Our final film gives an overview of our 3rd September workshop and some responses to it. Any more thoughts are welcome below or on Twitter, using the hashtag #children2015.
“What will the child say when he has grown up? For his good we do this; will he live to thank us?”: Nineteenth- and Twentieth-century Concerns about Adult Only Children
Guest Post, by Alice Violett, PhD Candidate, University of Essex
Most people are aware of persistent stereotypes of only children: that they are spoilt, selfish, precocious, and socially inept. My doctoral research into the public perceptions and personal experiences of only children between 1850 and 1950 shows that such attitudes date back to at least the mid-nineteenth century, possibly as a result of increasing concerns about declining middle-class family sizes and the role of nurture, as opposed to nature, in determining how children turned out. However, British and American child guidance writers and psychologists who wrote on the subject during this period did not confine the effects of only-childness to childhood, and claimed that one’s upbringing as an only child had a direct effect on adulthood, fitting nicely with the ‘Agents of Future Promise’ agenda. According to these writers, only children were at risk of becoming mad, immoral, lonely, and anti-social adults.
Madness was a particular concern of nineteenth-century writers about only children. Child guidance writer John S. C. Abbott, and physician Henry Maudsley, both provided examples to illustrate the harm that could result from an only child being brought up without due care and attention. Abbott described in his 1852 book, The Mother At Home, an ‘only son’ whose widowed mother was overly-generous with her love and indulgence towards him. As a result, the son became tyrannical, ‘ungovernable’, ‘self-willed, turbulent and revengeful.’ This culminated in his setting fire to her house in a rage, leaving her impoverished while:
‘He was imprisoned as an incendiary, and, in his cell, he became a maniac, if he was not such before, and madly dug out his own eyes. He now lies in perpetual darkness, confined by the stone walls and grated bars of his dungeon, an infuriated madman.’
A child’s upbringing, then, was clearly linked to their adult destiny. It seems that Maudsley, writing in 1867, also had the influence of childhood in mind when he felt it necessary to mention that a 38-year-old patient ‘was the only child of indulgent parents’. While her father was ‘harmlessly insane’, the woman in question’s upbringing apparently took her madness this point. According to Maudsley, she was unable to restrain herself, ‘extremely violent in conduct’, and a pathological liar. When she could not obtain drink, she was ‘abusive, mischievous, quarrelsome, full of complaints of the injustice done to her, and truly intolerable.’ Her irredeemable character meant she was constantly in and out of various asylums. Perhaps here we can see childhood spoiltness reaching what seems to be its logical conclusion. Certainly, Victorian self-help guru Samuel Smiles made such a connection when he referred to writer Mary Anne Schimmelpennick’s observations that the asylums her friends had visited contained a disproportionate number of only children as their ‘wills had therefore rarely been thwarted or disciplined in early life.’
Immorality was a more minor theme that was nonetheless connected with adult only children at various points over the course of this period. Like his nineteenth-century contemporaries Abbott and Maudsley, in an 1851 parenting manual W. C. Todd used a vignette to illustrate the risks involved in raising an only child. He wrote about a boy called John, whose initial promise was ruined by his parents’ practices of granting all of his requests, failing to punish his bad behaviour, and always letting him have his own way. John was thereby transformed into a ‘vicious’, ‘headstrong’ and ‘depraved’ truant, eventually running away to sea where he distinguished himself in ‘bold wickedness and daring’ and ultimately ‘fell in a drunken quarrel with a fellow sailor’. The moral of this tale, according to Todd, was ‘guard early tendencies’, again creating a link between poor parenting and anti-social adults. This link was reinforced by physician Cecil Willett Cunnington, who in 1913 proclaimed that only children would not thank their parents for, among other things, their immoral characters, and by nurse Mary Scharlieb, who in 1927 connected only-childness to violence and even murder by adults.
Loneliness was also associated with adult only children throughout the period. Once again, we are treated to an example by a nineteenth-century writer: ‘Mrs Warren’, aka domestic advice writer Eliza Warren Francis. In her 1865 child-rearing book How I Managed My Children From Infancy To Marriage, the fictional narrator recounts the sad story of Fanny Mavor, a 60-year-old only-child spinster who was prevented from getting married in her prime by her overly-possessive parents, who died when Fanny was 38. The narrator blames Fanny’s subsequent solitude and reduced standard of living on her ‘selfish’ parents, who wished for her to nurse them in their old age instead of having own family. At least, unlike the other children in this blog post, Fanny is portrayed as a stoic and a dutiful daughter. As before, Cunnington and Scharlieb repeated the idea that adult only children were lonely, though both associated this more explicitly with misery.
