Life for Bao-yu after his removal into the garden became utterly and completely satisfying. Every day was spent in the company of his maids and cousins in the most amiable and delightful occupations, such as: reading, practicing calligraphing, strumming on the qin, playing Go, painting, composing verses, embroidering in coloured silks, competitive flower collecting, making flower-sprays, singing, word games, and guess fingers. In a word, he was blissfully happy. . .

Then, quite suddenly, in the midst of this placid, agreeable existence, he was discontented. He got up one day feeling out of sorts. Nothing he did brought any relief. Whether he stayed indoors or went out into the garden, he remained bored and miserable. The garden's female population were mostly still in that age of innocence when freedom from inhibition is the fruit of ignorance. Waking and sleeping they surrounded him, and their mindless giggling was constantly in his ears. How could they understand the restless feelings that now consumed him? In his present mood of discontent he was bored with the garden and its inmates; yet his attempts to find distraction outside it ended in the same emptiness and ennui.

Tealeaf saw how it was with him and racked his brains for a remedy. Unfortunately all the things he could think of seemed to be things that Bao-yu had already tried and grown tired of. But no, there was something he had not yet tried. As soon as Tealeaf thought of it, he set off to the book-stalls and bought a pile of books – books of a kind Bao-yu had never heard about – to give as a present to his young master. His purchases included: Old Inklubber's Stories Old and New; The Secret History of Flying Swallow; Sister of Flying Swallow; The Infamous Loves of Empress Wu; The Jade Ring Concubine, or Peeps in the Inner Palace… and a heap of playbooks – mostly romantic comedies and the like.

Bao-yu took one look at this gift and was enraptured; but Tealeaf uttered a warning: "Don't take these into the garden! If you do, and anyone finds out about them, I'll be in real trouble – more than just a bellyful!"

The injunction was one with which Bao-yu was most unwilling to comply. After a good deal of hesitation he picked out a few of the chaster volumes to keep by his bed and read when no one was about, and left the cruder, more forthright ones behind, hidden somewhere in his outer study.

One day after lunch – it was round about the Midwash of the third month, as our forefathers, who measured the passage of time by their infrequent ablutions, were wont to say – Bao-yu set off for Drenched Blossoms Weir with the volumes of Western Chamber under his arm, and sitting down on a rock underneath the peach-tree which grew there beside the bridge, he took up the first volume and began, very attentively, to read the play. He had just reached the line "The red flowers in their hosts are falling" when a little gust of wind blew over and a shower of petals suddenly rained down from the tree above, covering his clothes, his book, and all the ground about him. . . a voice behind him said, "What are you doing here?"

He looked around and saw that it was Dai-yu. She was carrying a garden hoe with a muslin bag hanging from the end of it on her shoulder and a garden broom in her hand.

"You've come at just the right moment," said Bao-yu, smiling at her. "Here, sweep these petals up and tip them in the water for me! I've just tipped one lot in myself."

"It isn't a good idea to tip them in the water," said Dai-yu. "The water you see here is clean, but farther on beyond the weir, where it flows past people's houses, there are all sorts of muck and impurity, and in the end they get spoiled just the same. In that corner over there I've got a grave for the flowers, and what I'm doing now is sweeping them up and putting them back in this silk bag to bury them there, so that they can gradually turn back into earth. Isn't that a cleaner way of disposing of them?"

Bao-yu was full of admiration for this idea. "Just let me put this book somewhere and I'll give you a hand."

"What book?" said Dai-yu.

"Oh. . . the Doctrine of the Mean and The Greater Learning," he said, hastily concealing it.

"Don't try to fool me!" said Dai-yu. "You would have done much better to let me look at it in the first place, instead of hiding it so guiltily."

"In your case, coz, I have nothing to be afraid of," said Bao-yu; "but if I do let you look, you must promise not to tell anyone. It's marvelous stuff. Once you start reading it, you'll even stop wanting to eat!"

He handed the book to her, and Dai-yu put down her things and looked. The more she read, the more she liked it, and before very long she had read several acts. She felt the power of the words and their lingering fragrance. Long after she had finished reading, when she had laid down the book and was sitting there rapt and silent, the lines continued to ring on in her head.

"Well," said Bao-yu, "is it good?"

Dai-yu smiled and nodded.

Bao-yu laughed: "How can I, full of sickness and woe, withstand that face which kingdoms could o'erthrow?"

1. Cao Xueqin. The Story of the Stone. Translated by David Hawkes. 5 vols. New York: Penguin Classics, 1973.
   A classic novel from 18th-century China that presents the life of an elite family, offering rich detail of daily life and practice, period humor, and dramatic intrigue.
2. Hsiung Ping-chen. A Tender Voyage: Children and Childhood in Late Imperial China. Stanford: Stanford University Press, 2005.
   A path-breaking work on childhood in late Imperial China – an excellent study that explores the lives of children in relation to the social, material, and philosophical context of the period while raising important historiographic issues for further research.
3. Kinney, Anne Behnke, ed. Chinese Views of Childhood. Honolulu: University of Hawaii Press, 1995.
   An edited volume rich in its thematic and temporal coverage of themes related to childhood in Chinese history.
4. Saari, Jon L. Legacies of Childhood: Growing Up Chinese in a Time of Crisis, 1890-1920. Cambridge, MA: Harvard University Press East Asian Monographs, 1990.
   This text provides an insightful examination of the experience of childhood at a moment of historical transition between the established traditions of family and education and the shifts accompanying the rise of a modern China in the early 20th century.

by Susan Douglass
(Suggested writing time: 50 minutes)

Using the images and texts in the documents provided, write a well-organized essay of at least five paragraphs in response to the following prompt.

• Create a portrait describing childhood in late Imperial China in terms of the roles children were socialized to fulfill, the roles parents were expected to play in providing for and nurturing children at different stages of development, and the cultural objects used in teaching, entertaining, and childrearing. Base your description on analysis of evidence in the documents.

