A Separate Place: the Schools P.S. DuPont Built (Wilmington, DE: Hagley Museum and Library, 2003) at http://www.hagley.lib.de.us/hagley-separate-place-packet.pdf, pages 24–26 (accessed April 21, 2009).

Honorable Pierre S. du Pont
1116 du Pont Building
Wilmington, Delaware

Dear Sir:

     Our Teacher has asked us to write you a letter to day, for we all know that you were the one that gave us our New School. Our School is as good as it was when we first came into it. We would like for you to come down, for we have all wishes to see you. We all appreciate our New School Building. In our School we have two wall clocks, an organ, graphonola, pencil sharpner, oil stove for hot lunches, two maps--one of South America, and one of the United States. We have five graduates at State College Dover Delaware--three boys and two girls--Christina Maull, Levata Williams, Cyrus Sparrow, Arthur Ward, Charles Norwood. I am in the Seventh Grade. We have Community Civics, Hygiene, Arithmetic, Geography, History, Language, Reader, Spelling and Industrial Artwork. In Industrial Artwork, we draw, make crepe paper flowers, baskets, etc. I like all of my studies very much and I am proud of all of my books.
     I attended school eight days in September, three in October. I am sorry to say that I have been working to the packing house all summer, but I started to school for good now. I was very sorry that I couldn’t get to School those days I was absent. I hope I wont have have to miss any more days this year. Our teacher is back this year. This makes the fourth year that she has taught our school. Her name is Mrs. Virginia H. Jones. The Primary Room has a new teacher, Miss Laurencetta M. Hicks. We all love both of the teachers.
     We are celebrating (du Pont Day) to night, and have invited all of the Parents. We will have, cake, and ice cream to night.
     We wish that you might live many more years to see what the Delaware Children might accomplish.

A Separate Place: the Schools P.S. DuPont Built (Wilmington, DE: Hagley Museum and Library, 2003) at http://www.hagley.lib.de.us/hagley-separate-place-packet.pdf, page 29. (accessed April 21, 2009).

Two black and white photographs showing before and after pictures of Blocksom's School in Sussex County in rural Delaware. The first photo (taken in 1917) shows the pupils standing outside the original one-room schoolhouse made of wood. In addition to an outhouse and heat provided by a pot-bellied stove. The second photograph (taken in 1925) shows a new and much larger Blocksom's School, made of brick, with indoor toilet, multiple classrooms, and heating.

Robert E. Williams Photographic Collection

Digital Library of Georgia and GALILEO in association with the Hargrett Rare Book and Manuscript Library

April 2009

The 84 photographs in the Robert E. Williams Photographic Collection database were taken by Robert Williams, an African American who operated a photography studio, R. Williams and Son, in Augusta, Georgia from 1888 to roughly 1908. The photographs themselves date from 1872-1898, and thus span the brief period of post-civil war society when African Americans temporarily enjoyed augmented civic rights and social mobility before plunging into exacerbated racial segregation in the 1890s. The images document various aspects of the domestic, working, and religious lives of African Americans in Georgia. Children are featured both as central subjects and background observers in 34 photographs in the Collection. Williams captured them playing, toiling, getting baptized, and eating watermelon.

These arresting images document telling elements of African Americans' daily lives in Georgia during this period. Unfortunately, many of them are grainy or shadowy, making it difficult to decipher important detail in them, such as subject' facial expressions. The photographs are presented on the Collection’s site in thumbnail views in an unsearchable browse format, but since this the small database is small, scanning through them to find images dealing with children is feasible. Another alternative, however, is to search the collection from the Digital Library of Georgia web site. From there, a basic search of "Robert E.Williams children" turns up 34 images in the collection. Searching the items in this way also provides users with slightly more bibliographic information about the pieces (for example, more detailed titles) than are available on the Collection's own web site page.

The site provides no contextual material on the photographer, the circumstances under which the photos were taken, the generation of their titles, or the contemporary experiences of his subjects. Consequently, most instructors will need to refer students to other reading materials. For the latter point, another site at the University of Georgia, "Georgia African American History and Culture" would serve as a good starting point for further research.