Perhaps unsurprisingly, given contemporary concerns with mental health and ‘fitting in’ with others, anti-social tendencies among adult only children were a particular concern of the twentieth-century writers in this study. Nurse Mary Chadwick described in 1925 how only children’s difficulties attaining a ‘spirit of comradeship’ at school persisted even in ‘early professional life’. Only children were a particular concern of the Individual Psychology movement of the 1930s; in 1930, Alexandra Adler, daughter of the movement’s founder Alfred Adler, particularly described how the only child’s assumed autocracy in the home and lack of early practice in sociability’ led to ‘difficulties in later life’. Once again, Scharlieb supported such ideas by describing only children as ‘square pegs in round holes’ as adults, partly due to the jealousy and self-interest formulated by their upbringings.
We have seen, then, how throughout the period of 1850-1950, only children were seen as ‘bad future adults’, whose parents needed to take special precautions not to overindulge them or make them feel special compared with others. While only children were viewed overwhelmingly negatively, however, middle-class parents did reduce their families to 2-4 children, and the reason for this appears to have had some basis in consideration of their children’s future as adults. In an 1872 treatise (published in 1878) extolling the virtues of small families, radical thinker Austin Holyoake reasoned that having a smaller family meant that the eldest son might be sent to a school that turned him into a ‘bright man’, and that, despite popular thought, being ‘dragged up’ and forced into early independence as a member of a large family did not necessarily produce especially ‘industrious and useful citizens.’ Consideration of their children’s adult lives might not have been the sole influence for parents who restricted their families, but they seem likely to have had the future in mind nonetheless.
 Cecil Willett Cunnington, Nursery Notes for Mothers, (London, 1913), p. 20.
 John S. C. Abbott, The Mother at Home; or, the Principles of Maternal Duty Familiarly Illustrated, (New York, 1852), p. 25.
 Henry Maudsley, The Physiology and Pathology of the Mind, (London, 1867), pp. 313-4.
 Samuel Smiles, Character, (London, 1871), p. 180.
 W. C. Todd, ‘Guard Early Tendencies’, in Mrs H. B. Pratt, Rev. C. Stone, WM. C. Brown, and Rev. H. G. Park (eds.), The Mother’s Assistant, Young Lady’s Friend and Family Manual, (Boston, Stone & Pratt, 1851), pp. 116-8.
 Cunnington, Nursery Notes for Mothers, pp. 19-20; Mary Scharlieb, The Psychology of Childhood: Normal and Abnormal, (London, 1927), p. 91.
 ‘Mrs Warren’ (Eliza Warren Francis), How I Managed my Children from Infancy to Marriage, (London, 1865), pp. 62-3.
 Cunnington, Nursery Notes for Mothers, pp. 19-20; Scharlieb, The Psychology of Childhood, p. 91.
 Mary Chadwick, Psychology for Nurses, (London, 1925), p. 32.
 Alexandra Adler, ‘The Only Child’, in Alfred Adler and associates, Guiding the Child on the Principles of Individual Psychology, (London, 1930), p.195.
 Scharlieb, The Psychology of Childhood, pp. 88, 91.
 Austin Holyoake, ‘Large or Small Families? On which side lies the balance of comfort?’ in What does Christian Theism Teach? Verbatim report of the two nights’ discussion between the Rev. A. J. Harrison and C. Bradlaugh, January 9th and 10th 1872, (London, 1878), pp. 3, 5.
This film features a presentation from Vicky Crewe (University of Cardiff) discussing her research into children’s toys during and after the Second Boer War (1899-1902). This presentation was given at the project workshop on 3rd September 2015.
This film features a presentation from Matt Ruuska of War Child, discussing their approach to portraying children in their campaigning. It features highly emotive clips from their recent campaigns, including their animation of experience of a Juvenile Detention Centre in Afghanistan and the powerful film Duty of Care: Protecting Children in War.
In this film, Lindsey Dodd (University of Huddersfield) talks about her research into the mobilisation of children in Vichy France, 1940-44. This presentation was given at the project workshop on 3rd September 2015.
In this film, Principal Investigator Laura King (University of Leeds) talks about her research into the use of children in envisaging the future in Britain, during and after the Second World War. This presentation was given at the project workshop on 3rd September 2015.
On 3rd September 2015, we held a workshop about the use of children to represent the future at King’s College London. Here, Helen Roche gives a full report on the event.