Your essay should:

• have a clear thesis,
• use at least six of the documents to support your thesis,
• how analysis by grouping the documents into at least two groups,
• analyze the point of view of the documents, and
• recognize the limitation of the documents before you by suggesting an additional type of document or source to make your discussion more complete or valid.

Grateful acknowledgment is made to the following institutions for primary sources:

[Information Coming Soon]

About the Author

Sue Fernsebner is a specialist in the cultural and social history of China during the 19th and 20th centuries. Her interests lie in the shared realms of material culture and social experience, gender, and global encounters. Included among her published works is the study "A People's Playthings: Toys, Childhood, and Chinese Identity, 1909–1933." She is currently finishing a book on China's participation in world's fairs and international expositions. She is Assistant Professor of History at the University of Mary Washington.

About the Lesson Plan Author

Susan Douglass is a doctoral student in history at George Mason University, and also serves as education outreach consultant for the Al-Waleed Center for Muslim-Christian Understanding at Georgetown University. Publications include World Eras: Rise and Spread of Islam, 622-1500 (Thompson/Gale, 2002), the study Teaching About Religion in National and State Social Studies Standards (Freedom Forum First Amendment Center and Council on Islamic Education, 2000), and teaching resources, both online and in print, including and the curriculum project World History for Us All, The Indian Ocean in World History, and websites for documentary films such as Cities of Light: the Rise and Fall of Islamic Spain and Muhammad:Legacy of a Prophet.

An exploration of primary sources on childhood in late imperial China (framed broadly as the Song through Qing dynasties, ca. 960-1911 CE) offers a window into lived experience and the diverse ways in which childhood itself could be imagined and articulated. As with other times and places, the historical record presents a variety of perspectives and different takes on childhood, providing a sense of that realm as socially defined, imagined, and experienced.

Chinese family life in the late imperial period was marked by a complex realm of relationships. Children often grew up amidst an extended family of parents and siblings, grandparents, cousins, and, for the wealthier families, a domestic realm that would also include servants, wet-nurses, as well as the various women of a household including a formal wife and (potentially) multiple concubines. Extended families were thus the norm, offering a rich and complex community for the child.

Practices of child-rearing and the life patterns of children were shaped by class and gender. The management of the household was overseen by females as was child-rearing itself. Women would care for the children and, particularly as the late imperial period progressed through the Ming and Qing dynasties, would also be responsible for much of their early education. Youngsters would be guided in their initial acquisition of literacy and numbers through memorization of basic poetry and childhood primers.

Men in a family would also often play a role in children's lives, particularly in shaping decisions about the continued education and training of children (both boys and girls). Many a father or grandfather would also enjoy and celebrate leisure time with kids at play in the domestic quarters.

Children themselves would share together the joys and endeavors of early childhood through to an age of seven or eight years, at which point gendered divisions would be more clearly defined in their own activities and in their own spaces of learning. Growing girls would learn from other women in the household the essential skills associated with the feminine, including embroidery, sewing, cooking, and, particularly for elite girls, reading and calligraphy.

Elite boys, having shared an early training and playful realm with little girls, would then move to their own education, building up a literacy and experience with the canon of Confucian classics in preparation for the imperial state's civil service exams that could bring true success to their family and lineage. Boys who were not from elite classes, but who were raised in peasant households or by working class families, would also begin to engage in more strenuous work in the fields or perhaps new duties in the shops and artisan studios of an urban center.

Social relationships, meanwhile, were shaped by and articulated through a rich culture of philosophy and practice associated with the family. Confucian classics such as The Book of Rites (Liji) set forth an ideal vision of the proper child and the mandated aims of child-rearing. Here, as in the many instructional texts that circulated amidst China's booming print industry of the late imperial period, an emphasis was placed upon a moral training for the child in appropriate forms of behavior and in a recognition of the value of social relationships.

Moral teachings included the inculcation of a respect for elders and the encouragement of a child's true expressions of filial piety. This latter ideal was one celebrated as the foundation of a good family and of society itself. In ideal examples, children were honored for displaying a heartfelt sense of obligation, gratitude, and loyalty to their family as well as their dedication, throughout life, in caring for their elders.

Actual practice, naturally, was more complex. Reaching beyond the texts devoted to the ideal and exemplary, one also discovers more varied depictions of children's lives. Sources found in literature, poetry, biography and family records as well as in visual images from the time reveal the variety of experiences, emotions, challenges, and playful intrigue found in (or represented through) the experience of childhood.

The collection of primary sources offered here presents a view of both the normative prescriptions for the proper child as well as alternate perspectives on a culture of childhood in late imperial China.

The texts presented here offer a broad range of perspectives on childhood in late Imperial china. They include historical tales for children that paint the stories of heroes and villains, period literature, images, and folklore collections that offer a view toward the daily life and amusements of children, as well as the rhymed primers intended to train the child not only in literacy but also in a social and moral sensibility.

The sources cover a broad time frame as well as diverse aspects of childhood in late imperial China. They speak to a number of related themes and issues including ideal notions of the child and a child's place in the family, practices of play and amusement, and the complexities of latter-day efforts (and, indeed, those of adults themselves) to recapture and understand childhood as its own realm.

One aspect for students to explore through their readings of this material is the moral instruction and dissemination of values that historical children would have encountered in their own exploration of these texts and stories. Students may read and compare the Meng Ch'iu and San Tzu Ching texts in regard to this issue. These two texts also provide for a view towards a comparison over time as the Meng Ch'iu text was critiqued and later faded from use (see source introductions for more detail).

Useful questions to ask here would include:

• What moral instructions might children have found in these texts?
• What were the idealized social roles that were presented?
• What might adults who shared these texts have hoped that their children would have learned from them?

Students might also explore the visions presented of the relationship between an individual and the social world that they inhabited, sometimes subtly and often less so, in these texts. In exploring these questions, students may discover the closely tied (at least in an idealized realm) relationship between children and parents and the celebrated role of the family as the center of an ordered Chinese society.

A second line of exploration for students lies in a comparative exploration of notions of amusement. Here we may compare pedagogical texts, particularly the San Tzu Ching, with images and impressions gained from literature (Story of the Stone), rhymes (Headland's collections), and images of childhood play.

