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Harmsworth's Girls: Constructing Identity in the British Popular Press, 1898-1916 by Alisa Webb B.A., University College ofthe Fraser Valley, 2001 M.A., Simon Fraser University, 2003 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY In the Department of History © Alisa Webb 2008 SIMON FRASER UNIVERSITY Fall 2008 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission ofthe author. Approval Name: Alisa Webb Degree: Doctor ofPhilosophy Title ofThesis: Harmsworth's Girls: Constructing Identity in the British Popular Press, 1898-1916 Examining Committee: Chair: Dr. Elise Chenier Assistant Professor ofHistory Dr. Mary Lynn Stewart Senior Supervisor Professor of Women's Studies Dr. John Stubbs Supervisor Professor ofHistory Dr. Margaret Linley Internal Examiner Assistant Professor ofEnglish Dr. Joy Dixon External Examiner Associate Professor ofHistory Date Defended: 11 SIMON FRASER UNIVERSITY LIBRARY Declaration of Partial Copyright Licence The author, whose copyright is declared on the title page of this work, has granted to Simon Fraser University the right to lend this thesis, project or extended essay to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. The author has further granted permission to Simon Fraser University to keep or make a digital copy for use in its circulating collection (currently available to the public at the "Institutional Repository" link of the SFU Library website <www.lib.sfu.ca> at: <http://ir.lib.sfu.ca/handle/18921112>) and, without changing the content, to translate the thesis/project or extended essays, if technically possible, to any medium or format for the purpose of preservation of the digital work. The author has further agreed that permission for multiple copying of this work for scholarly purposes may be granted by either the author or the Dean of Graduate Studies. It is understood that copying or publication of this work for financial gain shall not be allowed without the author's written permission. Permission for public performance, or limited permission for private scholarly use, of any multimedia materials forming part of this work, may have been granted by the author. This information may be found on the separately catalogued multimedia material and in the signed Partial Copyright Licence. While licensing SFU to permit the above uses, the author retains copyright in the thesis, project or extended essays, including the right to change the work for subsequent purposes, including editing and publishing the work in whole or in part, and licensing other parties, as the author may desire. The original Partial Copyright Licence attesting to these terms, and signed by this author, may be found in the original bound copy of this work, retained in the Simon Fraser University Archive. Simon Fraser University Library Burnaby, BC, Canada Revised: FaU 2007 Abstract This dissertation examines the neglected girls' papers ofAlfred Hannsworth (1865-1922). In 1898 Hannsworth ushered in a new publishing venture aimed at a distinctive group ofgirls emerging in Victorian Britain. The Girls' Best Friend (1898­ 99), later re-titIed The Girls' Friend (1899-1931), proved a successful venture, with Hannsworth and his publishing team adding further titles to their roster ofmagazines for girls: The Girls' Reader (1908-1915), The Girls' Home (1910-1915), and Our Girls (1915-1918). While these magazines reflected some ofthe realities ofthe lives ofupper­ working class and lower-middle class girls at the time - including mandatory schooling and paid employment in new occupations - they also worked to create an image ofthe ideal girl. Negating difference in favour ofa homogenous view ofgirlhood, this "'new" girl reflected societal beliefs about girls, with editors, contributors, and advertisers acting as socializing agents. All reminded girls oftheir essential natures and their responsibilities to domesticity, femininity, and maternity. Girls prepared for this future by embracing consumerism for health and beauty, by supporting the nation and the empire, and by instilling habits within themselves necessary for womanhood. At the same time, contributors also presented the image ofa "'new" girl that did not always conform to this largely middle-class defined ideal. The "new" girl could embrace the values ofboyhood. Girls could go on adventures, pull pranks, speak their minds, and challenge authority figures. Often, the "new" girl appears mischievous, brazen, outspoken, and defiant. These qualities were encouraged and celebrated by contributors and readers rather than chastised. 