History of childhood

The history of childhood has been a topic of interest in social history since the highly influential book Centuries of Childhood, published by French historian Philippe Ariès in 1960. He argued 'childhood' as a concept was created by modern society. Ariès studied paintings, gravestones, furniture, and school records. He found before the 17th-century, children were represented as mini-adults. The history of childhood has been a topic of interest in social history since the highly influential book Centuries of Childhood, published by French historian Philippe Ariès in 1960. He argued 'childhood' as a concept was created by modern society. Ariès studied paintings, gravestones, furniture, and school records. He found before the 17th-century, children were represented as mini-adults. Other scholars have emphasized how medieval and early modern child rearing was not indifferent, negligent, nor brutal. Wilson argues that in the context of pre-industrial poverty and high infant mortality (with a third or more of the babies dying), actual child-rearing practices represented appropriate behavior in the circumstances. He points to extensive parental care during sickness, and to grief at death, sacrifices by parents to maximize child welfare, and a wide cult of childhood in religious practice. In a few years, a huge part of the 'history' of contemporary childhood will be children's role as participants in networked and mediated online settings as a response to the ever-changing social world as the social media and these online settings provide an outlet to reclaim some of the agency and social power they commonly grapple with adults for. Historians had assumed traditional families in the preindustrial era involved the extended family, with grandparent, parents, children and perhaps some other relatives all living together and ruled by an elderly patriarch. There were examples of this in the Balkans—and in aristocratic families. However, the typical pattern in Western Europe was the much simpler nuclear family of husband, wife and their children (and perhaps a servant, who might well be a relative). Children were often temporarily sent off as servants to relatives in need of help. In medieval Europe there was a model of distinct stages of life, which demarcated when childhood began and ended. A new baby was a notable event. Nobles immediately started thinking of a marriage arrangement that would benefit the family. Birthdays were not major events as the children celebrated their saints' day after whom they were named. Church law and common law regarded children as equal to adults for some purposes and distinct for other purposes. Education in the sense of training was the exclusive function of families for the vast majority of children until the 19th century. In the Middle Ages the major cathedrals operated education programs for small numbers of teenage boys designed to produce priests. Universities started to appear to train physicians, lawyers, and government officials, and (mostly) priests. The first universities appeared around 1100: the University of Bologna in 1088, the University of Paris in 1150, and the Oxford in 1167. Students entered as young as 13 and stayed for 6 to 12 years. In England in the Elizabethan era, the transmission of social norms was a family matter and children were taught the basic etiquette of proper manners and respecting others. Some boys attended grammar school, usually taught by the local priest. During the 1600s, a shift in philosophical and social attitudes toward children and the notion of 'childhood' began in Europe. Adults increasingly saw children as separate beings, innocent and in need of protection and training by the adults around them. The English philosopher John Locke was particularly influential in defining this new attitude towards children, especially with regard to his theory of the tabula rasa, promulgated in his 1690 An Essay Concerning Human Understanding. In Locke's philosophy, tabula rasa was the theory that the (human) mind is at birth a 'blank slate' without rules for processing data, and that data is added and rules for processing are formed solely by one's sensory experiences. A corollary of this doctrine was that the mind of the child was born blank, and that it was the duty of the parents to imbue the child with correct notions. Locke himself emphasised the importance of providing children with 'easy pleasant books' to develop their minds rather than using force to compel them: 'children may be cozened into a knowledge of the letters; be taught to read, without perceiving it to be anything but a sport, and play themselves into that which others are whipped for.' During the early period of capitalism, the rise of a large, commercial middle class, mainly in the Protestant countries of Holland and England, brought about a new family ideology centred around the upbringing of children. Puritanism stressed the importance of individual salvation and concern for the spiritual welfare of children. It became widely recognized that children possess rights on their own behalf. This included the rights of poor children to sustenance, membership in a community, education, and job training. The Poor Relief Acts in Elizabethan England put responsibility on each Parish to care for all the poor children in the area.