Discusses the status of children in society from the mid-Victorian period to the end of the First World War, showing that children were regarded principally as objects to be used and abused rather than people in their own right.
Discusses the status of children in society from the mid-Victorian period to the end of the First World War, showing that children were regarded principally as objects to be used and abused rather than people in their own right.
Publisher's note 1. Children without childhood: an introduction 2. Factories and mines legislation 3. Sweatshops cottage labour and moonlighting up to the First World War 4. Children on the land and children at sea 5. Young slaves-children in domestic service 6. Brickyard and canal boat children and chimney sweeps 7. Theatrical circus and fairground children 8. Juvenile street traders 9. Waifs and beggars 10. Vagrancy 11. The blind-alley job problem 12. Employers education and the part-time system 13. School curriculum codes and the 'Standards' 1862-1918 14. Teaching methods 1860-1918 15. Health and schooling 16. Schooling and the upper classes 17. Pupil society and school discipline 18. School attendance 19. The formative results of education 20. Education and economic mobility 21. Exploitation discipline and duty in the working-class home 22. Upbringing in the upper-class home 23. The child protection movement Conclusion Notes Bibliography Index
Publisher's note 1. Children without childhood: an introduction 2. Factories and mines legislation 3. Sweatshops cottage labour and moonlighting up to the First World War 4. Children on the land and children at sea 5. Young slaves-children in domestic service 6. Brickyard and canal boat children and chimney sweeps 7. Theatrical circus and fairground children 8. Juvenile street traders 9. Waifs and beggars 10. Vagrancy 11. The blind-alley job problem 12. Employers education and the part-time system 13. School curriculum codes and the 'Standards' 1862-1918 14. Teaching methods 1860-1918 15. Health and schooling 16. Schooling and the upper classes 17. Pupil society and school discipline 18. School attendance 19. The formative results of education 20. Education and economic mobility 21. Exploitation discipline and duty in the working-class home 22. Upbringing in the upper-class home 23. The child protection movement Conclusion Notes Bibliography Index
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