In photographic collections from this period (for example, the "Images in Canada" collection), family portraits are prominently featured. Unusually, however, in the Williams Collection, only one photograph depicts what is explicitly labeled as a "family"; a second pictures a "family cabin". More often, the images' titles refer to "groups" of people, or state simply, "Photograph of an African American woman with six children. . . ." Similarly, there are no photographs of children in school. Instructors might initiate students' examination of children's history as treated in this site by asking them to consider why family portraiture—or school photographs—are so atypically under-represented here. Is their absence in some way a reflection of assumptions made by the person who titled the images, a manifestation of the photographer's choices, or evidence of his subjects' realities? Why might children have been more often presented in these photographs in other settings—for instance, playing or working—than in the settings of the school and the family?

One feature that makes this collection unusual is that, atypically for this time period, the photographer as well as his subjects were African American. Instructors might ask students to reflect upon whether they think this fact visibly affected the way children are depicted in such images as "Photograph of two children standing in front of house in Richmond County, Georgia, in late 19th century" and "Photograph of twin African American toddlers sitting in the grass and eating watermelon." These and other images from the site might fruitfully be studied alongside other contemporary primary sources documenting 19th-century African American history, including the Library of Congress's "Pamphlets from the Daniel A.P. Murray Collection". Contemporaneous with Williams's photographs are several annual reports of the National Association for the Relief of Destitute Colored Women and Children in the Murray Collection. Also included are appendices containing several letters by children themselves. Students might compare these disparate representations of 19th-century African American children’s lives and analyze the reasons for Williams' distinctive portrayal of children’s experiences.

Nora E. Jaffary

Concordia University

The 84 photographs in the Robert E. Williams Photographic Collection database were taken by Robert Williams, an African American who operated a photography studio, R. Williams and Son, in Augusta, Georgia from 1888 to roughly 1908.

http://www.perseus.tufts.edu/

Department of the Classics, Tufts University

April 2009

A truly fascinating collection, the Perseus Digital Library presents an immense array of ancient texts, artifacts, and images from Greece and Rome, as well as a smaller collection of materials from the European Renaissance, the Arabic world, and 19th-century America. A rich website for educators and students alike, those engaged in the study of children and youth will find several sources of great interest, particularly in the histories of the ancient Mediterranean and the U.S. in the 19th century.

There are seven primary collections in the Perseus Library. The largest collection is devoted to Greek and Roman materials. There is a vast collection of ancient prose, including iconic authors such as Homer and Aristotle, but also hundreds writers who are less well known. An Art and Archeology Artifact Browser catalogues "1305 coins, 1909 vases, 2003 sculptures, 179 sites, 140 gems, and 424 buildings" for perusal. There is also a small Arabic collection, which is focused almost exclusively on translations of the Qur'an, as well as a Germanic Peoples collection, a section devoted to Renaissance works, and a database of Documentary Papyri. Moreover, there is a 19th-century American history source collection, as well as many 19th century issues of the Richmond Times Dispatch, a Civil War-era newspaper from Virginia.

The Perseus Digital Library is an incredibly rich resource. There is one significant issue, however, that users must contend with if they are trying to locate resources on children and youth in history. The search function for the website is not very specific, making its utility reliant on the patience of the user. For instance, a search for "child" brings up every single time the word “child” is mentioned in any of the website’s sources. Because there are many thousands of sources on the site (including the complete works of Shakespeare and a vast array of Aristotelian works), such a search is useless for quickly narrowing down required documents that specifically deal with the history of children. However, users may find what they are looking for by taking some time to browse more generally among the various collections, as well as become more creative with the "exact phrase" search mechanism.

For example, a fascinating piece from Plato's Laws comes up when searching for the phrase "slave child." In this piece, Plato conflates adult slaves with children in terms of legal testimony, thereby reducing the significance of both in a court of law. Educators could create instructive lessons using this source, along with other sources on legal testimony and children throughout time, and have students compare and contrast the legal authority of youth testimony cross-culturally and cross-temporally.

Another wonderful example comes from a search for "children’s education"—an excerpt from the Roman historian Cornelius Tacitus' A Dialogue on Oratory. In this passage, Tacitus explains that he believes that Roman boys grew up to be great only when reared by virtuous and well-educated mothers, and he cites important emperors as evidence. This excerpt provides teachers of children's history a wonderful opportunity to create lessons based on historical notions of education, the role of the family in creating citizens for the nation, and shifting notions of gender roles and domestic life over time.

