ABSTRACT

This chapter demonstrates that religious and social sensitivities had significant influence on how changing concepts of childhood were received, and religious affiliation continued to define child-rearing and educational practice. By taking account of a broad spectrum of eighteenth-century source material, it examines the text that underpinned John Wesley's thinking and practice concerning the way children should be raised and educated. England had between one thousand and twelve hundred grammar schools in 1727; over the course of the century there were numerous grammar schools for boys offering boarding facilities, as well as education for day pupils. In 1697 he wrote a memorandum on poor relief for the Board of Trade in which he proposed that working schools be set up in every parish to instruct pauper children in the skills required for the textile industry. Consequently, Cunningham describes as the 'greatest philanthropic passion of the day' the desire of eighteenth-century benefactors to ensure that children from poor families received an education.