• How does the evidence offered in these diverse sources complicate a vision of childhood discipline as presented in pedagogical texts?
• What did "fun" mean to different children of the time?
• How did these sources' own presentation of childhood amusement offer evidence towards more complex visions of personal identity, life-paths, and social relationships?

Here one may explore articulations of family relationships, marriage, and education, among other topics, that are revealed in these texts and images.

Finally, Isaac Taylor Headland's study of childhood rhymes and amusements sheds light upon a culture of play shared by children outside the elite class as represented in Hong Lou Meng. His collections introduce their own complexities, however, as material presented by a foreign observer of Chinese life in an era of high imperialism. As such, it offers a valuable opportunity for students to explore the complex nature of a cross-cultural encounter at a particular moment, one defined by a new economy and culture of global exchange, competition, and colonialism.

Worthwhile questions of exploration include:

• How does I.T. Headland describe or define "Chinese" in this discussion?
• What are the points he seeks to make?
• Who might he have imagined as his audience?
• In what ways do our Chinese sources coincide with – or complicate – the depiction and analysis he offers?

Discussion Questions

Sources 1 and 2: Meng Ch'iu, Empress Ma in coarse-woven silk. . . and K'uang Heng bores a hole in the wall Sun Ching shuts his door [Literary Excerpts]

• Are these visions of success or achievement? What makes a good husband, wife, son or daughter? How are the relationships between people in these roles celebrated?
• What are the values that are celebrated here?
• How is friendship or companionship characterized or depicted?
• How does emotion, as shown in these stories, related to moral value(s) or to idealized social roles?

Source 3: Three-Character Classic [Literary Excerpt]

• What are the core social roles presented here?
• What kinds of mutual obligations and responsibilities are encouraged or mandated by these verses?
• How does memorization as a way of learning shape knowledge, and the individual? Is this a practice still known in our own day?

Source 4: The Story of the Stone [Literary Excerpt]

• What constitutes joy (or the opposite) for the elite children depicted in this text?
• What are the visions of talent and success as seen here? What skills do these youngsters celebrate for themselves?
• In what ways does this text complicate our vision of society as seen in the text of the children's primer?

Source 5: "Joyous Celebration at the New Year" [Image]

• What objects do the children in these images make use of? How do they appear, how are they handled or used, and what life do they seem to hold for the little ones who possess them? Students are encouraged to explore the visual depictions of the toys and objects themselves, and to imagine the games and play they might suggest.
• What kinds of social relationships within an elite household are represented in this image, both in the arrangement of domestic space and its uses? How does this visual depiction reveal an ideal vision of relationships within the family and between generations, genders, and classes?
• How does this visual image compare to the textual expressions of domestic ideals and relationships? (e.g. a child's feelings of respect and filial piety towards their parents, the joys of play and creative diversions, engagement in productive work in the household?)

Source 6: The Chinese Boy and Girl, Preface [Literary Excerpt]

• How does Isaac Taylor Headland describe or define "Chinese" in his discussion? What are the terms he uses? Points he seeks to make? Who might he imagine as his audience?
• In what ways do the Chinese rhymes and discussion he shares depict Chinese childhood and family life? What perspectives are offered on family roles, gender, socio-economic class? In what ways does Headland invoke discourses of nation and culture?
• How do these sources compare with others, translated from Chinese, that we have seen?

Source 7: Chinese Mother Goose Rhymes [Literary Excerpts]

• What can we learn about specific social values as defined by a role in the family – mother, son, daughter, father, others? How do these rhymes reflect and/or complicate understandings of a traditional family system in imperial China?
• In what way does the humor presented in these rhymes also shed light upon an individual's expectations, hopes, or view of their life-path at that moment in history?

Source 8: "Yin Yu Tang: A Chinese Home" [Online Exhibit]

• How did families organize their domestic space in the late imperial period as seen in this exhibit? What are the ways in which the space is arranged, utilized, and imagined?
• Imagine yourself as a child growing up in this house. Where, in this household setting, did the children fit in? How does it seem that children may have used or experienced this space?
• What objects, in this family home, were designed for children? What were their practical purposes or uses? What might have been the personal value or symbolic meanings attached to them?

Sources 9 and 10: Children and Toys and Selling Toys [Selections]

• Describe, in detail, the toys that we see depicted in these photographs of street scenes in China. Of what materials where they constructed and who made them? Who sold them? Who are the consumers depicted here?
• What attractions might these toys have held for children? What sorts of figures or imagery do they present? What stories, games, or visions of make-believe might they have inspired?

Lesson Plan: Children in Late Imperial China

by Susan Douglass

Time Estimated: three to four 50-minute classes

Objectives

1. Students will make inferences from primary sources about expectations for instruction and roles of children in late Imperial China, 10th to 20th century.
2. Students will differentiate between roles and attributes of boys and girls in China during the period.
3. Students will explain how expectations for child raising changed over time in late Imperial China.
4. Students will explore what a household reveals about ways of life for family members through examination of the Yin Yu Tang house virtual exhibition.

Materials

• Printouts of primary sources sufficient for each student to have a full set of the texts and images in the Late Imperial China Teaching Module. 1
• Computer(s) with internet connection to view the Peabody Museum online exhibit Yin Yu Tang house (lab, projection, assignment, or smartboard for viewing)
• Writing materials, notebooks, pads & pencils for sketching

Strategies

Hook
Think of a favorite children's book of yours, and describe its storyline in a short paragraph or narrative. Explain what moral or ethical message may be inherent in that story, and what it says about the contemporary culture of childhood (or the culture of the period in which it was written) and what expectations for the upbringing of children it reveals. Then, think of a favorite toy and sketch or describe it, explaining how you played with it, and why you enjoyed it. Did the toy have gender-specific attributes? What did it say about childhood in contemporary culture? Was it handmade or mass-produced, generic or a famous brand-name?