There are also interesting and useful sources for American history, including a primary source entitled The War-time Journal of a Georgia Girl, 1864-1865 by Eliza Frances Andrews. Written during the Civil War by a young teen, the document invites educators and students alike to consider the value of first-hand narratives to understanding larger historical events, as well as the subjective nature of primary sources. Moreover, it is a fascinating look into the social expectations of young women of the era who were living in the midst of war, and sheds an interesting light on the significance of gender, race, and class for understanding the historical experiences of children. An intriguing assignment using this source may be to juxtapose the experiences this young girl relayed in her wartime journal to other girls in warfare situations in other parts of the world, both contemporaneous to the U.S. Civil War and in other eras.

Overall, the Perseus Digital Library is a fantastic resource. With a little patience learning the search engine’s peculiarities, it is also a wonderful resource for exploring the history of children.

Nancy L. Stockdale

University of North Texas

A truly fascinating collection, the Perseus Digital Library presents an immense array of ancient texts, artifacts, and images from Greece and Rome, as well as a smaller collection of materials from the European Renaissance, the Arabic world, and 19th-century America.

http://www.brookhousepress.ca/louisa/home.htm

Brook House Press

January 2009

Louisa's World is a website that presents, in full text, the extant fragments of a diary written by Louisa Collins, a girl of about 18 who lived near Nova Scotia during the Regency period [1811-1820]. Hosted by Brook House Press, a Canadian publisher, Louisa's World is based on a manuscript donated to the Public Archives of Nova Scotia by a descendant of Louisa Collins' family.

The site's main page offers a menu of six sections: People, Intro, Diary, Gallery, Colin Grove, and Afterword. Of these, it is the diary itself—covering a one year period from 1815 to 1816—that provides the best material for a class on the history of youth generally and female adolescence specifically.

Louisa's entries are full of rich detail about the daily activities of an 18 to 19 year old woman in a rather isolated rural environment. Through Louisa's descriptions of such tasks as carding wool and churning butter, the reader glimpses a stark world in which manual labor abounds, but excitements are few and far between. Louisa loves reading, and the webpages offer hypertext links to the poems of Edward Young, some of whose phrasings and metaphors seem to be mimicked in Louisa’s writing.

Indeed, the whole text of Louisa's diary is full of such links, which lead to brief explanations of context and background data. For example, Louisa's reference to a neighbor's "black girl" is linked to a paragraph about the probable status of that unnamed girl as a maid-servant rather than a slave, given the emancipationist sentiments that prevailed in Nova Scotia at the time.

Louisa seems to have delighted above all in the companionship of her female friends, although her opportunities for visiting with them were limited by bad weather. Many entries voice plaintive regret at having to bear the tedium of long, dark days without the company of friends. On October 24, she wrote of one such day: "I don't think I shall git the rheumatism in my fingers for want of exercise, for I have been in my spinning room all day. No one intrudes on my solitude; my mind has free scope for thinking. – If it were not for hope and anticipation, time indeed would pass heavily on. – It has been very unpleasant all day; no one has been here."

In the "Intro" section the text's editor, Dale McLare, summarizes and interprets Louisa's entries. McLare comments upon the detailed descriptions of daily chores, noting that Louisa seemed to glean satisfaction from a job well done, and that she had "the attitude of one who has never doubted [work's] importance nor her responsibility for carrying it out. At the same time, it is very clear that Louisa has no urban-romantic nostalagia [sic] about the things she has to do. The work is just something that has to be done not the be-all and end-all of her life." (Before directing students to this site, a teacher would have to caution them about the numerous lapses of spelling and punctuation in the editor's prose—an unfortunate oversight of proofreading that somewhat compromises the site's value.)

McLare's introduction provides yet another body of material for history students to analyze: the impact of an editor's world-view on the production of knowledge. The editorial comments are historically specific: they suggest a current-day sensibility, one that finds it noteworthy when a teenager approaches hard work with a sense of duty, and one that knows all about "urban-romantic nostalgia" as a social construct.

McLare also takes several opportunities to note similarities between Louisa and Anne Shirley, fictional heroine of the Canadian classic, Anne of Green Gables. Although Louisa Collin's childhood occurred a century before Anne Shirley’s, McLare finds similarities (e.g., sentiments) between the real-life girl and the later fictional one, and clearly wants to link Louisa’s diary to a famous Canadian text. This is just one of several elements of Louisa's World that cater to a sense of nationalism and "pride of place" among the site's imagined readers, who seem to be comprised mainly of local historians and genealogists. The "People" section—the first one listed in the menu—is tailored for genealogists, in its cross-indexed listing of all the people named in Louisa's diary.