By Helen Roche, Research Fellow, University of Cambridge
Does it matter if adults use children for their own ends – especially in politics?
Is the instrumentalisation of children by grownups (past, present and future) always fundamentally exploitative?
Should we care? And if so, how might we help?
These were some of the questions which a workshop held recently at King’s College London, entitled ‘Children’s Burden or Benefit: Using young people to promote ideas of the future’ set out to answer.
Given that I’m currently writing a history of the most prominent Nazi elite schools, the Napolas, the title of the workshop caught my eye as soon as it was advertised. For the former Napola-pupils with whom I have been working and conducting interviews over the past few years, the pressure and responsibility of living up to the ideals of the National Socialist regime, and of proving oneself worthy of having been selected as a putative future leader of the Third Reich, have often been immense. So, although the researchers running the project – Laura King, Vicky Crewe and Lindsey Dodd – were primarily focusing on the history of childhood in Britain and France, the potential parallels and insights which they could provide for comparison with the German case seemed fascinating, even just from a quick look at their project website.
Part of an AHRC-funded project supported by the History & Policy initiative, their research focuses on children as ‘agents of future promise’ in nineteenth- and twentieth-century Britain and France. Building on this foundation, the workshop aimed to explore the ways in which children are often forced to bear the burden of adults’ expectations, particularly when they are used collectively to promote visions of a brighter political or social future.
The idea of a “workshop” might conjure up visions of the usual smattering of academic papers with a predominantly historical focus – just another word, in fact, for a miniature one-day conference. Instead, those attending were presented with a veritable smorgasbord of insights, not only from the historians involved in the project, but also from representatives of children’s charities (War Child, Plan International) and campaign groups (Let Toys be Toys). The day was brilliantly structured so as to allow plenty of time for discussion, which so often gets short-changed or hijacked at academic conferences – so, participants were encouraged to debate and reflect upon the key questions raised by the presentations, not only after each speaker had given their paper, but also in small groups throughout the day.
The day began with a brief introduction by Laura King, the ‘Agents of Future Promise’ project’s principal investigator. She established a theoretical framework for thinking about the various presentations which we were going to hear, touching on contemporary debates which represent childhood as a social construction whose definition is constantly changing.
Historically – or even in the present day – there often exists a tension between defining children wholly according to their current, often highly dependent, ‘child’ status (their ‘being’) – or defining them according to expectations of what they may achieve as future adults (their ‘becoming’). And yet, if we only see children in terms of what they may one day become, do we too easily lose sight of them as actors in the present? And if some children, such as the offspring of asylum-seekers, are assumed to be less good ‘investments’ for the future than others, what detrimental impact may that assumption have on policy in the present?
We were then treated to Laura’s own paper, entitled ‘How were children mobilised to represent the future in World War II Britain?’ Using a variety of sources, including newspapers, documentary films, parliamentary reports and election materials, Laura’s research showed that anxieties about children’s health and safety, in the context of rationing and the wartime evacuation programme, meant that children were more actively invoked in British politics during the Second World War than ever before. These were, after all, the ‘citizens of the future’, and as such, needed to be protected and fostered, both mentally and physically. This rhetoric of ‘investment’ in the nation’s children in order to secure Britain’s future was seized upon by an amazingly diverse range of politicians and organisations – from Labour MPs to Churchill himself; from children’s charities such as the NSPCC to margarine manufacturers, or even the Norwich Union insurance company – whose advertising slogans during this period included ‘The leaders of tomorrow are amongst the children of today!’ Whether in terms of advertising, fundraising, or political grandstanding, such visions of childhood provided a cogent economic rationale for spending on children, in a way which seemed to transcend the usual political or social boundaries.
We then moved on to Lindsey Dodd‘s paper, ‘How did the Vichy Government in World War II France involve children in the pursuit of its goals?’ Drawing mainly on material from the French National Archives, Lindsey’s research examines the ways in which the Pétainist regime not only instrumentalised children, but allowed them to become political agents in their own right. Whereas children are often defined in terms of lack, incompetence, irrationality, and dependence – in short, as non-adults, or as projects rather than people – she argued that Vichy France in some sense empowered not only women, but children too, allowing them to participate in, and even influence, the life of the polity (even if, in terms of the Pétainist battle for births, ‘having children’ was still ultimately prioritised over ‘being children’).
Just as in wartime Britain, children were portrayed as symbols of ‘restoration’ and ‘the rebirth of hope’. However, in propaganda terms, the Vichy regime saw children as miniature ‘Trojan horses’ who could pass Pétainist values on to their families, reeducating those adults who were still tainted by their decadent prewar past, and setting them a good example. Children were encouraged to earn money to send to the Vichy national charity, or to send Marshal Pétain Christmas surprises, such as a drawing of the part of France which they loved most, in order to ‘bring a smile to his face’ (the government received over two million of these!). More questionably, they were also invited to denounce or ostracise any of their peers who refused to cooperate with the regime’s ‘Loyalty Leagues’, which had been founded to abolish cheating and oppositional behaviour in schools. Every child who wrote a letter to Pétain received a reply, which sometimes led to long-standing correspondence, and which generally contributed to children’s sense of responsibility and loyalty to the regime, as well as their engagement with its policies. These, then, Lindsey argues, were truly child citizens, who sought to fulfil the regime’s confidence in their social influence, in as far as this was possible – even if, ultimately, they could only offer Pétain ‘some of my green beans which I’ve saved’, or a drawing of a squirrel.
In the second session, two practitioners, Matt Ruuska from War Child UK, and Kerry Smith from Plan International, took the floor. Both charities’ representatives focused upon the absolute necessity of children becoming ‘stakeholders’ in their own development (a welcome reversal of the adult-centered investment rhetoric which we had encountered previously?). While Kerry highlighted Plan International’s ‘Because I am a girl…I’ll take it from here’ campaign, which aims to eradicate underage marriage, FGM, and other types of female inequality and persecution, particularly in education, Matt concentrated upon the measures which War Child takes to empower the children whose voices they champion. Above all, the charity believes that children should never be portrayed as helpless victims, and that their stories should under no circumstances be criminalised, sensationalised or trivialised. War Child helps children who have suffered terribly, yet survived, to learn what it means to speak out and articulate their human rights, yet without compromising their need for privacy. In one series of cartoon videos which the charity has created in order to persuade runaway children in Afghanistan (and beyond) that they can turn to War Child for aid, most of the animation had been completed by the charity’s protégés themselves. But the most harrowing promotional video of all – one which had apparently moved hardened charity employees to tears when it was first shown – is ‘Duty of Care’ – a Call of Duty-style videogame simulation, which brings to horrific life the trauma and anguish visited upon children in any warzone. Watch it: I guarantee that it will change your perspective within two-and-a-half minutes.
The third session focused on toys – past and present. Vicky Crewe‘s paper, ‘What do toys tell us about children’s roles in the British Empire in the wake of the Second Boer War (1899-1902)?’, explored how toys and games can be used to influence children’s national identification, encouraging them both to empathise with their country’s war effort in the present, and giving them an appetite for war later in life. Toy soldiers, Boer-War-themed games such as ‘The Relief of Ladysmith’ or ‘The Pretoria Bomb’, and even clockwork armoured trains (advertised in toy catalogues as ‘the novelty of the season!’), all helped to make children more enamoured of the war. Meanwhile, prizes such as knives and pens were offered to children if they sent letters to the troops, or solved war-related puzzles. One nine-year-old Irish boy clearly demonstrated the efficacy of this type of indoctrination when he demanded to be allowed to join up and fight straight away. On the other hand, girls’ magazines such as the Girl’s Own Paper contained far less war-related advertising than their male counterparts – and, when the war was mentioned, the focus was firmly placed upon quintessentially feminine activities such as fundraising and letter-writing – or simply upon stoic endurance whilst waiting for one’s menfolk to return.
That such gendered advertising is not only far from being a thing of the past, but that in recent years it has reached undreamed of heights (or should that be depths?) was amply proved by Jess Day’s presentation on ‘Gender training: What are toys and toy adverts teaching children about what it means to be a boy or girl?’ Jess is part of a grassroots media campaign called Let Toys be Toys, which is gradually gaining ever more momentum. Their raison d’être is quite simple – to persuade toy companies and retailers that there is no need to present their wares in a gender-segregated fashion, with hoardings over the aisles in Toys”R”Us, Boots or Centre Parks, bearing legends such as “Gifts for Boys”, “justboys” and “justgirls”. While any toy that has anything to do with construction, science, locomotion – or even just toy animals – is commonly marketed as “Boys’ Stuff”, girls are left with cosmetics, toiletries, and pink tat – the most egregious example of all three categories combined being a “Hello Kitty Beauty Spa”.
This segregation and “pinkification”, which is now prevalent at all levels of the toy industry, has also made its way into book marketing, and has even gone so far as to infect a certain brand of antenatal scans – half of which bear the legend “Future Athlete” (blue, with rugby ball branding), the other “Future Diva” (you guessed it: pink, with flowers)… Yes, targeted merchandise begins to be directed at children before they have even left the womb.
Depressingly, wordles from the achilleseffect.com website which focused on the toy industry’s gendered marketing language showed that many of the most popular words aimed at girls included “fashion”, “style”, “glam”, “nails”, “perfect”, and so forth, while boys were bombarded with words such as “battle”, “action”, “power”, “attack”, and “beat” (with “friends” hiding away, shamefacedly, in one corner). What could be more calculated to bear out the result of a recent Girl Guiding survey, which found that 87% of girls think that women are judged more on their appearance than their ability? Maybe the truth behind that old Mitchell and Webb skit on gendered advertising is more worrying than we realised…
The negative effect of all this on children who do not fit the industry’s stereotypes should not be underestimated, for all that it bears little comparison with the wartime hardships depicted by the charity representatives. One small girl was almost reduced to collapse after suffering endless teasing at school for her “boyish” clothes and pastimes – and then finding that even the naming of the aisles in her local toyshop deemed her enthusiasm for construction toys to be unnatural. Meanwhile, boys are finding themselves hamstrung by negative stereotypes, particularly about their supposed academic inferiority. A recently-commissioned report on boys’ reading habits found that 18% of boys and 12% of girls think that it is “girly” to read any book at all, and 19% of boys admitted that they would be embarrassed if they thought that a friend had seen them reading. The effect of such stereotyping also has a negative impact on imagined career choices: the medic-themed toys which Jess Day’s own daughter played with, which habitually portrayed men as doctors and women as mere nurses, had a greater hold on her young imagination than did her own lived reality, in which most of the doctors she had ever encountered had been female. Meanwhile, boys are brought up to believe that a career in the caring professions must be a de factoimpossibility. A pitiful list compiled by a class of 9-year-old Canadian boys under the heading “What I don’t like about being a boy” ran as follows:
Jess stressed that, by “not being able to be a mother”, the boys didn’t mean not being able physically to give birth, but merely not being able to be a hands-on father – the idea that men could be engaged parents was basically unthinkable for them.
As a little girl who utterly despised dolls (favouring teddy-bears, or even teddy-leopards!), who loved playing with model railways, Meccano, and toy swords (as well as fashioning heraldic shields out of Ready Brek boxes), and who plastered her bedroom walls and boarding-school pinboards with posters of steam trains – as opposed to the usual fare of ponies, fluffy animals or Leonardo di Caprio – I couldn’t sympathise more with the valiant work that Jess and the Let Toys be Toys team are doing. The idea that the vitality of any child’s imagination – or even ambition – should be curbed and sapped by the “pinkification” strategies dictated by the collective will of corporate marketing machines is highly distressing – and yet it happens every day, all over the world.
To conclude, then: All too often, seeking to join research and policy at the hip, or bringing practitioners and academics together, can seem rather forced – easily discernible as a piece of “outreach” that has merely been designed to tick the appropriate box on a funding application form, rather than being either a joy or a necessity. However, this workshop proved absolutely that, when done well, such initiatives can have true value and real impact – it provided the best kind of model for how dialogue can and should be fostered between academia and the wider world (perhaps it even encouraged us to erase that very dichotomy from our minds!).
In conclusion, Laura, Lindsey, Vicky, and the History and Policy team should all be congratulated for pulling together a programme which surely has to rank as one of the most enjoyable workshops or conferences I have ever attended. The day was full of unique insights, surprises – and, above all, fruitful opportunities to broaden one’s perspectives beyond the purely historical.
On 3rd September 2015, we held a workshop about the use of children to represent the future at King’s College London. Here, Laura Tisdall gives her thoughts on the day in a guest post.
By Laura Tisdall, Stipendiary Lecturer, St Anne’s College, University of Oxford
Are children human ‘beings’ or human ‘becomings’? This issue is frequently discussed in sociological literature on childhood, usually in order to criticise the ‘deficit model’ of human ‘becomings’ (1). These terms are getting at a deceptively simple dichotomy that becomes a bigger problem the more you think about it: should children be viewed and treated primarily as future adults (‘becomings’), or is it more beneficial to value childhood in the present (‘beings’)? Those who support the latter model argue, roughly, that it is not enough to define children by what they cannot do in comparison with adults. It’s better to think about the positive contributions that children and adolescents can make in families, communities and societies. This is obviously sensible. To an extent, it reflects the views of many (although not all) mid twentieth-century British child-centred educationalists, who argued that childhood must not be seen simply as a preparation for adulthood. For example, JE Sadler and AN Gillett wrote in a popular teaching guide of 1962 that ‘The child may be compared with adults, but this may lead to wrong conclusions, since adults frequently make the mistake of assuming that childhood is necessarily unsatisfactory or incomplete, a kind of illness to be cured by schools… Nowadays more people than formerly regard childhood as good in itself.’ (2) Nevertheless, my own work on child-centred education in British schools, which I’ll talk about a little more in a bit, has suggested that an exclusive focus on childhood as ‘complete in itself’ could be problematic as well.
The Children’s Benefit or Burden? workshop, which emerged from the AHRC-funded Agents of Future Promise project, provided a lot of food for thought on how precisely these theoretical issues can contribute to analyses of childhood in the past. The workshop ostensibly focused on how children are used as symbols of the future, both historically and in the here and now, with some fascinating presentations from Matt Ruuska (War Child) and Kerry Smith (Plan International UK) on how charities can respectfully use images of children to advertise their work. However, the tension between children as ‘beings’ and ‘becomings’ was present in many of the papers. Dr Lindsey Dodd’s fascinating paper on children in Vichy France, which you can get a taste of in her blog post here, emphasised how children were used by the regime as both passive symbols of the future – for example, in discussions about increasing the birth rate – but also as active intermediaries, often encouraged to re-educate their own parents. For example, she described how children under 14 were encouraged to earn two francs to contribute to the Vichy government, and how this was seen as a way of influencing the adults around them. This treated children as active ‘beings’, but also manipulated their developing consciousnesses.
Jess Day’s fantastic presentation on the Let Toys be Toys campaign, which challenges gender stereotypes in the marketing of toys, also indirectly raised issues about solely valuing childhood as a stage in itself. She questioned why children are encouraged by gendered toys such as male-coded doctors’ kits to occupy a pink-and-blue fantasy. While children may frequently encounter female doctors in reality, these toys often have a more powerful hold over their imaginations, stranding them in a separate childhood world rather than connecting them to the reality of adult occupations. We often think that childhood needs to be happy, protected and safe, but this evidence indicates that by making childhood playtime so at odds with reality, we’re actually damaging children by restricting their plans for the future. If you only think about what children need in the present, you may be distorting their opportunities in adulthood.
Mid-century child-centred educational programmes based along gender and class lines were often justified by the claim that they appealed to children’s natural ‘interests’, and children learn best when their present interests are engaged, rather than by focusing on what will be good for them when they are adults. For example, writing on secondary modern schools in 1958, the prominent educationalist HC Dent commented that the ‘interest in learning’ of a large proportion of these 11+ ‘failures’ ‘can only be evoked and retained when they see before them immediately obvious, readily attainable, and personally relevant goals’.(3). Like much child-centred pedagogy, he therefore agreed with the traditional recommendation that boys do woodwork or metalwork, and girls cookery, but used newer psychological language to justify this divide. Despite the references to the general characteristics of childhood and adolescence, Dent explicitly argued near the end of his text that these recommendations were directed at the secondary modern intake because ‘at some point in the intelligence scale the capacity for systematic and progressive learning becomes so slight as to be almost negligible’.(4) In other words, these working-class pupils would never possess the capacity for logical, theoretical thought that their middle-class, grammar/public school equivalents would eventually gain, and so had to learn through concrete experience. In psychological terms, they would never really leave their early adolescence and participate in a fully adult future. Ironically, therefore, focusing on childhood as ‘good in itself’ could lead to a narrowly vocational curriculum that actually contradicted its central tenet by focusing on the presumed adult roles of these pupils. It also emphasised that these children were incomplete in comparison with (middle-class, male) adults.
Obviously, we are all human ‘beings’ and human ‘becomings’. Adults look forward to a projected future in the same way as children do. It’s possible to value children for what they are now without forgetting that they have the right to plan for their own futures, and to participate as far as is possible in the adult world. One question asked by this workshop was whether or not representing children as images of the future is harmful to the children themselves, and how children engage with, and produce these images. This is a hugely important task, and I’m really looking forward to reading more of the work that emerges from this project.
(1) For example, see James et al, 1998; Qvortup, 1994; Lee, 2001.
(2) A.N. Gillett and J.E. Sadler, Training for Teaching (London, 1962), 85-6
(3) H.C. Dent, Secondary Modern Schools: an interim report (London, 1958), 171
(4) ibid., 197