exact sub jects such as their perception of class relationships A section from on interview is attached showing both types of material The results of such interviewing are velueble in two waya Firstly they previde on imaginetive insight inte the life experience of an earlier generation obteinsble hy no other method ami only within the few years of life now left to them eson ly they supply factual information which is eseential both to the anolysis of social life in brit
29. manage for their first meal What did you usually eat and drink Did you have anything different on certain days Sundays REPEAT FOR MIDDAY AND EVENING MEALS d Did your mother or father bake bread make jam bottle fruit or vegetables make pickles wine or any medicines for the family Was any beer brewed for the family e Did your father or mother grow vegetables and fruit Did they buy any Tinned or dried vegetables or fruit f Did they keep any livestock for family hens pigs goats Who looked after them g How many times a week did you eat meat Tinned meat h Did you ever get some extra meat such as rabbit from poaching Who from How often i Do you remember seeing your mother having less food so that the family could have more Did your father have larger helpings Or extra food e g tea time or late supper j Were you allowed to talk during meals or not Could you choose what you wanted to eat from what was cooked or did you have to eat a bit of everything What was your parents attitude if you left some food uneaten on the plate Could you ask for a second helping Were you expected to hold your knife and fork in a certain way and sit in a certain way When could you leave the table k Did all the family sit at the table for the meal Did you always have the same places at table How was the meal served by whom What order were you served in Where did the younger brothers and sisters sit be
30. manners of children allowed to talk during meals or not Choose what they wanted to eat from what was cooked or have to eat a bit of everything Parents attitude if some food left uneaten on the plate Hold knife and fork in a certain way and sit in a certain way When did members of the family leave the table Did all the family present for the meal sit at the table Regular places at table Meal served by whom serving order Method of feeding and seating children too young to feed themselves IF SEPARATELY When did they join in family meals General Relationships with Children Influence and Discipline When your children were young did you feel that there was a right way wrong way of bringing up children Did you and your wife husband have the same ideas about bringing up children or different ideas Did you talk about this Was there anyone you used to talk to if you were worried about the children Was your mother alive when your children were small How often did you see her Did you ask her advice in bringing up the children Did you and she have the same ideas on this REPEAT FOR MOTHER IN LAW contd iv a l4 contd IF EMPLOYED NANNY Did you discuss with the nanny how you wanted the children brought up Were her ideas the same as yours or different Did you ever disagree with the way she managed the children Why was this Can you tell me some of the things you felt you ought to do for your childr
31. of information which was sought under these headings and they will not be described in detail here Note however that the interview schedule section 15 Marriage was asked in full only if the informant was married before 1918 This then repeats question on household domestic routine etc for their marr ed home This information is in the box files under section 1 2 or 3 and so on according to subject matter Also separated in the box files are 16 Childbirth this includes any comments on sexual knowledge 17 This number was not used 18 Domestic service all other work experience is in No 13 19 Institutions and boarding schools 20 Occupational history Sections 16 18 and 19 are self evident and once again the interview Schedule should be consulted for guidance Section 20 is perhaps most readily understood simply by taking one from the file Essentially it contains all that is known of the occupational history of the informants and their kin N B Section 13 contains all the qualitative and descriptive material relating to work contained in the interviews Section 20 is simply a brief statement of occupational changes For example Milliner 1909 1911 Class D Shop assistant 1912 1914 Class E Housewife 1914 plus i e never worked outside the home again might be a typical entry for a female informant any part time employment is also listed There is one sheet for each person for whom the respondent has given inf
32. other costs would be incurred either by interviewers or by the fieldwerk supervisor or myself travelling to meet interviewers hs j I wish to andan Led apart from its tining and also the reduction in the total sample and simplification of occupational categories recommended by SSRC the research has proceeded very much as planned and the material being collected is even more rewarding than I had anticipated Some indication of its quality can be gathered from the article Voices from Within to be published in H J Dyos and M Wolff eds The Victorian City Routledge in the press which consists of descriptive material taken from the first seventeen interviews which were completed for cities before 1800 They may be taken as Mone d of the quality of the interviews in general Evene df the Sur ved is not completed there will therefore be a valuable archive for the use of social historians in the future There will however be two effects if the full quota of interviews is not completed Firstly some very important regions such as the Scottish cities will not be represented Secondly it will be impossible to make any systematic use of the archive as a whole Questions such as those on marital roles child discipline kinship and the Jabour aristocracy Memory and History SSBC Newsletter June 1969 cannot be answered satisfactorily and our information on family occupational pertes be darg
33. paid Did you feel that was a fair wage or not f Did you give any of the money to your mother What was it spent on g How did you get on with the other people you worked with Did men and women work together Could you talk or relax at all Could you play games in the breaks Was there a works club A works outing Any other entertainments for employees Was there a presentation when a worker retired Did any of the employers or wives visit workers and their wives at times of sickness or bereavement h How did your employer treat you How did you feel about him i How did you feel about the work Did you like it or dislike it Why did you give it up j Did the job alter your attitude to school k Did you do any other part time jobs before you left school IF YES REPEAT 13 b k I Now I should like to ask you about your first full time job What was that REPEAT 13 b i IF LIVING IN DOMESTIC SERVANT ASK SECTION 18 THEN RETURN HERE How long did you do that for What did you do after that REPEAT 13 b i FOR ALL JOBS INCLUDING PART TIME UP TO END OF 1918 IF ANY ARE AS DOMESTIC SERVANT ASK SECTION 18 THEN RETURN HERE NOTE Remember to ask how many months years each job lasted m What jobs have you done since the First World War n Would you have preferred another type of occupation Did you serve an apprenticeship or training period for any of your jobs p Did you or any of your emp
34. s oceupational group and region assuming that none of these variables wea scored too finely and that a minisus of ten cases per call is necessary to make plausible generalisations The sample would alee provide aufficient material for the more intricate illustrative method of The respondente will again be approached by a variety of methods mwh as social workers old people s homes doctors lists personal contact and adwertisezent Where official or other suitable lists could be obtained a random method of eritical contact would be introduced It is estimated that half the initial contacts will not prove worth purmu ing Interviews will average 1 hours in length because respondente normally become too tired after this tim Tt ie asaused that two thirds will therefore require a second interview in order to complete the sehedule It ie also aseumed that in some Gases respondents will be classified as a result of the interview and vill be of notuse in the senple but that such wasted interviews can be compensated by drawing on the 100 interview which already exist It should be emphasised that these existing interviews were experimental ang the echedule was varied and they were not drawn on a comple basis so thet only a few could be A research assistant will be appointed for two and a half years fron January 1969 melary range 650 1200 whe vill be responsible for 400 interviews completing these by Decenber 1970 and aluo for sseis
35. than at election time ix Other Interests and Leisure a When you and your wife husband were not doing your work how did you spend your time Did you ever go out together in the evening Where How often b When did you IF MAN your husband get home from work in the evenings How many evenings a week would you he spend at home C Did either of you go to any clubs institutes or pubs How often did you go Did you go together d Did you belong to any savings clubs Insurance boot sick funeral etc e Did either of you take part in any sport PROMPT cricket football fishing shooting bicycling walking racing Did either of you bet on anything f Did you go to any theatres concerts music halls or cinemas g Did you have any hobbies Did you keep any pets collect anything or do gardening h Did you IF WOMAN your wife have any other interests outside the home Did you IF WOMAN your wife ever go out to enjoy yourself herself With whom x Relations Friends and Neighbours a Did anyone outside the home help you IF WOMAN your wife look after her house or family Relations friends or neighbours In what ways Regularly b If you IF WOMAN your wife was confined to bed how did you manage C Did either of you have any relatives living nearby How much did you see of them Where d Did you have friends Where did they live Did you share the same friends e Were people ever invi
36. the side of the children rather than the parents v Family Activities in the Home a Were children s birthdays any different from any other day Presents Special food or guests b Can you remember anything the family did together on Christmas Day Were there any musical instruments in the home Players Was there anyone in the family who sang Did you ever make music together as a family d Did parents play any games with child Did manny play any games with child v vii viii a 21 Family Activities in the Home contd Were there books in the house Newspapers Magazines Do you remember mother or father reading Did they read aloud to each other To the child Did nanny read to child Do you remember a funeral in the family Who attended Mourning clothes Did people come to stay How did this alter your routine Family Activities Outside the Home IF CHILD Were you taken out visiting neighbours friends or relations With whom Were you taken shopping With whom Were you ever taken to visit nanny s family home or relations What did they call you Did you enjoy it Did you ever go out just with your father you remember any other outings with your parents Bank holidays Did nanny go Did you ever go away for a holiday For how long Regularly Which members of the family went Where Activities Did nanny go too What did you and she do on the holiday IF SERVANT Did you t
37. they be offered anything to eat or drink neighbours friends On any particular days or occasions Would you say that the people invited in were your mother s friends or your father s friends or both of them f Did people call in casually without an invitation When g Did your parents ever go out to visit friends or neighbours Would they call on them casually without invitation h People often tell us that in those days they made their own amusements What do you th nk your parents did when they got together with their friends neighbours Music Games i Many people divide society into different social classes or groups In that time before 1918 did you think of some people belonging to one and some to another Could you tell me what the different ones were j What class group RESPONDENT S OWN TERM would y u say you belonged to yourself What sort of people belonged to the same class group as yourself k What sort of people belonged to the other classes groups you have mentioned l Can you remember being brought up to treat people of one sort differently from people of another Were you ever told to curtsey touch your cap show respect in some way To whom Was there anyone you called sir or master madam Do you remember anyone showing respect to your parents in these ways In the district village who were considered the most important people Did you come into contact with them Why were they considered
38. too Information about family activities will often be given in the form of anecdotes accounts of particular social events and there is likely to be a great deal of overlap of questions a b c and d This is a good way of getting this sort of information Where you can try to get an approximate date for a description of a particular birthday etc or a funeral You may realise suddenly that you are being told about something that happened after 1918 It may be upsetting to the respondent to be suddenly cut short but if you can do so inconspicuously put the pause lever down 6 Family activities outside the home 6 d Where the respondent s family lived in poverty this question may be treated with scorn by the respondent The same applies to question 2 c Explain that questions have been devised to apply to a wide range of income and that as they are on the schedule they must be put in although the answer seems obvious If you feel foolish or embarrassed asking a particular question and occasionally a respondent does have this effect on one it is best to disassociate yourself from the question by dropping the conversational way in which you have been asking the questions and simply read it in a neutral way from the schedule Never apologise for the questions or you will transmit your lack of confidence in the value of the questions to the respondent 7 Weekends and religion 7 f Some choirs had annual treats some were paid for their servic
39. were out of work at home with friends in the street in pub Did friends help you out at all 18 18 Living in Servants i NOTE THIS SECTION SHOULD BE USED BOTH WHEN RESPONDENT OR PARENTS EMPLOYED LIVING IN SERVANTS AND WHEN RESPONDENT WAS AN EMPLOYEE OF THIS KIND IN THE LATTER CASE THE SECTION SHOULD BE REPEATED FOR ANY HOUSEHOLD WHICH THE RESPONDENT CAN REMEMBER IN SATISFACTORY DETAIL a IF SERVANT How did you get your first position in service personal recommendation registry office advertisement What were you called e g kitchen maid housemaid etc What hours did you work weekdays weekends Did you get any holidays What were you paid Did you think that was a fair wage or not b How many servants were there LIST titles and work Where slept and ate Was there a division into upper and lower servants Was there a servant s hall or anywhere they could sit when they were not working Did the mistress supervise all the housework personally Or pass orders through the senior servants PROMPT housekeeper Did you feel at ease with the servants members of the family How did servants and members of the family address each other Did you feel that any of them was interested in you as a person d Did the mistress give any moral guidance to her servants Were they allowed any time to do just what they liked When could they go out of the home Did she mind what they did then or when they returned e
40. with Children Influence and Discipline may help you to manaye the interview more easily when you are dealing with Section 18 t Additional Notes for Interviewers The interview schedule was designed for respondents with a typical family mother father and children If your respondent s family lacked a mother father brothers and sisters if he had a substitute parent or parents a step mother etc adapt the questions accordingly trying to get a full picture of the relationships he had with other adults and children Interviewers should send in claims for expenses and for interviewing at the end of the month quarter or at the end of their employment Please write down any regional or local phrases personal names or words which may be difficult for the transcriber to understand If you can get hold of a street directory for your city this does not apply to London as it was at the period we are studying we would find this useful too Please write section 2 on foolscap size paper Playing time for tapes is three quarters of an hour each side at 3 inches per second If respondents go off the record to talk about matters they do not wish recorded e g How they learned that babies didn t come from under a gooseberry bush how their husband to be deceived them about his financial state etc make a note afterwards about the information Try to keep as far as you can to the words of the respondent Interviews which
41. 958 First Class Honours in Modern Historys 1959 Senior Scholar Corpus Christi College Oxfords 1961 4 Junior Research Fellow the queen s College Oxfords 1964 D Phils London Working Class Politics and the Formation of the London Labour Party 1885 1914 1964 8 Ledurer in Sociology Social History UniverB amp ty of Essex 1968 Senior Lecturer 1960 9 Senior Research Fellow Nuffield College Oxford RELEVANT PUBLICATIONS The Work of William Morris Heinemann and Viking Press 1961 Socialists liberals and Labour the Struggle for London 1885 1914 Routledge and Kegan Paul and University of Toronto Press 1963 With Peter Kidson and Peter Murray A History of mglish Architecture Penguin Books 1965 Liberals Radicals and Labour in London 1880 1900 Past and Present April 1964 EDITED Oral History an Occasional Newssheet Number One 1970 Victorian Sooiety conference reports including Social Change and Taste in Mid Victorian England 19643 The Victorian Poor 19673 Victorian Seaport 1968 PUBLICATIONS IN THE PRESS William Butterfield Routledge and Kegan Paul and M I T Press due Spring 1971 Voices from Within in H J Dyas and Michael Wolff The Victorian City Images and Realities Routledge and Kegan Paul due Spring 1972 This article has been written from some of the material already collected CURSENT RESEARCH Social History of Britain 1900 18 in a series edited by Professor Eric Hobsbaw
42. Britain stratification ideal etyles of 149 physical typos of community relatione shige deviunne ani crime religion and education vherever poasible in y aterial on the period ineludirng incer eth Medo ME Loupe emi otherap but there in a scarcity of direct coment from a working clase point of view oo was provided for an earlier period by the interviews of Meyhew I was impressed by come of the material collected by George Evert Eyans in his study of Blexhill Ask the Fellows who out the sy 1956 and therefore decided to supplement my rencuroh E interviewing survivors of the period In Cetaber 1967 the Departeent of Sociology at the University of Kusex appointed a emesreh Assistent Mies Klitabeth Sloan D A Keele to help se in research for the book both from secondary sources und interviewing and I have alec received sone teanseribing have been met from a Small Grent from the Puffield Foundation This grant and Mise Sloan s appointeent terudnate in Serlomber 1960 ani 1 am myself taking up amp Senior Desearoh Follow suip at Nuffield College for one year on leave of absenos frou the University of facax In view of the present application Nuffield College have agreed to support Miss Sloen until December 1968 rsono have been interviewed During thie oxperi mental period the interview schedule has been developed end extended and ite present ie attached The respondents were living
43. Did they increase when older Alone with other children What lessons did you have How did you feel about as a teacher Did they emphasise certain things as important in life Manners tidiness punctuality ways of speaking If you did something they disapproved of what would happen Would they punish you How What for How long were you taught by Did you then go to school IF NO Why not b How old were you when you first went to school When you first started what time of the morning did you go and when did you come back c What kind of school was it board private church day boarding boys girls mixed IF BOARDING SEE ALSO SECTION 19 and OMIT 12 d d How did you get to school How long did it take you Who went with you e Where did you have your midday meal then IF NOT AT HOME What did you have to eat f What did you think of school Did you like it or dislike it How did you feel about the teachers g Did the teachers emphasise certain things as important in life Manners how to treat the opposite sex tidiness punctuality ways of speaking Did they encourage intellectual discussion Was any science taught h What games did you play Compulsory i If you did something the teachers disapproved of what would happen How did they punish the children Girls the same as boys For what offences j Did your parents show an interest in your school work Did they ask you what you did at sch
44. Do you remember any particular occasion when you punished them i Would you say that your children received the ideas they had about how to behave from both parents or did one of you play a more important part than the other e g father with sons mother with daughters IF NANNY EMPLOYED What influence did their nanny have on them What did the children feel about her j Did you believe that girls should be treated the same way as boys when you had your children That they should be taught the same skills and the same games e g girls carpentry hunting boys sewing cooking dancing piano How did you teach your boy to behave to his sister e g opening doors carry things your girl to her brother sew for him wait on him k IF WIFE WORKED AFTER HAVING CHILDREN Who looked after the children while you your wife was at work How did you feel about leaving the children with somebody else Some people think that children should be with the mother all the time others think it is not necessary and does them good to be with other people quite a lot too What did you think at that time I Did you send your children to the local county school IF NO Why not Who chose the school Did you think that boys needed a different education from girls v Family Activities in the Home a OMIT IF CHILDLESS When your children had a birthday would it be different from any other day Did they receive presents have anything differe
45. NESS Where did the nurse governess eat IF SERVANT NOT RESPONSIBLE FOR CHILDREN GO ON TO v b Were children allowed to talk at meals or not Was this different when visitors came Could they choose what they wanted to eat from what was cooked or did they have to eat a bit of everything What was said if something was left uneaten on the plate Could children ask for a second helping Were children expected to hold their knife and fork in a certain way sit in a certain way Could toys or books be brought to the table When could they leave the table 20 k IF FAMILY ATE WITH CHILDREN Did you always have the same places at table Who served the meal In what order IF CHILDREN ATE SOME MEALS APART FROM PARENTS Were there any special preparations when the child ate with its parents e g grooming special clothes Who supervised the children s meals when they ate separately Did she have her meal with them Who served the meal Did the mother or father appear during the children s meals Did the mother or father take an interest in what the children had eaten and how they had behaved Were the children taught table manners by their parents or Someone else IF RESPONDENT IS A PARENT RETURN TO 17 iv iv General Relationship with Parents and Nanny Influence and Discipline as What did you call your mother Was she an easy person to talk to Did she show affection If child had any worries could it take them to her or not Woul
46. UK Data Archive Study Number 2000 Family LIfe and Work Experience Before 1918 1870 1973 Introduction The major part of the collection comprises life story interviews originally collected as part of the study The Edwardians Family Life and Work Experience Before 1918 The interviews were undertaken in the early 1970s and formed the basis of the first national oral history project in the United Kingdom as well as the basis for Professor Paul Thompson s The Edwardians The Remaking of British Society 1975 1992 A total of 537 interviews were recorded on reel to reel audio tape and 453 later transcribed as typed paper documents The interviews were open ended guided by a schedule and of between one and six hours duration Methodology Six major occupational groups and three classifications of location gender and regional distribution were used as the basis for the sample The respondents were chosen by a variety of means including through social workers old people s homes personal contact and advertisement However ultimately more than this amount were interviewed both because some people in reality belonged to a different occupational group than that anticipated and because not all of the interviews were adequate for their purpose The interviews were conducted by a number of part time interviewers A detailed interview schedule was essential in order to ensure that the data collected were appropriate for comparison as well as to
47. a description of a particular birthday etc or a funeral You may realise suddenly that you are being told about something that happened after 1918 It may be upsetting to the respondent to be suddenly cut short but if you can do so inconspicuously put the pause lever down 5 Family Activities Outside the Home d Where the respondent s family lived in poverty this question may be treated with scorn by the respondent The same applies to question 2 c Explain that questions have been devised to apply to a wide range of income and that as they are on the schedule they must be put in although the answer seems obvious If you feel foolish or embarrased asking a particular question and occasionally a respondent does have this effect on one it is best to disassociate yourself from the question by dropping the conversational way in which you have been asking the questions and simply read it in a neutral way from the schedule Never apologise for the questions or you will transmit your lack of confidence in the value of the questions to the respondent 7 8 a b 11 i AX t 1 o 5 t O y 12 k l m 27 Weekends and Religion Supplementary questions must be asked if respondents are Roman Catholic or Jewish the pattern of worship festivals social life attached to the religious community and religious observance in the home Parents Political Attitudes Respondents may interpret this questi
48. ad aloud to each other or to the children OMIT IF CHILDLESS IF NANNY EMPLOYED Did the nanny read to the children Family Activities Outside the Home IF CHILDLESS START AT c Were the children taken out visiting neighbours friends or relations By whom Were they taken shopping By whom IF NANNY EMPLOYED Did the children ever visit their nanny s family Did the children ever go out with just their father Could the children go out by themselves Where to Girls as well as boys What did you do on Bank Holidays With children and nanny IF ANY Did you ever go away for a holiday For how long Regularly Where Why did you choose to go there Did you all go wife husband children nanny Activities Weekends and Religion Could you tell me how you spent Saturdays in those days Sundays Did you or the children IF ANY put on different clothes Did you think it wrong to work or to enjoy yourself on a Sunday or did you think it did not matter OMIT IF CHILDLESS Did you allow your children to play games Did you attend a place of worship or not Denomination How often Did your husband wife attend too Did you belong to the choir Did the church chapel run any temperance club Were you a member of that Activities Did you belong to any other clubs organised by the church chapel Activities Did you or your husband wife hold any position in the church chapel organisation OMIT IF CHILDLESS Did your childr
49. ain before 1916 and to the study of social change There ig for exemple no other possible way of comparing the and Newwon in their Intent 1565 with the practices of fifty years earlier In the comparative evidence assumption are made of social anges which are not so far borne out by our interviews The Newons write Infant Care p 135 that there is a grest deal of evidence to suggest thot the traditional pattern of family life is ebanging Harriage is idealiy enviesged as a partnership most ycunger aching up is no longer a sign of henpeckery but something Thue the emencipetion of women in ope generation hae been followed by the domestication of husbands in the next and in the home mony of the traditional distinetions between what used to be considered women s work end men s work are wearing rather thin We teve quite often found however that in working class families the husband would not merely help with the children but with the housework Cne respondent 1885 north Easex snid thet her father s form labourer would do anything if mother wonted him and her husband a heed horseman would help her with cooking baking end a let of little jobs in the house ile could do house work too very well and e used to sey did too meh Another b 1802 Wiltehire a beker s assistont would do the dusting polishing floore all that do the garden although his wif