1Il The view advanced by contributors explains this contradiction. All treated adolescence as a transitional time in a girl's life; girls could embrace the opportunities that existed for them, challenge conventions oftheir sex, and pursue some level of independence in thought and action. All ofthis, however, was only temporary. For every feature that celebrated this special time in a girl's life there was one that reminded her that adolescence was also the time to prepare for marriage and motherhood. Adolescence was fleeting, so girls should enjoy it while it lasted. Keywords: Britain, Victorian, Edwardian, Harmsworth, Northcliffe, press, magazines, girls, identity, socialization, body, health, beauty, advertising, war, nation, race, gender, class Subject Terms: Girls - England - Books and Reading - History Girls Periodicals - History - Great Britain Sex role - Great Britain - History - 19th century Sex role - Great Britain - History - 20th century Women - Great Britain - Socialization - History - 19th century Women - Great Britain - Socialization - History - 20th century Teenage girls - England - History - 19th century Teenage girls - England - History - 20th century Women's periodicals, English iv Por Ian... wfzosefaitfz never waiveredandwfzose Rgttfe was a{ways on. v Acknowledgements Undertaking a project ofthis magnitude necessarily requires the assistance and support from a multitude ofpeople. I would like to take this opportunity to thank them. I express my gratitude to Professor Mary Lynn Stewart. Over the past seven years - a period oftime that encompasses my MA and my PhD - Professor Stewart has been a tremendous help. As my senior supervisor, she pushed me time and time again, strengthening the quality ofmy writing and ofmy research. Then, when I thought all was well, she would push again. The resulting work is reflective ofher consistent attention to detail, her continual efforts to question and challenge, and her tireless work to help me achieve this goal. The debt owed is great. This work would also not be as it is without the support ofProfessor Ian Dyck. Despite ongoing illness - that would take his life before I had a chance to defend ­ Professor Dyck gave ofhimselfwithout reserve. For six years he supplied resources, feedback, tea, and sympathy, even reading chapters ofmy work while confined to a hospital bed. His dedication, his friendship, and his support will never be forgotten. My thanks also go to Professor John Stubbs. Professor Stubbs has expressed an interest in my work from its earliest stages. Always acting as an unofficial advisor to my research, he was quick to reply to queries about sources. It was because ofinformation from him that I was able to do my research in Canada, decreasing the impact ofmy goals and research needs on my family. I further thank him for agreeing to join my committee at a late stage ofresearch. Despite his retirement, he has stepped well into Ian's shoes. His input has only strengthened this dissertation. VI Special thanks, as well, goes to the Special Collections department at the University of Waterloo. In particular, Susan, in the Doris Lewis Rare Book Room, was extremely invaluable, pulling years worth ofmagazines for me on four separate trips. Ruth Lamb was another wonderful resource, informing me ofthe collection and allowing me to peruse behind the scenes, finding what I needed. Both made the task ofresearch enjoyable. The task of undertaking a dissertation is not only lengthy, but also costly. I thank the Social Sciences and Humanities Research Council ofCanada for a very generous Canadian Graduate Scholarship. I thank, too, Simon Fraser University for further scholarships, fellowships, and stipends. Debt is owed as well to the University ofthe Fraser Valley, which provided me with course releases and further research support. I thank, too, the History Department at the University ofthe Fraser Valley: my home as an undergraduate, and my present home as a faculty member. The members of the department have been oftremendous personal and professional support to me as I have worked towards my dissertation. In particular, I would like to thank Robin Anderson, Chris Leach, Sylvie Murray, and Scott Sheffield for their brains and shoulders. Thanks, too, to the students ofmy upper-level History classes who have offered a venue for me to explore the issues ofthis dissertation, giving their honest feedback along the way. I am so fortunate to be part ofsuch an amazing community ofpeople. This community also includes others who have been so supportive during these past four years: Gloria Borrows, Dana Landry, Mary Anne MacDougall, Joanne Bishop, Linda Toews, and Rhonda Colwell. Thank you ladies! VB Last, but never least, I would like to thank those for whom, really, thanks will never be enough. To Jen, thank you for all ofthe opportunities to forget about this dissertation! Your laughter, energy, and shoulder are always welcome. To Joanne - my soul sister, my rock -your passion, love, and support astound me on a regular basis. I would have gone insane many times over had it not been for you. To my parents, Barry and Elaine, I thank you for your unwavering support and love. Ifmore people had parents like you, the world would truly be a different place. To my husband Neil, words cannot express my thanks for all that you have done.

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