Toys and Celebrations
Using the images "Joyous Celebration at the New Year," and the photographic collections "Children and Toys" and "Selling Toys," students can make sketches of the toys and play activities shown. The annotations to the primary sources give some explanations of the images, and sketching the toys shown may help give clues as to their play value—what did they do that was attractive to children as play (e.g., movement, making sounds, humorous animals, whirligigs, fireworks, dolls or puppets, etc.) ? A high-resolution image of Joyous Celebration at the New Year, shows much greater detail for the individual figures and groups. Discuss continuity and change over time between the painting and the photographs, as well as universal aspects of play across cultures. Which toys and activities seem gender-specific? What activities in the images do not rely on toys (e.g. putting pine branches in the fireplace in the painting, children playing with each other, etc.), and how are children in the painting and photographs involved in helping, serving adults, etc.

Children's Literature
Building from the hook activity on children's literature, read the selections in the module such as the Three-Character Classic, The Story of the Stone, Chinese Mother Goose Rhymes and the more biographical Meng Ch'iu, Empress Ma in coarse-woven silk and Meng Ch'iu, K'uang Heng bores a hole in the wall Sun Ching shuts his door. Make a list of citations from the excerpts that indicate normative behavior. Mark them with sticky-notes, highlight, or copy the citations. Make a two-column chart with the headings: Qualities of the ideal boy and Qualities of the ideal girl. Using the citations, list the personal and moral qualities the stories instill about proper behavior and moral actions of boys and girls in Chinese society. (Extension: for comparison, the same activity can be done with examples of didactic literature either from other Children & Youth in History primary sources or from historical children's literature for examples).

Exploring the Yin Yu Tang House
Introduce the activity by asking students to quickly sketch the layout of their own house, describe their sleeping space, and list the members of their household. They should use this material to think about how the house relates to the neighboring homes, how the common spaces of the house are shared by family members, and how this shared space reflects rules about adults' and children's roles in the family. What does your bedroom convey about the importance given to individual space and expectations about raising children, or child development? What values does the difference in decoration in common and private spaces say about the culture and how the family is constituted? Share ideas and differences among members of the class in discussion.

Yin Yu Tang House, cont.
Building from the ideas shared about the students' own homes and lives, view the exhibit. Students may be assigned to view the exhibit as homework if this is practical. Pay particular attention to the layout of the house and conventions for who occupied which spaces in the house, who slept in which rooms with whom, and how other spaces in the house were used. In the Yin Yu Tang house, there were also spaces created or reserved for absent persons, and for reverence toward other figures. These figures changed over time (e.g., Buddhist objects of worship, ancestor images, lists of past family members, and later images of Mao).

Optional Activity
The letters reproduced in the exhibit provide considerable evidence concerning lasting expectations and relations between adult children and their parents. Inquiries about health, concern for the raising of children from afar by absent fathers, duties concerning marriage of siblings and others, requests for goods from the city, formulas of politeness required in addressing family members, all make for interesting inferences about the nature of family life and the results of traditional upbringing of children.

Optional Activity
The sections of the exhibit on Ornamentation and Belongings are very revealing of change over time, as traditional carving and invocation of legends, lore, and protective decoration give way to the use of industrially produced decorative elements such as wallpaper, newspapers, and nationalist iconography such as Mao images vs. images and writing related to ancestors and religious imagery.

DBQ

Writing the essay as a culminating activity can be done as a timed writing or as a homework assignment (see: Document Based Question).

Differentiation

Advanced Students
Students may explore the objects and layout of the house in further detail, reporting on clothing, furnishings, and other aspects of interest. They may also explore additional passages from the literature excerpted in this module and evaluate these sources in terms of their use as evidence in explaining childrearing and education in late Imperial China.

Less Advanced Students
Students can work with a limited number of documents, focusing their writing on one or more of the following three choices:

1. comparison between their own family home and the Yin Yu Tang house;
2. comparing toys in contemporary society with the toys and games shown; or
3. a familiar didactic work of children's literature may also provide a concrete foil for comparison with some of the examples given in this module.

Use one or more of these three possibilities to compose a concluding essay that utilizes evidence from the two sets of sources.

Why I Taught the Source

It is likely that the last time many American high school students were exposed to folktales was in their childhood when at bedtime they heard stories such as "The Ugly Duckling" and "The Princess and the Pea." In my AP World History class, I reintroduce students to folktales along with a method for comparing and contrasting the European and Asian cultures that produced them. Focusing on folktales from 1750 to 1850 provides an opportunity to shed light on the dynamic relationship between culture, childhood, and children.

For this particular lesson we examined two classic tales that while similar in many respects, highlight regional cultural differences especially in regard to childhood ideals. In Hans Christian Andersen's "The Red Shoes" (1845) the protagonist gives into temptation but is able to redeem herself in the end. Though temptation is at the center of P'u Sung-ling's "The Taoist Priest of Lao-Shan" (1766), the end result is humiliation rather than redemption.

How I Introduce the Source

The two-day lesson began with an examination of the cultural contexts relevant to each historical source: Imperial China and industrializing Europe during the 18th and 19th centuries. We defined "culture" and discussed its components and meanings. Rather than seeing culture as a catchall term for societal institutions such as religion and government, I encouraged my students to consider the ways in which attitudes, prejudices, and folklore also influenced everyday life. Defining culture in this way helped students to think about folktales as a method for influencing children's ideas and behaviors.

Building upon our prior discussions about methods of analyses in previous classes, I suggested that the students read these primary sources comparatively in order to analyze how the two tales were similar and how they differed.

Reading the Source

For homework, students read the two stories and took notes on the themes, ideas, and topics. I asked each student to answer two questions on their personal blog:

1. How are these two folktales similar? How are they different?
2. How would each folktale influence a child's cultural worldview?

Throughout the year students blog on Ning Ning, a social network that serves as a central location for student communication, reflection, and collaboration. Each student has their own blog where they routinely write entries, answer questions, and post relevant videos or world music that they find. The use of the Ning provides a central location and an interactive method of communication outside of class.

In addition to posting their own blog entry, students were asked to write a substantive comment on at least one of their classmates' blog entries in an attempt to offer a new approach or raise an issue for discussion. I graded the students on the value that they added to the discussion in both their own blog entry and in their peer commentary. As students posted their entries and comments, I noted the dominant themes and salient ideas in preparation for our next class meeting.

