Category Archives: education

From Servants: A Downstairs History of Britain from the Nineteenth Century to Modern Times, by Lucy Lethbridge (Norton, 2013), Kindle Loc. 2690-2710:

Ethel Mannin, the daughter of a postal sorter in Clapham, was a socialist, a feminist, a pacifist, and a leading supporter of progressive theories of education, family and sexuality. In 1920 she was just setting out in life, aged nineteen and married to John Porteous, an advertising copywriter. The couple had set up home in a small semi-detached house in the London suburb of Strawberry Hill. Ethel had a new baby and was a busy writer, at large in the first years of Modernism: ‘Living My Life’, was how she described it in her energetic capitals. A steady stream of romantic novelettes, churned out at a guinea per thousand words, provided Ethel’s income. The household kept a cook-general at thirty shillings a week, a sum Ethel considered generous (the going rate being twenty-five shillings). ‘Cap and apron, of course; blue cotton dress in the mornings; black cloth in the afternoons – and coffee-coloured caps and aprons were just that much smarter than plain white ones.’ Her socialist principles were apparently untroubled by the maid, who called her ‘Madam’ and who referred to her husband as ‘the Master’. As Mannin saw it, domestic help was a necessary component of her freedom. ‘It was snobbish; it was class distinction; it was exploitation but it worked,’ she wrote fifty years later. Educated, perceptive, imaginative, free-thinking, questioning, below the frenetic glitter of ‘the amoral decade, the Sweet and Twenties, the Bitter-Sweet Twenties, the gay Twenties, the Bright Twenties, the Roaring Twenties’, Ethel was more conventional than she had imagined herself at the time: ‘I probably gave [the maid] ten bob at Christmas and the occasional dress I was tired of. Quite intensely I dislike the memory of myself when young; but it’s the way I was. I was of my times; quintessentially.’

Though Ethel Mannin was later to write that ‘the war dealt a great blow to snobbishness’, the old awkwardness, the looming divide between women living under the same roof continued to be considered not just normal but necessary. When Rose Harrison first went to work as a lady’s-maid in the mid-twenties, her charge was Patricia Tufton, who was eighteen, the same age as Rose. ‘My relationship with Miss Patricia isn’t easy for me to describe. We weren’t friends, though if she were asked today she might deny this. We weren’t even acquaintances. We never exchanged confidences, never discussed people, nothing we said brought us closer; my advice might be asked about clothes or bits of shopping, but my opinions were never sought or given on her music, or the people we met or on anything that was personal to either of us, nor did I expect it or miss it at the time.’

From Servants: A Downstairs History of Britain from the Nineteenth Century to Modern Times, by Lucy Lethbridge (Norton, 2013), Kindle Loc. 687-705:

Mrs Panton, who took the brisk view that a new baby is ‘a profound nuisance to its relations at the very first’, recommended outsourcing childcare to professionals at the earliest opportunity. Working-class women, almost certainly mothers themselves (by the end of the nineteenth century it was estimated that the average working-class married woman aged forty had borne between seven and fifteen children) had for generations been the wet-nurses and nursemaids to yet more generations of children. But as the urban middle-class home began to seal itself off from the world of the poor during the nineteenth century, these women became viewed as less than suitable as primary child-rearers. The enormous expansion in the number of toiling little nursemaids, children themselves, who worked in the middle-class home, were testament to the growing distance between the daily life of middle-class parents and their children: there were 5,937 nursemaids employed in 1851; by 1871 the number had risen to 75,491. But nursemaids were the servants of the nannies; and nannies of a more professional type became increasingly desirable, qualifications beyond childminding being sought after.

The establishment in 1892 of the Norland Institute raised the status of their nursery nurse and nanny to the level of educational mentor and moral guide. The Institute’s first principal, Isabel Sharman, observing that ‘nowhere but in England does the child live such a separate and distinct nursery life’, looked to the teachings of the German educationalist Friedrich Froebel to inject some helpful educational play into the rigid routines of the English child. Recruited among girls not quite academic enough to become teachers, Norland students were always to be considered, at the insistence of the Institute’s founder Mrs Emily Ward, ‘gentlewomen’. They would not eat with the servants and were instructed that on arrival in a new home they should place their silver hairbrushes ostentatiously on their chest of drawers to make evident their superiority to the servants’ hall. Norland nurses did not clean, wipe, launder or sweep: their concern was solely the tending of their charges’ moral and psychological development.* Nonetheless, the work clearly crossed into domestic labour, without this being specific, and Nurse Christine Tisdall in 1895 received a glowing reference from an employer in Edinburgh who praised her abilities ‘to perform the duties of a servant in the spirit of a lady and without causing friction in the household’.

* Norland nurses were also responsible, in 1907, for the first crèche for working class children, enabling working women, mainly from the laundry industry, to leave their children all day in professional care. The first crèche was in Hammersmith, London, at the reasonable cost to their mothers of four pence a child or seven pence for two. When they opened a second in nearby Acton, they had 2,436 attendances in six months.