The "Gallery" section provides some excellent visual aids for readers of the diary, featuring maps, paintings, sketches, and survey-plans of locations near Louisa's home. Some of these images date from the relevant period, including a watercolor painting of a Micmac Indian encampment near Halifax in 1790.

The section on "Colin Grove" provides a detailed time-line of events in the history of the 5,000 acre estate owned by Louisa's family. The "Afterword" uses data from local histories and census records to provide information on the events in Louisa's family (marriages, deaths, etc.) in the years after the diary ends.

All in all, Louisa's World is very limited in scope, but broad in its historical information. It provides a good example of the sort of historiography that resembles miniature paintings: it focuses intensely on the fine details of a small primary document. The site's organization, with numerous hyperlinks and cross-indexing, make it very user-friendly. Most importantly for historians of youth, it impresses upon readers the feeling or tone and the quotidian realities or details of life in a rural town 200 years ago, as lived by a teenaged young woman.

Ilana Nash

Western Michigan University

Louisa’s World is a website that presents, in full text, the extant fragments of a diary written by Louisa Collins, a girl of about 18 who lived near Nova Scotia during the Regency period [1811-1820].

http://www.imagescanada.ca/index-e.html

Library and Archives Canada

February 2009

The "Images Canada" site showcases thousands of photographs (interspersed with occasional cartoons) found in the collections of 15 Canadian cultural establishments, including the Canada Science and Technology Museum, the University of Toronto Library, and the Glenbow Library and Archives, an institution focusing on the history of the Canadian West. The site includes thousands of images featuring children in Canadian history that instructors might potentially utilize for class discussions and course assignments. However, instructors and students should note that they will likely need to do additional research and reading in order to make effective use of the resources found on this site.

The images in the collection include both formal portraits and candid shots and focus particularly on the period from the 1880s to the 1950s. Children are featured in photographs dealing with an eclectic range of topics, but are prominent in the themes of native history, immigration, schools, church, and family life. Photos dealing with these topics might be fruitfully adapted to classroom use. Focusing on family portraits, for example, instructors might ask students to study what the changing conventions of portraiture across time reveal about changing dynamics of family life and children's position in it. Or they might compare portrait conventions among different immigrant communities or examine what the staging of boys' and girls' portraits reveals about attitudes toward gender.

The database is searchable by key word. A search of "children" upturns over 6,000 hits, so researchers will likely want to narrow their searches down by doing boolean searches; "children Inuit" hits a more manageable 217 images and "children school" 833. However, the search function is a little too rigid and teachers should therefore instruct their students to spend some time browsing though the site rather than dismissing unfruitful key word searches. For example, while "children illness" yields no results, "children polio" does turn up 6 images.

Furthermore, some of the interesting descriptors of images on the site are not indexed, and so would unfortunately not be retrieved in a search. For instance, a search of "childcare" turns up no hits. However, the photograph "First Crop, Teepee Ranch" reveals one: "A.M. Bezanson and his son on a horse-drawn mower, cutting the first crop on Teepee Ranch in 1909." The infant is perched on his father's lap while the latter performs this no doubt taxing physical task. This snapshot and others like it, including "Mrs. Roy Benson (Verna) and children with chicks, Benson homestead, Munson, Alberta" document how early 20th-century Canadians adapted children—and the responsibility of their care—into their everyday working lives.

The site's "Educational Resources" section has some promising lesson plan ideas, but most of them are aimed at younger students. Other elements of this site include "Image trails" and "Photo Essays" – groups of images organized around 29 themes dealing mainly with geography, modes of transportation, and select historical topics. Most of these will not be especially useful to those interested in children's history, although the Calgary in the 1950s photo essay does feature a number of images of children in its "family" link. Instructors might use this group of photos as well as information from the "family values" introductory essay by asking students to consider what idealizations of family life—and its possible disruptions—the images document.

However, in this collection, as in other portions of the website collections, teachers may be frustrated by the insufficient background information available about each image. For instance, the last photo in this section pictures an adolescent female wearing jeans and reading on a couch. The caption reads: "Blue jeans: acceptable at home but not school in 1955." But no further information about the image—or its caption—is provided. So instructors will have to prepare students (or require that they prepare themselves) with both relevant contextual information and an appreciation of how to approach the interpretation of such photographs as sources. On the latter issue, instructors might find useful an essay available at: http://www.collectionscanada.gc.ca/education/008-3080-e.html (another website focusing on Canadian photographic history).

Nora E. Jaffary

Concordia University

The site includes thousands of images featuring children in Canadian history that instructors might potentially utilize for class discussions and course assignments.

http://www.metmuseum.org

The Metropolitan Museum of Art

February 10, 2009

The vast collection of the Metropolitan Museum is effectively arranged and integrated on the www.metmuseum.org website. Navigation of the site is straightforward, enabling efficient browsing or research. Although no specific essays or exhibits on children and youth are found on the site, several hundred artworks relevant to the topic can be located by searching the Collection Database or the Timeline of Art History (TOAH)—more than sites dedicated to the subject.

The Collection Database of 129,022 objects can be searched as a whole, by subject, by curatorial department, or by exhibit. The collection database search is comprehensive, and returned 3629 entries under "children." Childe Hassam is a distracter in this keyword search, but the search "Children NOT Childe" reduced the return to 319 items. "Boy" returned many distracters, but "girl" returned 954 items, and "infant" returned 252 items. "Toys" returned only 21 items, indicating a limitation of the museum's collection in that area. "Youth" returned 186 works and "young" 1741 items. The biggest drawback of the collection search was that many of the works are associated with placeholder images, although the metadata may help locate images elsewhere. As digitization of the collection proceeds, this may improve.

The TOAH is an unmatched resource for educators. The 6,000 included artworks are organized by three integrated elements: maps, timelines, and thematic essays. World and regional maps correlate artwork to eleven world eras and locate it in ten world regions. Timelines place the artworks in historical context, and include key events, political, stylistic and technological periodization. Eight hundred thematic essays provide historical context for groups of artwork and discuss characteristics, techniques, and significance. The essays reveal connections among civilizations and regions, and provide material for comparative study.

Educators searching for information on children in art can locate artworks featuring children and youth by a search of the TOAH, which seems more rewarding than the database search because all of the works are associated with images, and they are easily placed in context by TOAH's features. The searches are conveniently shown by category, so the user can bring up all relevant artworks, essays, timelines or other occurrences with one click.

A TOAH search of "children" found the term in 23 timelines, 153 thematic essays, and 396 works of art. "Figure, Child" in the Subject Index returned 21 essays and 80 works of art, each shown as a thumbnail image with titles. On the subject of childbirth, 15 artworks can be viewed. Terms such as "girl" (97 works), "boy" (9) and "young" or "youth" (4) returned artworks from across the globe and the eras.

An activity using the 97 artworks under "girl" might compare the relative age connoted by the term in various cultures and periods. Some depict small children, while others are clearly young women. A selection of western European drawings and paintings could focus on the changing definition of girlhood over time or explore symbols and objects associated with girlhood. Some of the artworks show girls in active social roles, playing sports and games, fulfilling ritual roles, or being mourned in funerary works. Some of the works are expressions of girls' work in various societies, such as needlework, preparation of trousseaus, or manual labor at home. In short, the collection can be used to gather ideas about girlhood over time and across cultures. Similar explorations about youth and boys could be made. Educators will find many ways to place childhood in historical context using this website.

Susan Douglass

George Mason University

Educators will find many ways to place childhood in historical context using this website.

Why I Taught the Source

Childhood is an ever-changing concept that varies from culture to culture across time and space, yet people often think of childhood as universal. Teaching students about children in the past is often a challenging endeavor for this very reason. I have developed an exercise that uses the material culture designed for children's care and use—diapers, baby food, clothing, toys—in order to investigate contemporary American childhood. Analyzing these sources of evidence using a material culture method challenges students to think critically about how childhood is understood in their own culture. This exercise demonstrates that childhood is culturally constructed by people living in a particular time and place and creates opportunities for students to think critically about the lives of children in the past. Simultaneously, this exercise provides an effective introduction to material objects as a primary source.

As a historical archaeologist, my aim is to teach students about people in the past by making use of the everyday material objects they made and used. Material culture objects can be understood in two primary ways. First, as functional items that help with particular tasks considered necessary and important. Second, as symbols encoded with meanings about social relationships and cultural values. Contemporary objects are subject to the same analyses and understandings, allowing them to serve as a gateway to the past.

How I Introduce the Source

I begin with a class discussion of the following four ideas written on the board so students may reflect on these points throughout the discussion.

Childhood is:

• Based on an assumed relationship to biology
• Culturally constructed
• Embodied and performed
• Materially coded and marked

I ask students to think about each point and to come up with examples. One way to generate discussion if students are struggling is to create opportunities to discuss children in contrast to adults. Some possible questions I have found to be effective are:

• What are things adults can do that children cannot (and vice–versa)?
• When, biologically, does someone become an adult? Is this different then when someone is socially recognized as an adult?
• When someone is behaving in a "child-like" manner, what does that mean?
• What types of clothing, hairstyles and accessories are appropriate for adults but not children (and vice-versa)?

This discussion is then followed by an exercise that is designed to acquaint students with the everyday lives of children. It can be presented as an in-class activity using objects or pictures of objects, an internet-based project using a series of websites, or an out-of-class activity that requires students to go to a store and "shop" for a series of items. I have found the web-based and shopping trip permutations to be the most effective because they allow students to engage with both objects and accompanying text. These latter two options also require no product purchasing or photocopying. For ease of presentation, I will use the web-based exercise as the primary example here.

I divide my class into smaller groups of three or four which makes for a more even distribution of topics of inquiry. Moreover, this exercise is most effective when multiple students examine the same source so that different perspectives might emerge. Each group is then assigned a particular type of material culture source to be investigated using a series of specified websites:

• Group 1: Diapers
  
  More images available at http://www.pampers.com/en_US/home/, www.huggies.com, and www.luvs.com
.
• Group 2: Baby Food
  
  More images available at http://www.gerber.com, www.beechnut.com, and www.enfamil.com.
• Group 3: Clothing
  
  More images available at http://www.childrensplace.com, www.mymiraclebaby.com, and www.babystyle.com.
• Group 4: Toys
  
  
  
  More images available at http://www.fisher-price.com and www.mattel.com.

Reading the Source

I present the idea that objects are both functional and stylistic and that each attribute of an object can tell us important things about their creators and users. In preparation for a class discussion that will focus on their findings, I handout the following guidelines to each group:

1. Discern the function(s) of each object. Function on the most basic level can be understood as what the object is designed to do. The function of diapers, for example, is to contain the excretions of a non-"potty trained" child. It is important, however, to go beyond the basic function to the more complex types of roles an object is supposed to fulfill.
2. Look at the style of the objects. These are aspects of the items that are not directly related to function (i.e., if these aspects were present, absent, or different the object would still function as intended but appear different). What types of ideas about children are reflected in these non-functional aspects of the items?
3. Who is supposed to use each item? Who is each item designed for? Are their "sub-groups" of users?

Reflections

Once students have completed their website investigations, I ask members of each group to report on their findings. I usually give each group a section of the board where members can write key observations about each question. Significant patterns inevitably emerge across the different categories of objects. Some of the most important are:

1. The category of "child" is subdivided in many ways. Some of these are biological: crawlers, toddlers, independent sitters, supported sitters, solid-food eater. Others are age-based: newborns, 2-4 months, 3+ years. And, still others are social: play ready, preschoolers.
2. All of these objects are designed to promote the proper development (physical, mental, social) of a child. There is a suggestion that there is a single normative way for children to progress and grow.
3. Childhood is a highly gendered stage in life from the moment of birth. Color schemes, decorative patterns, and functional designs all vary according to gender.
4. There is very little emphasis on the individuality of children, except how an individual child is progressing relative to developmental norms. These discussions often emphasize the role of the parents over the preferences of the individual child.

Each of these points relates to the general ideas about childhood introduced in the initial discussion. Taken together, this activity and the contextualizing discussions permit the revelation that childhood is not universal. Childhood in contemporary America is understood in biological and developmental terms, emphasizes gender, de-emphasizes children as cultural actors, and is seen as requiring an array of highly specialized objects. If childhood is culturally constructed, it can be constructed differently at different points in history. This revelation is important for students who are embarking on a study of children in other time periods or other cultures.

Jane Eva Baxter

DePaul University

200, 390, 389, 388