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Mary Jo Maynes - Taking the hard road: life course in French and German workers autobiographies in the era of industrialization

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Taking the Hard Road is an engaging history of growing up in working-class families in France and Germany during the Industrial Revolution. Based on a reading of ninety autobiographical accounts of childhood and adolescence, the book explores the far-reaching historical transformations associated with the emergence of modern industrial capitalism. According to Mary Jo Maynes, the aspects of private life revealed in these accounts played an important role in historical development by actively shaping the authors social, political, and class identities.The stories told in these memoirs revolve around details of everyday life: schooling, parent-child relations, adolescent sexuality, early experiences in the workforce, and religious observances. Maynes uses demographics, family history, and literary analysis to place these details within the context of historical change. She also draws comparisons between French and German texts, mens and womens accounts, and narratives of social mobility and political militancy.

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Life Course in French and German Workers Autobiographies in the Era of - photo 1
Life Course in French and German Workers'
Autobiographies in the Era of Industrialization
TAKING THE HARD ROAD
MARY JO MAYNES
THE UNIVERSITY OF NORTH CAROLINA PRESS
CHAPEL HILL AND LONDON

title:Taking the Hard Road : Life Course in French and German Workers' Autobiographies in the Era of Industrialization
author:Maynes, Mary Jo.
publisher:University of North Carolina Press
isbn10 | asin:080782187X
print isbn13:9780807821879
ebook isbn13:9780807863275
language:English
subjectWorking class--France--History--19th century, Working class--Germany--History--19th century.
publication date:1995
lcc:HD8430.M29 1995eb
ddc:305.5/62/094409034
subject:Working class--France--History--19th century, Working class--Germany--History--19th century.
1995 The University of
North Carolina Press
All rights reserved
Manufactured in the United
States of America
The paper in this book meets the guidelines for permanence and durability of the Committee on Production Guidelines for Book Longevity of the Council on Library Resources.
Mary Jo Maynes is professor of history at the University of Minnesota. She is author of Schooling in Western Europe: A Social History and coeditor of Interpreting Women's Lives: Feminist Theory and Personal Narratives.
Library of Congress
Cataloging-in-Publication Data
Maynes, Mary Jo.
Taking the hard road: life course in French
and German workers' autobiographies in the era
of industrialization / by MaryJ. Maynes.
p. cm.
Includes bibliographical references and index.
ISBN 0-8078-2187-x (alk. paper).
ISBN 0-8078-4497-7 (pbk.: alk. paper)
1. Working classFranceHistory 19th
century. 2. Working classGermanyHistory
19th century. I. Title.
HD8430.M29Picture 21995Picture 394-27197
205.'62'2
4409034 dc20
CIP
99
98
97 96 95
5
4
321
To Kathryn and Robert Maynes
and Louise and Charles Tilly
Page vii
CONTENTS
Acknowledgments
xi
1
Surveying the Terrain: Autobiography, Life Course, and the History of Class Identities in Nineteenth-Century Europe
1
2
Notebooks from the Road: How Workers Became Autobiographers
31
3
The First Missteps: The Wrong Sort of Childhood
63
4
Directions Learned in School
85
5
Leaving Childhood Behind
101
6
Sex and Destiny
129
7
Setting a Course
153
8
Conclusion: Autobiography and History
187
Notes
207
Bibliography
227
Autobiographies Used in This Study
227
Additional Autobiographies, Anthologies, and Autobiographical Fiction
242
Secondary Literature
244
Index
261

Illustrations follow pages 53 and 180.
Page ix
TABLES, FIGURES, AND MAPS
Tables
1. Average Number of Children in Autobiographers' Families74
2. Average Age at Which Autobiographers Reported Leaving Home175
Figures
1. Birthdates of Autobiographers40
2. Publication Dates of Autobiographies41
3. Authors Reporting Full- or Part-Time Work before Age Thirteen71
4. Age at First Full-Time Job104
Maps
1. Birthplaces of Autobiographers3
2. Portraits of Schoolteachers95

Page xi
ACKNOWLEDGMENTS
I have been working on this book for many years, and during those years important methodological and theoretical discussions have been reshaping the writing of working-class history. I am keenly aware of how much my thinking and writing owes to the many people who have been participating in this broad discussion. I cannot imagine having written this book without help from and conversations or even arguments with many individuals and groups who have worked with me on one aspect or another of it over the past decade. I thank first those who read the entire manuscript (in some cases, more than once)Barbara Laslett, Eric Weitz, Mark Traugott, Ron Aminzade, Allen Isaacman, andJohn Gillis, as well as three anonymous reviewers. These readers will, I trust, recognize their stamp upon this book (even if I did not make all the changes they asked for). Many others provided timely and important feedback on conference papers or other earlier drafts of chapters, among them Birgitte Soland, Sara Evans, Barbara Hanawalt, Geoff Eley, Louise Tilly, George Steinmetz, William Sewell, Michael Hanagan, Susan Cahn, and Liz Faue. The members of the Personal Narratives Group affiliated with the Center for Advanced Feminist Studies at the University of Minnesota contributed in many ways; this project really emerged from my working with them. Members of the History and Society Program, also at Minnesota, and the European Fertility Decline Working Group, the interdisciplinary audiences who have commented on parts of this project over the years at meetings of the Social Science History Association, and, most recently, participants in Minnesota's Comparative Women's History Workshop all deserve acknowledgment, as do the students who have given me feedback on chapters in history department seminars over the past half-dozen years. Birgitte Soland and Matt Sobek were there when it started, as invaluable research assistants. For helpful suggestions and correspondence early on, my thanks go to Daniel Bertaux and Philippe Lejeune. Finally, sometimes the right conversation at a decisive moment has been the key to my resolving a challenging problem; for such conversations, I thank in particular Barbara Laslett, Ann Waltner, Ulrike Strasser, Gianna Pomata, Ron Aminzade, and Liz Faue.
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