50. ake the child out for walks or shopping Were you allowed to talk to people while you were out with the children Did you ever take the mistress s child to your own home For how long How did he she get on at home What did your relations call him her What did he she call them Did you ever go out with the master and mistress on a weekend or Bank Holiday Describe occasion Did you like it or dislike it Did you ever go with the master and mistress when they went away on a holiday or to stay with people For how long Regularly Who else went Where Activities Did they seem different on holiday from what they did at home In what ways Was it a holiday for you or did you have as much work as usual IF CHILD RETURN TO SECTION 7 IF SERVANT GO ON Weekends and Religion Did the master and mistress think it wrong to work or play on Sunday Did they go to church or chapel How often Both master and mistress Did the children go to church or Sunday School Did any of the servants attend the same church as the master and mistress Where did the servants and master and mistress sit Was grace said at meals By whom Did you have family prayers Political Attitudes Did the master and mistress take an interest in politics 22 ix Other Interests and Leisure a Did the master take part in sport go to the races play cards Did he gotto a club How often b Did the mistress go out on her own Where did she go Did she have in
51. amilies thought of as rough and some as respectable Do you remember a distinction of this kind between craftsmen and labourers n Did you have a struggle to make ends meet at that time IF NO Did you help poorer people in any way Did you join any philanthropic organisations IF YES What did you think about that What difference did it make when you IFMAN your husband was ill or out of work How often For how long Did you ever get help from the Guardians the parish or a charity How did they treat you How did you feel about that How did you spend your time when you were out of work at home with friends in the street in pub Did friends help you out at all 18 Living in servants i NOTE THIS SECTION SHOULD BE USED BOTH WHEN RESPONDENT OR PARENTS EMPLOYED LIVING IN SERVANTS AND WHEN RESPONDENT WAS AN EMPLOYEE OF THIS KIND IN THE LATTER CASE THE SECTION SHOULD BE REPEATED FOR ANY HOUSEHOLD WHICH THE RESPONDENT CAN REMEMBER IN SATISFACTORY DETAIL a IF SERVANT How did you get your first position in service personal recommendation registry office advertisement What were you called e g kitchen maid housemaid etc What hours did you work weekdays weekends Did you get any holidays What were you paid Did you think that was a fair wage or not b How many servants were there LIST titles and work Where slept and ate Was there a division into upper and lower servants Was there a servant s hall
52. and Edinburgh M The tables of geographical distribution show only the total number of interviews to be found in the archive To discover the identity numerical of these interviews one needs to look at the more detailed tables in which the interviews appear by their identifying number These are the tables E x which have one sheet for each of the Registrar General s classes A B C D E and F One limiting factor in using this quota classification as a guide to the material should be noted by all users of the archive The classification of interviews was intended as part of the research process to ensure that the interviews collected would reflect the distribution of the population according to the 1911 census This means that not all of the working experience contained in the archive can be established from the file cards For example the occupational experience of all those who were too young does not appear the occupation of a respondent in 1911 might have been of only brief duration and the content of his interview may be mainly about a different occupation from the one listed In other words the file cards can be safely used to locate interviews with miners or dressmakers it will not indicate the location of all the information on miners or dressmakers To ensure exhaustive coverage reference needs to be made to the information in section 20 Similar observations apply to regional distribution as this too is bas
53. ange freely over life below and above stairs We have used master and mistress but it is best to use the name that the respondent uses of his employer 20 The information about jobs is wanted of all children and siblings of the respondent those born after as well as before 1918 The jobs of those who have died must also be asked This information should be written down not recorded Detail is not necessary here unless the status of a job is obscure e g if a plumber ask if he owned his own business a school teacher ask what kind of school Additional notes on the interview schedule 1 The household 1 a If female respondents were married in 1911 ask the date of their marriage 1 b If respondent moved to another part of the same city or conurbation ask for of street or district 2 Domestic routine 2 c The duties are the duties of the servant or helper who did not live in not of the mother 3 Meals 3 i There is no need to feel embarrassed about asking this question of respondents who were not short of money In quite prosperous households there might be a shortage sometimes of a particular foodstuff or less of an appetising dish that was in demand a pudding for example You might ask Do you remember if there was a great demand for a particular dish at a meal that your mother would have less so that the family could have more 7 Weekends and religion If respondents are Roman Catholic or Jewish ask about any additional
54. arden street other homes elsewhere d What games did you play Were you allowed to get dirty when you played Did boys and girls play the same games e Were you free to play with anyone you pleased Did your parents discourage you from playing with certain children IF YES Why What did they think about children fighting or gambling in the street f Did you belong to any youth organisations PROMPT Scouts Girl Guides g I should now like to ask about how you spent your free time when you were at school Did you have any hobbies then Did you keep any pets collect anything do gardening PROMPT Cigarette cards h Did you go fishing for walks bicycling With whom i Did you take part in any sports j Did you go to any theatres concerts music halls cinemas while you were still at school k Did your parents give you any pocket money How much Regularly What did you spend the money on 11 Community and social class a Did anyone outside the home help your mother look after her house or family Relations friends neighbours In what ways Regularly b If your mother was ill or confined to bed how did she manage Do you remember what happened when one of your younger brothers sisters was born c What relations of your father do you remember Did any live nearby When did you see them Do you remember them influencing you in anyway teaching you anything REPEAT FOR MOTHER d Did your parents h
55. ards the servants Did some guests treat you differently from others e Do you think the master and mistress were content with their station in life or do you think they would have liked a higher position What made you think so f Had you known people like your master and mistress before What did you think of them and their way of living Did their manners and general behaviour seem different from people you had associated with before In what ways RETURN TO SECTION 13 m Work 19 Institutional homes for children and boarding education IN ADDITION TO SECTION 12 ASK a Type of school institution Number of children b How old were you when you went For how long Why Did you want to go or not Did your parents discuss it with you Where had they been educated themselves C Typical day Meals COMPARE WITH HOME How much time did you have to yourself to do as you liked How often were you allowed out walks church visits to home or friends Were you allowed home at weekends d Were you allowed to wear your own clothes rather than uniform at any time Other personal possessions e Did your parents visit you How often did you see them Were you homesick for anything What did you miss most Did your parents write you letters Do you think it changed how you felt about them or not Did you feel more or less close to them or much the same f Did going to school change your attitude to life in any way Di
56. at these existing interviews were experimental and the schedule was varied and they were not drawn on a sample basis so that only a few could be used in this way Data coliection A research assistant will be appointed for two years from January 1969 salry range 650 1200 who will be responsible for 400 interviews completing these by June 1970 and also for assistance in the organisation of the project and in analysing the dats The remaining 600 interviewers would be obtained by part time interviewers Work so far indicates the advantages of well informed interviewers of mature personality It is therefore proposed to choose six interviewers who would each obtain a hundred interviews over a period of one year beginning by June 1969 They would be paid by interviews obtained Travelling and Subsistence The research assistant will require an estimated 150 in travelling and 200 in subsistence during the period of data collection The part time interviewers would only be paid for journeys over 10 miles or for travelling in connection with Screening interviews 300 is estimated for this purp se Finally in connection with Supervision of the work my own travelling costs are estimated at 150 and subsistence at 100 Transcribing It is proposed to appoint one full time transcriber immediately for a period of 21 months and a second in June 1969 for 8 priod of 15 months Commercial transcribing of the pre
57. ave friends Where did they live Where did they see them Did they share the same friends Did your mother have friends of her own Where did she see them Did she visit anyone who was not a relation REPEAT FOR FATHER e Were people ever invited into the home How often Who were they PROMPT relations neighbours friends Would they be offered anything to eat or drink On any particular days or occasions Would you say that the people invited in were your mother s friends or your father s friends or both of them f Did people call in casually without an invitation When g Did your parents ever go out to visit friends or neighbours Would they call on them casually without invitation h People often tell us that in those days they made their own amusements What do you think your parents did when they got together with their friends neighbours Music Games i Many people divide society into different social classes or groups In that time before 1918 did you think of some people belonging to one and some to another Could you tell me what the different ones were j What class group RESPONDENT S OWN TERM would you say you belonged to yourself What sort of people belonged to the same class group as yourself k What sort of people belonged to the other classes groups you have mentioned Can you remember being brought up to treat people of one sort differently from people of another Were you ever told to
58. bought for special occasions PROMPT Christmas Easter Sunday school anniversaries Who mended clothes REPEAT FOR SHOES f Did your father help your mother with any of the jobs in the house Cleaning cooking washing up fires decorating repairs improvements to the house Did he dress undress bath you read to you tell you stories take you out without your mother look after you when she was out g Did you have any tasks you had to carry out regularly at home to help your mother and father How long did you continue to do these tasks After you left school REPEAT FOR BROTHERS AND SISTERS Did the older children help the younger with things they found difficult dressing or eating or look after them in other ways Did the younger children help the older in any ways h Were you expected to go to bed at a certain time in your school days Did your mother or anyone else put you to bed At what age did you put yourself to bed Did you share the bed with anyone Who else slept in your bedroom Sleeping arrangements of whole family i How did the family manage with washing and bathing How often did you bath When did you have clean clothes to put on 3 Meals a Where did the family have their meals Were there any occasions when they ate in another room b Where did your mother cook Cooking equipment range or gas c When was breakfast eaten What members of the family were present How did the others
59. bs to enable us to classify them as professional managerial or employer clerical or foreman skilled semi skilled or unskilled Living in servants Other living in employees e g hotel servants shop assistants In a family shop or hotel the situation of the employee would be similar to that of a domestic servant and the schedule can be followed with modification Where the employee was not integrated with the employer s family as section 13 b i as normally for work and also section 18 i a c and d substituting your employer for the mistress if necessary and section 18 iii c meals Ask about leisure activities in the hotel shop or hostel sleeping arrangements Also ask What sort of people were the customers guests Did you find contact with them easy or difficult When you wanted to say something to another assistant servant without a customer guest understanding what did you do 20 Children s and siblings occupations Count all sociological siblings or children e g unofficially adopted nieces step children who were well integrated into the family Do not count half brothers and sisters or step children who were not part of the family We must have enough detail about jobs to enable us to classify them This is very important Worked in a hospital or had a job in a factory or engineer is not enough Was a cleaner in a hospital or stripper in a biscuit factory or engineer had served an apprenticeship is en
60. casual or part time jobs CONTINUE FOR ALL JOBS UNTIL DEATH INCLUDING AFTER 1918 Do you remember your father ever being out of work e How old was your mother when you were born PROMPT How old was she when she died When was that Where did she come from Had she any jobs before she married IF EMPLOYER How many people did she employ Did she work after she was married or not Part time jobs Hours CONTINUE FOR ALL JOBS UNTIL DEATH INCLUDING AFTER 1918 If mother worked after she had children who looked after the children while your mother was at work 2 Domestic routine a I should like now to ask you about life at home when you were a child the time up to when you left school Can you describe the house at SELECT FROM Ib How were the rooms used Bedrooms other rooms b Did anyone else besides your parents and brothers and sisters live in the house Other relatives or lodgers IF LODGERS Where did they eat sleep What meals did they get How much did they pay C Did your mother pay anyone to help in the house IF DAILY OR IRREGULAR HELP What were her duties cleaning looking after children hours How did you get on with her What did she call you and your mother What did you call her IF LIVING IN HELP GO ON TO SECTION 18 d How was the washing done e Did your mother or father make the family s clothes Were any clothes bought new or secondhand Where were they bought Were they
61. childbirth How did you get on Did you read any books about birth or infant care c Did you have any medical help Did your husband you help How soon were you was your wife out of bed For the whole day How did you she manage while you were she was in bed Did any of your relations or neighbours help How exactly Did you have a nurse For how long IP FOR MORE THAN TWO MONTHS What did the nurse do for the baby d IF WOMAN How did you feed your first baby IF ANY BREAST FEEDING did you enjoy feeding the baby IF LITTLE OR NO BREAST FEEDING did you have any special reasons for not breast feeding What method did you use instead 12 e WOMAN Did you have any difficulties in feeding If you needed advice who did you ask If the baby was asleep would you wake it for a feed If it cried before the normal time would you feed it What did you do if it didn t seem hungry How long would you let it go on feeding When did you first give it solid food When did you wean the baby Did the baby mind f IF WOMAN Did you think at the time that it did any harm to a baby to let it cry or not Did you punish it when it was naughty How For what g How much did your husband you IF MAN have to do with your children when they were babies under one year Did you he f ed bath them change their nappies play with them get them to sleep attend to them in the night take them out without you your wife 17 Family Life After Ma
62. cipal investigator only UMI ITEE IN CONFIDENCE MEETING NO YEAR Lj Ls J SOCIAL SCIENCE RESEARCH COUNCIL Application for 4 Research Grant Department or Laboratory Lear ent of 3ootolo or a supplement to a Research Grant fa Institution UnLVersiur of Mere 1 34 7 d3e 40 o Postal address Telephone No b Official address Ei Duc Volenestar Esses Colehestsr 5141 r cl Post held by applicant and nationality if not British Surname Prof Dr Mr etc Initials uct g r 53 If not on thia staff of a University or similar Institution state on a separate sheet a academic record with dates b research experience fc publications Please use typescript in completing this page Lestur er B Sooiolo z wocis alSince 964 4155 3283 Lecturer Roc V LEE Sc Awe Te coe an 2 Put icu 3 ct O SO UNT luv 1 64 3 Brief title less than 12 words Abstract of proposed tecording interviews of a quota sauple of 600 persons 4 v research a z 53 born before 1011 for inSorsation on fanily life i relationships with the communtiy and work experience 5 Grant required ut 1 Gumher of posts i E en 9 J A fa Summary of p deca er Meu dn n sections 7 1 Le Technical staff oves
63. criptions of families existing 1911 362 from children and young adults 100 of respondent s own married life and also about 238 of a rather earlier period The sample is therefore sufficient for the elementary analysis o both family life and work ecperience using occupation religion region and sex as variables where appropriate For example it would be adequate for an examination of the relations between wife s control of the household income husband s occupational group and region assuming that none of these variables was scored too finely and that a minimum of ten cases per cell is necessary to make plausible generalidations The sample would also provide sufficient material for the more intricate illustrative method of historical discussion THe respondents will again be chosen by a variety of methods such as social workers old people s homes personal contact and advertisement It is estimated that half the initial contacts will not prove worth pursuing Ing rviews will average 14 hours in length because respondents normally become too tired after this time It is assumed that two thirds will therefore reauire a second interview in order to complete the schedule It is also assumed that in some cases respondents will be reclassified as a result of the interview and will be of no use in the sample but that such wasted interviews can be compensated by drawing on the 100 interviews which already exist It should be emphasised th
64. ctual information whichhis essential both to the analysis of social life in Britain before 1918 and to the study of sooial change There is for example no other possible way of comparing the ohild rearing patterns described by J and E Newson in their Infent Care in an Urban Community and Four Years Old in an Urban Community with the practices of fifty years older In the absence of such comparative evidence assumptione are made of social changes such as the increasing role of the husband in household work or the decreasing incidence of punishment which are not so far born out by our interviews Similarly recent community studies have assumed that help from relatives and neighbours was declinigg but the evidence of our interviews does not suggest this The information on social mobility and stratification also challenges the conventional assumptions about British society IEEE ee ee perore 1916 The occupational mobility of most respondents is surprising in many cases ranging from unskilled manual worker to small proprietor This range 48 emphasised when the occupational patterns of siblings ahd also of wife or mother s family is taken into account Families of Labour aristogrsts whose role has been much emphasised in working class political history have proved very difficult to discover A larger number of interviews together with more accounts of perceived class relationships could lead to a major re evaluati
65. d be noted down or dictated into the recorder Avoid arguments e g about teenage behaviour which may make the respondent more reticent later on Lastly it is good to write to thank a respondent but if you want a reply always include a stamped addressed envelope Notes on the Interview Schedule 1 The household 1 c Respondents are not often able to recite the names of the children in the family from eldest to youngest and the spaces between them It is useful in these cases to ask where the respondent came in the family and then ask who was older than him and the spaces between the children who were older than him Then ask about the younger ones Respondents are sometimes vague about the respective ages of their siblings e g We come at pretty regular intervals Try to find out what these intervals were and if there were any exceptions to the average interval Respondents sometimes find it easier to write down or tell you the ages and names of their siblings alive and dead at the present time 1 d When respondents do not know the age of their father when they were born ask if they know how old their father was when he died assuming he is dead and what year that was Or respondents may know the age their father was when he married and the date Approximate dates will do 1 e See notes on 1 d 2 Domestic routine 2 a Select the house in which respondent spent the longest time he can remember before leaving home 2 c Serva
66. d with the family who took the children for walks helped in the kitchen and house put the children to bed and gave them their food sharing these tasks a lot of the time with the children s mother Both types of servant will be called nanny for the purpose of this schedule and both will be con Sidered responsible for the children The purpose of the questions about the nanny s role is to find out what sort of contact the children had with their parents how much time they spent with them what effect the nanny s care of the children had on their relationship with their parents etc 18 ii b e The word child or children has been used so that the questions can be asked of respondents when children themselves when they had married and had their own children It will generally be better to substitute you in the former case and your children in the latter i 18 iv General relationship with Parents and Nanny Influence and Discipline This section has been designed so that the questions can be asked of a respondents who were nannies abbreviated cue IF NANNY b Respondents who were looked after by nannies abbreviated cue IF CHILD The questions will be re phrased appropriately 18 vi b vii viii ix xi Some employers of servants were not very different in their style of life from the families whose children entered their housenolds as servants Others were heads of grand establishments keeping a large number of servants holdin
67. d you ask her advice in bringing up the children Did you and she have the same ideas on this REPEAT FOR MOTHER IN LAW IF EMPLOYED NANNY Did you discuss with the nanny how you wanted the children brought up Were her ideas the same as yours or different Did you ever disagree with the way she managed the children Why was this b Can you tell me some of the things you felt you ought to do for your children Affection safety food discipline Did you want them to share their worries with you How did you want them to behave towards you What did they call you and your wife husband IF NANNY EMPLOYED How did you want them to behave towards their nanny C OMIT IF NANNY EMPLOYED When the children were young did you both ever manage to leave them so that you could go out When Did somebody come in to look after them Relation friend neighbour older child stays in house looks in occasionally listens from elsewhere nobody responsible d Did you let your children join in when grown ups were talking e What did you bring them up to consider important in life f Did you tell them they should hit back or not if another child hurt them g Were there any other children you discouraged them from playing with What was it you did not like about those children h If your children did something you disapproved of what would happen IF PUNISHED By whom How How often Ever by other parent IF NANNY EMPLOYED Ever by nanny
68. d you meet children of a sort you had not met before When you came home did you spend your time differently from how you had before With the same friends as before or new friends 20 Children s and siblings occupations Eldest child first job subsequent jobs CONTINUE AFTER 1918 REPEAT FOR OTHER CHILDREN REPEAT FOR RESPONDENT S BROTHERS AND FOR DAUGHTERS HUSBAND REPEAT FOR RESPONDENT S SISTERS AND FOR THEIR HUSBANDS REPEAT FOR RESPONDENT S SPOUSE IF MARRIED AFTER 1918 p l The Household a Respondent s name present address year of birth marital status year of marriage birthplace street or district if known b How many years did you live in the house where you were born Where did you live then CONTINUE FOR MOVES TO END OF I9I8 FIND OUT ADDRESS AS NEARLY AS POSSIBLE FOR I9II Do you remember why the family made these moves c How many brothers and sisters did you have Birth order and spacing d How old was your father when you were born PROMPT How old was he when Where did he come from he died When was that Occupation IF EMPLOYER How many people did he employ Did he have another job before or after he became that Did he also do any casual or part time jobs CONTINUE FOR ALL JOBS UNTIL DEATH INCLUDING AFTER I9I8 Do you remember your father ever being out of work e How old was your mother when you were born PROMPT How old was she when Where did she come from she died When was tha
69. d you say you were frightened of her REPEAT FOR FATHER AND NANNY How did parents expect child to behave towards them And towards brothers and sisters And towards nanny How did nanny expect child to behave towards herself b Did nanny tell child how to behave towards brothers sisters and parents If child was hit by another child would it be told to hit back or not Who would tell child this nanny or parents c What kind of people did parents hope child would grow up to be Did they consider certain things important in life Did nanny teach child what she thought was important in life Did she have similar attitudes to parents in this way d What did parents think about swearing What about accents Whad did nanny think about it e When grown ups were talking was child allowed to join in f If child did something parents disapproved of what would happen IF PUNISHED By whom How How often Ever by other parent By nanny IF CHILD Do you remember a particular occasion when you were punished Do you remember how you felt about being punished g IF CHILD Would you say that you received the ideas you had about how to behave from both your parents or did one play a more important part than the other What influence did your nanny have on your behaviour How did you feel about nanny IF NANNY How did you feel about the way the parents wanted to bring up their children If there was any difficulty did you ever feel yourself on
