Health Sciences 2700A/B Lecture Notes - Lecture 3: Industrial Revolution, Asexuality, Child Prostitution
6 Nov 2018
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LECTURE 3 – CHILDHOOD II
WHAT IS A CHILD?
• Making clear-cut distinctions between children and adults is relatively new
o Directly linked with the industrial revolution and modern education systems
• There are many models of childhood, but some of the key features include:
o Innocence, dependence, a “golden age”, asexuality, biological immaturity, and something to be protected
THE ROMANCE OF CHILDHOOD
• Dominant assumptions that children are asexual, and not romantic
CHILDREN AND CHILDHOOD IN THE 1800s (UK)
• The importance of urban development
o Overcrowded cities, poor sanitation
• The role of the industrial revolution
o Many children were part of the labour force and worked in factories or mines
o Their economic contribution to their families was critical
• Time of transition in the understand of children
o Not just “miniature adults”
o Began to be seen as social, moral, and legal responsibility of the state
INDUSTRIAL REVOLUTION
• Late 18th-19th centuries – mainly in the UK, but then became global
o The time of colonial expansion
• Some causal factors
o Social and institutional change following the end of feudalism; epidemic disease lower; colonial expansion; the scientific
revolution
• Some relevant outcomes
o More children lived because of better disease control = larger work force; the beginning of more entrenched divide between
rich and poor widened
• Purpose was to gain control over people and land
• A means of production
• Technological developments created and used
• Children were essential to the success of industrial revolution
o Working in factories had big impact on child health and life
CHILDREN AT WORK
• They took part in wide range of jobs
o Selling flowers, matches, toys
o Calling cabs and running errands
o Domestic servants in wealthier homes
o Chimney sweeping
• Made matches
o Made with phosphorus, a very toxic chemical
o Rotten jaws and teeth
o Very dangerous industry
THE FACTORY
• Children started working between the ages of 6-12
• Cotton spinning machines so small that only children could fix and run them
• Often worked over 12 hours per day, including nights, and actually lived in the factories
o Laws eventually limited the number of kids per bed to 2
• Also places of education
o Children were to receive 2 hours of school per day
o On Sundays, received “spiritual education”
Document Summary
What is a child: making clear-cut distinctions between children and adults is relatively new, directly linked with the industrial revolution and modern education systems. There are many models of childhood, but some of the key features include: Innocence, dependence, a golden age , asexuality, biological immaturity, and something to be protected. The romance of childhood: dominant assumptions that children are asexual, and not romantic. The importance of urban development: overcrowded cities, poor sanitation. The role of the industrial revolution: many children were part of the labour force and worked in factories or mines, their economic contribution to their families was critical. Time of transition in the understand of children: not just miniature adults , began to be seen as social, moral, and legal responsibility of the state. Technological developments created and used: working in factories had big impact on child health and life.
