Between 1848 and 1853 a series of major peace congresses was held—in Brussels (1848), Paris (1849), Frankfurt (1850), London (1851), Manchester (1853), and Edinburgh (1853). This midcentury period was one of great confidence and optimism in the likely success of the cause. Indeed, reading the reports of the congresses today, one is struck by the at times naive overoptimism of many delegates. This may in part have been the product of the millenarian atmosphere of the period. However, it has to be said that the congresses were also characterized by a strong sense of the practicality of their proposals and the steady progress toward their goal that implementation of such proposals would achieve. Above all, the efflorescence of the peace movement in the short six years around the midcentury was the product of a class confidence, of a momentary triumphalism that inspired a section of the bourgeoisie to believe that the scourge of war could be eradicated at last.

The nineteenth-century peace movement effectively began with the establishment toward the end of the Napoleonic Wars, independently and virtually simultaneously, of peace societies in the United States and Britain. They were dominated by men of religion, particularly Quakers, and for a quarter of a century their work was essentially that of proselytizing the peace cause through publicity, petitions, and lecture tours. In connection with the last, the London Peace Society sent emissaries on tours of continental Europe in the early 1840s to spread the peace message.

Much has been written in recent years about the history of childhood in Edwardian Britain. To some extent, that concentration of scholarly effort reflects a profound shift in academic concerns away from the superficially extraordinary and noteworthy to the apparently mundane and neglected that has characterized much of the so-called new social history, and from which redirection of academic attention the history of childhood in modern Britain has been only one of many beneficiaries. But perhaps to a greater extent, the outpourings of recent historiography on the changing nature and changing significance of childhood in Britain during the first decade of the twentieth century and in the years immediately leading up to the outbreak of the Great War reflect an intellectual preoccupation that would have been perfectly comprehensible to the Edwardians themselves: a preoccupation, during the first decade of the twentieth century, with the discovery of “child life,” that is, with a form of mental, emotional, and psychological life peculiar to the child.

Precisely what that life consisted in, how it was discovered, and what, having unearthed it, the Edwardians made of it, is a subject too vast to be explored here. This article draws attention to only one aspect of that life and of the Edwardian discovery of and uses of it that has been largely neglected in modern historical writing. This is the religious life, religious education, and religious development of the child, particularly of that life as it was lived, nurtured, and brought (or not brought) to fruition in the Sunday schools of Edwardian England.

In December 1990 I published an essay critical of the work of Dr. John Adamson. I cited numerous examples of what I consider systematic misuse of evidence, including selective quotation and misquotation, tendentious interpretation, and the citation of sources that either have no bearing on the point being substantiated or are so tangential to it that no reasonable researcher would consider the cited material to constitute evidence within the canons of accepted scholarly practice. I came to these conclusions after a long period of checking citations. What I found was that the evidence for these questionable practices was embedded in Adamson's work and concealed from the view of his readers. Because he uniformly preferred to cite from manuscripts and disdained cross-reference to readily available printed editions, only someone whose familiarity with the materials nearly rivaled his own could be aware of the problem. Dozens of manuscript citations were offered as evidence for self-confident assertions, but time after time no quotations were provided in either text or footnote to make the assertions concrete. When sources were quoted, the quotations were largely run into Adamson's sentences rather than appearing in their own contexts.