The next day, students met in groups of three for five minutes to discuss what they had discovered the night before. After the small group discussion, the class as a whole discussed the sources and what folktales might tell us about cultural values.

Reflections

In their discussion, students noted the emphasis on a belief system in both folktales. They mentioned that while "The Red Shoes" was a violent tale, the protagonist was able to repent and redeem herself because she was a Christian. While "The Taoist Priest of Lao-Shan" was not as violent, the protagonist's temptation left him in a state of humiliation.

Students determined that the two stories shared temptation as a common theme but noted the different results of that temptation. They concluded that both Mr. Wang from "The Taoist Priest of Lao-Shan" and Karen from "The Red Shoes" are both tempted by vanity. Whether it is for a pair of shoes or the secret of immortality, the theme is similar. While both characters are tempted, the students believed that their fates are vastly different. They recognized that redemption is found only in "The Red Shoes," where as Mr. Wang from "The Taoist Priest of Lao-Shan" is shamed for his temptation. The class decided that the regional differences in the folktales are based upon that fact. In the end, my students concluded that the emphasis on redemption in Christianity and the lack of redemption in Taoism helped define European and Chinese cultures during the 18th and 19th centuries and, in turn, influenced the development of the region’s children.

Analyzing these two tales provided students with an opportunity to understand one way in which cultural values were transmitted, that is, via childhood. This lesson was also designed to improve students' critical thinking and writing skills by demonstrating that while some childhood lessons are similar across cultures, there are also many important cross-cultural differences.

In examining the two regional folktales, my students discussed how these stories may have been used to teach moral lessons. By critically reading and analyzing similarities and differences, students' ability to compare and contrast showed improvement. This lesson on children, morals, and culture works well because it connects students to the stories that they read in their youth while helping them develop a better understanding of how literature can enhance our understanding of the meaning of childhood in culture and history.

The Byron Collection at the Museum of the City of New York is an archive of 22,000 photographs taken by The Byron Company—a prominent New York photography studio—between 1890 and 1942. The Byron photographers took as its subjects all manner of social life in and around New York; the collection includes private subjects (family portraits and home photographs), but the bulk of the collection documents public life and public institutions, many of which directly involved children. The photographs here portray the lives of children from all social classes – at play, at work, in hospitals, churches, schools, and many other contexts.

While the collection extends to 1942, the majority of images are from the turn of the last century, between the 1890s and the 1910s. The finely detailed visual quality of silver gelatin prints lends a hauntingly "real" quality to the images, which does justice to the frames crowded with numerous people and objects; in their enlarged state, especially if screened in a classroom, these photos not only attract attention, they almost demand it.

By searching for "children," "boys," and "girls," one will find thousands of photographs pertinent to the study of youth history. Children's recreational activities are well represented here; one can see boys and girls playing in the water at Coney Island, Atlantic City, Rockaway Beach, and other seaside spots; ice skating in Central Park; and racing or playing ball in various New York public playgrounds. Indeed, a teacher could use these photographs to good effect in a lesson about the rise of the public playground as a social institution that has evolved over the decades. In this photograph a child dangles from the sort of equipment that was later banished from playgrounds (like monkey bars) for being "too dangerous."

Children's homes are depicted in a wide variety of photographs from both the wealthy and poor positions in the social spectrum. A lesson on the daily lives of children from different economic classes could juxtapose "Social functions; children's party," in which a number of well-dressed children sit at the splendidly appointed dining table of a wealthy home, with "Slum interior, 1896." The collection boasts numerous images of wealthy children posed in and around their homes; a smaller number show children from the lower classes playing on street corners throughout New York City, from the Lower East Side up to Harlem.

One of this collection's strengths is its documentation of institutions created during the Progressive Era to serve children. An abundance of photographs portray scenes at the Children's Aid Society, the Emanuel Lehman Foundation for crippled children, the New York Foundling Hospital, the New York Association for the Blind, and various other schools, hospitals, and orphanages. Viewers can see interior images demonstrating the daily activities of the children in these institutions. Even the titles of these organizations are sometimes worthy tools in the study of history: "The School For Feeble-Minded Children" is a noteworthy relic of a time before Americans became concerned with sensitive language.

Another strength of the Byron Collection is its images of children at a variety of schools – exercising, studying, performing in theatrical events, and going on field trips. These photos include religious as well as secular schools. Besides the many neatly-posed photos of Sunday School classes from both Catholic and Protestant churches, there are some more candid photos that attest to the role of churches in teaching life skills; one photo, for example, shows children practicing sewing at St. Thomas' Chapel. Students of youth history will find much in these photographs to prompt considerations about the history of American education.

Unfortunately, the site's navigation system leaves a lot to be desired. Viewers have the option of searching the collection for "keywords," or of browsing a pre-selected sampling of subjects categorized by the museum (each subject, in that browsing function, includes a scant 20-30 pictures). More results will surface in the search function, but there is no index or site-map to show, at a glance, all the categories of available images. This lack of an index is one factor that makes the Byron Collection far less user-friendly than the Library of Congress's photograph collections.

Nor does the Byron Collection's search function reliably include words from the titles of the photographs. One can search only by keywords, not titles. This will pose problems for a teacher who locates an image he likes and then tries to access it later, in a classroom. Such images must be bookmarked when you find them – or else you will need to conduct the general search all over again, and wade through hundreds of hits. For example, photos from the aforementioned "The School For Feeble-Minded Children" can only be found in a general search for "school." Typing "feeble-minded" into the search box – or even just "feeble" – will yield nothing, because "school" is a subject keyword, but "feeble" isn't. A feeble-minded site design, indeed.

Despite these navigational headaches, the Byron Collection – with its wealth of photos of children of all social classes in a wide variety of circumstances and activities – is a valuable resource for studying the history of childhood in one of the most dynamic times and places of modern U.S. history. With enough preparation (and bookmarking), teachers can adapt this extensive resource to any lesson on American childhood in the late 19th and early 20th centuries.

