Figure 1.--We have found few photographs of English children playing. Here is a rare portrait of boys coming home after playing. They were not dressed up for the portrait. The enscription on the back of this CDV reads on the back, "Taken before coming home whilst at play with his scchoolmates." Presumably one of the boys' parents took them to the studio after school. The two playmates are Dan Hughes and Alfie Miller. The studio is Hughes in Gateshead. The portrait is undated, but looks like the 1870s.

Another aspect of the industrial revolution was by the 19th century significantly increased urbnanization which also changed the nature of play which shifted childhood from relative isolation to more concentrated interaction with piers. The expansion of state education had a similar impact. Parental aditudes toward play also changed during this period. We see all sorts of traditional ring and chase games like tag on the school yard and village green during the 19th century. Here the development of free state schools meant that this was much more common as the 19th century progressed and child labor declined. Many of the games have one thing in common, no equipment was needed. Thus poor as well as rich children could play them. Hoop rolling was popular as was horsey and piggy back. Sports were developing for older boys, but only became widely played in the later-19th century. Unfortunately we have very few photographic images of boys playing in the 19th century. This was especially the case of working-class boys who often lacked fields to play on or the equipment. Drawings exist, but photographs are rare because most photography was studio work in the 19th century. Cameras were complicated and snapshots wwre taken by only the most dedicated amateurs. And the slow speed of film made it difficult to photograph the children unless they were standing still.

Decades

There was seismic shift in attitudes toward play during the 19th century. In the 18th centyury, play was seen as a wasteful use of time. This began to chnge during the 19th century with greater understanding that childhood was a destince period of human development. Oarents began to understnd that children were not just small adults, but had their own desinctive needs. This idea emerged in the 18th cenury, but only bgn to be adoored in the 19th centuryThis is also when we begin to see children wearing destinctve juvenile clothing styles and not just cut down versions of their parents clothing. At the same time, huge changes were taking place in English society that also affected play. The Industrial Revolution began in England (mid=18th century). This acceleration a range of changes including economomic and demographic. Industry began to expand and the urbanization increased. We begin to see the growth og the middle-class. This is important because play was sifgnificntly affcted by social class, Working-class boys began to work at a very young age. There was a narrow window for play. Even if the parents did not object to play, they usually needed what ever income the children could bring into the family. The Victorian middle-class was different they more readily afopted the idea of play as positive behavior and shiwred thiur children with goys to incourage play, commonly gender specific toys. Another factor was education. England lagged behind America and Germany in free public education. Charities and churches founded schools, but England only began to create a national school system until late in the century (1870). This all affected many play activities.

Urbanization

Another aspect of the industrial revolution was by the 19th century significantly increased urbnanization which also changed the nature of play which shifted childhood from the relative isolation of rural play to more concentrated urban interaction with piers. Children in rural areas had a much smaller number of children with which thy coud interact and a much wider area in which they could play, includung fields and streams. Children in urban areas were in contact with very large numbers of other children. They had, however, much more restricted play areas, essentially busy streets. There were parks, but chilren wre oftn discouraged from playing in early parks. Middle-class children were less likely to be alloed to play in the streets and hd more limited interactions with other children. The expansion of state education had a substantial impact. Public education and compulsory attendance also arrived later than in urban areaa, also affecting the numbr of children which they could interact.

Parental Attitudes

Parental aditudes toward play also changed during this period. As late as the 18th century, play was seen as frivolous. Not only was it seen as having no value, but many parents actively saw it as a negative, wasrful activity. Affluent parents wanted children ebgaged in more productive areas like stydy or lerming a musical instrument. Discipline was seem as amore important trait. Working-class boys were put to work as soon as possible. This attitude began to cgange in the 19th century. We see child labor laws being passed. And the popularity of Charle Dickens clearly illustrates the chnge in attitude. Old attitudes persisted to some extent, however, even by the end of the century.

Games

We have heard of all kinds of ring and chase games like tag on the school yard and village green during the 19th century. Here the development of free state schools meant that these games this was much more common as the 19th century progressed and child labor declined. Many of the games have one thing in common, no equipment was needed. Thus poor as well as rich children could play them. Hoop rolling was popular as was horsey and piggy back. Sports began to become important, but nevr reached the mania of modern times. Sports were developing for older boys, but only became widely played in the later-19th century. We have not, yet, however, found much imagery illustrating these fames. Photography was largely studio photography in the 19th century. Only with the appearance of the snapshot in the 20th century si e begin to ger many phitographs of children playing and the ganes they played. Another problem is that the English and other European photographic industriesv were not as developed as the American industry. Here it was largely a matter of economics and aptent law. We believe that there are drawings, but we have not yet succeeded in finding many.

Clothing

Children in the 19th century except for the well-to-do tended to have very small wardrobes. The Industrual Revolution generated great wealth and expanded the middle class. Worker pay also increased. As a result, the English population was better dressed than any time in history. Even so, many children had only two sets of clothes, one for best and another for play and everyday wear. Often the play outfit was the previous dress up outfit that they were beginning to grow out of or were a little worn. We are not entirely sure about schools. Some boys seem to have worn their best outfit to school, but this was not always the case. Some middle-class childrn may have had school clothes. Affluent families sent their children to private schools which had uniforms. Girls of course had pinafore to protect their clothes. These were worn for play, everyday wear, and school.

Imagery

Unfortunately we have very few photograohic images of boys playing in the 19th century. A few images exist from late in the century. This was especially the case of working-class boys who often lacked fields to play on or the equipment. Drawings exist, but photographs are rare because most photography was studio work in the 19th century. Cameras were complicated and snapshots wwre taken by only the most dedicated amateurs. And the slow speed of film made it difficult to photograph the children unless they were standing still.

Created: 6:51 AM 1/30/20110
Last updated: 12:59 AM 3/10/2022