During the nineteenth century, the only organisation in the Cape Colony to evince any sustained interest in children and childhood was the Dutch Reformed Church (DRC). Ministers not only established schools, Sunday schools and children's clubs and organisations, but also produced a slew of books, journals and articles for and children. Their childrearing manuals were read both locally and abroad. This article argues that ministers' childrearing advice was shaped by their own experiences as sons and as fathers, particularly as middle class childhood changed over the course of the nineteenth century.
UIDB/04647/2020 UIDP/04647/2020 ; This article aims to understand the process of institutionalisation of the social configuration of a bathing colony aimed at lower-class children, promoted by the leaders of the newspaper O Século in the early twentieth century. A perspective that conceptually relates to the social space of health and tourism was favoured. Health is a cultural construction – as a notion – and a political construction – as a space – that can be apprehended relationally, as a product of the social world. In the conceptualisation of tourism, mobility and leisure are central (although not exclusive) axes, understood as dynamic phenomena and concepts, taking on various forms and multiple meanings according to sociohistorical contexts. The paper seeks to demonstrate that the institution of the bathing colony was socially defined, with specific individuals and groups being decisive in this process. ; publishersversion ; published
This article aims to understand the process of institutionalisation of the social configuration of a bathing colony aimed at lower-class children, promoted by the leaders of the newspaper O Século in the early twentieth century. A perspective that conceptually relates to the social space of health and tourism was favoured. Health is a cultural construction – as a notion – and a political construction – as a space – that can be apprehended relationally, as a product of the social world. In the conceptualisation of tourism, mobility and leisure are central (although not exclusive) axes, understood as dynamic phenomena and concepts, taking on various forms and multiple meanings according to sociohistorical contexts. The paper seeks to demonstrate that the institution of the bathing colony was socially defined, with specific individuals and groups being decisive in this process.
The problem of homeless children in Ukraine of the 21th century has been updated. The best practices of one of the first managers in the Poltava region, who initiated the re-education of young people on the principles of teamwork and cohesiveness of pupils around joint productive work, were analyzed by Fedor Danilovich Ivanov, the head of the children's agricultural colony named after V.G. Korolenko.The main achievements of the colony were identified: the creation of a system of children's self-governance, the structure that included general meetings, the organizational committee, the system of detachments, commissions (economic, sanitary, linen, club board, library, editorial); availability of Pioneer and Komsomol organization; clear organization of the labor process of the colonists; organization and provision of educational work for pupils; organization of cultural and educational life and improvement of children.The author notes that the organization of work's level has ensured its high effectiveness: the upbringing and returning to the full life of hundreds of pupils (together with the labor colony of A. S. Makarenko, about 2 thousand pupils were rescued by children's institutions, the cases of relapse were not recorded among them); the recognition of the colony of the People's Commissariat of Ukraine as a research and development institution, 1925; the abandonment of the posts of educators and the transition to self-governing colonial administration, from 1928 (colony named after M. Gorky, since 1930); the popularization of the experience of educational work in pedagogical journals, journals, methodical collections. There was concluded that the efficiency and high results in education had become possible due to the innovative, non- standard approach to work created by the personal convictions and views, efforts and desires of Theodore Danilovich Ivanov, his dedication and love for children. The specifics of work with children of preschool and junior school age have helped the children's institution become an innovative center for the development and validation of democratic, humane views on the education of young people.The author expresses the hope that the innovative experience of upbringing street children of Fyodor Ivanov will not only be a historical value, but will also be a real example for the formation of Ukrainian citizens and their return to full- fledged life. ; Проаналізовано передовий досвід одного з перших на Полтавщині завідувачів- вихователів, хто розпочав справу перевиховання молоді на принципах організованості колективу та згуртованості вихованців навколо спільної виробничої праці, – Федора Даниловича Іванова – очільника дитячої сільськогосподарської колонії ім. В.Г. Короленка.
The problem of homeless children in Ukraine of the 21th century has been updated. The best practices of one of the first managers in the Poltava region, who initiated the re-education of young people on the principles of teamwork and cohesiveness of pupils around joint productive work, were analyzed by Fedor Danilovich Ivanov, the head of the children's agricultural colony named after V.G. Korolenko.The main achievements of the colony were identified: the creation of a system of children's self-governance, the structure that included general meetings, the organizational committee, the system of detachments, commissions (economic, sanitary, linen, club board, library, editorial); availability of Pioneer and Komsomol organization; clear organization of the labor process of the colonists; organization and provision of educational work for pupils; organization of cultural and educational life and improvement of children.The author notes that the organization of work's level has ensured its high effectiveness: the upbringing and returning to the full life of hundreds of pupils (together with the labor colony of A. S. Makarenko, about 2 thousand pupils were rescued by children's institutions, the cases of relapse were not recorded among them); the recognition of the colony of the People's Commissariat of Ukraine as a research and development institution, 1925; the abandonment of the posts of educators and the transition to self-governing colonial administration, from 1928 (colony named after M. Gorky, since 1930); the popularization of the experience of educational work in pedagogical journals, journals, methodical collections. There was concluded that the efficiency and high results in education had become possible due to the innovative, non- standard approach to work created by the personal convictions and views, efforts and desires of Theodore Danilovich Ivanov, his dedication and love for children. The specifics of work with children of preschool and junior school age have helped the children's institution become an innovative center for the development and validation of democratic, humane views on the education of young people.The author expresses the hope that the innovative experience of upbringing street children of Fyodor Ivanov will not only be a historical value, but will also be a real example for the formation of Ukrainian citizens and their return to full- fledged life. ; Проаналізовано передовий досвід одного з перших на Полтавщині завідувачів- вихователів, хто розпочав справу перевиховання молоді на принципах організованості колективу та згуртованості вихованців навколо спільної виробничої праці, – Федора Даниловича Іванова – очільника дитячої сільськогосподарської колонії ім. В.Г. Короленка.
Introduction. Our understanding of the life of children during the Civil War is largely based on two sets of published documents: the essays of immigrant children, written abroad in 1924–1925, and personal documents of the children of the Petrograd nutritional colony, who made forced trip around the world in 1918–1921, about whom the book by O.I. Molkina. Therefore, any new sources in this area are very valuable. The purpose of the article is to reconstruct the images of childhood during the period of civil confrontation through the interpretation of the collection of "children's letters" written in 1917–1918. Methods. The study is based on methodological developments in the study of "children's" texts created by A.A. Salnikova. Based on the objectives of the study, the analysis of 54 selected narratives of children and adolescents (1917–1918) was carried out within the methodological framework of interpretive approach based on "understanding" reading of "children's letters" through an unformalized analysis of their texts. Analysis. As a result of the analysis of the texts of letters of children and adolescents, the main thematic topics of correspondence were revealed, which made it possible to structure the texts of children's letters. The identified thematizations were grouped into nine blocks: "war", "revolution", "deprivation", "children", "adults", "life", "protest", "study", "feelings / emotions". The scope and objectives of the article allow to focus only on the first three blocks. Unlike the essays written by children in exile, many of the authors of the letters we studied belonged to a completely different social environment – the families of the Russian intelligentsia, who positively perceived the revolution, sympathizing with the Bolsheviks or being in their ranks. Results. Analysis of "children's letters" 1917–1918 showed that there is no single children's discourse about the Civil War. At least two diametrically opposite children's discourses – "emigrant" and "revolutionary", are quite clearly observed. The second discourse was presented in this work.
This article is devoted to the analysis of the educational process' organization in Storozhishchensky corrective colony shelter in the Smolensk province, opened in 1894, through the implementation of the principle of social justice, reflected in the pedagogical ideas of the English reformer Robert Owen. It was found that in this institution for male juvenile offenders, the specified principle was used by applying adequate forms of education to them: labour, moral, mental and physical. The authors present the experience of the correctional colony shelter on re-education, correction and socialization of underage offenders, and the formation of their attitudes and values inherent in law-abiding citizens.The methods and forms for achieving this were as follows activities of juvenile offenders in various types of household work: gardening, horticulture, beekeeping, handicrafts; military gymnastics, special exercises, outdoor games, walks; theoretical and practical teaching in agricultural schools, opened at the correctional institution; visits to the church, conversations, positive examples of teaching staff and their moralizing influence on children's personality. Also the article considers methodological approaches, which were used by the teachers of Storozhishchensky corrective colony shelter, such as natural science (biological), sociological, anthropological, cultural, educational, axiological and criminological.
This article is devoted to the analysis of the educational process' organization in Storozhishchensky corrective colony shelter in the Smolensk province, opened in 1894, through the implementation of the principle of social justice, reflected in the pedagogical ideas of the English reformer Robert Owen. It was found that in this institution for male juvenile offenders, the specified principle was used by applying adequate forms of education to them: labour, moral, mental and physical. The authors present the experience of the correctional colony shelter on re-education, correction and socialization of underage offenders, and the formation of their attitudes and values inherent in law-abiding citizens.The methods and forms for achieving this were as follows activities of juvenile offenders in various types of household work: gardening, horticulture, beekeeping, handicrafts; military gymnastics, special exercises, outdoor games, walks; theoretical and practical teaching in agricultural schools, opened at the correctional institution; visits to the church, conversations, positive examples of teaching staff and their moralizing influence on children's personality. Also the article considers methodological approaches, which were used by the teachers of Storozhishchensky corrective colony shelter, such as natural science (biological), sociological, anthropological, cultural, educational, axiological and criminological.
The article is devoted to organizational and legal problems of educational colonies in Ukraine. It is noted that educational colonies occupy a special place among other penitentiary institutions provided by the CEC of Ukraine and special institutions for children, defined by the Law of Ukraine "On bodies and services for children and special institutions for children." However, the Law of Ukraine "On Bodies and Services for Children and Special Institutions for Children" only formally outlines the place of educational colonies in the system of special institutions for children. The main tasks of penitentiary institutions are proper execution of sentences, correction and re-socialization of convicts, general and special prevention, prevention of torture and inhuman or degrading treatment of convicts. The main tasks of the legislation, compared to the Correctional Labor Code of Ukraine in 1970, have not changed, only the achievement of resocialization and prevention of torture and inhuman or degrading treatment of convicts was first defined by the legislator as the purpose of criminal law. It is emphasized that in the current conditions, when places of imprisonment are financed from the budget, to keep thousands of convicts, feed them three times a day, provide them with at least heat, light, supervision and protection is very expensive not only for the young state, which is Ukraine, but and for any country, even with a developed market economy. Proposals to establish an independent body to investigate complaints of violence against children in correctional facilities, as well as to establish cooperation between correctional facilities with the children's service and the center of social services for youth and to require the appointment of individual social workers responsible for working with colonies. It has been emphasized that the number of juveniles convicted of crimes has decreased significantly over the past five years. At the same time, the tendency of local general courts to apply alternatives to ...
The theory of social defense developed in the late nineteenth century from the work of Italian and French schools of criminal anthropology. The search for the etiology of deviant behavior, and particularly criminal behavior, should lead to the replacement of certain basic concepts of criminal law such as crime, guilt and punishment, by others that take into account the dangerousness of individuals guilty of criminal acts. The aim was to replace undifferentiated criminal sanctions with more personalized measures designed to improve public safety. In the inter-war period, criminal anthropology gave way to criminal prophylaxis, imagined by the psychiatrist Edouard Toulouse. The members of his network displayed an intense activity, but two subjects were paradoxically overlooked in their investigations: the French Guiana penal colonies and the metropolitan children's penal colonies. The public was, however, very shocked by Albert London's revelations after his investigation into the Cayenne penal colony. Almost simultaneously, the scandal of children's penal colonies, also orchestrated by journalists and philanthropic associations broke out. The thesis aims to a better understanding of the failure of the Criminal Prophylaxis, which disappeared on the eve of the second world war, even when the death sentence of the penal colony of Cayenne was pronounced, for reasons actually more economical than humanitarian, as well as the replacement of children's penal colonies with the Supervised Education System. In studying the rich debates on criminal policy in the inter-war period, it also highlights the commitment of unfairly unsung actors to date. ; La théorie de la défense sociale s'est développée à la fin du XIXe siècle à partir des travaux des écoles italienne et française d'anthropologie criminelle. La recherche de l'étiologie des comportements déviants, et particulièrement des comportements criminels devait conduire à remplacer certains concepts de base du droit pénal tels que crime, culpabilité et châtiment, par ...
The theory of social defense developed in the late nineteenth century from the work of Italian and French schools of criminal anthropology. The search for the etiology of deviant behavior, and particularly criminal behavior, should lead to the replacement of certain basic concepts of criminal law such as crime, guilt and punishment, by others that take into account the dangerousness of individuals guilty of criminal acts. The aim was to replace undifferentiated criminal sanctions with more personalized measures designed to improve public safety. In the inter-war period, criminal anthropology gave way to criminal prophylaxis, imagined by the psychiatrist Edouard Toulouse. The members of his network displayed an intense activity, but two subjects were paradoxically overlooked in their investigations: the French Guiana penal colonies and the metropolitan children's penal colonies. The public was, however, very shocked by Albert London's revelations after his investigation into the Cayenne penal colony. Almost simultaneously, the scandal of children's penal colonies, also orchestrated by journalists and philanthropic associations broke out. The thesis aims to a better understanding of the failure of the Criminal Prophylaxis, which disappeared on the eve of the second world war, even when the death sentence of the penal colony of Cayenne was pronounced, for reasons actually more economical than humanitarian, as well as the replacement of children's penal colonies with the Supervised Education System. In studying the rich debates on criminal policy in the inter-war period, it also highlights the commitment of unfairly unsung actors to date. ; La théorie de la défense sociale s'est développée à la fin du XIXe siècle à partir des travaux des écoles italienne et française d'anthropologie criminelle. La recherche de l'étiologie des comportements déviants, et particulièrement des comportements criminels devait conduire à remplacer certains concepts de base du droit pénal tels que crime, culpabilité et châtiment, par ...
The theory of social defense developed in the late nineteenth century from the work of Italian and French schools of criminal anthropology. The search for the etiology of deviant behavior, and particularly criminal behavior, should lead to the replacement of certain basic concepts of criminal law such as crime, guilt and punishment, by others that take into account the dangerousness of individuals guilty of criminal acts. The aim was to replace undifferentiated criminal sanctions with more personalized measures designed to improve public safety. In the inter-war period, criminal anthropology gave way to criminal prophylaxis, imagined by the psychiatrist Edouard Toulouse. The members of his network displayed an intense activity, but two subjects were paradoxically overlooked in their investigations: the French Guiana penal colonies and the metropolitan children's penal colonies. The public was, however, very shocked by Albert London's revelations after his investigation into the Cayenne penal colony. Almost simultaneously, the scandal of children's penal colonies, also orchestrated by journalists and philanthropic associations broke out. The thesis aims to a better understanding of the failure of the Criminal Prophylaxis, which disappeared on the eve of the second world war, even when the death sentence of the penal colony of Cayenne was pronounced, for reasons actually more economical than humanitarian, as well as the replacement of children's penal colonies with the Supervised Education System. In studying the rich debates on criminal policy in the inter-war period, it also highlights the commitment of unfairly unsung actors to date. ; La théorie de la défense sociale s'est développée à la fin du XIXe siècle à partir des travaux des écoles italienne et française d'anthropologie criminelle. La recherche de l'étiologie des comportements déviants, et particulièrement des comportements criminels devait conduire à remplacer certains concepts de base du droit pénal tels que crime, culpabilité et châtiment, par ...
The Pilgrims and Puritans did not arrive on the shores of New England alone. Nor did African men and women, brought to the Americas as slaves. Though it would be hard to tell from the historical record, European colonists and African slaves had children, as did the indigenous families whom they encountered, and those children's life experiences enrich and complicate our understanding of colonial America.Through essays, primary documents, and contemporary illustrations, Children in Colonial America examines the unique aspects of childhood in the American colonies between the late sixteenth and late eighteenth centuries. The twelve original essays observe a diverse cross-section of children-from indigenous peoples of the east coast and Mexico to Dutch-born children of the Plymouth colony and African-born offspring of slaves in the Caribbean-and explore themes including parenting and childrearing practices, children's health and education, sibling relations, child abuse, mental health, gender, play, and rites of passage.Taken together, the essays and documents in Children in Colonial America shed light on the ways in which the process of colonization shaped childhood, and in turn how the experience of children affected life in colonial America
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Traditional European families have long been presumed to be char acterized by parental control over their children's choices of a marriage partner; a control aided by the support of the Catholic church. This essay focuses on the role of the Catholic church in family conflicts over marriage in the Spanish New World colony of Mexico. It demonstrates that the Spanish Catholic church not only failed to support parental authority over their offspring's marriages but that it intervened decisively to prevent families from interfering in the young couple's decision to marry. The Spanish Catholic church's actions stemmed from.a strong commitment to traditional Catholic orthodox views on matrimonial freedom as well as from a cultural heritage opposing marriages for social or economic gain.
