the evolution of prize bindings 1870-1940
middle- and upper-class pupils to select their own book from a shortlist of appropriate titles that the head teacher had prepared. These books typically included works from the literary canon, such as Shakespeare, Dickens and Scott, in addition to well-established history, biography and science books. Unlike the head teachers of schools attended by working-class children, who were largely con- cerned with using prize books to instil habits of obedience, the heads of grammar and boarding schools recognised their responsibility to promote classic texts to pupils based on tradition and prestige. Although the content of prize books varied considerably according to the typical attendees of each awarding institution, one common factor was shared across all: they were used by each school to present their pupils with a worldview that suited the role they were expect- ed to play in class society. For this reason, the giving of prize books is often viewed as a deeply ideological practice. The greater disposable income of the grammar and boarding schools also meant that more money could be invested in the out- ward appearance of their prize books. Unlike working-class prize books, which were bound and decorated in-house by publishers, the middle- and upper-class prize books arrived at a local bindery unbound. They would subsequently be bound with full calf leather boards and stamped or embossed with the school emblem in gilt on their front cover. The title and author of the book would be printed on the spines in gilt. In contrast to the working-class prize books, these bindings also had far greater attention paid to their internal properties. Text was printed on high quality vellum or Japan paper, endpapers were marbled, and the turn-ins of the boards were dec- orated with a roll in blind. Grammar and boarding schools consid- ered it important to uphold tradition; thus, it was no coincidence that these editions were made to resemble the fine bindings of the eighteenth century. Although publishers did not directly advertise prize book series for grammar and boarding schools, many did promote series of ornate gift books ranging between 10s and 20s in price; the specific prize book series aimed at working-class institutions cost just 1s or 2s. The use of a price tier system, coupled with the di V erence in quality of each book, supports William St. Clair’s view that external packaging
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