The Victorian House: Domestic Life from Childbirth to Deathbed. Judith Flanders
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СКАЧАТЬ Most larger houses put the children at the top of the house, in a room or rooms near the servants’ bedroom. One of the main troubles with rooms at the top of the house was the need to carry supplies up and down. In Our Homes, and How to Make them Healthy (1883), mothers were warned that there should be no sinks on the same floor as the nursery, as ‘The manifest convenience of having a sink near to rid the nursery department of soiled water has to be weighed against the tendency of all servants to misuse such convenience, and it is best to decide against such sources of mischief’.3 That is, it was better to have servants run up and down the stairs all day with food, bedding and dirty nappies—all of which were always to be removed ‘immediately’ – rather than risk them ‘misusing’ a sink, a euphemism for throwing the contents of chamber pots into them. The transmission of disease via the all-encompassing drains was a perpetual worry (see pp. 90–91), but it is likely that most houses could afford neither running water on the top storeys nor the servants who might misuse the non-existent sinks.

      Bassinettes (also called ‘berceaunettes’ from the French for cradle) were now lavishly decorated, as in the advertisement here, and on pages 37 and 40. Perambulators were entirely new, invented only in 1850.

      Health concerns were the ones given most weight – far more than convenience or affordability. One of the main reasons why it was desirable for the children to have two rooms was that they needed the ‘change of air’ that moving from one to the other would bring, because they spent

      half of [their time] – at least for the very young – in the bed-room … The strong man after free respiration out of doors may pass through foul or damp air in the basement of the house with the inner breath of his capacious chest untouched; he may sit in a hot parlour without enervation, or sleep in a chilled bed-room without his vigorous circulation being seriously depressed. Not so those who stay at home; from these evils even the strong would suffer; delicate women, susceptible youth, tender children suffer most.4

      Women and children needed fresh air and light more than men was the conclusion, but all the suggestions that followed concerned how they should find those things inside the house.

      For houses that had the space, the standard nursery was a room or two either on the main bedroom floor or higher, which was whitewashed or distempered instead of painted or papered, so it could be redone every year. This too was for health reasons, to ensure that any infections did not linger. Kitchens were similarly repainted every year, but in that case it was to remove smells, and the accumulation of soot from around the kitchen range. The main ingredients of the nursery were all safety oriented: bars over the widows, and a high fireguard in front of the grate, securely fastened to prevent accidents. Apart from that, the requirements were few: a central table covered in wipeable oilcloth, for meals and lessons, chairs, high chairs as necessary, a toy cupboard or box, possibly a cupboard for nursery china if the children ate apart from their parents, a carpet that was small enough to lift and beat clean weekly. Mrs Panton was very firmly against gas lighting in general, and she was particularly vehement about its effects on ‘small brains and eyes [from the] glitter and harsh glare’.5 However, many balanced this against the safety of a gas bracket on the wall, out of the reach of children, and the very real danger of an oil lamp on a table that could be all too easily knocked over.

      The separate nursery space, in retrospect, symbolizes the distance we perceive to have been in place between parents and their children. There is no question that, however much the Victorians loved their children, they spoke of them, and thought of them, in a very different way than we have come to expect today. How much was manner, how much representative of actual distance, needs to be considered. For it appears that some parents might have been not merely ignorant of their children’s daily routines and needs, but proud of such ignorance. Initially this might be thought of as a purely upper-class trait, fostered by large numbers of servants, yet it occurred across the social spectrum. Molly Hughes was the child of a London stockbroker who died in a road accident in 1879, at the age of forty, leaving his family perilously near to tipping down into the lower middle class. As a young woman, Molly had to go out to work as a schoolteacher. However, when she was married and able to leave paid employment, she was careful to note in her autobiography that she knew little about children, and relied for information on her servant: ‘“How often should we change her nightdress, Emma?” I asked. The reply was immediate and unequivocal – “Oh, a baby always looks to have a clean one twice a week.” [Emma] knew also the odd names for the odd garments that babies wore in that era – such as “bellyband” (about a yard of flannel that was swathed round and round and safety-pinned on) and “barracoat” …’ Molly’s sister-in-law affected the same blankness when Molly was first pregnant: ‘She took the greatest interest, and loaded me with kindness, but in the matter of what to do about a baby she was, or pretended to be, a blank. “When I was married,” she said, “all I knew about a baby was that it had something out of a bottle, and I know little more now.”’6

      Molly recognized pretend-ignorance in her sister-in-law, even if she did not see the same in herself. Caroline Taylor had a similar sort of background: she was the granddaughter of a shopkeeper in Birmingham; her father was a permanently out-of-work engineer. She described relations between her parents and their children tersely: it was one of ‘stiff formality’.7

      Mrs Panton, the daughter of a successful artist, supported herself, and probably placed herself in the upper reaches of the middle classes – though it is to be questioned whether professional families would have concurred. She strove to catch the right tone. In her work on domestic life, she said that a good nurse would never allow ‘her baby to be a torment … She turns them out always as if they had just come out of a band-box, and one never realises a baby can be so unpleasant so long as she has the undressing of them.’ Later she added, ‘I do not believe a new baby is anything but a profound nuisance to its relations at the very first’, and a new mother would require ‘at least a week to reconcile herself to her new fate’. Children could be ‘distracting and untidy’.8

      Mrs Beeton, as we saw, thought a feeding child was a ‘vampire’. Caroline Clive, an upper-middle-class woman, thought more or less the same: she referred to her child coming to ‘feed upon me’, and she confessed that, although she loved him now, a couple of months after his birth, ‘I did not care very much about him the two first days.’9 Louise Creighton said of her husband on the birth of their first child, ‘Max, who later was so devoted to children, had not really yet discovered that he cared about them. I am doubtful of the value of what is called the maternal instinct in rational human beings.’10