Mothers shall suckle their children for two whole years; [that is] for those who wish to complete the suckling. The duty of feeding and clothing nursing mothers in a seemly manner is upon the father of the child. No one should be charged beyond his capacity. A mother should not be made to suffer because of her child, nor should he to whom the child is born (be made to suffer) because of his child. And on the [father's] heir is incumbent the like of that [which was incumbent on the father]. If they desire to wean the child by mutual consent and [after] consultation, it is no sin for them; and if ye wish to give your children out to nurse, it is no sin for you, provided that ye pay what is due from you in kindness. Observe your duty to Allah, and know that Allah is Seer of what ye do.

Qur'an Chapter 2, Verse 33

354

355

17 cm high, 16.5 cm wide, and 6 cm deep (6.7 x 6.5 x 2.4 inches)

This hollow cast iron container is a baking mold used for shaping bread or cake for children, according to archaeologists. The mold is from the excavation of Hallado en al-Fudyan in Jordan, dated to the 8th century CE, during the Umayyad Islamic period. The two hinges enable the mold to be opened and filled with dough. The mold is in the shape of a ram.

"Allah's Messenger (peace be upon him) said, 'If any member of my people has two children who die before him, Allah will cause him to enter Paradise on their account.' Aisha asked, 'Does it apply to a member of your people who has one child who dies before him?' He replied, 'It does, you who have been helped by Allah to ask this.' She then asked, 'What about a member of your people who has no children who die before him?' He replied, 'I am the one who dies before my people, and they will never suffer any loss to compare with the loss of me.'" [Hadith Al-Tirmidhi, 1735]

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"The daughter of the Prophet (peace be upon him) sent for the Prophet requesting him to come as her child was dying [or was gasping], but the Prophet returned the messenger and told him to convey his greeting to her and say: 'Whatever Allah takes is for Him and whatever He gives, is for Him, and everything with Him has a limited fixed term [in this world] and so she should be patient and hope for Allah's reward.' She again sent for him, swearing that he should come. The Prophet got up, and so did Sa'd bin 'Ubada, Muadh bin Jabal, Ubai bin Ka'b, Zaid bin Thabit and some other men. The child was brought to Allah's Apostle while his breath was disturbed in his chest [the sub-narrator thinks that Usama added:] as if it was a leather water-skin. On that the eyes of the Prophet (peace be upon him) started shedding tears. Sa'd said, 'O Allah's Apostle! What is this?' He replied, 'It is mercy which Allah has lodged in the hearts of His slaves, and Allah is merciful only to those of His slaves who are merciful [to others].'" [Hadith al-Bukhari 2.373]

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We went with Allah's Apostle (peace be upon him) to the blacksmith Abu Saif, and he was the husband of the wet-nurse of Ibrahim [the son of the Prophet]. Allah's Apostle took Ibrahim and kissed him and smelled him and later we entered Abu Saif's house and at that time Ibrahim was in his last breaths, and the eyes of Allah's Apostle (peace be upon him) started shedding tears. 'AbdurRahman bin 'Auf said, "O Allah's Apostle, even you are weeping!" He said, "O Ibn 'Auf, this is mercy." Then he wept more and said, "The eyes are shedding tears and the heart is grieved, and we will not say except what pleases our Lord, O Ibrahim ! Indeed we are grieved by your separation." [Hadith al-Bukhari, 2.390]

"Yahya related to me from Malik from Hisham ibn Urwa that his father, Urwa ibn az-Zubayr made an aqiqa for his male and female children of a sheep each." [Al-Muwatta Hadith, 26:7]

[Legal interpretation of the hadith:] "Malik said, 'What we do about the aqiqa is that if someone makes an aqiqa for his children, he gives a sheep for both male and female. The aqiqa is not obligatory but it is desirable to do it, and people continue to come to us about it. If someone makes an aqiqa for his children, the same rules apply as with all sacrificial animals - one-eyed, emaciated, injured, or sick animals must not be used, and neither the meat or the skin is to be sold. The bones are broken and the family eat the meat and give some of it away as sadaqa. The child is not smeared with any of the blood.'"

http://worldart.sjsu.edu

California State University

April 2009

The World Images site, a project of California State University, is designed for simplicity of use if not aesthetic elegance. It is a utilitarian database well suited to teachers, professors, or students looking for presentation images licensed for educational use on a comprehensive range of subjects including photography, painting, illustration, and material culture with global geographic representation.

