By Harry d Hendrick
This paintings is anxious with the heritage of social coverage and baby welfare from the 1870s to the current. It deals an entire narrative of the advance of social prone for kids, overlaying a number of themes together with youngster existence safeguard and welfare, sexuality, baby tips, clinical therapy, war-time evacuation, and baby poverty. both importantly, the booklet experiences the attitudes of policy-makers in the direction of teenagers. It finds the way youngsters were seen either as sufferers of, and threats to, the society during which they're residing.
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Extra resources for Child Welfare: England 1872-1989
Education helped further to order society in this respect: the child was in the school, learning; the male adult was in the workplace, working; and the female adult in the home, mothering. 1800–94 classes’ from continually reproducing their malevolent characteristics. ’ According to a government report, there was a need to produce educated men who ‘can be reasoned with’. 32 The evolution of the concept of juvenile delinquency and the compulsory introduction of the school child, while not exactly chronologically hand- inhand, were certainly ideologically related.
22 In order to understand the significance of developments in the concept of juvenile delinquency, it has to be remembered that the movement to create the beginnings of a separate order of juvenile justice emerged from three sources: the debate on child labour, the economic and political upheavals of the 1830s and 1840s, and the increasing popularity of the school as a means of class control. Consequently, the writings of reformers were rarely spontaneous. They were the products of deeply held and widely debated convictions, the main objective of IDENTITIES AND DEFINITIONS 25 which was to resolve what most commentators saw as an extremely dangerous tension in the life of the working-class child between innocence, which was desirable (not the innocence of Romantic ‘feeling’, but rather a form of ignorance leading to dependency), and experience, which was undesirable.
29 It is, therefore, difficult to know exactly how many older children were compelled to leave their employment to become school pupils. IDENTITIES AND DEFINITIONS 27 Whatever the ‘educational’ benefits, in prohibiting full-time wage-labour, schooling probably reduced older children’s sense of their own value, especially those who were conscious of the significance of their contributions to the family economy. They were now no longer included in the assumptions covered by the moral belief that a fair day’s work should be met by a fair day’s wage (though no doubt they were always at the margin of this assumption).