1. Abbot, Mary. Life Cycles in England, 1560-1720: Cradle to Grave. London: Routledge, 1996.
   Includes chapters on children and youth and primary written and visual sources with suggestions for their use.
2. Beier, Lucinda. Sufferers and Healers: The Experience of Illness in Seventeenth-century England. London: Routledge, 1988.
   Focuses on the patients and those who treated them, from housewives to bonesetters to surgeons. Includes an analysis of the casebook of Joseph Binn, a London surgeon and some of his younger patients.
3. Ben-Amos, Ilana Krausman. Adolescence and Youth in Early Modern England. New Haven: Yale University Press, 1994.
   Discusses the shorter life span of pre-modern people and why youth was so important as a result. Themes include the physical and emotional effects of being an apprentice or a servant. Not an easy read.
4. Houlbrooke, Ralph A. The English Family, 1450-1700. New York: Longman, 1984.
   A classic work on the importance of understanding family structure in this period as the context to disease and death. Includes a chapter on children.
5. Pollock, Linda. Forgotten Children: Parent-Child Relations from 1500-1900 Cambridge University Press, 1983.
   A controversial work that argues against the idea that there was little concept of a childhood in the past and that life for the young was a brutal experience. Discusses the treatment of sick children and youth.

by Sharon Cohen
(Suggested writing time: 50 minutes)

Directions
The following question is based on the documents included in this module. This question is designed to test your ability to work with and understand historical documents.

Drawing on specific examples from the sources in the module, write a well- organized essay of at least five paragraphs in which you answer the following question:

• To what extent did parents in early modern England try not to become too attached to their children, as infant and child mortality was so high?

Write an essay that:

• has a relevant, clear thesis that answers the question,
• uses at least six of the documents,
• analyzes the documents by grouping them in as many appropriate ways as possible. Does not simply summarize the documents individually, and
• takes into account both the sources of the documents and the creators' points of view.

You may refer to relevant historical information not mentioned in the documents.

Be sure to analyze point of view in at least three documents or images.

What additional sources, types of documents, or information would you need to have a more complete view of this topic?

Grateful acknowledgment is made to the following institutions for primary sources:

• Fordham University,
• Irwin Publishing,
• Neonatology on the Web,
• The New York Public Library, Astor, Lenox and Tilden Foundations, and
• Wellcome Library.

About the Author

Lynda Payne, Ph.D., RN, Sirridge Missouri Endowed Professor in Medical Humanities and Bioethics and Associate Professor of History, University of Missouri-Kansas City. She is the author of With Words and Knives: Learning Medical Dispassion in Early Modern England, and is currently researching and writing a monograph on the 18th-century surgeon Percivall Pott.

About the Lesson Plan Author

Sharon Cohen teaches AP World History and IB Theory of Knowledge at Springbrook High School in Maryland. She regularly presents papers on world history pedagogy at the annual conferences of the World History Association, the American Historical Association, the National Council for Teaching History, and the National Council for the Social Studies, served on the College Board's AP World History Development Committee, contributed articles to the online journal World History Connected, and published curriculum units in world history for the College Board and the online model world history project World History For Us All.

Children and youth in early modern England (1500-1800) were subject to many diseases and physical hardships. From the great epidemic diseases of bubonic plague and smallpox, to more common illnesses such as measles and influenza that still afflict children today, sickness put children and youth at great risk. With no knowledge of bacteria or antibiotics, and surgery performed without anesthesia or even hand washing, there were few remedies for childhood illnesses beyond a nourishing diet and keeping the patient warm. Even surviving an illness could have permanent consequences, for example, scarlet fever left many children blind and deaf, and measles could cause severe scarring and facial bone loss.

One measurement of health in early modern England is revealed in the statistics of the number of deaths kept by church parishes. From these records historians have gleaned that infant mortality (death during the first year of life) was approximately 140 out of 1000 live births. The average mother had 7-8 live births over 15 years. Unidentifiable fevers, and the following list of diseases, killed perhaps 30% of England's children before the age of 15 – the bloody flux (dysentery), scarlatina (scarlet fever), whooping cough, influenza, smallpox, and pneumonia.

Death from disease was higher in urban than in rural areas. Early modern cities were widely, and often rightly, regarded as deadly environments. They contained large concentrations of population who were often poorly fed and housed. "Crowd diseases" such as typhus, smallpox, and tuberculosis prospered, and bubonic plague epidemics periodically swept through dense urban populations. In 1563, 1603, 1625 and 1665, about one fifth of the population of London died in plague outbreaks. In 1665, one of the deadliest years, 80,000 people died in the capital city. Of this number, historians estimate that at least 45,000 of the victims were under the age of 15.

Besides diseases, accidents were common sources of sickness, disability and death for children and youth. From surveys of coroners's inquests, drowning in wells and bathtubs, was the most reported accidental death in children under the age of 5. Accidents were also reported connected to the work in which children were engaged beginning around age 8. Children cracked their skulls while fetching water, were trampled by horses while ploughing, or dropped and injured while under the care of siblings. Boys, unless they were from the noblest of families, were expected to serve an apprenticeship. They were often placed in dangerous crafts such as tanning, blacksmithing, or serving on ships, where chemical poisonings, fires, and war injuries were frequent occurrences. There are also accounts in diaries of the period of youthful pranks leading to injury, for example, hiding gunpowder in candles so they blew up when lit.

Throughout this period the primary place where sick children and youth were cared for was in the home, and the principal healers were women – mothers, daughters, wives, and servants. Powder burn remedies —applying a mixture of poultry fat and dung—were commonly included in home receit (remedy/recipe) books kept by the mistress of the household. Women developed considerable professional knowledge after the rise of the printing press in 1500 and the publication of books that had been only in the hands of physicians. Both herbal and chemical medicines were described as suitable for the young in family receit books, such as dried dill in honey for a cough, and iron filings in beer for paleness of the skin.