The image collections are arranged as thumbnail panes on the home page, each hyperlinked to a list of portfolios that indicate how many images each contains. The site holds an archive of 72,000 images organized into 867 portfolios, and a tutorial shows how to create Community Portfolios. Users can browse the collection using keywords, artists, topics, titles, regions, or periods in quick or advanced search modes. Search results can be viewed as titles with hyperlinked acquisition numbers, as thumbnail images with titles, or as small or zoomable images with their metadata.

Categories include institutional collections in the database, faculty collections, course materials, and a collection of image portfolios correlated to required history topics in the California Educational Standards for grades 4–10. Since these curricular requirements are fairly common across the U.S., and in world history beyond the U.S., this is a valuable resource for teachers.

World Images is rich in images related to children and youth. The "People and Portraits" portfolio contains three sub-categories on children with a total of 1,094 images, some overlapping. They include Children to 1500 (234), Children 1500-2000 (544), and Children of the World (316).

The first is fairly inclusive geographically, but includes many images from Western traditions. The second is almost entirely European and American, and the third includes North and South American, African, Asian, and European children's photos and a few artworks and artifacts. Much of the third collection is the work of photographer Kathleen Cohen.

The following search terms returned images on children and youth: "children" (1000), "childhood" (80), "girl" (382), "boy" (555 items), "infant" (119), and "family" (858). The metadata provided with each image includes title, artist or maker, historical period, region or country of origin, copyright holder of the image, and/or museum holding the object. The individual object view also shows what other collections include the object, and links to other objects by the same artist or unknown generic maker from that culture. The photographs are labeled with title, year, location, and photographer, but nothing further, though some of the titles are very descriptive.

The information associated with World Images is thus limited, providing no further contextualization, nor are there links to descriptive information on museum sites where some are housed, for example. For this reason, the works of art found through this website are starting points for research about children in history rather than destinations. Some images, however interesting, remain mysterious.

Teachers wanting to illustrate already researched lectures or activities with licensed images will find this site a rich resource, especially if the lack of detailed information on the images is not a problem. Interesting objects from the collection can stimulate fruitful discoveries of available research on the web or from books and articles. For example, an image of an ancient baby bottle led to a trove of online information about infant feeding through the centuries.

Teachers can also create thematic collections that can be used for primary source investigations. A number of art images show punishment of children's misbehavior, for example, and children at play, as well as infant equipment from various times and places. These images can be used as exercises in examining primary sources as if they were "found objects" at a site or in an archive.

World History Sources at the Center for History and New Media has extensive lessons, exercises, and scholarly models for analyzing primary sources, including photographs, that could provide tools for working with the rich sources available on this website. A feature called "You be the Historian" could be adapted to interrogating the images from the World Images collections, and would reveal much about childhood by investigating questions to ask, and suggesting how to find answers.

Susan Douglass

George Mason University

World Images is rich in images related to children and youth.

"Yahya said, 'Malik said from Hisham ibn Urwa that Abdullah ibn az-Zubayr gave judgment based on the testimony of children concerning the injuries between them.'[ Al-Muwatta Hadith, 36:9]

[Legal interpretation of the hadith:] Malik said, 'The generally agreed on way of doing things in our community is that the testimony of children is permitted concerning injuries between them. It is not accepted about anything else. It is only permitted between them if they testify before they leave the scene of the incident and [might] have been deceived or instructed. If they leave the scene, they have no testimony unless they call just witnesses to witness their testimony before they leave.'"

http://images.wellcome.ac.uk/

Wellcome Library

April 2009

A remarkable collection of historical images focused on biomedical and other scientific topics, the Wellcome Images website is a treasure trove for educators and students. Although there is not an emphasis on children’s and youth history, creative use of the site’s search engine allows scholars and students of the history of childhood some fascinating glimpses into changing presentations of children in various historical locations and eras. Moreover, there are many resources to facilitate education, particularly in the realms of medicine, biology, and the changing nature of scientific knowledge over time. This makes the Wellcome Images website a welcome addition to any educator’s toolbox for teaching.