70. dbirth and Infancy b This is the best point at which supplementary questions on birth control and contraception might be asked 17 Family Life After Marriage ii a Select the house in which the respondent spent the greater part of his married life up to the end of 1918 x n Do not worry about asking respondents who appear to have been well off if they had a struggle to make ends meet It was just as possible to live beyond one s income and feel the pinch at 1 000 per annum as at 100 18 Living in Servants Interviews with respondents who have a been in domestic service b had parents who employed domestic servants c employed servants themselves will be more complicated and longer than most other interviews Prepare carefully for interviews where section 18 will be asked working out the order of the interview beforehand Unless you are interviewing a respondent whose parents employed servants you will not usually reach section 18 until the second interview The following two examples of respondents and the pattern of their interviews have been given as a guide There will of course be far more of the first type than the second as non manual workers are only one fifth of our sample and they employed nearly all the domestic servants in private houses Domestic service absorbed a very large proportion of the women workers in the period 1900 1918 so we will be interviewing more respondents who worked as servants than employed t
71. de their own amusements What did you do when you got together with friends or neighbours Music Games Was your home rented IF YES Did you see anything of your landlord How did you feel about him as a landlord IF RESPONDENT HAS NOT MOVED FROM COMMUNITY DESCRIBED EARLIER GO ON TO m In the district village where you lived then who were considered the most important people Did you come into contact with them Why were they considered important What about the shopkeepers Who did they associate with REPEAT for clergy teachers farmers employers What sort of people would you say went to the church And to chapel Where you lived did all the people in the working class have the same standard of living or would you say there were different groups Describe a family in each group Do you think that one group felt itself superior to the rest Were some families thought of as rough and some as respectable Do you remember a distinction of this kind between craftsmen and labourers Did you have a struggle to make ends meet at that time IF NO Did you help poorer people in any way Did you join any philanthropic organisation IF YES What did you think about that What difference did it make when you IF MAN your husband was ill or out of work How often For how long Did you ever get help from the Guardians the parish or a charity How did they treat you How did you feel about that How did you spend your time when you
72. dents interviewed did not impose the strict quota which we had earlier envisaged I have been very much encouraged by the results of the interviews As was to be expected some of the earlier interviews were not very satisfactory but we were able to develop and test out an interview schedule of which a copy is attached This indicates the surprising range of information which we have found possible to obtain from our respondents On some points such as parental discipline or the husband s contribution to domestic tasks the interviews have very clearly suggested that accepted sociological views of traditional attitudes may require qualification The interviews also provide a great deal of imaginative insight into the life experiences of the lower middle and working classes and also of upper class life seen through the eyes of servants of a kind not encountered in published literature about the period In view of the success of these first interviews I decided to try to continue the work Nuffield College supported Miss Sloan until the end of 1968 when she left to get married and in January 1969 I was awarded a grant of 10 000 over three years by the Social Science Research Council which will enable me to obtain a national quota sample of nearly 500 interviews Some of the existing interviews will be included in this quota I published an article describing this project in SSRC Newsletter 6 pp 16 18 of which a copy is enclosed The article incl
73. dren fighting or gambling in the street f Did you belong to any youth organisations PROMPT Scouts Girl Guides I should now like to ask about how you spent your free time when you were at school Did you have any hobbies then Did you keep any pets collect anything do gardening PROMPT Cigarette cards h Did you go fishing for walks bicycling With whom i Did you take part in any sports js Did you go to any theatres concerts music halls cinemas while you were still at school k Did your parents give you any pocket money How much Regularly What did you spend the money on 11 Community and Social Class a Did anyone outside the home help your mother look after her house or family Relations friends neighbours In what ways Regularly b If your mother was ill or confined to bed how did she manage Do you remember what happened when one of your younger brothers sisters was born c What relations of your father do you remember Did any live nearby When did you see them Where Do you remember them influencing you in anyway teaching you anything REPEAT FOR MOTHER d Did your parents have friends Where did they live Where did they see them Did they share the same friends Did your mother have friends of her own Where did she see them Did she visit anyone who was not a relation REPEAT FOR FATHER e Were people ever invited into the home How often Who were they PROMPT relations Would
74. duating in 1958 with First Class Honours in Modern History He obtained a D Phil also at the University of Oxford in 1964 This was entitled London working class politics and the formation of the London Labour Party 1885 1914 In 1964 having spent three years as a Junior Research Fellow at Queen s College Oxford Thompson was appointed Lecturer in Sociology Social History at the newly established University of Essex He was to continue his research and teaching in sociology and social history at Essex being appointed Research Professor in Sociology in 1988 Thompson is regarded as one of the pioneers of oral history as a research methodology He is founding editor of the journal Oral History and founder of the National Life Story Collection at the British Library National Sound Archive London Between 1994 and 2001 as Director of Qualidata University of Essex Thompson actively pursued his interest in the preservation of qualitative research materials for secondary use depositing his own datasets and overseeing the development of this archival service His experiences with the Edwardians were important in pioneering the methodology of oral history and the research contributed to his later publication on method The voice of the past oral history Oxford Oxford University Press 1977 Oxford Oxford University Press 3rd edition 2000 E Associatel workers may he UE MP named in section ll Applicant s name Prin
75. e and Discipline a Feel your way carefully here Many respondents have never put into words their feelings about their parents and some wordings of the question may get a better response than others The first three questions in this section have all got satisfactory responses Other questions are Did you feel close to your mother when you were a child Was your mother a motherly person Did you get on well with your mother She was one of the best said with emotion may be all you will get from a respondent Respondents may interpret this question as intending to ask what sort of position or job their parents hoped they would hold or they may interpret it as a question about values and character It is deliberately worded ambiguously to find out what the respondent remembers as his parents main aspiration for him With the question Did your parents bring you up to consider certain things important in life prompting may often be needed e g What sort of things did they bring you up to consider right and wrong What sort of things did they consider wrong 5 Family Activities in the Home d Outdoor games should be asked about too Information about family activities will often be given in the form of anecdotes accounts of particular social events and there is likely to be a great deal of overlap of questions a hc and d This is a good way of getting this sort of information Where you can try to get an approximate date for
76. e and commercial pursuit further helped redefine rural life Photographs such as this signal the mee interest in the countryside not as a place of work but 3as one of pictorial and poetic beauty A place where poaching is a romantic occupation rather than one driven by hunger Location Southminster Description View of a field after harvesting and of the surrounding countryside Historical Note Mechanisation only affected some parts of the agricultural production process 2 ag Machinery may have replaced hand reaping but corn EN still needed to be sheafed and bound by hand 2264 Location Little Stambridge M s er IS Description Unmechanised harvesting team c 1940s Historical Note It was common for farms still to make use of horse drawn equipment well after the HT Edwardian period and into the mid twentieth century i I Location Latchingdon Description Livestock being surveyed at a rural cattle and sheep auction Historical Note The Edwardian countryside divided f in to two regions In the South and East of England arable farming dominated In the West and North pastoral farming was more common N Location Colchester Description The crowd at a rural cattle and sheep auction showing how such meetings served as social as well as business events 7 AU is S 4 Historical Note Many of the big farm owners were wo iconscious of their position within the community
77. e did not work and hed no children It would seem that the treditional distinctione between men s ami women s work were lege straightforward than the ewnone believed picture of social chenge in reporting a trend away from ctrict and ever herab discipline and towards a grester flexibility Infont Gere p 221 Families in which children wore given a good hiding for the least thing p 225 do not appear to heve been as common as they suggest nor is a relationship of resl friendship between parenta and children a new possibility reaniting from changd hg attitudes to discipline Uur interviews suppost thet although poronts were certainly rmiscive actual punishment wee no more comoon then today excopt in some of the ler gest fumilies Cases of working closs Children who were never hit at all by their parents are common A wheelwright a won b 1655 rasen could never remecber father hitting ug so but he d shake a red handkerchief et us or a slipper but I d never remember father hitting ua Do you remember being punished at ell for enything Well once in the workshop wien i was not very old he d got a light cart all painted up finished and vernished all ready to go you see I went in the workehops I think I got hold of a pot of red paint end started brushing it eli over the cart 1 hod to make mysel scarce for o tine what did they do to you though I don t renesber got sco
78. e last meal at about 5 p m Or it may be a meal of two courses either hot or cold eaten at about 7 p m 3 Sometimes a person might take his plate and sit by the corner of the fire during a meal Or a person in a hurry might snatch some food standing up 4 General relationships with parents influence and discipline 4 a Feel your way carefully here Many respondents have never put into words their feelings about their parents and some workings of the question may get a better response than others The first three questions in this section have all got satisfactory responses Other questions are Did you feel close to your mother when you were a child Was your mother a motherly person Did you get on well with your mother She was one of the best said with emotion may be all you will get from a respondent 4 c Respondents may interpret this question as intending to ask what sort of position or job their parents hoped they would hold or they may interpret it as a question about values and character It is deliberately worded ambiguously to find out what the respondent remembers as his parents main aspiration for him With the question Did your parents bring you up to consider certain things important in life prompting may often be needed e g What sort of things did they bring you up to consider right and wrong What sort of things did they consider wrong 5 Family activities in the home 5 d Outdoor games should be asked about
79. e to do with the children in the household lookin after them only once a veck when the nanny was out Married 1918 Two children born 1919 and 1923 Lived in the village in which sie was born all her married life Sections 1 to 12 13 a to 1 18 i ii ab iii ato i vb to f vib vii viii ix xi 13 m to r 14 15 16 a 17 i iia to f iii ato i vb c es vic d vii a e 57h viii ixi x xi i n 20 ae Respondent born 1890 Cared for by nanny as a child Educated at hone never had paid employment Married 1915 First child born January 1917 Second child born June 1920 When married set up house in another town from that in whicn she grew up Household contained cook housemaid nurse and nursery maid Sections les a 198 i a c 11 iii iv vy vi a 7 to 11 12 a 13 a 1 14 to 16 17 i iia c 111 ao UV 19 iv a b d 1 v vi Vll viii x xi um 18 ii b Servants responsible for the children have been called nannies for convenience in the following questions Sut when putting the questions the title used for this particular servant by the respondent should be used e g maid nurse maid nurse or the nanny s own name Servant responsible for the children includes servants in households where the mother cared for the children too In some households the nanny virtually brought up the children in separate quarters of the house in others a gitl live
80. ed on the 1911 census In this case however the yellow filecard does indicate all the locations of the respondent so this information is readily available Using the Occupational Data Sheet l Class A will be taken as an example The Regions are listed along the top Region B has three interviews from social class A two in urban locations and one in a rural location All numbers are repeated on the right hand side of the table under the headings male and female This indicates whether the informant was occupied or not in 1911 Thus of the two urban interviews in region B O91 and 188 O91 is an occupied male and 188 an occupied female Remember that all these references are to 1911 The occupation of those interviews listed as unoccupied can be ascertained from Section 20 of the box files LIST OF REGIONS Greater London Bedfordshire Hertfordshire Buckinghamshire Surrey Kent and Sussex A B C Essex Suffolk Norfolk Cambridgeshire and Lincolnshire D Cornwall Devon Somerset and Dorset E Shropshire Hertfordshire Worcestershire Gloucestershire Oxfordshire Berkshire Wiltshire and Hampshire F Derbyshire Nottinghamshire Staffordshire Leicestershire Warwickshire and Northamptonshire Lancashire and Cheshire Yorkshire Northumberland Durham Cumberland and Westmorland Glamorgan and Monmouthshire Central and North Wales Highlands of Scotland z mW GY HW Lowlands and Southern Scotland
81. ed to show which pages of an interview occur on which side of the tape Unfortunately lack of funds has prevented the completion of this aid to finding information The easiest method of locating information on the uncatalogued tapes is to work from the page numbers of the typescript if the information is on page 15 of a 60 page typescript contained on two full tapes it will be found near the end of side 1 tape 1 or near the beginning of side 2 tape l Most interviews are fairly consistent in providing a given number of pages per side of tape and once this ratio is established finding information is not too difficult Please ensure that all tapes are rewound onto their original spool as this is numbered Failure to do so will leave that spool as the rewind spool and all subsequent tapes are liable to be wound on to a wrongly numbered not simply un numbered spool Complete Typescripts these are again in filing cabinets in numerical order In each folder there is a complete top copy typescript of the taped interview the remainders of two carbon copies and any correspondence cuttings or documents relating to the respondent In most cases there is no material interest besides the complete transcript as few contain anything other than the correspondence necessary to arrange an interview The complete typescript is essential for the life history of the respondent Where the user s principal interest is in studying the evidence
82. elationship was between them the sort of things she did for the respondent etc Older children sometimes looked after the younger children took them out for walks saw them to school etc Meals Men and women whose working day started early would often take something with them for breakfast When asking about meals find out when the respondent took food and what he called those meals and stick to the terminology he uses Lunch is the mid day meal to some particularly in class 1 and 2 to an agricultural labourer it is a snack eaten at about ll a m Dinner is the mid day meal to the majority of respondents To some again in class 1 and 2 it is a meal at about 7 or 8 p m Tea to most respondents is a meal mainly of bread and tea with occasionally something cooked and is the last meal of the day To some in class 1 and 2 mainly it is 26 the last meal of the day To some in class 1 and 2 mainly it is a cup of tea and bread and butter and cake at about 4 p m It is usually distinguished as afternoon tea in that case Supper may be a cup of cocoa and some bread and cheese taken just before bed at 9 p m when tea has been the last meal at about 5 p m Or it may be a meal of two courses either hot or cold eaten at about 7 p m Sometimes a person might take his plate and sit by the corner of the fire during a meal Or a person in a hurry might snatch some food standing up 4a General Relationships with Parents Influenc
83. ely wastad Ed Eins e daca of the original dio have been rapid developments in the use of historical interviewing both n Britain and abroad In the United States the Fourth National Colloquium jon 0ral History attracted 250 participants and it is apparent from the report on this occa amp ion that very large sums of money are being spent on this type of research An Oral Histor Association Newsletter is published quarterly cs have compiled a list of work in progress in Britain excluding Ireland from which it will be Seen that important collections of Welsh and Scottish Gaelic material already exist The only comparable English collection is a by product of dialect surveys and is almost entirely rural The urban populations of England and Scotland have been almost entirely ignored and in this respect our survey is unique This appears to be equally true of our attempt to make the survey representative through the use of sampling Lastly it is exceptional among British collections in being fully transcribed so that it will be available to other _scholard I very much hope that we may be given the support needed to complete it E 2 oo bogie Interview notes This interview schedule should be treated as a guide and not as a rigid questionnaire Some respondents are happier when they feel they can rely on an interviewer to ask them questions and in suc
84. eman around where you lived as a child What did you think of him e g when you were naughty did your mother ever say I ll call a policeman How do you think he treated the people Was your home rented IF YES Did you see anything of your landlord What did you feel about him as a landlord Do you remember feeling that your parents had to struggle to make ends meet IF WO Did they help poorer people in any way Did they belong to any philanthropic organisations IF YES What did you think about that What difference did it make to the family when your father was ill or out of work How often Did you ever get help from the Guardians or the parish or any charity How did they treat you How did you feel about that When there was someone in the district whom the people disapproved of very strongly was there any special way in which they showed it Do you remember anyone being made to leave by rough music What for Was an effigy made 12 School Were you given lessons by one of your parents a tutor or governess IF NO Go on to 12 b IF YES Where Hours Did they increase when older Alone with other children What lessons did you have How did you feel about as a teacher Did they emphasise certain things as important in life Manners tidiness punctuality ways of speaking If you did something they disapproved of what would happen Would they punish you How What for How long were you taught
85. en Affection safety food discipline Did you want them to share their worries with you How did you want them to behave towards you What did they call you and your wife husband IF NANNY EMPLOYED How did you want them to behave towards their nanny OMIT IF NANNY EMPLOYED When the children were young did you both ever manage to leave them so that you could go out When Did somebody come in to look after them Relation friend neighbour older child stays in house looks in occasionally listens from elsewhere nobody responsible Did you let your children join in when grown ups were tabking What did you bring them up to consider important in life Did you tell them they should hit back or not if another child hurt them Were there any other children you discouraged them from playing with What was it you did not like about those children If your children did something you disapproved of what would happen IF PUNISHED By whom How How often Ever by other parent IF NANNY EMPLOYED Ever by nanny Do you remember any particular occasion when you punished them Would you say that your children received the ideas they had about how to behave from both parents or did one of you play a more important part than the other e g father with sons mother with daughters IF NANNY EMPLOYED What influence did their nanny have on them What did the children feel about her Did you believe that girls should be treated the same way as boy
86. en Both mother and father Did either hold any position in the church chapel Did you attend C Did you go to a Sunday School or not d Were there any Sunday School outings e What other social activities organised by the church chapel did you take part in f Did you belong to the choir Activities g Did the church chapel run any temperance club PROMPT Band of Hope Were you a member of that or not Activities e g evening classes outings treats h Did you belong to any other club organised by the church chapel Activities i Was grace said at meals in your family By whom j Were you taught to say prayers at night Did you ever have family prayers What happened k How much would you say religion meant to you as a child Why 8 Parents political attitudes a Did your father take an interest in politics Do you know what his views were Why do you think he held those views REPEAT FOR MOTHER b Do you remember your father voting in a General Election before 1919 Do you know what party he voted for Do you remember your mother voting in the first election when women had the vote Who for C In some places at that time men felt they risked losing their job or their house if they voted differently from their employers Do you know if your father felt himself under that kind of pressure to vote for a particular party d Was your father a member of a political party Do you remember him wo
87. en go to Sunday School Did they go to any adult or family services at the church chapel viii 16 Was grace said at meals Did you have family prayers OMIT IF CHILDLESS Were your children taught to say prayers Who taught them their prayers Did you talk to your children about God Did religion come to mean more or less to you after you were married Why do you think that was Political Attitudes Did you take an interest in politics What were your views Why did you think that REPEAT FOR HUSBAND WIFE IF HUSBAND Did you vote in a General Election before 1919 IF WIFE Did you vote in the first General Election when women had the vote Did you or your husband wife ever feel under any pressure from anybody to vote for a particular party e g from an employer Were you a member of a political party Did you ever work for one of the parties at an election Did you take part in any political activity other than at election time Other Interests and Leisure When you and your wife husband were not doing your work how did you spend your time Did you ever go out together in the evening Where How often When did you IF MAN your husband get home from work in the evenings How many evenings a week would you he spend at home Did either of you go to any clubs institutes or pubs How often did you go Did you go together Did you belong to any savings clubs Insurance boot sick funeral etc Did either o
88. en those lived nearby The resson wan partly that they had no resources to apare in the words ndent a foundry worker s son whose mother worked fron six in the morning until six at night in a silk mill but received no help from nearby relatives in looking after her family of eight verybody was so fully cocupied In mother case a trickmaker s son b 1595 Staffordshire resesbered the abrupt change when hie father died the famiiy hed kept the front room for when relatives called or someone like that vou see and when wy father died of course the relatives of one respo didn t seem to oling to you too well it wem e cage of viet we used to term soldier on and do the best we can hen your fathor died had you any help from friends or relatives or were you more or less left Oh no left left My mother ahe bad a little bit of club money of course She was only able to support the fsmily hy working ma a wanherwomen end with ehip from the Boas of Guardians With a larger wumber of interviews it should be possible to suggest how fer the kine ship eyatem did in fact provide fomilies with aasistence in the T9008 The existing interviews alec provide information on social mobility and stratifiostion which challenges some conventional egmusption amp about ritish society before 1910 Tis oggupgstionsl sobility of the typical respondent ia surprising ond in many ceses ranges from unskilled manual worker to smell
89. ential respondents were discarded as unsuitable at this stage Tape recorded interviews were conducted with 69 persons with 37 follow up interviews making a total of 106 interviews The total cost of transcribing these interviews was 445 4s 1d and the travelling expenses 111 8s 3d The interviews were concentrated in five groups as follows north east Essex rural arable 13 respondents Northumberland Warkworth Gloucestershire Chipping Sodbury and Wiltshire Pewsey rural non arable 12 respondents Yorkshire Heckmondwyke textiles railways amp c 14 respondents Staffordshire Biddulph mines potteries amp c 20 respondents and London largely Camden 19 respondents We were thus able to achieve some regional diversity together with a good representation of such major occupational groups as coal miners textile workers agricultural labourers and domestic servants Most of the respondents were working class 53 but 14 came from lower middle class and 2 from upper middle class families We contacted respondents through welfare officers old people s homes personal recommendation and in Staffordshire through an advertisement in the local paper This last method was particularly successful and produced a rather less biased selection of respondents that the other methods We attempted to keep the balance of respondents broadly as indicated by our previous analysis of the 1911 census but in view of the small number of respon
90. entified by its number and there are usually two or three 5 spools for each nterview although there may be as many as six or seven Apart from their intended use as a source of primary historical information these tapes have immense value as a repository of spoken English and regional dialects They are particularly valuable in this respect because the data includes the Place of origin of the parents and also the various geographical and social movements these provide a unique record of how accents are transmitted and modified by parental accent perhaps two different ones and subsequent locations and education As listening to tapes is a time consuming task very few users will want to work from the tapes The typescripts give a full rendering of the interview the need to check this against the tape might prove necessary where the typist has transcribed local names or technical terms phonetically and the researcher is puzzled as to the meaning On some occasions intonation too can be more revealing than content The interview schedule see attached COpy gives an indication of subject matter It must be appreciated however that interviewers were encouraged to keep the interview open and to follow leads so that the taped interview may not follow the Sequence of topics as printed in the Schedule To find where information comes in any particular interview it is quickest to scan the complete typescript Interviews 1 to 7O have been catalogu