Children were rarely treated by the small and expensive elite of university-trained physicians to whom adult patients turned for a prognosis and not for a cure. Their remedies were also considered too drastic for children as they largely consisted of rectal purging (laxatives), bloodletting (cutting a vein open with a lancet), and forced vomiting (emetics). These treatments were based on an ancient Greek medical theory that the body was composed of four substances, or humors, created from the digestion of food. The four humors were choler or yellow bile, phlegm or mucus, black bile, and blood, and all had properties of being hot/cold and dry/wet. If the humors were balanced – neither too strong nor too weak – you were healthy. The hot and wet humor of blood and the hot and dry humor of yellow bile were believed to be naturally stronger in the young. Occasionally if these humors were not weakened and released from the body in the form of sweat, tears, urine, feces, or even sneezing, physicians would give children emetics to make them vomit or let blood through "cupping." Heated glass, bone, or brass cups would be placed upon skin that had been scratched or scarified with a knife. Blood would then flow gently from these wounds due to the creation of a vacuum by the heated cup.

Worried parents consulted surgeons, trained through apprenticeship, for broken limbs, ruptures, and the bladder stone. The latter was caused by the early modern diet, which was rich in gravel. Boys were often operated on for the stone by surgeons in this period with a mortality rate of 30%. The operation was called a lithotomy and took about three to five minutes to perform. No anesthesia was used, instead surgeons relied on the child fainting from pain and being out during the extraction of the stone. Most often, parents turned first to family, friends, and neighbors, for medical advice, even the local blacksmith for a fee would set bones in humans as well as animals.As the specialty of pediatrics (from the Greek for child and healing) had yet to emerge, children were treated as small adults in hospitals and kept in the same wards as adult men and women. Some charitable institutions were opened in the early modern period, for example, the Children's Hospital in Norwich in 1621, but they tended to be more for children who were abandoned by their parents or orphaned, than for sick youngsters. The largest institution for orphans was the Foundling Hospital in London, opened in 1741. There were also medical discoveries that helped children and youth in this period, most notably, inoculation and vaccination for smallpox.

Starting in the 1960s several scholars have argued that early modern parents tried not to invest too much emotion (or money) in a child until it reached an age where survival was likely. High birth rates, accompanied by high death rates for children under the age of ten years old, meant that family life was fragile and uncertain. Yet the parent-child relationship seems to have been as strong in the early modern period as in any other age, and former ideas of emotional indifference before the eighteenth century are now widely questioned by scholars. Most of the population had a hard struggle for existence but children were cared for as much as conditions would allow. The harrowing grief of mothers and fathers who lost children to disease or accident is indeed all too apparent in diaries and letters of the period.

I have found that the best way to teach about sickness and health from centuries ago is to not to focus on the biology and statistics of diseases but to focus on the suffering and the impact of illness on a person's life. I have had students write about their own experience of illness until the age of 18, and then had them compare and contrast that with the common illnesses a child and youth would have experienced in early modern England. Students have also researched how medical conditions of children and youth would be diagnosed and treated by a variety of healers. They took into consideration wealth and poverty, class status, gender, and whether they were living in a city or in the countryside. Finally, I have had success with using visuals to illustrate not just medical care and treatment but environmental conditions. If you have students imagine life without modern conveniences such as electricity, gas, sewers, clean water, cars, and so forth (the list is long), their understanding and interpretation of images of early modern children and youth grows as they take into account the context of health, hygiene, and illness.

Discussion Questions

• What were the common illnesses of children and youth in early modern England? What remedies were suggested and by whom? Can you describe some of the changes in medical treatment during this period? (Classification and description of diseases, inoculation and vaccination).
• Some historians have argued that children and youth had a miserable existence and that parents in early modern England tried not to become too attached to their children, as infant and child mortality was so high. Can you use the sources to argue for and against this thesis? (Teeth pulling, Gin Lane, Infanticide Trial versus The Graham Children and the Evelyn Diary).

Lesson Plan: Health in England (16th–18th c.)

by Sharon Cohen

Time Estimated: three 45-minute classes

Objectives

1. Students will be able to identify possible connections between the lack of modern conveniences and health, hygiene, and illness among children in early modern England.
2. Students will be able to debate the extent to which parents demonstrated attachment to children in a period of high mortality for infants and young children.

Materials

• Printouts of primary sources sufficient for each student to have a full set of the texts and images in the Health in England Teaching Module. 1
• Highlighters
• Index cards

Day One

Hook
Ask students to imagine life without modern conveniences such as electricity, sewers, and clean water by listing ten possible effects on health, hygiene, and illness. Then, with a partner, have them predict which of those effects were common among children in early modern England. Make a class list of these predictions to post for comparison later.

Activity
Students will read the primary sources looking for any connections between the lack of modern conveniences and health, hygiene, and illness among children. One strategy to help with close reading is to help the students generate lists of typical words they might find in the text, and then encouraging them to underline or highlight the words associated with a lack of conveniences (such as lack of clean water for drinking or washing) and circle or highlight the words associated with symptoms of illness (complexion, fever, fits, pain, sweat, swollen, shivers, blisters) and treatments (ointment, medicine, bloodletting, fasting, bed rest). Have the students turn in their annotated sources. Check to make sure they found most of the key words. If not, show them to the students the next day.

Day Two: Debate Prep

Return the annotated sources and ask students to share with a partner the words that appeared the most often.

With partners, have students try to translate those words into lists:

• identifying the common illnesses of children and youth in early modern England and
• identifying the remedies suggested and by whom.

They should write these analyses of the sources in the margins.

Students prepare for a debate on whether parents in early modern England tried not to become too attached to their children, as infant and child mortality was so high.

Day Three: The Debate

Debate Directions
Divide the class into two groups (pro and con).

Assign each student a specific speaking role in the debate.

• Each group has a different student make the opening statement and the closing statement.
• Each group has six main pieces of evidence delivered by six different students.
• Each group also assigns six students to critique the evidence delivered on the basis of the authority or reliability and perspective of the source.
• That's 28 student roles. Adjust as necessary for the size of the class. If the class is larger, assign students to critique the arguments and evidence used overall in the debate and then report on their assessment at the end.