Scholars of childhood histories will find that the site's built-in search function easy to use, and, by plugging in keywords such as "boy," "girl," and "child," a plethora of images will emerge that depict a variety of historical representations of children. Many European images depicting methods of child health care, ranging from the medieval to modern eras, are available on the site. There are also scores of 20th-century promotional posters available that reveal (mainly) British public health education efforts promoting preferred methods of child rearing and health care. Moreover, there are tens of advertisements from the past 200 years, depicting children as promotional tools for selling hygiene products. There is a wealth of photographs and manuscripts from the medieval and modern eras from India that illustrate changing attitudes toward children and health care.

The Wellcome Images website is easy to navigate, and all images are free for personal and academic use under Creative Commons sharing rules. The site has divided its collections into five categories: "Illness and Wellness," "Life," "Culture," "Nature," and "War." Each image may be downloaded in a low-resolution format that is acceptable for websites, multi-media presentations, and other educational presentation needs. Users who wish to purchase high-resolution scans and physical prints may do so, for a price. Moreover, users who register (for free) with the website may save images to a "Lightbox," in order to compile, organize, and view their collections at any time. This is a welcome addition to the website and allows users to collect a variety of images at once, then sort and organize them later.

A useful section of the website is the "Life" section. Curated with an emphasis on human body parts and historically shifting notions of human anatomy, images from this group would be excellent sources for educators who wish to illustrate the changing conceptions of biology throughout the ages. Images of x-rays and microscopic cell photography sit side-by-side with Victorian "cure-all" advertisements and early modern anatomical illustrations. Like the rest of the site, the user must select his or her own images and place them within a larger historical context. However, given the proper supplementary information, this section in particular would be a wonderful basis for illustrating historical trends in understanding human biology. Comparing and contrasting images of children and adults would allow scholars of childhood histories the opportunity to discern changing attitudes about the nature of children and their anatomies over time and space.

Educators may want to keep a couple of caveats in mind when using this site. First of all, the collection is not comprehensive, nor it is chronologically organized. It is a marvelous resource for image finding, but not a starting point for obtaining information about any subject matter. Second, there are some rather graphic depictions of warfare, medical procedures, and biological functions shown in some of the images. Adults may want to preview the site before having younger children conduct research. That being said, the Wellcome Images website is a wonderful resource for educators and students who are looking for some fascinating historical images of scientific understanding of youth across cultures and eras.

Nancy L. Stockdale

University of North Texas

A remarkable collection of historical images focused on biomedical and other scientific topics, the Wellcome Images website is a treasure trove for educators and students.

K'uang Heng bores a hole in the wall
Sun Ching shuts his door

K'uang Heng of the Former Han, whose polite name was Chih-kuei, was a native of Ch'eng in Tung-hai. His father and his ancestors before him had been farmers, but K'uang took a great liking to learning. However, because his family was poor, he hired himself out as a day laborer in order to meet expenses. In diligence and energy he far surpassed others. The Confucian scholars used to say to each other, "Don't try to lecture on the Book of Odes – leave it to K'uang. When he expounds the Odes, he makes people laugh so hard they unhinge their jaws!" He passed the civil service examination in the first category and was selected for public office, and in the reign of Emperor Yüan [48-33 B.C.] was promoted to the post of chancellor.

The Hsi-ching tsa-chi or Random Notes on the Western Capital records that when K'uang Heng was hard at work on his studies, he had no lamp to read by. The house next door had a lamp, but its light did not reach to K'uang's house. K'uang thereupon bored a hole in the wall of his neighbor's house and read his books by the light that came through.

In the village there was a prominent man named Wen Pu-chih, who was very rich and owned many books. K'uang went to work for him, but refused any compensation, asking instead that he be allowed to read his way through the man's library. The master of the rich family, much impressed, kept K'uang provided with books to read, and in this way he was eventually able to become a great scholar.

According to the Ch'u-kuo hsien-shien-chuan or Biographies of Former Worthies of the State of Ch'u, Sun Ching, whose polite name was Wen-pao, always kept his door closed and spent all his time reading books. If he felt himself growing drowsy, he would tie a rope around his neck and loop it over the rafters so he would be sure to stay awake. One time when he went to the marketplace, the people in the market, seeing him, all called out, “Here comes Professor Closed Door!” He was invited to take public office but declined the summons.

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