91. ents to the house IF CHILDLESS GO ON TO iii Meals Husband s help with children dressing undressing bathing reading aloud Stories taking out without mother looking after children when mother out iv 13 Regular household tasks for children to help you Time at which children went to bed Put to bed by themselves or a parent Did children share a bed or bedroom Sleeping arrangements for whole family Washing and bathing arrangements When When did children have clean clothes Meals Where were meals eaten Occasions if any when eaten in another room Where did wife cook Cooking equipment range or gas When was breakfast eaten What members of the family were present How did the others manage for their first meal What did you usually eat and drink Did you have anything different on certain days Sundays REPEAT FOR MIDDAY AND EVENING MEALS Making of bread jam pickles wine beer medicines bottled fruit or vegetables Vegetables and fruit grown and or bought Tinned or dried vegetables or fruit Livestock kept for family hends pigs goats Looked after by whom How many times a week did you eat meat Tinned meat Extra meat obtained from poaching From whom How often Did wife ever have to go short so that husband or children could have more Did husband have larger helpings of food Extra food at teatime or supper IF CHILDLESS GO ON TO v Family Activities in the Home Table
92. er intellectual frames of reference for example linguistic Jeremy Seabrook or anti quarian George Ewart Zvans Paul Thompson 1 Professional 11 5 F 3 higher professional clergy doctors 5 F lower professional 5 teachers nurses arts 2 Employers and Managers 27 6 F 7 2 F self employed 2 shop keepers farmers boarding house keeper 11 2 F proprietors 2 farmers 2 shop keepers 1 mines 1 manu facturing 1 building 9 2 F managers and administra tors 2 3 auctioneer estate agent sales manager 2 retail buisness 2 catering hotel pub mining 3 Clerical 12 3 F insurance agents book keepers clerks typists 4 Foremen 3 5 Skilled manual 83 19 F 18 metals 15 textiles 9 F 11 leather and dress 6 F 8 coal 7 wood 7 building 4 paper and printing 2 railways 6 Semi ekilled manual 106 19 F 28 domestic service 25 F 18 agricultural labourers 15 manufacturing 5 dress 3 textiles 5 metals 1 transport 6 horse drivers 13 shop assistants 5 F mines 5 armed forces 7 Unskilled manual 25 4 F 7 transport 3 building 5 metals 2 textiles 2 charwomen 11 Men cf leisure and retired men 11 12 Unoccupied married housewives 103 F husbands class 1 43 2 11 5 51 4ml 5 31 6 h1 7 10 13 Spinsters aged over 20 16 F 14 1dows 16 F 45 Schoolboys aged 10 20 27 parents class 1 11 2 33 3 1 ko
93. ere is an occupational datasheet for each occupational group divided according to location region and gender and filled in with the appropriate interview numbers These can be cross referenced with the card index in order to identify particular interviewees Interviewees are defined according to their classifications in 1911 thus not making reference to previous occupations or locations Occupational classifications Professional Employers and Managers Clerical and Foremen Skilled Manual Semi skilled Manual Unskilled Manual Unclassified Dy Geographical classifications Locations A Rural B Urban Conurbation A Greater London G Manchester and Liverpool M Glasgow and Edinburgh Regions m On U gt ET A ecT1o mn Greater London Bedfordshire Hertfordshire Buckinghamshire Surrey Kent and Sussex Essex Suffolk Norfolk Cambridgeshire and Lincolnshire Cornwall Devon Somerset and Dorset Shropshire Herefordshire Worcestershire Gloucestershire Oxfordshire Berkshire Wiltshire and Hampshire Derbyshire Nottinghamshire Staffordshire Leicestershire Warwickshire and Northamptonshire Lancashire and Cheshire Yorkshire Northumberland Durham Cumberland and Westmorland Glamorgan and Monmouthshire Central and North Wales Highlands of Scotland Lowland Southern Scotland Biography Professor Paul Thompson Born in 1935 Paul Thompson was educated at the University of Oxford gra
94. erever possible do not interview a respondent at a time of day when other people are in the room Sometimes a husband or wife will sit perfectly quiet while their spouse is being interviewed but even then the eee of a third party can have an inhibiting effect on interviewer and respondent When there is a third party interrupting it usually happens that two voices are recorded simultaneously by the recorder and a loud incomprehensible blur results This is a good reason for giving the respondent if he shows any doubt about being interviewed alone 5 indicate the scope of the interviev to the respondent and tell him taat it vill probably take two visits to complete and possibly three Times of interviews Avoid calling on respondents for your first meeting at time when they are likely to be eating or asleep in bed Meal times and bed times vary widely depending on occupation social class and geographical area so it is very difficult to give any guidance here You will have to find out what applies in your own area When agreeing a time for your first interview make sure that you have a clear two hours before the next meal or preparations for it are due Don t be afraid to ask when respondent has tea dinner or whatever it is The majority of respondents can be interviewed in two two hour sessions The interview itself will probably not last more than 1 hours the rest of the time being taken up in polite conversation looking at family pho
95. erself in that class PROMPT own home background her job her type of house your father s position S Was it possible at that time to move from one class to another Can you remember anyone who did t Do you remember anyone being described as a real gentleman real lady Why do you think that was u Do you remember seeing a policeman around where you lived as a child What did you think of him e g when you were naughty did your mother ever say I ll call a policeman v How do you think he treated the people w Was your home rented IF YES Did you see anything of your landlord What did you feel about him as a landlord X Do you remember feeling that your parents had to struggle to make ends meet IF NO Did they help poorer people in any way Did they belong to any philanthropic organisations IF YES What did you think about that What difference did it make to the family when your father was ill or out of work How often Did you ever get help from the Guardians or the parish or any charity How did they treat you How did you feel about that y When there was someone in the district whom the people disapproved of very strongly was there any special way in which they showed it Do you remember anyone being made to leave by rough music What for Was an effigy made 12 School a Were you given lessons by one of your parents a tutor or governess IF NO Go on to 12 b IF YES Where Hours
96. ervants Interviews with respondents who have a been in domestic service b had parents who employed domestic servants c employed servants themselves will be more complicated and longer than most other interviews Prepare carefully for interviews where section 18 will be asked working out the order of the interview beforehand Unless you are interviewing a respondent whose parents employed servants you will not usually reach section 18 until the second interview The following two examples of respondents and the pattern of their interviews have been given as a guide There will of course be far more of the first type than the second as non manual workers are only one fifth of our sample and they employed nearly all the domestic servants in private houses Domestic service absorbed a very large proportion of the women workers in the period 1900 1918 so we will be interviewing more respondents who worked as servants than employed them 1 Respondent born 1898 1912 1918 employed as a housemaid Had very little to do with the children in the household looking after them only once a week when the nanny was out Married 1918 Two children born 1919 and 1923 Lived in the village in which she was born all her married life Sections 1 to 12 13 a to 1 18 i ii ab iii a to i v b to f vi b vii viii ix xi 13 m to r 14 15 16a 17i ii a to f iii a to i v b C e vi c d vii a e g h viii ix x xi a i n 20 2 R
97. erviewer Liverpool Mrs Ann Burke pert time interviewer Salford Miss Thelma Crook part time interviewer Bolton Mrs Judy Frosheug part time interviewer London Mrs Marie Brown part time Interviewer London and Reading Mrs Marjorie Englishe part time Interviewer London Mrs Mary Herbert part time interviewer Gul Idgord There hes been no change in the fleid of Industry and region covered the work has begun with interviewing In Lancashire London and the South East A There hes been no change in alms or method proposed 43 94 The origina proposal fo S S R C was for a grant of rather than 12018 order to reduce costs t was decided to appoint onjy a part time research assistent during the first nine months and in view of the success of this appointment and the lower quality of applicants for a full time rather than e part time post starting on October a second part time appointment was then made Mrs Thompson works two days a week supervising the Interviewers end Mrs Hawthorn three days a week on the preliminary analysis of the trenseribed Interviews Both are also carrying out Interviews themselves The appointment of a ful time franserlber was also delayed for economy until after the appointment of ali the pert time Interviewers There was then a period before our return to the University of Essex which was too short to make a full time appointment so that unti October we used per
98. es Did the church chapel run any tepane club PROMPT Band of Hope Were you a member of that or not Activities e g evening classes outings treats h Did you belong to any other club organised by the church chapel Activities i Was grace said at meals in your family By whom j Were you taught to say prayers at night Did you ever have family prayers What happened k How much would you say religion meant to you as child Why 8 Parents Political Attitudes a Did your father take an interest in politics Do you know what his views were Why do you think he held those views REPEAT FOR MOTHER b Do you remember your father voting in a General Election before 1919 Do you know what party he voted for Do you remember your mother voting in the first election when women had the vote Who for i In some places at that time men felt they risked losing their job or their house if they voted differently from their employers Do you know if father felt himself under that kind of pressure to vote for a particular party d Was your father a member of a political party Do you remember him working for one of the parties at an election REPEAT FOR MOTHER e Did your parents take part in any political activity other than at election time 9 Parents Other Interests a When your parents were not doing their work how did they spend their time b Did your mother have any interests outside the
99. es 7 g h Possible activities are evening classes outings treats 8 Parents political attitudes 8 a Respondents may interpret this question as meaning an active interest in the politics of a particular party and so deny political interest Find out if respondent s parents talked about any particular issue if they had any views about who should govern the country if they thought the working man had a square deal etc 8 b It may be useful to know that the General Elections in the period are as follows 1900 1906 1910 January and December 1918 Women were eligible for the vote in 1918 11 Community and social class 11 i j k Some respondents find these questions difficult and if they are unsure of their own class position evade the questions If you don t get an answer try some of the other questions in the section e g l o s t which respondents who are reluctant to talk about class usually find easier as they are less personal 11 t This is a particularly useful question for introducing the subject of class to a class shy respondent It almost always gets a response An alternative form of wording is If someone was described as a real lady or a real gentleman what sort of person would you expect them to be 11 1 s t If you get some response to these questions try i 1 again perhaps phrasing them differently 13 Work 13 h and i Other ways of wording the question How did you find
100. es for the family Was any beer brewed for the family Did your father or mother grow vegetables and fruit Did they buy any Tinned or dried vegetables or fruit Did they keep any livestock for family hens pigs goats Who looked after them How many times a week did you eat meat Tinned meat Did you ever get some extra meat such as rabbit from poaching Who from How often Do you remember seeing your mother having less food so that the family could have more Did your father have larger helpings Or extra food e g tea time or late supper Were you allowed to talk during meals or not Could you choose what you wanted to eat from what was cooked or did you have to eat a bit of everything What was your parents attitude if you left some food uneaten on the plate Could you ask for a second helping Were you expected to hold your knife and fork in certain way and sit in a certain way When could you leave the table Did all the family sit at the table for the meal Did you always have the same places at table How was the meal served by whom What order were you served ih Where did the younger brothers and sisters sit before they could feed themselves Who fed them IF FED SEPARATELY When were they able to join in family meals 1 IF EMPLOYED SERVANTS Where did the servants eat Did they have different food What was the difference 4 General Relationships with Parents Influence and Discipline a Was your
101. espondent born 1890 Cared for by nanny as a child Educated at home Never had paid employment Married 1915 First child born January 1917 Second child born June 1920 When married set up house in another town from that in which she grew up Household contained cook housemaid nurse and nursery maid Sections 2 8 Cy 3 i a c ii iii iv v via 7 to 11 12 13 a 14 to 16 17i ii a 18ia c iia e iiia k 19 iva b 4 i v vi vii viii ix xi 20 18 ii b Servants responsible for the children have been called nannies for convenience in the following questions But when putting the questions the title used for this particular servant by the respondent should be used e g maid nursemaid nurse or the nanny s own name Servant responsible for the children includes servants in households where the mother cared for the children too In some households the nanny virtually brought up the children in separate quarters of the house in others a girl lived with the family who took the children for walks helped in the kitchen and house put the children to bed and gave them their food sharing these tasks a lot of the tine with the children s mother Both types of servant will be called nanny for the purpose of this schedule and both will be considered responsible for the children The purpose of the questions about the nanny s role is to find out what sort of contact the children had with their parents how much t
102. f you take part in any sport PROMPT cricket football Did either of you bet on anything fishing shooting bicycling walking racing Did you go to any theatres concerts music halls or cinemas Did you have any hobbies Did you keep any pets collect anything or do gardening Did you IF WOMAN your wife have any other interests outside the home Did you IF WOMAN your wife ever go out to enjoy yourself herself With whom x 17 Relations Friends and Neighbours Did anyone outside the home help you IF WOMAN your wife look after her house or family Relations friends or neighbours In what ways Regularly If you IF WOMAN your wife was confined to bed how did you manage Did either of you have any relatives living nearby How much did you see of them Where Did you have friends Where did they live Did you share the same friends Were people ever invited into the home How often Who were these people Would they be offered anything to eat or drink On particular days or occasions Sunday Would you say that the people invited in were your wife s husband s friends or relations or both IF EMPLOYED NANNY Did the children meet people who came to call or have meals casual or formal with you Did people call in casually without an invitation When Did you ever go out to visit friends or neighbours Did you call in casually without an invitation People often tell us that in these days they ma
103. facilitate the collection of the most complete stories possible At the same time however the interviewers were encouraged to keep the interview open and where appropriate to follow the flow of the interviewee Two or three sessions were normally required to complete each interview with the average length of interview being four hours The interviews were recorded on open reel tapes resulting in usually two or three but in exceptional cases up to six or seven 5 spools for each interview In total this resulted in approximately 1 400 open reel tapes containing 1 800 hours of interview material and accompanying full transcripts comprising almost 35 000 typed pages In addition to the complete transcripts the data were coded according to twenty main themes The interview transcripts were cut and pasted in the literal sense of the term so that there now exist files for each of the themes containing all of the relevant extracts from all of the interviews Occupational and geographical classifications The occupational classifications are based upon those of the Registrar General Within each region the interviews may be clustered in one or two locations For example the eleven interviews in region K Central and North Wales were actually collected from the area around a village in North Wales called Blaunau Ffestiniog Tables were produced to show the spread of interviews with regards to occupation location region and gender Th
104. fore they could feed themselves Who fed them IF FED SEPARATELY When were they able to join in family meals IF EMPLOYED SERVANTS Where did the servants eat Did they have different food What was the difference 4 General relationships with parents influence and discipline a Was your mother an easy person to talk to Did she show affection If you had any worries could you share them with her or not REPEAT FOR FATHER How did your parents expect you to behave towards them As a child was there any older person you felt more comfortable with than your parents b Did your parents bring you up to behave towards your brothers and sisters in certain ways If you said that a child had hurt you what would your parents say PROMPT Would they tell you to hit back c What kind of people do you think your parents hoped you would grow up to be Did your parents bring you up to consider certain things important in life d What did they think of swearing e When grown ups were talking were you allowed to join in f If you did something that your parents disapproved of what would happen IF PUNISHED By whom How How often Ever by other parent Do you remember any particular occasion when you were punished Do you remember how you felt about being punished g Would you say that you received the ideas you had about how to behave from both your parents or did one play a more important part than the other 5 Fam
105. g The costs of travelling and ftanscribing have been met from a Small Grant from the Nuffield Foundation This grant and Miss Sloan s appointment terminate in September 1968 and I am myself taking up a Senior Research Fellowship at Nuffield College for one year on leave of absence from the University of Essex In view of the present application Nuffield College have agreed to support Miss Sloan until December 1968 Work so Far Results hundred persons have been interviewed During this experimental period the interview schedule has been developed and extended and its present is attached The respondents were living in London Essex Yorkshire and Staffordshire and were chosen by a variety of methods through welfare officers old people s homes personal contacts and advertisement With a few exceptions the respondents have shown surprisingly clear and detailed memories on the subject matter of the interview schedule In the majority of cases a second interview kas proved necessary to complete the schedule About a of the respondents have been able to talk usefully about exact subjects sugh as their perception of class relationships Some extracts from the interviews are attached The results are valuable in two ways Firstly they provide an imaginative insight into the life experience of an earlier gene ration obtainable by no other method and only within the few years of life left to them Secondly they provide fa
106. g outings reading Where child would see parents in the house nursery drawing room or elsewhere IF MOTHER WORKING Time spent at home IF CHILD How long did nurse look after you Until what age What was she like Were you fond of her Were there any other servants who you were close to C Did the children have any tasks to carry out regularly to help in the home When How long did tasks continue After leaving school REPEAT FOR BROTHERS AND SISTERS Did the older children help the younger with things they found difficult dressing eating or look after them in other ways Did the younger children help the older in any ways d Children s bedtime Who put children to bed At what age did children put themselves to bed Did children share bedroom or bed with anyone Sleeping arrangements of whole family including nurse e What room for bathing How often did children bath When were clean clothes put on iii Meals a Where did the adults eat their meals IF THERE WERE CHILDREN Where did the children eat their meals Were there any exceptions to this Were any adults with them when they ate Did the adult s eat then too At what age did you have meals with your parents breakfast lunch tea dinner b What cooking equipment was there in the house range gas C When was breakfast eaten What members of the family were present When did the others have their breakfast What food was eaten at breakfa
107. g house parties large dinner parties etc The questions in these sections are a guide to the kind of information wanted about the employers and the lives of the servants they euployed We are interested in how the gerymts saw their employers what they remember about their personalities manners relation Ships with members of their family servants friends and acquaintances Where respondents are keen to talk about their lives as domestic servants encourage them to range freely over life below and above stairs We have used master and mistress but it is best to use the name that the respondent uses of his employer 20 The information about jobs is wanted of all children and siblings of the respon dent those born after as well as before 1918 The jobs of those who have died must also be asked This information should be written down not recorded Detail is not necessary here unless the status of a job is obscure e g if a plumber ask if he owned his own business a school teacher ask what kind of School FOR LRTLRVLUWE RS sone respondents are quite content to work t rou h the interview schedule methodically with tlie interviewer They see their task mainly as supplying answers to questions and sometimes need encouragement in order to elaborate a point or tell a story As this type of respondent usually finds the structured interview form with the interviewer in complete control the most reassuring situation
108. getables or fruit f Livestock kept for family hens pigs goats Looked after by whom g How many times a week did you eat meat Tinned meat h Extra meat obtained from poaching From whom How often i Did wife ever have to go short so that husband or children could have more Did husband have larger helpings of food Extra food at teatime or supper IF CHILDLESS GO ON TO v Family Activities in the Home j Table manners of children allowed to talk during meals or not Choose what they wanted to eat from what was cooked or have to eat a bit of everything Parents attitude if some food left uneaten on the plate Hold knife and fork in a certain way and sit in a certain way When did members of the family leave the table k Did all the family present for the meal sit at the table Regular places at table Meal served by whom serving order Method of feeding and seating children too young to feed themselves IF SEPARATELY When did they join in family meals iv General Relationships with Children Influence and Discipline a When your children were young did you feel that there was a right way wrong way of bringing up children Did you and your wife husband have the same ideas about bringing up children or different ideas Did you talk about this Was there anyone you used to talk to if you were worried about the children Was your mother alive when your children were small How often did you see her Di
109. h cases it is possible to work through the schedule methodically Others are keen to take some part in directing the interview and have definite ideas about the information they wish to give It is always best to encourage them to do so inserting follow up questions as far as possible and returning to the missing questions at a later stage when the respondent has said what he or she considers most relevant The interview schedule can be used as a checklist and annotated when the first session is played back A full interview with a respondent who enjoys telling stories will take several sessions If an attempt is made at the beginning of the interview to stop an anecdote which seems irrelevant in order to get to the point it is important to realise that this will reduce the respondent s willingness to talk well on those subjects which are of central importance The respondent must therefore be steered to the right period and subject matter without interrupting In general respondents should be encouraged and reassured especially if they are worried by for example difficulty in remembering dates It does not help at all however to be over tactful The interviewer should not be afraid of asking questions as simply and clearly as possible An attempt to rephrase them more vaguely on sensitive matters is more likely to either produce a meaningless answer or convey the interviewer s own embarrassment to the respondent A question can sometimes be as
110. had since then ASK FOR ALL FULL TIME JOBS PART TIME JOBS ONLY TO END OF 1918 h How do you think your husband wife felt about his her work Like or dislike 16 Childbirth and infancy a Did you have any children IF NO GO ON TO 17 How many Names who were they named after Dates of birth of all children b Were your children born at home IF WOMAN Did you know what to expect in childbirth How did you get on Did you read any books about birth or infant care C Did you have any medical help Did your husband you help How soon were you was your wife out of bed For the whole day How did you she manage while you were she was in bed Did any of your relations or neighbours help How exactly Did you have a nurse For how long IF FOR MORE THAN TWO MONTHS What did the nurse do for the baby d IF WOMAN How did you feed your first baby IF ANY BREAST FEEDING did you enjoy feeding the baby IF LITTLE OR NO BREAST FEEDING did you have any special reasons for not breast feeding What method did you use instead e IF WOMAN Did you have any difficulties in feeding If you needed advice who did you ask If the baby was asleep would you wake it for a feed If it cried before the normal time would you feed it What did you do if it didn t seem hungry How long would you let it go on feeding When did you first give it solid food When did you wean the baby Did the baby mind f IF WOMAN Did you think at the t
111. hem l Respondent born 1898 1912 1918 employed as a housemaid Had very little to do with the children in the household looking after them only once a week when the nanny was out Married 1918 Two children born 1919 and 1923 Lived in the village in which she was born all her married life Sections l to 12 13 a tol 18 i ii a b iii a to i v b to f vi b vii viii ix xi l3 m tor 14 15 16 a i i iia to f iiia 5 Vb 3 vic d 20 vii a 6 g h 5 viii i X xi a i ne 29 2 Respondent born 1890 Cared for by nanny as a child Educated at home Never had paid employment Married 1915 First child born January 1917 Second child born June 1920 When married set up house in another town from that in which she grew up Household contained cook housemaid nurse and nursery maid Sections l 2a cC 18ia c ii iii iv v via 7 to 11 12 a 13 a 1 14 to 16 17i iia c 18i a c iia e iii a 19 iva b d i v vi vii viii ix xi 20 ii b Servants responsible for the children have been called nannies for convenience in the following questions But when putting the questions the title used for this particular servant by the respondent should be used e g maid nursemaid nurse or the nanny s own name Servant responsible for the children includes servants in households where the mother cared for the children too In some hou
112. hether there was any friction between Roman Catholics Protestants or Jews Where locally appropriate supplementary questions should be asked about different social groups here Rough music would be produced by a crowd banging saucepans and tin cans with shouts of clear out at intervals outside the offender s house Sometimes an effigy of the offending person was made and paraded about with the accompanying music This was done for flagrant breaches of accepted standards of behaviour e g if a man sold his wife to another man beat his wife lived with two women etc School Respondents may need prompting here Many schools had their outcast children children from the workhouse children who were mentally handicapped abnormally badly dressed or dirty In some schools clever children were favoured or children from relatively better off homes who were well dressed or whose parents gave money to the school 28 13 Work This section is very schematic For the respondent s main jobs once known much fuller questioning should be devised h Other ways of wording the question How did you find What did you think of oi Don t alter the wording of a question so that you load it e g imply that the respondent liked his work etc m We need to know the approximate length of each job 15 Marriage The supplementary questions on courtship and marriage may be substituted for appropriate respondents 16 Chil
113. hild did something parents disapproved of what would happen IF PUNISHED By whom How How often Ever by other parent By nanny IF CHILD Do you remember a particular occasion when you were punished Do you remember how you felt about being punished g IF CHILD Would you say that you received the ideas you had about how to behave from both your parents or did one play a more important part than the other What influence did your nanny have on your behaviour How did you feel about nanny IF NANNY How did you feel about the way the parents wanted to bring up their children If there was any difficulty did you ever feel yourself on the side of the children rather than the parents v Family Activities in the Home a Were children s birthdays any different from any other day Presents special food or guests b Can you remember anything the family did together on Christmas Day C Were there any musical instruments in the home Players Was there anyone in the family who sang Did you ever make music together as a family d Did parents play any games with child Did nanny play any games with child e Were there books in the house Newspapers Magazines Do you remember mother or father reading Did they read aloud to each other To the child Did nanny read to child f Do you remember a funeral in the family Who attended Mourning clothes g Did people come to stay How did this alter your routine vii Fa
114. id dures aLr eNd Research Staff TOTAL 2130 available Include details in section 12 b Technicians transcrib rs 160 915 i Ed E ais 1170 Q 4 PA Technical statf TOTAL 2805 A B gt Na Staff Indicate type nur time t 5 interviewe oro pa id 300 E 22 6 amp 3 per interview 1 i T Boy OQ Sh amp Senior Visiting Fellows A full account of the purpose of the and the benefits i be derived therefrom should be given in section l Other Stefi TOTAL 16002 Ie ni l r Proposed n eturn fares Length of Name and present positiva sels ta host vinit imax Total for period N P naea institution 12 month uh NI l S V F TRAVEL and SUBSISTENCE other than in 7 d above M ee a specific case must be included in Section 12 for ell Travel BI xpenditure proposed under thia heading costa fa Inside U K 300 280 th Outside U K E i t t l i uot tase of expeditions or similar visits the team o tera should be indicated in section ll Travel ete TOTAL 8QQ MOP li OEE WOE VY PCO epu Lp vimm vr 9 EQUIPMENT MATERIALS and CONSUMABLES List all Principal Items identify foreign items and sh
115. ily activities in the home a When you had a birthday would it be different from any other day Did you receive any presents have anything special to eat guests b How did you spend Christmas Day PROMPT church visiting relations C Did you have any musical instruments in the home Players Was there anyone in the family who sang Did you ever make music together as a family d Did your parents play any games with you e Were there books in the house Did you belong to the library Newspapers Magazines Do you remember your mother or father reading Did they ever read aloud to you or to each other f Do you remember a funeral in the family What happened Who attended Did you take part Did you wear mourning g Do you remember a wedding in the family What happened Who attended 6 Family activities outside the home a Were you taken out visiting neighbours friends or relations With whom Were you taken shopping With whom b Do you remember any other outings with your parents Bank Holidays C Did you ever go away for a holiday For how long Regularly Which members of the family went Where Activities 7 Weekends and religion a Could you tell me how you spent Saturdays in those days How about Sundays Did you have different clothes Did you play games Did your parents think it wrong to work or play on Sunday b Did your parents attend a place of worship or not Denomination How oft
116. ime that it did any harm to a baby to let it cry or not Did you punish it when it was naughty How For what g How much did your husband you IF MAN have to do with your children when they were babies under one year Did you he feed bath them change their nappies play with them get them to sleep attend to them in the night take them out without you your wife 17 Family life after marriage I want to ask you how you and your husband wife managed the housekeeping in those years before 1919 i Budget and Control of Household a IF HUSBAND How much of your earnings would you give to your wife at that time Did your wife have a personal allowance Did you pay any of the house bills yourself Which IF WIFE Did you know what your husband earned How much of that would he give to you Did he pay any of the bills himself Which Did you have a dress allowance Did you discuss with your wife husband how the money should be spent IF WIFE EARNED What were your wife s earnings spent on b Who chose new furniture food drink doctor church clothes of children husband presents outings holidays who should be invited to stay or to meals Who looked after the garden ii Domestic Routine a Can you describe the house at SELECT FROM 15 e What were the rooms used for b Were there any relatives or lodgers living with you Terms C Paid help in the house Living in IF YES GO ON TO SECTION 18
117. ime they spent with them what effect the nanny s care of the children had on their relationship with their parents etc 18 ii b e The word child or children has been used so that the questions can be asked of respondents when children themselves when they had married and had their own children It will generally be better to substitute you in the former case and your children in the latter 18 iv General relationship with Parents and Nanny Influence and Discipline This section has been designed so that the questions can be asked of a respondents who were nannies abbreviated cue IF NANNY b Respondents who were looked after by nannies abbreviated cue IF CHILD The questions will be rephrased appropriately 18 vi b vii viii ix xi Some employers of servants were not very different in their style of life from the families whose children entered their households as servants Others were heads of grand establishments keeping a large number of servants holding house parties large dinner parties etc The questions in these sections are a guide to the kind of information wanted about the employers and the lives of the servants they employed We are interested in how the servants saw their employers what they remember about their personalities manners relationships with members of their family servants friends and acquaintances Where respondents are keen to talk about their lives as domestic servants encourage them to r
118. important IF RESPONDENT MIDDLE OR UPPER CLASS Would these people have been considered at that time to be in society What about the shopkeepers who did they associate with REPEAT FOR OTHER LOCAL SOCIAL GROUPS e g clergy teachers employers farmers What sort of people would you say went to the church And the chapel Where you lived did all the people in the working OR lower OR OTHER TERM USED BY RESPONDENT class have the same standard of living or would you say there were different groups Describe a family within each group Do you think that one group felt itself superior to the rest Were some families thought of as rough and others as respectable Do you remember a distinction of this PROMPT What made a family kind between craftsmen and labourers seem tough How did your mother behave towards people who were not in the same class as herself PROMPT Minister doctor s REPEAT FOR FATHER wife dustman s wife other racial groups Do you think your mother thought of herself as a PROMPT middle class member of a class working class Why Why not What made her put herself in that class PROMPT own home background her job her type of house your father s position Was it possible at that time to move from one class to another Can you remember anyone who did Do you remember anyone being described as a real gentleman real lady Why do you think that was Do you remember seeing a polic
119. ine bath Bleaping arrangements Meals which room what time with father or not did he have different food joint on Sunday how many meat meals a week did mother bake own bread etc Dould you talk during meals were your parents strict over table manners was grace said What happened when you were disobedient who punished you often police home pets gardening fishing excursions holidays where to how long regularly all the family Outings from hoge shopping Bank Holidays Reading books newspapers in the house Dress different on Sundays did mother make clothes new at h tsun Bocket money what spent on any extra earned Mother s outside interests L tather clubs pubs races football cricket etc Religion were your parents church or chapel regular how many times a Sunday Religion contd Did the family go together or were the children sent alone Any mid week activities organised by the church chapel Band of Hope evening classes Temperance League any annual outings Politics parents activities branch member elections School How old when started what sort of school board private co ed Beys Girls and Infants how lone did it take you to get to mchool dinner at home uniform Were the teachers strict did you enjoy school what lessons especially homework did you work hard how large were the classes were the teachers local were your parents interested in school did you ever meet the teachers special occasions at
120. ing completed is however much less satisfactory particulariy In London Although the interview schedule is with some minor improvements that submitted with the application to S S R C we have found that the time taken by Interviewers is more than we expected because of the need to develop a good relationship with the respondent and so make several visits not ai for recording A preliminary visit undoubtedly improves the quailty of the interview and In many cases f would be heartless for the interviewer to break off contact with the respondent after the Interview is completed We have not found as we had In our pilot interviews that any respondent can be successfully Interviewed in a single session This is also partiy because the present interviews are of a higher standard However ithis resulted in a much slower rate of completion than we had planned Our original proposal was to Interview 600 respondents Due to a combination of the reduced grent and the anticipation of these difficulties through the experience of Mrs Thompson we reduced the quota to 444 respondents We have completed 85 to date Because of our system of payment by completed Interview this slow pace is not presenting us with any financial problems but 1 throws the timing of the project into serious doubt it Is already clear that interviewing will be continuing well into 1971 There Is however an important compensation in that a single transcriber can handie th
121. ire D Cornwall Devon Somerset and Dorset E Shropshire Her fordshire Worcestershire Gloucestershire Oxfordshire Berkshire Wiltshire and Hampshire F Derbyshire Nottinghamshire Staffordshire Leicestershire Warwickshire and Northamptonshire G Lancashire and Cheshire H Yorkshire I Northumberland Durham Cumberland and Westmorland J Glamorgan and Monmouthshire K Central and North Wales L Highlands of Scotland M Lowland and Southern Scotland It should be noted that within each region the interviews may be concentrated in one or two locations For example the eleven interviews in region K are taken from the area around Blaunau Ffestiniog a village in North Wales Many of the interviews from Yorkshire come from Keithly Having located the interview numbers from the tables however the precise location of each interview is easily established by reference to the large yellow file cards which give the location of the informant Note that the interview may have information on more than one location according to the level of geographical mobility of the person interviewed In all cases the informant is classified according to their place of residence in 1911 The tables also divide the interviews according to whether the area in which they lived was a rural or an urban district in 1911 Those living in large connurbations have also separated and these are basically Greater London A Manchester and Liverpool G and Glasgow
122. is fiow of work and a continuous pBesess of preliminary analysis has been substituted for the post interview analysis originally envisaged The most important paint which is already emerging from the study is fhe unsatisfactory nature of s purely occupational quote In a study which concentrates on familly lifo and community relations We have continued to find as was reported in our grent application a surprising range of occupational mobliity during en individual s lifetime there is the substantial problem of seasonal and part time work which was widespread in the 1900 s but concealed In the census and there is the problem of occupations such as bricklaying with an accepted status which in practice included the whole range of working men from labour aristocrats to casual workers It Is quite clear that for our purposes other distinctions particularly sobriedty religious practices and continulty of employment would have been as important in securing a representative sample 6f the relevant statistics for the period had been avallabie A vatuable supplement to the present Investigation would be a random sampie of brief interviews on occupation and fhese other determinants of social which could then be compared with our own quota samptie results 9 3 in their letter of 11 December 1968 the Economic and Social History Committee suggested that cheaper tape recorders might be bought We revised our proposal so that we bought fe
123. is kind and assist discussion of Its technical problems a Mewory and History SSRC Newsletter June 1969 b taiks on the project to Oxford Socla History Seminar 5 June and at British institute of Recorded Sound Conference 13 December i 2 3 V Se 6 Family Life and Work Experience 1900 18 Report for 1970 University of Essex Family Life and Work Experience in Britain 1900 18 Report on lst January 31st December 1970 Investigator Dr Paul Thompson Staff Mrs Thea Thompson part time research assistant supervising fieldwork Mrs Ruth Hawthorn part time research assistant responsible for preliminary analysis of transeribed interviews resigned 22 October Mrs Janet Parkin full time senior secretary transcribing interviews Mrs Gillian Gibbs part time transcriber Me David Reason pemporary clerical assistant Part time interviewers Mrs Audrey Hoskinson Liverpool Mr Reginald Collins Liverpool Mrs Ann Burke Salford Miss Thelma Crook Bolton Mrs Judy Froshaug London Mrs Marjorie English London Mrs Lena Inger London Mrs Mary Herbert Guildford Mrs Ann Cryer Keighley Mr Ian Stewart Newcastle upon Tyne Mrs Doris Redfern Darlington In addition some other interviewers have carried out only one or two interviews each a The work has been continued along the lines described in the proposal to SSRC There have been no changes in aims or methodology Interviewing th
124. is year has been completed in Lancashire and continued in London the South East and East Anglia Yorkshire was started in May and North East England and the Scottish Highland and Island regions in September and interviewers for the Midlands who are now starting work were selected in December b The most important point already emerging from the study is that relating to the use of a purely occupational quota which I discussed in my report from 1969 1 gave a paper on this aspect of our work to a conference on social mobility held at this university in July but insufficient interviews have been completed so far for interim results on social mobility or the other questions which we are invest gating I also reported last year on the contacts made with other research workers in this field Since then I have collected a list of current work in Britain which has been circulated by the British Institute of Recorded Sound It is 6 3 b Paper to conference on Social Mobility University of Essex 4 July 1970 Reference in Oral History Association Newsletter Vermont U S A IV 1 p 3 Tape recorded interviews are being obtained from a sample of 444 persons born before 1911 for information upon family life community and work experience before 1815 The interview schedule covers domestic routine including the roles of husbands and children meals the upbringing of children emotional relationships and values in the family leis
125. itain 1870 1914 London Croom Helm Joyce P 1982 Work society and politics the culture of the factory in late Victorian England London Methuen McLeod H 1986 Religion the oral evidence in Oral History 14 Meacham S 1977 A life apart the English working class 1890 1914 London Thames amp Hudson More C 1980 Skill and the English working class 1870 1914 London Croom Helm Oram A 1995 Equality first women teachers and Feminist politics 1900 1939 Manchester Manchester University Press Rose J 1993 Willingly to school the working class response to elementary education in Britain 1875 1918 in Journal of British Studies 32 Ross E 1982 3 Fierce questions and taunts married life in working class London 1870 1914 in Feminist Studies 8 Ross E 1983 Survival networks women s neighbourhood sharing in London before World War One in History Workshop 15 Thompson P R Itzin C and Abendstern M 1990 I don t feel old the experience of ageing Oxford Oxford University Press Thompson P R 1975 1992 The Edwardians the remaking of British society London Weidenfeld amp Nicholson 1975 London Routledge 2nd edition 1992 Thompson P R 1978 1988 The voice of the past Oxford Oxford University Press 1978 2nd edition 1988 Thompson T 1981 Edwardian childhoods London Routledge amp Kegan Paul Vincent D and Miles A 1993 Buildi
126. ked with the prefix it says referring to the schedule But it is better to know the questions ask them directly at the right moment and keep the schedule in the background This makes for the most relaxed and effective interview the schedule becomes a map for the interviewer which will then be referred to only from time to time You should arrive punctually for an interview or the respondent may have become tense waiting for you It is equally important to stop before a respondent becomes tired If a respondent is giving brief or monosyllabic answers he she may be feeling tired or unwell or watching the clock for some other engagement You should then close the recording session as quickly as possible On the other hand do not rush away with indecent haste and in particular do not refuse to show interest in family photographs etc or to take refreshments when offered You need to show as much warmth and appreciation of what the respondent has been telling you as possible But an interview is not a conversation you should keep yourself as far as possible in the background nodding silently so that your encouragement is not recorded not thrusting in comments or stories of your own Do not be afraid of pauses they can often bring out a supplementary comment to an answer The time for ordinary two way conversation is afterwards when the recorder is switched off This time will also produce additional information which after leaving shoul
127. keen to co operate Wherever possible see that the initial approach is made to a possible respondent by someone known to them People are understandably often suspicious of a request by a complete stranger to talk about their personal lives First meeting with respondent Explain briefly to the respondent what the research project is about and why you want his help Respondents are often worried about some of the following points and it is as well to clarify them before you start the interview 1 All information given is confidential Some of the material will be published but names and details that might identify the respondents will be altered Considerable anxiety may be expressed on these points by respondents living in small communities Never divulge information however trivial given to you by other respondents 2 All interviews will be recorded Many of the respondents will have already heard their voices on a tape recorder and take this in their stride Others will need some reassurance about this few will refuse to be recorded This cannot be helped Give the respondent your address so that he can contact you if he has to change the date of the interview 3 The interview is not an examination Respondents will not be empected to re member everything and there is needat all to worry when they don t know the answer to a question or the year when a particular event happened 4 Interviews must be with one person only Wh
128. l me who Sine the business partnership limited company How was it founded How was it run How did you learn about the different sides of the business technology sales staffing finance Which interested you most Did you become a partner What share did you have in profits and losses Did senior partners directors share a social life Invite each other to dinner What did the workers call you Which of them did you know by fama Did you meet any of them outside work a ee eus Would you say that full time work changed your general attitude to life in any way l4 Home Life After Leaving School 8 b d e h I d like to ask you about your life at home after you left school Did you continue to live at home then For how long Er iN DELI 5 IF AT HOME Did you have your own room where you could entertain friends IF SEPARATELY Did you live alone or share with anyone Describe house Did you have any domestic help Where did you mainly eat IP WORKING Did starting full time work change your relationship with your parents at all With brothers and sisters IF NOT WORKING How did you manage for money Would you have pather done something else How did you spend your time housework social cells family business Did you spend your Sunday any differently Church chapel Sunday School Did religion mean more or 1658 to you after childhood Why do you Trink that was
129. land South Wales and South East and Bouth West England will be in progress but not completed The principal reason for this delay is that our interviewers Have been spending more time in developing a good relationship with each respondent than we had anticipated with the result that the quality and also the length of interv ews has exceeded what we had hoped We had expected that a considerable number of interviews would be completed in a single session and that the average interview would require two visits but n practice three visits have been normal producing four hours of recorded interview In many cases the interviewer has wished to continue social contact with the respondent after the completion of the interview In addition the interviewers in London have found special difficulties in securing willing and co o perative i4 respondents and four interviewers whom we have trained have given up because of this so that the pace of London work has been particularly slow Because our system of payment is by completed interview there has been no increase in the cost of nterviewing and the supplementary grant requested is an estimate of the interview feew allowed for in the original grant whei which will remain unpaid at the end of 197 ed 2 E The original grant allowed for the appointment of a second transcriber Because of the slow speed of interviewing this appwintment has not been made The greater length of the
130. lded that s about all Another boy a cownen s son b 1592 iitehire saldi vie koew when dad spoke that was it They never laid a hand on ust This bey aleo provides s case of real friendship between father and son ue waa one him and me was ont I always po to him with any troubles and he used to listen and if he could help he did end when we sit on the couch like we did we hed a big old fashioned sofa he used to put hie are all round ay shoulders we used to sit there souetince of evening oll euddled up to bis Zxcept in lorger families relationships of thia kind appear te be not uncommon and it may be that fundamental changes of relationship have only occurred in the formerly servant owning closses Another common sociological assumption has been thet the extended femily provided more help in the past Michael Young and eter wilmott wrote in Femilr ond Kingtip in fast London that these bonds important still counted even more in the earlier daya of futory industry when the motberecentred kinship system served to give workinge Clase wonen come aecurity One or other member of her family would if need be lend her money or share to some degree in the rosponsie bility for her children The extended family was ter trade union 1962 edition p 188 9 hile the interviews have revealed several cases of adoption they have also shown that many families in need were not helped by relatives even wh
131. le covers domestic routine including the roles of husbands and children meals the upbbinging of children emotional relationships and values in the family schools courtship and marriages the wider familys and perception of community structure experience history of the whole family 9 total grant required 7100 10 proposed starting date 1 January 1972 11 proposed duration two years leisure religion politics relationships with neishbours of work and occupational i i Graduated duration i total 12 staff costs i f ennuation i d ot appoint for specify title or level i i eg FSSU i ment period nee i i of each appointment g I ir a research workers Research assistant 1500 100 years 3200 research workers total 3200 b other staff Senior Secretary transcriber 1200 120 50 01 months 2400 2 Part time clerical assistant Part time interviewers 250 f i2 years 500 11 year 600 c Senior Visiting Fellows name and present position None other staff total 3600 salary or expenses and fares 13 travel and subsistence costs these should be explained in the account of the proposed investigation inside UK outside UK travel and subsistence total 200 Senior Visiting Fellows total 0 l travel sub total i Sistence 150 50 200 14 equi
132. llowed by an appeal for volunteers may raise some respondents 3s Old People s homes the Matron or Superintendent may suggest some people to you Important to get an assurance before following this up that you will be able to interview the respondents in a room alone 4 People who come into contact with the public through their work voluntary or professional in the following organisations extra mural departments Citizens Advice bureaux constituency political parties sritish Legion Housing Departments Clergymen doctors some have a list of their over sixty patients 5 A few borough councils are having a complete list drawn up of every old age pensioner in the borouph Your welfare department will tell you if there is one in your area 6 Find out from your local paper who works on the column dealing with local events personalities etc and ask for an appointment Explain what you are doing aud ask them to put something in about it in their paper Ask for people to volun teer and mention the categories you want to fill e B men or women whos fathers were in coal mining or cotton mills or whatever it is in 1911 or t ereabouts women who were in domestic service in 1911 etc 7 Friends of respondents who havebeen successfully interviewed Most of these methods have been tried successfully 6 brought a very good response in Stoke on Trent The advantage of that method is that you know the people who contact you are
133. loyees belong to any trade union professional organisation Did you take part in any of its activities Did you feel that employers and workers had the same interests or different q Did you feel that there were divisions of interest among workers Some people say that in those days there was a great division between trained craftsmen and other workers Did you feel that or not r IF AN EMPLOYER OR MANAGER Can you tell me who owned the business partnership limited company How was it founded How was it run How did you learn about the different sides of the business technology sales staffing finance Which interested you most Did you become a partner What share did you have in the profits and losses Did senior partners directors share a social life together Invite each other to dinner What did the workers call you Which of them did you know by name Did you meet any of them outside work s Would you say that full time work changed your general attitude to life in any way 14 Home life after leaving school a I d like to ask you about your life at home after you left school Did you continue to live at home then For how long IF AT HOME Did you have your own room where you could entertain friends privately IF SEPARATELY Did you live alone or share with anyone Describe house Did you have any domestic help Where did you mainly eat b IF WORKING Did starting full time work change your relationship
134. mily Activities Outside the Home a IF CHILD Were you taken out visiting neighbours friends or relations With whom Were you taken shopping With whom Were you ever taken to visit nanny s family home or relations What did they call you Did you enjoy it Did you ever go out just with your father Do you remember any other outings with your parents Bank holidays Did nanny go Did you ever go away for a holiday For how long Regularly Which members of the family went Where Activities Did nanny go too What did you and she do on the holiday b IF SERVANT Did you take the child out for walks or shopping Were you allowed to talk to people while you were out with the children Did you ever take the mistress s child to your own home For how long How did he she get on at home What did your relations call him her What did he she call them Did you ever go out with the master and mistress on a weekend or Bank Holiday Describe occasion Did you like it or dislike it Did you ever go with the master and mistress when they went away on a holiday or to stay with people For how long Regularly Who else went Where Activities Did they seem different on holiday from what they did at home In what ways Was it a holiday for you or did you have as much work as usual IF CHILD RETURN TO SECTION 7 IF SERVANT GO ON vii Weekends and Religion a Did the master and mistress think it wrong to work or play on Sunday Did they go
135. mother an easy person to talk to Did she show affection If you had any worries could you share them with her or not REPEAT FOR FATHER How did your parents expect you to behave towards them As a child was there any older person you felt more comfortable with than your parents b Did your parents bring you up to behave towards your brothers and sisters in certain ways If you said that a child had hurt you what would your PROMPT Would they tell you parents say to hit back What kind of people do you think your parents hoped you would grow up to be Did your parents bring you up to consider certain things important in life d What did they think of swearing e When grown ups were talking were you allowed to join in f If you did something that your parents disapproved of what would happen IF PUNISHED By whom How How often Ever by other parent Do you remember any particular occasion when you were punished Do you remember how you felt about being punished 6 Would you say that you received the ideas you had about how to behave from both your parents or did one play a more important part than the other 5 Family Activities in the Home a When you had a birthday would it be different from any other day Did you receive any presents have anything special to eat guests b How did you spend Christmas Day PROMPT church visiting relations Did you have any musical instruments in the home Players Was
136. n and published by Weidenfeld and Nicholson Interviews begun in connection with this research led to the proposal for an independent national survey on Familyife and Work Experience before 1918 which is now in mx progress with the support of a grant from SSRC of 10 000 for the peri d 1969 71 swith the assistance of the University of Essex the Nuffield Foundation and Nuffield College This application is for a supplementary grant in order to complete the interview survey already in progress with the support of SSRC It is caused by the unexpectedly slow pace with which our part time interviewers have been completing their work Allowing for the effect of salary increases since 1968 approximately one third of the application consists of interview fees and an additional transcriber s salary which would have been covered by the original grant had the work been completed th s year It may also be noted that the original application was for 12 400 while the grant awarded was 10 000 and that the initial research programme was therefore redesigned and reduced l i ii I anticipate that by the end of the current year when the grant expires we shall have recorded three quarters of the 444 interviews for our quota sample Interviewing will have been completed for the Scottish Highlands and Islands Northern England Lancashire Yorkshire the M dlands North Wales East Anglia and London The interviewing in the rest of Scot
137. n has been assumed ond thio suggestion ia supported by much of the evidence in D V Glass ed Sritein 1954 especially chapter IX despite the amsunption of the contributors thet most people hed only one moin occupation during their career It would doo account for some of the difficulties in obtaining an agreed ranking of occupations by samial workers e g M Young and P Wilmott Sooial Grading by Manual ys VII 19560 pp 337 35 A larger mmber of interviews together with more ascounta of perceived tlass relationships could therefore contribute to a major re evaluation in this field It in proposed to interview a further 600 persons using the attached interview schedule Although differential mortality pakos ae any precise statistical avelyeis impossible it will be possible to make gone firm nonestatistical inferences from a representative sample of thie size In view of the cost and need for personal super of a method which ie still exploratory amp larger nuber ia not proposed nion Differential mortality makes a true random of the age group now impossible In order to reduce thie difficulty the baaie for selection will therefore be quote sample derived from an analysis of occupations in 1941 whieh fe attached This is based upon the census of 1911 and Buy Houth Obcupation and Pay in Great Briteir 1900 60 Cambridge 1965 A random geographical dispersal of the respondente would be p
138. ncial decisions Was this discussed Children diddyou want children straight sway who helped at birth at home husband s attitude help from family neighbours Infant rearing Be breast feeding weaning toilet training attitudes to children e g leaving them handling displaced siblings Community How met them Friends mostly local invited home for meals c f parents practice neignbourhood aS a communty importance of shopkeepers farmers clergy other groups perception of class structure courtseying calling sir distinction craftsmen labourer etc women is perception of own position tied to husband house parents work Occupational sequence of father mother siblings children 2 5 4 9 6 7 8 EET University of Essex Family Life and Work Experience In Britain 1990 18 Report on Jenuary 31 December 1969 Investigator Dr Paul Thompson Statt Mrs Thea Thompson part time research assistent supervising fleldwork from January Mrs Ruth Hawthorn part time research assistant repponsible for l preliminary analysis of transcribed Interviews Grom October Mrs Janet Parkin senlior secrdtary transcriber of interviews from tapes from 20 October Mrs Gliilan Gibbs temporary transcriber before 20 October Mrs June Hiliidge temporary transcriber before 20 October Miss J P Clegg temporary transcriber before 20 October Mrs Audrey Hoskinson part time int
139. ng hotel pub mining 3 Clerical 12 5 F ineurance agents bookekesphng clerks typistei te Foreman 5 Skilled manual 83 49 F 18 metala 15 textiles 9 P 11 leather amd drese 6 T B coal 7 wood 7 building 4 paper and printing 2 reilwayey Deni skilled manual 106 19 9 26 domestic service 25 Y 18 agricultural labonrers 15 manu facturing 5 dress 5 textiles 3 metals 1 transport 6 horse drivers 13 shop assistants 5 F wines 3 armed forces 6 Unskilled manual 25 4 F 7 transport 3 building 5 metala 2 textiles 2 charwonen M eU cd Hen of leisure ond retired seno 11 Im RE 12 married housewives 105 T husbands dese tty 2 115 2 54 L hety 5 51 Getty 7510 13 Spinaters aged over 20 16 F Tie Widows 16 F 15 Schoolboys aged 10 20 27 parente clase I 14 Ze Je he OF 5e By 144 7 3 46 Sohoolgiria aged 10 20 33 f perente clase 1 14 34 5 23 5 14 101 6 154 7e 47 Children aged under 10 124 62 F parents claos t 51 2 124 Je 63 MI EN m Come oF Ova B 1 a A s 3 E mie TSU Spe HU quc x E Using the Archive the Family Life archive consists of three sections the tapes the complete transcripts and the categorised transcripts The three sections will be described in turn The Tapes these are stored in locked filing cabinets Each interview is id
140. ng European Society occupational change and social mobility in Europe 1840 1940 Manchester Manchester University Press Vincent D 1997 Shadow and reality in occupational history in D Bertaux and P R Thompson eds Pathways to social class Oxford Oxford University Press Wolff M And Dyos H J eds 1973 The Victorian city images and realities London Boston Routledge amp Kegan Paul Press Reviews The Edwardians The Remaking of British Society A selection of press reviews for Paul Thompson s work is given below Click on the links to see a scanned image of the review 1975 History with the life left out The Economist 27 September Baylen J O 1977 Review of the Edwardians Societas 7 4 pp 342 44 Brass D 1976 Whistling in the dark The Australian 11 September p 28 Ceadel M 1975 Real people Times Higher Education Supplement 14 November p 20 Clayre A 1975 Old England New Society 25 September pp 710 11 Dangerfield G 1977 Review of the Edwardians Victorian Studies Spring pp 345 46 Edelman M 1975 Edwardian cut and thrust Sunday Telegraph 21 December Maclnnes C 1975 Beneath the gluttony and glitter Times Educational Supplement 21 November Munson J E B 1976 A sociological study of the Edwardians Contemporary Review February pp 107 08 Read D 1977 Review of the Edwardians Literature amp History Spring pp 136
141. nt to eat guests b What did you and IF ANY your children do on Christmas Day C Did you have any musical instruments in the home Players Did any of you sing Did you ever make music together d OMIT IF CHILDLESS Did you play any games with the children Did your wife husband join in the games or play different ones e Were there books newspapers magazines in the house Where did you get them from Did you belong to a library Did you read aloud to each other or to the children OMIT IF CHILDLESS IF NANNY EMPLOYED Did the nanny read to the children vi Family Activities Outside the Home a IF CHILDLESS START AT c Were the children taken out visiting neighbours friends or relations By whom Were they taken shopping By whom IF NANNY EMPLOYED Did the children ever visit their nanny s family b Did the children ever go out with just their father C Could the children go out by themselves Where to Girls as well as boys d What did you do on Bank Holidays With children and nanny IF ANY e Did you ever go away for a holiday For how long Regularly Where Why did you choose to go there Did you all go wife husband children nanny Activities vii Weekends and Religion a Could you tell me how you spent Saturdays in those days Sundays Did you or the children IF ANY put on different clothes Did you think it wrong to work or to enjoy yourself on a Sunday or did you think it did no
142. nterview This is no occasion for heated arguments about teenage behaviour racialism etc But be yourself Don t pretend to views you don t have But do agree with him where you can Don t be afraid of making the interview a conversation If you want to tell him something that is out of the scope of the interview or listen to some story of his that is not appropriate do so You can always stop the recording Preparation for second and subsequent interviews Play back the tape of your first interivew checking on the interview schedule the questions that you have asked so that you can see clearly what remains to be asked at the next interview Write on to the schedule key details about the respon dent and brief notes on his answers The more you can remember about the respondent s life when you meet him for the second interview the better Hie will be pleased that you have been interested enough in what he told you to remember and you will be more in control of the interview if you know what was said last time If the respondent was brought up in a household where there were living in servants or if as an adult his household contained them you may find it a help to mark clearly in Section 18 on the schedule those questions which you will need to ask e g in red pencil The same is true when you are interviewing a respondent who was formerly a domestic servant Underlining cues e g IF RESPONDENT IS A PARENT RETURN TO 17 iv General Relationships
143. nts in this period who did not live in were usually charwomen or women who came in to do the rough i e to do the rough housework There were also washerwomen who came in to do the washing and young girls who came in to look after children Where the respondent as a child came into a lot of contact with the servant particularly if she looked after the respondent find out what the relationship was between them the sort of things she did for the respondent etc 2 g Older children sometimes looked after the younger children took them out for walks saw them to school etc 3 Meals 3 c Men and women whose working day started early would often take something with them for breakfast When asking about meals find out when the respondent took food and what he called those meals and stick to the terminology he uses Lunch is the midday meal to some particularly in class 1 and 2 to an agricultural labourer it is a snack eaten at about 11 a m Dinner is the midday meal to the majority of respondents To some again in class 1 and 2 it is a meal at about 7 or 8 p m Tea to most respondents is a meal mainly of bread and tea with occasionally something cooked and is the last meal of the day To some in class 1 and 2 mainly it is a cup of tea and bread and butter and cake at about 4 p m It is usually distinguished as afternoon tea in that case Supper may be a cup of cocoa and some bread and cheese taken just before bed at 9 pm when tea has been th
144. of first interviews thie will allow d eisions to be tsken on the scopa of second interviews with some rospondenta The second stage which will start late in 1970 will be the exaninetion of the interviews as whole the statbetical testing of hypotheses where appropriate It te anticipated however from the nature of the data collected thet it will open as many questions as it closes and continue te provide valuable ecuree material for future research 1f the grant is awarded I should be prepared to deposit the recorded interviews in the Date Bonk and to make them avedlalle to other reesarch i know of no other msystemstic work where m amp terial of this nature hee 10 intellectual frames of reference for example linguistic Jeremy Seabrook or antiquarian George Ewart Evans In addition to ite main purpose the proposed research should therefore provide a valuable methodological experiment in social hiatory Yeu Thompson a Wo 4 Professional 11 5 F 3 higher professional clergy doctors B 5 F Lower professional 5 teachers nurses arta Vmployers and Managers 27 6 P 7 2 P self employed 5 shop keepere farmers boarding house keeper e 44 2 F proprietors 2 farmers 2 shopekeepers 1 minoa 1 sanb facturing 1 building 9 2 F nanagero und adz nistra tora 203 auctioneer estate agent goles waneger 2 retail business 2 cateri
145. often took up the sport in imitation Location Little Wakering Description Young girl gathers fruit with governess c 1890 The overturned basket of apples betrays the photographer s wish for a picturesque scene in creating the image Historical Note Photography was a popular leisure pursuit and developed many genres such as the posed slum photograph Another genre drew on ideas of the rustic where the subject could be posed in front of a painted back drop or within a real setting Location Little Wakering Description Posed photograph of a family gardener in his working clothes c1890 Historical Note Although Edwardian England was the most urban nation in the world many of the upper classes and the middle classes kept a link with the rural past by maintaining estates or gardens These were used for leisure and were on such a scale as to require the employment of dedicated workers Location Little Wakering 2 Description Fancy Dress Party c 1890 X Historical Note For the middle classes leisure 2 time was often domestic This reflected the home comforts they were able to afford as well as their aspirations towards the lifestyles of the upper classes Location Essex Description Cycle club members c 1904 Historical Note Cycling and cycle clubs were a characteristic pastime of the Edwardians This was based on the mass production of inexpensive good quality bicycles In addition it offered greater
146. on as meaning an active interest in the politics of a particular party and so deny political interest Find out if respondent s parents talked about any particular issue if they had any views about who should govern the country if they thought the working man had a square deal etc It may be useful to know that the General Elections in the period are as follows 1900 1906 1910 January and December 1918 Women were eligible for the vote in 1918 Community and Social Class Some respondents find these questions difficult and if they are unsure of their own class position evade the questions If you don t get an answer try some of the other questions in the section e g 1 o s t which respondents who are reluctant to talk about class usually find easier as they are less personal This is a particularly useful question for introducing the subject of class to a class shy respondent It almost always gets a response An alternative form of wording is If someone was described as a real lady or ta real gentleman what sort of person would you expect them to be If you get some response to these questions try i j k again perhaps phrasing them differently This question is designed to elicit information about the social differences between Non Conformist Chapel and the Church of England Church Where there are a considerable number of Roman Catholics or Jews in the area ask a supplementary question about them and also ask w
147. on in this field Proposed Investigation It is proposed to interview further 600 persons using the attached interview schedule Although differential mortality makes any precise statistical analysis impossible it will be possible to make some firm non statistical inferences from a repr sentative sample of this size Ihe Sample The basis for selection will be an occupational quota sample derived from the census of 1911 which is attached The respondents will be selected from a few major types of community metropolis market town single industry town etc whih will also be based on the occupational census of 1911 and distributed regionally the areas proposed are also attached The purpose of the sample is to obtain a group of respondents as far as possible representative of the population in 1911 occupational and geographical distribution are chosen as significant and practicable methods of achieving this The sample will contain 270 occupied and 330 unoccupied persons 290 men and 310 women The age groups of the respondents in 1911 will have been as follows 0 10 124 resulting from the occupational quota 10 20 about 238 over 20 about 238 None of the first group perhaps only one of the second and probably about 100 of the third group MEER left home by an avera e age of 20 and also that none of the 100 respondents married in 1911 will be the spouse of another respondent the sample will produce about 462 des
148. ool visit the school meet the teachers k What sort of homes did most of the other children come from Some worse dressed than others Did the teachers single out some children for different treatment from the others m Were there any gangs or groups in the school PROMPT From different streets or parts of the town Were there any children who were left out of things n Did you go on to another school afterwards IF YES REPEAT 12 b 12 n IF AT A SECONDARY SCHOOL Did you join a cadet corps Were you a prefect o How old were you when you left school Would you have stayed longer if you had had the opportunity Did you attend any part time education afterwards e g evening classes p Do you have any regrets about your education Do you think you benefitted from attending school q IF AT UNIVERSITY Subjects New friends New attitudes Influence of tutors Intellectual discussion Religion Clubs and Societies Other leisure How were women regarded at University at that time 13 Work a While you were at school did you have a part time job or any means of earning a little regular money IF NO GO ON TO 13 1 b How did you get it Through parents c What exactly did you have to do in this job How did you learn Were any practical jokes played on you d What hours did you work Sunday Saturday Half day Were there breaks for meals Did you have any holidays with pay e What were you
149. ormation This should include their parents siblings spouse and children There is occasionally information on other relatives These details place the informant into a wider socio economic context and indicate the degree of social mobility and occupational variety Using the box files a PLEASE ensure that you do not misfile any typescripts Once misfiled they are effectively lost b To avoid this happening on a large scale users are requested not to work from more than one subject area at a time These interviews are to be replaced before using typescripts from another subject area C Please note that each piece of typescript i9 stapled together They are very prone to stick together and it is very easy to lift extra interviews out of the file quite inadvertently So please be particularly careful The interviews are filed in numerical order and if there is no typescript present in the box it can be assumed that there is no information on that topic in the interview of that number or that someone has already mis filed it Finding particular occupations classes or locations The various tables are always shown in their regional distribution The regions are identified by letters A to M The attached map shows the boundaries of these regions but they cover the following areas A Greater London E B Bedfordshire Hertfordshire Buckinghamshire Surrey Kent and Sussex C Essex Suffolk Norfolk Cambridgeshire and Lincolnsh
150. other ways Did the younger children help the older in any ways Children s bedtime Who put children to bed At what age did children put themselves to bed Did children share bedroom or bed with anyone Sleeping arrangements of whole family including nurse What room for bathing How often did children bath When were clean clothes put on Meals Where did the adults eat their meals IF THERE WERE CHILDREN Where did the children eat their meals Were there any exceptions to this Were any adults with them when they ate Did the adult s eat then too At what age did you have meals with your parents breakfast lunch tea dinner What cooking equipment was there in the house range gas When was breakfast eaten What members of the family were present When did the others have their breakfast What food was eaten at breakfast Anything different on certain days Sundays REPEAT FOR OTHER MEALS Were any of the following made in the house bread jam bottled fruit and vegetables pickles wine beer medicifes Who made them Were fruit and vegetables grown Were any bought for the household Tinned or dried Who did the garden Was any livestock kept for the family hens pigs goats Who looked after them How many times a week was meat eaten Was any tinned meat used Did children servants and parents have the same food or different food What were the differences Where did the servants eat IF NURSE GOVER
151. ou go on to another school afterwards IF YES REPEAT 12 b 12 n IF AT A SECONDARY SCHOOL Did you join a cadet corps Were you a prefect How old were you when you left school Would you have stayed longer if you had had the borun in Did you attend any part time education afterwards e g evening classes Do you have any regrets about your education Do you think you benefitted from attending school 13 95 IF AT UNIVERSITY Subjects New friends New attitudes Influence of tutors Intellectual discussion Religion Clubs and Societies Other leisure How were women regarded at University at that time Work While you were at school did you have a part time job or any means of earning a little regular money IF NO GO ON TO 13 1 How did you get it Through parents What exactly did you have to do in this job How did you learn Were any practical jokes played on you What hours did you work Sunday Saturday Half day Were there breaks for meals Did you have any holidays with pay What were you paid Did you feel that was a fair wage or not Did you give any of the money to your mother What was it spent on How did you get on with the other people you worked with Did men and women work together Could you talk or relax at 8112 Could you play games in the breaks Was there a works club A Works outing Any other entertainments for employees Was there a presentation when a worker retired Did an
152. ough When women were married more than once we need to know the other husbands jobs When respondents were married more than once after 1918 we need to know the other spouses jobs Ob NOTES ON THE INTERVIEW SCHEDULI t l The household i ce Respondents are not often able to recite the names of the children in the family from eldest to youngest and the Spaces between them It is useful in these cases to ask where the respondent came in the family and then ask who was older than him and the spaces between the children who were older than hin Then ask about the younger ones Kespondents are sometimes vague about the respective ages of their siblings e g We come at pretty regular intervals Try to find out what these intervals were and if there were any exceptions to the average interval Respon dents sometimes find it easier to write down or tell you the ages and names of their siblings alive and dead at the present time l d Waen respondents do not know the age of their father when they were born ask i they know how old their father was when he died assuming he is dead and what year that was Or respondents may know the age their father was when he married and the date Approximate dates will do l e See notes on 1 d 2 Domestic Routine AL AVIC 2O0utine 2 a Select the house in which respondent spent the longest time he can remember before leaving home 2 c Servants in this period who did not li
153. out 5 pM oy it may be a meal of two courses either hot or cold eaten at about 7 Pele 3 k Sometimes a person might take his plate and sit by the corner of the fire durine a meal Or a person in a hurry wight snatch some food standing up t 4 General Relationships with Varents fluence and discipline ee Ee a ps VEP lUYeuntss iniluence and ip ine 4 a Feel your vay carefully here anv respondents navenever put into words their feelings about their parents and sone wordings of the question may get a better response tlian others The first three questions in this section have all got satis factory responses Jther questions are Did you feel close Lo your mother when you were a child Was your mother a motherly person Did you get on well with your mother P gt she was one of the best said with emotion may be all you will pet from a respondent 4 c Respondents may interpret inis question as intending to ask what sort of position or job their parents hoped ihey would hold or they may interpret it as a question about values and character it is delibe erately worded ambiyuously ot find out what the respondent remembers as his parents main aspiration for nim With the question Did your parents briny you up to consider certain things important in life prompting may often be needed c what sort of things did they bring you up to consider right and wrong hat sort of things did they consider wrong 5
154. ow import duty separately TOTAL Recurrent TOTAL Non recurrent eu Nine portable fepe at t 150 sach Pive T tapes at l 108 each 1350 7 150 TOTALS 2100 WV s 10 OTHER COSTS Please specify TOTALS 11 Research personnei associated with or working on the investigation Position held Research Assistant 1 1961 2 12 PROPOSED INVESTIGATION This account should say what the specific objectives are and their relevance to the advancement of knowledge in a technological investigation the likely practical applications shoul also be stated It should give the research methods and reasons for choosing these methods The parts to be played by the personnel and equipment requested in the application should he stated and brief reference should be made to any relevant research experience of yourself and ti personnel named in Section il The account should be self contained within the space provided on pages 3 and 4 Exception ally further details may form an appendix or appendices of which thirty copies should be supplie if the grant is for more than 10 000 sixty copies are to be supplied Work so Far Objectives and Personnel The primary objective of this research is to gather information of a kind whioh will not be available unless collected now I became aware of the need for this information through my work on a Social History of Britain 1900 18
155. pment and materials specify and say whether recurrent or non recurrent imported equipment should be quoted net of import duties Already acquired 15 other costs specify all recurrent all non recurrent equipment etc total Telephone postage and repairs by interviewersg hire of rooms when selecting interviewers 16 financial summary i of grant required i research workers 12a 3200 other staff 12b i 3600 Senior Visiting Fellows 12c O travel and subsistence 13 i 200 equipment etc 14 0 other costs 15 i 100 total 1000 18 What direct or indirect financial support will be provided by the applicant s own institution other costs total 100 17 estimated incidence of total expenditure in each calendar year Jan Dec 19 72 3652 3650 19 13 EBAI 3450 19 19 19 19 Secretarial telephone postage and stationery accommodations equipment acquired on original SSRC grant and its maintenance 19 is this research currently being supported by any other outside body or is this application being submitted elsewhere if so give details Decisions about applications to other bodies should be reported to the SSRC as soon as available ie Ao Curriculum vitae and relevant publications of applicant Paul Richard THOMPSON Born 19353 1945 53 Bishop s Stortford Colleges 1955 8 Corpus Christi College Oxfords 1
156. ponse can be 4 seen in this retail outlet which acts not only as a ocal post office but also draper tea and tobacco merchant and general grocery shop Location Bicknacre Leisure Description Children enjoy sheltered bathing in Absalom s Floating Bath Rules of modesty mean all are clothed The subjects can afford to wear proper bathing gear Historical Note The Industrial Revolution formalised leisure time for the working classes 2 just as it did with the working week Formal div coastal resorts began to develop around the country offering not only the natural pleasures of athe seaside but attractions such as piers funfairs and artificial bathing areas Location Southend Description Family portrait of a husband and wife with their daughter and family pet c 1890 Historical Note Popular sentimentality towards domestic pets by the English upper and middle classes was frequently noted by commentators and this characteristic was still present in the Edwardian era However contradictory attitudes could also be seen in the continuance of activities such as ratting and dog fighting Location Little Wakering Description Posed photograph of hunter and dog c 1890 Historical Note Field sports were a central defining activity of the Edwardian gentleman Shooting in particular was selected as the sport of choice by the wealthiest Those of lower classes who also aspired to be gentlemen
157. proprietor This fungo is emphasised when the occupational patterns of siblings ond also of wife or mother s family are token into For example a farm labourer s som b 18 0 north Ymsex worked in turn se a form labourer soldier carpenter independent carter and roads any hig relatives sinilarly ranced from faru Lebourers to skilled craftecen and peblicans Because of this frequent short range mobility it nes proved very difficult to discover the fonilies of labour aristocrats whose role bus been so such emphasised in working clase political history Labour eristocrets it has been anid were the upper WE to 15 of the manuel workers exceptional in their secure ecploynent protected by apprenticeship and high In style of life they were coleer to the middle classes and the social gulf between lebour eristoorat and lebowrer was fer wider then thet between labour aristo erat end lower middle class e g E l Hobsbawm in J Saville ede ent 1954 Royden arrimon Defcre the Hobsbawn has recently written that the labour aristocracy probebly reached the peck of its pride and position at the end of the nineteenth century when it represented the undisputed wire 19650 p 287 Yet only one fenily has so fur been foumi which clearly fite this desePiption It seeme possible thet the pattern of indiwidual occupational mobility end therefore of social structure was rather nore flexible in this period the
158. raphs held in the Essex Record Office ERO The UK Data Service is grateful to the staff of ERO for their assistance in digitisation and for granting permission to use the photographs Re use and copyright of images Users may copy images for the purpose of individual private study For information on copyright details and for enquiries regarding all other kinds of use including publication and exhibition users must contact the County Archivist at the Essex Record Office Who has re used the data There were at least 88 secondary users between 1973 and 1996 originating not only from this country but also from Italy Canada the USA Australia and Greece This has led to the data being used in many books articles and BA MA and PhD theses Selected publications arising Burchardt N 1990 Stepchildren s memories myth understanding and forgiveness in R Samuel and P R Thompson eds The Myths We Live By London Routledge Childs M J 1992 Labour s apprentices Montreal McGill Queen s University Press Crouch D and Ward C 1988 The allotment its landscape and culture Nottingham Five Leaves Pub Foley A 1973 A Bolton childhood Manchester Manchester University Press Gills J R 1985 For better for worse British marriages 1600 to the present Oxford Oxford University Press Howkins A 1977 The small shopkeeper in industrial and market towns in G Crossick ed The Lower Middle Class in Br
159. recorded interviews has however resulted in some increase in the time needed to transcribe in spite of the outstanding speed and ability of Mrs Parkin the transcriber who has been working for us since Cctober 1963 The supplementary grant requested would allow her to continue working until September 1973 Of this period nine months would have been covered by the original grant and twelve months are additional The extension of the research assistantship would therefore Le the principal new financial expenditure I should wish to continue with the division of this post into two part time appointments as at present Mps Thompson would complete her work as fieldwork supervisor by the spring of 1973 and then assist Mr Lummis in the preliminary sorting and analysis of the transcribed interviews Both would carry out some interviewing themselves The field work supervision has created no special problems and the need to continue with this is a straightforward consequence of the extended time required for interviewing The preliminary analysis and sorting has however proved a more difficult task than i had expected and the problem has been made much worse Ly the extra length of the interviews I have found it a considerable economy to employ a less skilled clerical assistant for some elementary processes such as cutting so that an allowance for part time clerical assistance is included in the application The travel costs and items under
160. rking for one of the parties at an election REPEAT FOR MOTHER e Did your parents take part in any political activity other than at election time 9 Parents other interests a When your parents were not doing their work how did they spend their time b Did your mother have any interests outside the home C When she went out what did she do Did she ever go out to enjoy herself Who did she go with PROMPT father friend relation d When did your father get home from work in the evenings How many evenings a week would be spent at home How much was he about the house at weekends How would he spend the time e Did your father attend any clubs or pubs When did he go on way home from work after tea Sunday dinner time Did your mother go too f Did your father take part in any sport Did he watch sport Did he attend the races Did he bet Did your mother take part in any sport or games g Did your father or mother belong to any savings clubs Insurance boot sick funeral etc Do you know what arrangements your parents had about money 10 Respondent s leisure before leaving school a How did you get on with your brothers and sisters Was there one you felt particularly close to Was there one you did not get on with b As a child who did you play with Brothers sisters neighbours Did you have your own special group of friends Did you play games against other groups c Where did you play Yard g
161. rofessor T C Barker and organised s smali conference of Social Historians using Interviewing techniques at the British institute at which Information on work In progress and problems was discussed Three investigations were particularly closely related to our own The dialect and Industrial folklore surveys at Leeds conducted by Stuart Sanderson end Stanley Ellis Include recordings of work histories which are technical in emphasis and provide a valuable suppioment to our own survey Unfortunately however only a fraction of the large collection at Leeds has been transcribed and ifs general use is therefore for the present impracticable At Ruskin College Oxford tape recorded interviews are being used In research by Raphae Samuel into rough working class social customs before 1914 these Interviews Include group discussions and Interviews In pubiic houses which are interesting to compare with our own and also with minority groups such as gypsies who are unlikely to be represented in our survey Lastly at Kent Professor T C Barker using an interview schedule of similar scope to our own has been experimenting with the use of school teachers as investigators raising the questions both of the educational rote of such research and the kind of guidance which might usefully be given to amateurs If is hoped thet committee will be set up in association with the British institute which witi circulate information about research work of th
162. rohibitive in terns of cost and travelling time The respondente will instead be selected from a few major types of Community metropolis market town single industry town village ete which will eloo be based on the occupstional census of 1971 and die tributed rezionslly the areas proposed are also attached The purpose of the sample io to obtain a group of respondents es far ss practicable representative of the population in 1911 occupational and geographical distribution are chosen aa significatt and economical methods of achieving this The sample will eontais 270 occupied and 330 unoccupied persona 90 men and MO women The age groups of the respondente in 1911 will have been as follows 0 10 124 resulting from the occupational quote 10 20 about 2384 over 20 about 238 None of the first group perhaps only one of the second and probably about 100 of the third group will have been married in 1911 Assuming that soss respondents left home by an avernge age of 20 end slao that none of the 100 respondents married in 1911 will be the spouse of another respondent the senple will produce about 462 descriptione of families existing 1911 362 from children and young adulte 100 of respondent s own married life and also about 238 of a rather earlier period The sample is therefore sufficient for the slewertare af beth familie 14406 and work experienco veloc 8 between wife s control of the household income husband
163. rovements to the house Did he dress undress bath you read to you tell you stories take you out without your mother look after you when she was out 7 Did you have any tasks you had to carry out regularly at home to help your mother and father How long did you continue to do these tasks After you left school REPEAT FOR BROTHERS AND SISTERS Did the older children help the younger with things they found difficult dressing or eating or look after them in other ways Did the younger children help the older in any ways Were you expected to go to bed at a certain time in your school days Did your mother or anyone else put you to bed At what age did you put yourself to bed Did you share the bed with anyone Who else slept in your bedroom Sleeping arrangements of whole family How did the family manage with washing and bathing How often did you bath When did you have clean clothes to put on Meals Where did the family have their meals Were there any occasions when they ate in another room Where did your mother cook Cooking equipment range or gas When was breakfast eaten What members of the family were present How did the others manage for their first meal What did you usually eat and drink l Did you have anything different on certain days Sundays REPEAT FOR MIDDAY AND EVENING MEALS Did your mother or bather bake bread make jam bottle fruit or vegetables make pickles wine or any medicin
164. rriage I want to ask you how you and your husband wife managed the housekeeping in those years before 1919 i Budget and Control of Household a IF HUSBAND How much of your earnings would you give to your wife at that time Did your wife have a personal allowance Did you pay any of the house bills yourself Which IF WIFE Did you know what your husband earned How much of that would he give to you Did he pay any of the bills himself Which Did you have a dress allowance Did you discuss with your wife husband how the money should be spent IF WIFE EARNED What were your wife s earnings spent on b Who chose new furniture food drink doctor church clothes of children husband presents outings holidays who should be invited to stay or to meals Who looked after the garden ii Domestic Routine a Can you describe the house at SELECT FROM 15 e What were the rooms used for b Were there any relatives or lodgers living with you Terms c Paid help in the house Living in IF YES GO ON TO SECTION 18 l IF DAILY OR IRREGULAR HELP What were her duties cleaning looking after children Hours What did you call each other d How was the washing done zs e Clothes made by wife and or husband Bought new or se cond hand Where bought When Who mended them l REPEAT FOR SHOES f Husband s help with jobs in the house cleaning cooking washing washing up fires decorating repairs improvem
165. s servants Others were heads of grand establishments keeping a large number of servants holding house parties large dinner parties etc The questions in these sections are a guide to the kind of information wanted about the employer and the lives of the servants they employed We are interested in how the servants saw their employers what they remember about their personalities manners relationships with members of their family servants friends and acquaintances Where respondents are keen to talk about their lives as domestic servants encourage them to range freely over life below and above stairs We have used master and mistress but it is best to use the name that the respondent uses of his employer 30 18 Other Living in Employees e g hotel servants shop assistants In a family shop or hotel the situation of the employee would be similar to that of a domestic servant and the schedule can be followed with modification Where the employee was not integrated with the employer s family aak section 13 b i as normally for work and also section 18 i1 a c and d substituting your employer for the mistress if necessary and section 18 iii c meals Ask about leisure activities in the hotel shop or hostel sleeping arrangements Also ask What sort of people were the customers guests Did you find contact with them easy or difficult When you wanted to say something to another assistant servant without a cus
166. s when you had your children That they should be taught the same skills and the same games e g girls carpentry hunting boys sewing cooking dancing piano How did you teach your boy to behave to his sister e g opening doors carry things your girl to her brother sew for him wait on him IF WIFE WORKED AFTER HAVING CHILDREN Who looked after the children while you your wife was at work How did you feel about leaving the children with somebody else Some people think that children should be with the mother all the time others think it is not necessary and does them good to be with other people quite a lot too What did you think at that time Did you send your children to the local county school IF NO Why not Who chose the school Did you think that boys needed a different education from girls v 15 Family Activities in the Home OMIT IF CHILDLESS When your children had a birthday would it be different from any other day Did they receive presents have anything different to eat guests What did you and IP ANY your children do on Christmas Day Did you have any musical instruments in the home Players Did any of you sing Did you ever make music together OMIT IF CHILDLESS Did you play any games with the children Did your wife husband join in the games or play different ones Were there books newspapers magazines in the house Where did you get them from Did you belong to a library Did you re
167. s whose families came from the region in which they were interviewed When a family migrated a significant distance during a child s lifetime follow up questions should be asked on how the decision to do this was reached who helped at each end family clergy etc what the journey was like first impressions economic consequences of moving and social differences accents keeping up with people who came from the same region clubs churches letters home etc If a substantial part of the respondent s life was spent outside Britain the schedule needs considerably more modification particularly to Section 11 When respondents do not know the age of their father when they were born ask if they know how old their father was when he died assuming he is dead and what year that was Or respondents may know the age their father was when he married and the date Approximate dates will do Domestic Routine Select the house in which respondent spent the longest time he can remember before leaving home The duties are those of the servant not the mother Servants in this period who did not live in were usually charwomen or women who came in to do the rough i e to do the rough housework There were also washerwomen who came in to do the washing and young girls who came in to look after children Where the respondent as a child came into a lot of contact with the servant particularly if she looked after the respondent find out what the r
168. school prizes Were you mixing with different kinds of children or the same sort as yourself Were there cliques was there much mixing of girls and boys would you have stayed on longer if you had had the opportunity how old were you when you left Work What was your first job how did you get it did you choose it or your parents what was the first day at work like how did you get on with the people you worked with with your employers were they good to you Any TU activities were you interested in TUs and politics Did you feel workers had different interests from employers Did you serve amp n apprenticeship was it a skilled job What dort of hours did you work how much wage id your pay go to your mother how much would you have to spend o on what did you still live at home domestic science repemt household questions Spare time evenings and weekends courting where did vou meet boys giris how often what waB your parents attitude eR OTC were you allowed to be alone together Marriage where met How long had you known each other proposal engagement Church chapel registry office honey moon Had you saved up bottom drawer Bid your parents help Where did you live after marriage what sort of house repeat household chureh politics questions Where did you learn to cook Bid you carry on working woman Bid your wife go on working man Who took fina
169. seholds the nanny virtually brought up the children in separate quarters of the house in others a girl lived with the family who took the children for walks helped in the kitchen and house put the children to bed and gave them their food Sharing these tasks a lot of the time with the children s mother Both types of servant will be called nanny for the purpose of this schedule and both will be considered responsible for the children The purpose of the questions about the nanny s role is to find out what sort of contact the children had with their parents how much time they spent with them what effect the nanny s care of the children had on their relationship with their parents etc ii b e The word child or children has been used so that the questions can be asked of respondents when children themselves when they had married and had their own children It will generally be better to substitute you in the former case and your children in the latter iv General relationship with Parents and Nanny Influence and Discipline This Section has been designed so that the questions can be asked of a respondents who were nannies abbreviated cue IF NANNY b Respondents who were looked after by nannies abbreviated cue IF CHILD The questions will be re phrased appropriately vib vii viii ix x Some employers of servants were not very different in their style of life from the families whose children entered their households a
170. sent work has proved uneconomic and the number of accurate transcribers availabel for difficult work of this kind has not been sufficient Full time directly supervised transcribers gould also be trained to eliminate irrelevant sections of interviews Analysis The research assistant will help in the analysis of the data The first stage will consist in the break down of interviews as they are received In the case of first interviews th g will allow decisions to be taken on the scope of second interviews with some respondents The second stage whihh will Re Tana 1090 will ha tha axamination of the interviews as 6 a whole and the statistical testing of hypotheses where appropriate It is anticipated however from the mature of the data collected that it will open as many questions as it closes and continue to provide valuable source material for future research Proposed publications a some of the material will be used in my Social History of Britain 1900 18 b a representative sek ction of the best interviews will be published assa separate book or books c articles on the findings of the research 48 particular fields such as child rearing or social mobility Other work in this field I know of no amp her systematic work Where material of this nature has been collected it has generally been either as an accidental and partial by product of interviews of old people for other purposes or with oth
171. she come from From what kind of family How long were you engaged Did you save up money before getting married or not Did your parents help you in setting up a home Did they help you later on or leave you anything Or by that stage did you have to help them d Could you describe the wedding Presents Guests Did you have a honeymoon e Where did you live after you married How many years Did you ever consider moving out of the area when you first married Where did you live then CONTINUE FOR MOVES TO END OF 1918 f How old was your husband wife when you married g IF WOMAN What was your husband s job when you married Did he have other jobs before or after ASK FOR ALL JOBS DO NOT STOP AT 1918 Did he also do any casual or part time jobs IF RESPONDENT WORKED AFTER MARRIAGE see 13 1 How did your husband feel about your working IF MAN Did your wife have a job when you married Had She any other jobs before that Did she continue working after your marriage IF YES How did you feel about that What jobs had she had since then ASK FOR ALL FULL TIME JOBS PART TIME JOBS ONLY TO END OF 1918 h How do you think your husband wife felt about his her work Like or dislike 16 Childbirth and Infancy a Did you have any children IF NO GO ON TO 17 How many Names who were they named after Dates of birth of all children b Were your children born at home IF WOMAN Did you know what to expect in
172. spondents are happier when they feel they can rely on an interviewerer to ask them questions and in such cases it is possible to work through the schedule methodically Others are keen to take some part in directing the interview and have definite ideas about the information they wish to give It is always best to encourage them to do so inserting follow up questions as far as possible and returning to the missing questions at a later stage when the respondent has said what he or she considers most relevant The interview schedule can be used as a checklist and annotated when the first session is played back A full interview with a respondent who enjoys telling stories will take several sessions If an attempt is made at the beginning of the interview to step an anecdote which seems irrelevant in order to get to the point it is important to realise that this will reduce the respondent s willingness to talk well on those subjects which are of central importance The respondent must therefore be steered to the right period and subject matter without interupting In general respondents should be encouraged and reassured especially if they are worried by for example difficulty in remembering dates It does not help at all however to be over tactful The interviewer should not be afraid of asking questions as simply and clearly as possible An attempt to rephrase them more vaguely on sensitive matters is more likely to either produce a meaningless an
173. st Anything different on certain days Sundays REPEAT FOR OTHER MEALS d Were any of the following made in the house bread jam bottled fruit and vegetables pickles wine beer medicines Who made them e Were fruit and vegetables grown Were any bought for the household Tinned or dried Who did the garden f Was any livestock kept for the family hens pigs goats Who looked after them g How many times a week was meat eaten Was any tinned meat used h Did children servants and parents have the same food or different food What were the differences i Where did the servants eat IF NURSE GOVERNESS Where did the nurse governess eat IF SERVANT NOT RESPONSIBLE FOR CHILDREN GO ON TO v b j Were children allowed to talk at meals or not Was this different when visitors came Could they choose what they wanted to eat from what was cooked or did they have to eat a bit of everything What was said if something was left uneaten on the plate Could children ask for a second helping Were children expected to hold their knife and fork in a certain way sit in a certain way Could toys or books be brought to the table When could they leave the table k IF FAMILY ATE WITH CHILDREN Did you always have the same places at table Who served the meal In what order IF CHILDREN ATE SOME MEALS APART FROM PARENTS Were there any special preparations when the child ate with its parents e g grooming special clothes
174. stitution Number of children b How old were you when you went For how long Why Did you want to go o not Did your parents discuss it with you Where had they been educated themselves e Typical day Meals COMPARE WITH HOME How much time did you have to yourself to do as you liked How often were you allowed out walks church visits to home or friends Were you allowed home at weekends d Were you allowed to wear your own clothes rathesrthan uniforfPat any time Other personal possessions e f 23 Did your parents visit you How often did you see them Were you homesick for anything What did you miss most Did your parents write you letters Do you think it changed how you felt about them or not Did you feel more or less close to them or much the same Did going to school change your attitude to life in any way Did you meet children of a sort you had not met before When you came home did you spend your time differently from how you had before With the same friends as before or new friends 20 Children s and Siblings Occupations Eldest child first job subsequent jobs CONTINUE AFTER 1918 REPEAT FOR OTHER CHILDREN REPEAT FOR RESPONDENT S BROTHERS AND FOR DAUGHTERS HUSBAND REPEAT FOR RESPONDENT S SISTERS AND FOR THEIR HUSBANDS REPEAT FOR RESPONDENT S SPOUSE IF MARRIED AFTER 1918 24 NOTES This interview schedule should be treated as a guide and not as a rigid questionnaire Some re
175. swer or convey the interviewer s own embarrassment to the respondent A question can sometimes be asked with the prefix it says referring to the schedule But it is better to know the questions ask them directly at the right moment and keep the schedule in the background This makes for the most relaxed and effective interview the schedule becomes a map for the interviewer which will then be referred to only from time to time You should arrive punctually for an interview or the respondent may have become tense waiting for you It is equally important to amp top before a respondent becomes tired If a respondent is giving brief or monosyllabic answers he she may be feeling tired or unwell or watching the clock for some other engagement You should then close the recording session as quickly as possible On the other hand do not rush away with indecent haste and in particular do not refuse to show interest in family photographs etc or to take refreshments when offered You need to show as much warmth and appreciation of what the respondent has been telling you as possible But an interview is not a conversation you should keep yourself as far as possible in the background nodding silently so that your encouragement is not recorded not thrusting in comments or stories of your own Do not be afraid of pauses they can often bring out a supplementary comment to an answer The time for ordinary two way conversation is afterwards when the
176. t 7 weekends and Reli ion i MM E EEEO 7 t Some choirs had annual treats some were paid for their services 76091 Vossivie activities are evenin classes outings treats 4 17 n Do not worry about asking respondents who appear to have been well off if they had a struggle to make ends meet t was just as possible to live beyond one s income and feel the pinch at 1 000 per annum as at 100 18 Living in Servants Interviews with respondents who have a been in domestic service b had parents who employed domestic servants c employed servants themselves will be more complicated and longer than most other interviews Prepare carefully for inter views where section 18 will be asked working out the order of the interview before hand Unless you are interviewing a respondent whose parents enploycd servants you will not usually reach section 18 until the second interview The following two examples of respondents and the pattern of their interviews have been given as a guide There will of course be far more of the first type than the second as non manual workers are only one fifth of our sample and they employed nearly all the domestic servants in private houses Domestic service absorbed a very large propor tion of the women workers in the period 1900 1918 so we will be interviewing more respondents who worked as servants than employed them 1 Respondents born 1898 1912 1918 employed as a housemaid liad very littl
177. t Had she any jobs before she married IF EMPLOYER How many people did she employ Did she work after she was married or not Part time jobs Hours CONTINUE FOR ALL JOBS UNTIL DEATH INCLUDING AFTER I9I8 f If mother worked after she had children who looked after the children while your mother was at work 2 Domestic Routine a I should Like now to ask you about life at home when you were a child the time up to when you left school Can you describe the house at SELECT FROM 1b How were the rooms used Bedrooms other rooms b Did anyone else besides your parents and brothers and sisters live in the house Other relatives or lodgers IF LODGERS Where did they eat sleep What meals did they get How much did they pay c Did your mother pay anyone to help in the house IF DAILY OR IRREGULAR HELP What were her duties cleaning looking after children hours How did you get on with her What did she call you and your mother What did you call her IF LIVING IN HELP GO ON TO SECTION I8 d How was the washing done e Did your mother or father make the family s clothes Were any clothes bought new or secondhand Where were they bought Were they bought for special occasions PROMPT Christmas Easter Who mended clothes Sunday school anniversaries REPEAT FOR SHOES f Did your father help your mother with any of the jobs in the house Cleaning cooking washing up fires decorating repairs imp
178. t time transcribers Although previous experience enable us to give this work to transcribers whom we knew to be much above the standard of commercia agencies who made nonsense of any respondent with a strong accent we found trenscribing by this method slow end expensive We have since then been exceptionally fortunate in finding the full time transcriber 2 who Is now working for us both well and at the speed estimated in the grant application Transcribing remains however a potential source of difficulty because it would clearly be very difficult to find a second transcriber of this calibre or to replace her Interviewing by fhe research assistants has been proceeding throughout the year The part time Interviewers were appointed in June July Al the promising applicants were asked to tape record a short section of the Interview schedule with an oid person and this proved an invaluable aid to selection We were very fortunate in Liverpool to find Interviewers who had been given a fortnight s technical training by Or Butler now of the University of Kent but ali the other applicants with previous experience including Government social survey altered the questions in a way which Introduced blas or made them meaningless With two exceptions all the interviewers have therefore been fralned by Mrs Thompson and we are encouraged by the quality of the Interviews which we are receiving The speed with which interviews are be
179. t matter OMIT IF CHILDLESS Did you allow your children to play games b Did you attend a place of worship or not Denomination How often Did your husband wife attend too C Did you belong to the choir d Did the church chapel run any temperance club Were you a member Activities e Did you belong to any other clubs organised by the church chapel Activities Did you or your husband wife hold any position in the church chapel organisation f OMIT IF CHILDLESS Did your children go to Sunday School Did they go to any adult or family services at the church chapel g Was grace said at meals h Did you have family prayers i OMIT IF CHILDLESS Were your children taught to say prayers Who taught them their prayers Did you talk to your children about God j Did religion come to mean more or less to you after you were married Why do you think that was viii Political Attitudes a Did you take an interest in politics What were your views Why did you think that REPEAT FOR HUSBAND WIFE b IF HUSBAND Did you vote in a General Election before 1919 IF WIFE Did you vote in the first General Election when women had the vote C Did you or your husband wife ever feel under any pressure from anybody to vote for a particular party e g from an employer d Were you a member of a political party Did you ever work for one of the parties at an election e Did you take part in any political activity other
180. tance in the organisstion of the project and in analys ag the data The remaining 600 intervievere would be obtained by pert time interviewers The experience of the work so far has indicated well in formed interviewers of mature personality particularly in handling some parte of the acheduhe 3 is therefore proposed to dhoone six interviewers who would each obtain a hundred interviews over a period of one yerr ue KT RR The remearch aesista t will require an estimated 150 in travelling and 200 in subsistence during the period of date callection The partetime interviewers would only be paid for Journeys over 10 miles or for travelling in eonnhetion with screening interviews 300 is entinated for thie purpose Finally in connection with supervision f the work my Owe travelling costs ere estimated at 150 and subsistence at 200 Tt is proposed to appoint one full time transeriber immediately for a period of 21 months and a second iv June 1969 for a period of 15 months Commerc al transcribing Gf the present work has proved uneconomic and the nuber of accurate trennoriberb available for different werk of this kind hag not been sufficient Fulletime directly supervised transeribers could also be trained to eliminate irrelevant sections of interviews sglynis The research assistant will help in the analysis of the data The first stage will consist in the breakedown of interviews as they are received In the case
181. ted into the home How often Who were these people Would they be offered anything to eat or drink On particular days or occasions Sunday Would you say that the people invited in were your wife s husband s friends or relations or both IF EMPLOYED NANNY Did the children meet people who came to call or have meals casual or formal with you f Did people call in casually without an invitation When g Did you ever go out to visit friends or neighbours Did you call in casually without an invitation h People often tell us that in these days they made their own amusements What did you do when you got together with friends or neighbours Music Games i Was your home rented IF YES Did you see anything of your landlord How did you feel about him as a landlord j IF RESPONDENT HAS NOT MOVED FROM COMMUNITY DESCRIBED EARLIER GO ON TO n In the district village where you lived then who were considered the most important people Did you come into contact with them Why were they considered important k What about the shopkeepers Who did they associate with REPEAT for clergy teachers farmers employers I What sort of people would you say went to the church And to chapel m Where you lived did all the people in the working class have the same standard of living or would you say there were different groups Describe a family in each group Do you think that one group felt itself superior to the rest Were some f
182. ten focused on rural life and on the lower classes especially the very poor However this school collided with the still evolving genre of documentary photography which ironically took an interest in similar subject matter such as slums low life the workplace and social events albeit for entirely different reasons Like the qualitative accounts that form the basis of the Edwardians collection photographic images can give a sense of the past in immediately recognisable terms Despite potential problems of interpretation the photographs allow us to instantly connect with the physical environment of the past and to see conditions as they looked and as they were experienced by people at the end of the nineteenth century and the beginning of the new century Agriculture Description Three generations of a family pose for a photograph in front of the family home and business c 1904 Behind them are various works in Iprogress for these wheelwrights including an urban district council wheelbarrow Historical Note Movement of rural populations to urban centres led to the decline of many small scale village tradesmen However larger villages could still support business such as wheelwrights and blacksmiths that were central to the local economy Location Witham Description A view of South Street where the XE photographer has assembled passing villagers The EIS adults are dressed in their daily work clothes m including a blacksmi
183. terests outside the home Did she do any work for charities sit on committees etc c Did the master and mistress go out together x Social Class a What was your master s occupation Was he ever away from home How long What difference did this make to the way the household was run REPEAT FOR MISTRESS b Did the master and mistress have friends When did you see their friends calling staying in the house dining balls Describe these occasions What kind of people were these friends and callers Were they the same class as the master and mistress What class would you say that was Was the mistress the same class as the master c Did the master and mistress treat some of their friends differently from others with more elaborate entertainment or more respect Why do you think that was d Describe the behaviour of the guests towards the servants Did some guests treat you differently from others e Do you think the master and mistress were content with their Station in life or do you think they would have liked a higher position What made you think so f Had you known people like your master and mistress before What did you think of them and their way of living Did their manners and general behaviour seem different from people you had associated with before In what ways RETURN TO SECTION 18 m Work 19 Institutional Homes for Children and Boarding Education IN ADDITION TO SECTION 12 ASK a Type of school in
184. th who has been interrupted in his work with a horse E Historical Note By the turn of the century the great migration of rural dwellers to the towns and cities was over leaving the countryside to begin a process of slow decay The motor car had still not made an impression in such areas and the horse still provided the main form of transport Location Southminster Description A panoramic photograph of a busy threshing machine surrounded by stacks Historical Note Threshing machinery such as this represented the only real use of powered machinery in agriculture at this time The expense of such machinery meant they were hired to farmers by travelling contract teams rather than being a permanent fixture on any one farm Location Southminster Description Driver of a steam driven engine watches on as another piece of harvesting equipment wis pulled out of shot possibly by a horse c 1950s Historical Note As steam powered machinery k began to be used more extensively in agricultural work it had a direct effect on employment rates At harvest time a machine and one or two men could do the work once done by dozens of men women and children This pattern once established continued well into the twentieth century Location Southminster Description Adults children and animals pause for a photograph with working windmill behind them Historical Note The rise of photography as both a leisur
185. there anyone in the family who sang Did you ever make music together as a family d Did your parents pl y any games with you e Were there books in the house Did you belong to the library Newspapers Magazines Do you remember your mother or father reading Did they ever read aloud to you or to each other f Do you remember a funeral in the family What happened Who attended Did you take part Did you wear mourning Do you remember a wedding in the family What happened Who attended Ch 6 Family Activities Outside the Home a Were you taken out visiting neighbours friends or relations With whom Were you taken shopping With whom b Do you remember any other outings with your parents Bank Holidays c Did you ever go away for a holiday For how long Regularly Which members of the family went Where Activities 7 Weekends and Religion a Could you tell me how you spent Saturdays in those days How about Sundays Did you have different clothes Did you play games Did your parents think it wrong to work or play on Sunday b Did your parents attend a place of worship or not Denomination How often Both mother and father Did either hold any position in the church chapel Did you attend Did you go to a Sunday School or not d Were there any Sunday School outings e What other social activities organised by the church chapel did you take part in f Did you belong to the choir Activiti
186. thought about them Did they expect to know where you were Did you have to be home by a certain time Did your parents disapprove of any of your activities at this time What did they think of young people who got into fights gambling pinching things 15 Marriage a What age were you when you married b How long had you known your husband wife then How did you meet Where did he she come from From what kind of family C How long were you engaged Did you save up money before getting married or not Did your parents help you in setting up a home Did they help you later on or leave you anything Or by that stage did you have to help them d Could you describe the wedding Presents Guests Did you have a honeymoon e Where did you live after you married How many years Did you ever consider moving out of the area when you first married Where did you live then CONTINUE FOR MOVES TO END OF 1918 f How old was your husband wife when you married g IF WOMAN What was your husband s job when you married Did he have other jobs before or after ASK FOR ALL JOBS DO NOT STOP AT 1918 Did he also do any casual or part time jobs IF RESPONDENT WORKED AFTER MARRIAGE see 13 1 How did your husband feel about your working IF MAN Did your wife have a job when you married Had she any other jobs before that Did she continue working after your marriage IF YES How did you feel about that What jobs had she
187. to church or chapel How often Both master and mistress Did the children go to church or Sunday School b Did any of the servants attend the same church as the master and mistress Where did the servants and master and mistress sit C Was grace said at meals By whom Did you have family prayers viii Political Attitudes a Did the master and mistress take an interest in politics ix Other Interests and Leisure a Did the master take part in sport go to the races play cards Did he go to a club How often b Did the mistress go out on her own Where did she go Did she have interests outside the home Did she do any work for charities sit on committees etc C Did the master and mistress go out together x Social Class a What was your master s occupation Was he ever away from home How long What difference did this make to the way the household was run REPEAT FOR MISTRESS b Did the master and mistress have friends When did you see their friends calling staying in the house dining balls Describe these occasions What kind of people were these friends and callers Were they the same class as the master and mistress What class would you say that was Was the mistress the same class as the master C Did the master and mistress treat some of their friends differently from others with more elaborate entertainment or more respect Why do you think that was d Describe the behaviour of the guests tow
188. tographs don t refuse to show interest in this sort of thing interruptions from callers at the door tea etc When people are in poor health or in their 80 s they tire quickly It took me four visits each least three quarters of an hour to complete the interview schedule with a man of 90 whose eldest child was 10 in 1918 Obviously too respondents who have been married before 1918 usually take longer to interview than those who have not as more of the schedule has to be covered when respondents have had one or more children before 1918 this makes the interview longer too Recording the interview You will be shown how to use t e Uher tape recorder if you do not already know It is extremely important to get as good a quality recording as you possibly cau The typist who transcribes the interviews has her task made doubly hard wnen the recording i is poor Sometimes important words and phrases are lost 1 If the budgerigar canary etc is particularly noisy ask if it can leave the room for the interview Le If a train etc passes loudly by stop the recording 3 Do not place the microphone right up near the machine as it records the noise of the spool revolving 4 See that themicrophone is on a polished surface if possible not on a cloth surface reople are usually very obliging about removing table covers ornaments etc or rearranging a room to avoid tne noise of passing traffic 5 Make sure thatthe microphone is near
189. tomer guest understanding what did you do 20 Children s and Siblings Occupations This section can be written down rather than recorded We need all children and siblings whenever born Count all sociological siblings or children e g unofficially adopted nieces step children who were well integrated into the family Do not count half brothers and sisters or step children who were not part of the family We must have enough detail about jobs to enable us to classify them This is very important Worked in a hospital or had a job in a factory or engineer is not enough Was a cleaner in a hospital or stripper in a biscuit factory or engineer had served an apprenticeship is enough When women were married more than once we need to know the other husbands jobs When respondents were married more than once after 1918 we need to know the other spouses jobs NOTE Where daughters or sisters were unmarried please state Remember to find out what jobs daughters and sisters did after marriage and indicate which these were dye ps m UA Ne t as Gol The primary objective of thia research is to gather information of akind which will not be available unless collected now I beceme aware of the need for thie information through ay work on a Social Ristory of ritein 1900 1918 in a mow series edited hy Dr EQJ obsbews for Mesere Veidenfel and Nicholson og en te ree turo of
190. udes extracts from the existing interviews and gives a rather lengthier assessment of their value I should like to conclude by expressing my very great gratitude to the Trustees for their support which has enabled me to explore this type of research and so develop the larger research project which the Social Science Research Council is supporting Paul Thompson Application for a Social Science Research Council research grant in confidence 1 applicant Prof Dr Mr Mrs Miss initials DR PR surname TEOHPSON please type throughout 2 department SOCIOLOGY 3 institution UNIVERSITY OF ESSEX 4a official address Department of Sociology 4b official telephone number give STD code i 0 5 University of Essex 206 5141 Colchester Essex 5 position held Senior Lecturer 6 type of application project or programme new revised supplementary tick appropriate boxes 55 EE O M 7 brief title of research up to 12 words be fore Family Life and Work Experience in Hatten e 8 abstract of research up to 150 words Completion of a quota sample of 444 persons born before 1911 fax who are currently being interviewed for information upon family life community and work experience in England Wales and Scotland before 1918 The sample is a quota derived from the occupational census of 1911 distributed regionally in selected districts The interview schedu
191. ure religion politics school courtship and marriage the wider family relationships with neighbours and perception of community structure experience of work and occupational history of the whole family The sample is a quote derived fron the occupational cengus of 1911 distributed regionally through England Wales and Scotland in selected districts The interviews normally require a preliminary visit and two or three recording sessions and are being conducted by part time interviewers and research assistants The tapes together with transcripts will eventually be deposited at the British institute of Recorded Sound The research is more fully described in an article Ly the investigator Paul Thompson in the SSEC Newsletter June 1969 I have no objection to this report being made available to other research workers January 1971 Paul Thompson Social History of Britain Report 1968 9 The Nuffield Foundation awarded a grant of 450 subsequently raised to 570 towards the travelling expenses and transcribing of interviews with old persons to provide additional material for a Social History of Britain 1900 18 which I am writing The work has as far as possible followed the lines of my application to The Foundation in December 1967 During the year some 200 interview sessions were conducted by my research assistant Miss Elizabeth Sloan and by wife Mrs Thea Thompson The preliminary sessions were not recorded and a number of pot
192. ve in were usually charwomen or women who came in to do the rough i e to do the rough housework There were also washerwomen who came in to do the washing and young girls who came in to look after children Where the respondent as a child came into a lot of contact with the servant particularly if she looked after the respondent find out what the relationship was between then the sort of things she did for the respondent etc 2 g Ulder children sometimes looked after the younger children took them out for walks saw them to school etc 3 Meals 3 c Men and women whose working day started early would often take something with thet for breakfast When asking about meals find out when the respondent took food and what he called those meals and stick to the terminology he uses Lunch is the midday meal to some particularly in class 1 and 2 to an agricultural labourer it is a snack eaten at about 11 a m Dinner is the midday meal to the majority of respon dents To some again in class l and 2 it is a meal at about 7 or 8 p m Tea to most respondents is a meal mainly of bread and tea with occasionally something cooked and is the last meal of the day To some in class 1 and 2 mainly it is a cup of tea and bread and butter and cake at about 4 p m It is usually distinguished as afternoon tea in that case Supper may be a cup of cocoa and some bread and cheese taken just before bed at 9 pm when tea has been the last meal at ab
193. wer tape recorders of the same model because a high quality of recording is essential for transcribing The machines purchased were made by Uher and were those recommended by the B B C and by the Language Centre at the University of Essex but we should not advise anyone to buy them who is not supported by servicing faci ilties such as those provided by the Language Centre ns we have been troubled by frequent breakdowns This difficulty has also contributed to the siow rete of interviewing E The Committee advised a simpilfication of the sample frame This has been out the occupational categories have been reduced from seven to Six it was also suggested thet we should get In touch with other research work ln this fleld A number of contacts were made as a result of the articie on the Investigation in SSRC Newsletter of which the most Important was Patrick Saul whose article on the British institute of Recorded Sound appeared In the same issue As it is not the policy of the Data Bank to store permanently tape recordings of interviews and the case for thelr preservation was strong both as final evidence a transcription is merelyajiterai Interpretation and when amp tape is re examined can often prove to be wrong and as records of English speech we have agreed In principle to deposit our tapes in the British Institute and It is hoped that they will be the nucleus of s larger collection of such recordings in December Mr Saul P
194. with your parents at all With brothers and sisters IF NOT WORKING How did you manage for money Would you have rather done something else How did you spend your time housework social calls family business C Did you spend your Sunday any differently Church chapel Sunday School Did religion mean more or less to you after childhood Why do you think that was d Did you take an interest in politics Did you take up any voluntary work IF RESPONDENT MARRIED AFTER 1918 OR NEVER MARRIED ASK SECTION I7viii AND OMIT REPEAT FOR HUSBAND WIFE THEN RETURN HERE e Can you tell me something of how you spent your spare time as a young man woman Did your interests change Did you belong to any clubs or youth organisations take part in sports or games cards tennis go to dances hobbies collect anything go for outings or away for weekends concerts theatre music hall cinema pubs f Did you go out in the evening Where to Who with Holidays Where who with g Did you make any new friends boys or girls at this time How did you meet them Did you stick to a group of friends What did you do with them Where Did you ever bring friends home h Did you have any special friends at this time Boys or girls Were there any special places where boys and girls could meet Where would you go with them Were you allowed to be with them alone i Did your parents meet your friends Did they tell you what they
195. y of the employers or wives visit workers and their wives at times of sickness or bereavement How did your employer treat you How did you feel about him How did you feel about the work Did you like it or dislike it Why did you give it up Did the job alter your attitude to school Did you do any other part time jobs before you left school IF YES REPEAT 13 b Now I should like to ask you about your first full time job What was that REPEAT 13 b i IF LIVING IN DOMESTIC SERVANT ASK SECTION 18 s THEN RETURN HERE How long did you do that for What did you do after that REPEAT 13 b i FOR ALL JOBS INCLUDING PART TIME UP TO END OF 1918 IF ANY ARE AS DOMESTIC SERVANT ASK SECTION 18 THEN RETURN HERE NOTE Remember to ask how many months years each job Laated What jobs have you done since the First World War Would you have preferred another type of occupation Did you serve an apprenticeship or training period for any of your jobs Did you or any of your employees belong to any trade union professional organisation Did you take part in any of its activities Did you feel that employers and workers had the same interests or different q r S Did you feel that there were divisions of interest among workers Some people say that in those days there was a great division between trained craftsmen and other workers Did you feel that or nose IF AN EMPLOYER OR MANAGER Can you tel

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