Differentiation

Some strategies for supporting and challenging students are already included in the lesson. For struggling readers, the sources might need to be translated into modern English, and perhaps even analyzed together as a class. The preparation for the debate for students still learning how to construct and support arguments might take an extra day, so the teacher can speak individually with each student to guide the framing of the arguments and selection of evidence to support the main points. To challenge students further, it might be possible for them to find additional evidence not included in this module, even perhaps going beyond the borders of England to compare the attitudes and practices toward children's health in other places.

June 1734

Elizabeth Turner, of Clerkenwell, was indicted for the murder of her male bastard infant, by strangling it with both her hands, April 12.

Eleanor Turnly. The prisoner was servant to Mrs Windsor, a pastry-cook, in St. John's Lane. I and Margaret Goldsmith, came to lodge there but a little before Ladyday [25 March, the beginning of the year on the old calendar], and then we observed the prisoner looked big, and at Easter, she looked very lank. We suspected she had been delivered, though she appeared publicly every day. And we had never heard her cry out, but then we could not think what was become of the child. In short, we thought the family was all alike, or things could not be kept so private. We watched and harkened all as ever we could. Once while. . . we fancied the child might be at nurse in the garret [attic], because they were often whipping up and down stairs. But when we could find nothing, we concluded it was baked in the oven. At last Mrs. Goldsmith, going into the cellar, came up, and told me and her husband, she had seen a wig-box below, and smelled something. He went down, and came up again, like a dead man, and said, he put his hand in the box, and felt a child, but was so surprised that he did not take it out. We consulted what to do, and, says I, as they have kept this thing in hugger-mugger [secret], we won't let 'em know the child is found before we fetch for a constable [policeman]. So Mr. Goldsmith fetched a constable and watch [man who watched the streets to prevent crimes], and they brought the child up, and it was all mouldy. The prisoner, at first, denied she had had a child; but in a little time owned it was her's.

Juryman. You seemed very diligent in watching the prisoner. Did you ever tax [question] her with being with child, before the child was found.

Turnly. No, I never spoke a word to her about it, for I could not bear the sight of the creature.

Margaret and Thomas Goldsmith, deposed to the same effect.

Elizabeth Windsor. The prisoner never told me she was with child, but she said she had been ill, and had had a great deal of water come from her, and then she was much better. When the child was first found, she denied it, but owned it afterwards.

Dinah Beaven. The child was crowded in the box and putrefied. It was at the full time. I could discern no mark of violence. [There] was a small wound on the head; but I have known such a thing happen to an honest woman's child; when it fell from her for want of assistance.

Sarah Hawkey. When the prisoner was brought to Newgate, some of the other prisoners took her coat, for garnish money. And they found these baby things, sewed up in her coat. Here's a shirt, a cap, a stay [a tie for clothing?], a forehead-cloth, and a biggin [a tight fitting cap].

The jury acquitted her.

1658

January

27 After six fitts of a Quartan Ague it pleased God to visite my deare child Dick with fitts so extreame, especiale one of his sides, that after the rigor was over & he in his hot fitt, he fell into so greate & intollerable a sweate, that being surpriz'd with the aboundance of vapours ascending to his head, he fell into such fatal Symptoms, as all the help at hand was not able to recover his spirits, so as after a long & painefull Conflict, falling to sleep as we thought, & coverd too warme, (though in the midst of a severe frosty season) and by a greate fire in the roome; he plainely expired, to our unexpressable griefe & affliction.

We sent for Physitians to Lond, whilst there was yet life in him; but the river was frozen up, & the Coach brake by the way ere it got a mile from the house; so as all artificial help failing, & his natural strength exhausted, we lost the prettiest, and dearest Child, that ever parents had, being but 5 years <5 months> & 3 days old in years but even at that tender age, aprodigie for Witt, & understanding; for beauty of body a very Angel, & for endowments of mind, of incredible & rare hopes.

30 On the Saturday following, I sufferd the Physitians to have him opened: Dr. Needham & Dr. Welles, who were come three days before, & a little time ere he expired, but was past all help, & in my opinion he was suffocated by the woman & maide that tended him, & covered him too hott with blankets as he lay in a Cradle, neere an excessive hot fire in a close roome; for my Wife & I being then below & not long come from him, being come up, & I lifting up the blanket, which had quite coved the Cradle, taking first notice of his wonderfull fresh colour, & hardly hearing him breath or heave, soone perceived that he was neere overcome with heate & sweate, & so doubtlesse it was, & the Child so farr gon, as we could not make him to heare, or once open his eyes, though life was apparently in him: we gave him something to make him sneeze but ineffectivly: Being open'd they they found a membranous substance growing to the cavous part of the liver, somewhat neere the edge of it for the compasse of 3 Inches, which ought not to be; for the Liver is fixed onely by three strong ligaments, all far distant from that part; on which they confidently affirm'd, the Child was (as tis vulgarly cald) liver-growne, & thence that sicknesse & so frequent complaint of his side: & indeede both Liver & Splen were exceedingly large &c:

After this I caused the body to be Cofin'd in Lead & reposited him that night, about 8 a clock in the Church of Deptford, accompanied with divers of my relations & neighbours, among whom I distributed rings with this ___ Dominus abstulit: intending (God willing) to have him transported with my owne body, to be interrd at our Dormitorie in Wotton churh in my deare native County Surry, & to lay my bones & mingle my dust with my Fathers 1 If God be so gracious to me; & make me as fit for him, as this blessed child was: Here ends the joy of my life, & for which I go even mourning to the grave: The L. Jesus sanctifie this & all others my Afflictions: Amen:

February

15 The afflicting hand of God being still upon us, it pleased him also to take away from us this morning my other youngest sonn George now 7 weeks languishing at Nurse, breeding Teeth, & ending in a Dropsie: Gods holy will be don: he was buried in Deptford church the 17th following:____

March

. . . This had ben the severest Winter, that man alive had knowne in England: The Crowes feet were frozen to their prey: Ilands of Ice inclosed both fish & foule frozen, & some persons in their boates: