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    <title><![CDATA[Children and Youth in History]]></title>
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    <pubDate>Wed, 11 Aug 2021 03:21:04 +0000</pubDate>
    <managingEditor>chnm@gmu.edu (Children and Youth in History)</managingEditor>
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      <title><![CDATA[Convention on the Rights of the Child [Official Document]]]></title>
      <link>https://cyh.rrchnm.org/items/show/140</link>
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                                    <div class="element-text">Convention on the Rights of the Child [Official Document]</div>
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                                    <div class="element-text"><p>Official interest in the rights of children has grown over the course of the 20th century. Urbanization and industrialization led reformers at the turn of the century to focus on child welfare and on children's rights as separate from those of adults. The American Congress responded by creating the U.S. Children's Bureau, the first federal agency in the world mandated to focus solely on the interests of a nation's youngest citizens. In 1924, the League of Nations adopted the <a title="Geneva Declaration of the Rights of the Child" href="http://www.un-documents.net/gdrc1924.htm" target="_blank">Geneva Declaration of the Rights of the Child</a>. More than 30 years later, the U.N. adopted the <a title="Declaration on the Rights of the Child" href="http://www1.umn.edu/humanrts/instree/k1drc.htm">Declaration on the Rights of the Child</a> and another 30 years passed before the United Nations ratified the <a title="Convention on the Rights of the Child" href="http://www2.ohchr.org/english/law/crc.htm">Convention on the Rights of the Child</a>.</p>
<p>By the fall of 1990, 20 U.N. member nations signed the Convention, qualifying it as international law. As of 2008, all member nations except the U.S. and Somalia had signed the document, although that may change under the Obama administration. The Convention describes in detail many protections and rights for children. How do these differ from human rights for adults? According to the document, what is the role of individual states in protecting children?</p></div>
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                                    <div class="element-text">"Convention on the Rights of a Child," <a class="external" href=http://www.ohchr.org/EN/Pages/WelcomePage.aspx> "<em>United Nations Human Rights</em>,"</a> <a class="external" href=http://www2.ohchr.org/english/law/crc.htm>http://www2.ohchr.org/english/law/crc.htm</a> (accessed October 2, 2008). Annotated by Kriste Lindenmeyer.</div>
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                                    <div class="element-text">2008-10-07</div>
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                                    <div class="element-text">Kriste Lindenmeyer</div>
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                                    <div class="element-text">eng</div>
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                                    <div class="element-text"><h3>Convention on the Rights of the Child</h3>
<h3>Adopted and opened for signature, ratification and accession by General Assembly resolution 44/25 of 20 November 1989<br />
Entry into force 2 September 1990, in accordance with article 49</h3>
<h3>Preamble</h3>
<p>The States Parties to the present Convention,</p>
<p>Considering that, in accordance with the principles proclaimed in the Charter of the United Nations, recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world,</p>
<p>Bearing in mind that the peoples of the United Nations have, in the Charter, reaffirmed their faith in fundamental human rights and in the dignity and worth of the human person, and have determined to promote social progress and better standards of life in larger freedom,</p> 
<p>Recognizing that the United Nations has, in the Universal Declaration of Human Rights and in the International Covenants on Human Rights, proclaimed and agreed that everyone is entitled to all the rights and freedoms set forth therein, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status,</p> 
<p>Recalling that, in the Universal Declaration of Human Rights, the United Nations has proclaimed that childhood is entitled to special care and assistance,</p> 
<p>Convinced that the family, as the fundamental group of society and the natural environment for the growth and well-being of all its members and particularly children, should be afforded the necessary protection and assistance so that it can fully assume its responsibilities within the community,</p> 
<p>Recognizing that the child, for the full and harmonious development of his or her personality, should grow up in a family environment, in an atmosphere of happiness, love and understanding,</p> 
<p>Considering that the child should be fully prepared to live an individual life in society, and brought up in the spirit of the ideals proclaimed in the Charter of the United Nations, and in particular in the spirit of peace, dignity, tolerance, freedom, equality and solidarity,</p> 
<p>Bearing in mind that the need to extend particular care to the child has been stated in the Geneva Declaration of the Rights of the Child of 1924 and in the Declaration of the Rights of the Child adopted by the General Assembly on 20 November 1959 and recognized in the Universal Declaration of Human Rights, in the International Covenant on Civil and Political Rights (in particular in articles 23 and 24), in the International Covenant on Economic, Social and Cultural Rights (in particular in article 10) and in the statutes and relevant instruments of specialized agencies and international organizations concerned with the welfare of children,</p>
<p>Bearing in mind that, as indicated in the Declaration of the Rights of the Child, "the child, by reason of his physical and mental immaturity, needs special safeguards and care, including appropriate legal protection, before as well as after birth",</p>
<p>Recalling the provisions of the Declaration on Social and Legal Principles relating to the Protection and Welfare of Children, with Special Reference to Foster Placement and Adoption Nationally and Internationally; the United Nations Standard Minimum Rules for the Administration of Juvenile Justice (The Beijing Rules); and the Declaration on the Protection of Women and Children in Emergency and Armed Conflict, Recognizing that, in all countries in the world, there are children living in exceptionally difficult conditions, and that such children need special consideration,</p> 
<p>Taking due account of the importance of the traditions and cultural values of each people for the protection and harmonious development of the child, Recognizing the importance of international co-operation for improving the living conditions of children in every country, in particular in the developing countries,</p> 
<p>Have agreed as follows:</p>
<h3>PART I</h3>
<h3>Article 1</h3>
<p>For the purposes of the present Convention, a child means every human being below the age of eighteen years unless under the law applicable to the child, majority is attained earlier.</p> 
<h3>Article 2</h3>
<p>1. States Parties shall respect and ensure the rights set forth in the present Convention to each child within their jurisdiction without discrimination of any kind, irrespective of the child's or his or her parent's or legal guardian's race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status.</p>
<p>2. States Parties shall take all appropriate measures to ensure that the child is protected against all forms of discrimination or punishment on the basis of the status, activities, expressed opinions, or beliefs of the child's parents, legal guardians, or family members.</p> 
<h3>Article 3</h3>
<p>1. In all actions concerning children, whether undertaken by public or private social welfare institutions, courts of law, administrative authorities or legislative bodies, the best interests of the child shall be a primary consideration.</p> 
<p>2. States Parties undertake to ensure the child such protection and care as is necessary for his or her well-being, taking into account the rights and duties of his or her parents, legal guardians, or other individuals legally responsible for him or her, and, to this end, shall take all appropriate legislative and administrative measures.</p> 
<p>3. States Parties shall ensure that the institutions, services and facilities responsible for the care or protection of children shall conform with the standards established by competent authorities, particularly in the areas of safety, health, in the number and suitability of their staff, as well as competent supervision.</p> 
<h3>Article 4</h3>
<p>States Parties shall undertake all appropriate legislative, administrative, and other measures for the implementation of the rights recognized in the present Convention. With regard to economic, social and cultural rights, States Parties shall undertake such measures to the maximum extent of their available resources and, where needed, within the framework of international co-operation.</p> 
<h3>Article 5</h3>
<p>States Parties shall respect the responsibilities, rights and duties of parents or, where applicable, the members of the extended family or community as provided for by local custom, legal guardians or other persons legally responsible for the child, to provide, in a manner consistent with the evolving capacities of the child, appropriate direction and guidance in the exercise by the child of the rights recognized in the present Convention.</p> 
<h3>Article 6</h3>
<p>1. States Parties recognize that every child has the inherent right to life.</p> 
<p>2. States Parties shall ensure to the maximum extent possible the survival and development of the child.</p> 
<h3>Article 7</h3>
<p>1. The child shall be registered immediately after birth and shall have the right from birth to a name, the right to acquire a nationality and. as far as possible, the right to know and be cared for by his or her parents.</p> 
<p>2. States Parties shall ensure the implementation of these rights in accordance with their national law and their obligations under the relevant international instruments in this field, in particular where the child would otherwise be stateless.</p> 
<h3>Article 8</h3>
<p>1. States Parties undertake to respect the right of the child to preserve his or her identity, including nationality, name and family relations as recognized by law without unlawful interference.</p> 
<p>2. Where a child is illegally deprived of some or all of the elements of his or her identity, States Parties shall provide appropriate assistance and protection, with a view to re-establishing speedily his or her identity.</p> 
<h3>Article 9</h3>
<p>1. States Parties shall ensure that a child shall not be separated from his or her parents against their will, except when competent authorities subject to judicial review determine, in accordance with applicable law and procedures, that such separation is necessary for the best interests of the child. Such determination may be necessary in a particular case such as one involving abuse or neglect of the child by the parents, or one where the parents are living separately and a decision must be made as to the child's place of residence.</p> 
<p>2. In any proceedings pursuant to paragraph 1 of the present article, all interested parties shall be given an opportunity to participate in the proceedings and make their views known.</p> 
<p>3. States Parties shall respect the right of the child who is separated from one or both parents to maintain personal relations and direct contact with both parents on a regular basis, except if it is contrary to the child's best interests.</p> 
<p>4. Where such separation results from any action initiated by a State Party, such as the detention, imprisonment, exile, deportation or death (including death arising from any cause while the person is in the custody of the State) of one or both parents or of the child, that State Party shall, upon request, provide the parents, the child or, if appropriate, another member of the family with the essential information concerning the whereabouts of the absent member(s) of the family unless the provision of the information would be detrimental to the well-being of the child. States Parties shall further ensure that the submission of such a request shall of itself entail no adverse consequences for the person(s) concerned.</p> 
<h3>Article 10</h3>
<p>1. In accordance with the obligation of States Parties under article 9, paragraph 1, applications by a child or his or her parents to enter or leave a State Party for the purpose of family reunification shall be dealt with by States Parties in a positive, humane and expeditious manner. States Parties shall further ensure that the submission of such a request shall entail no adverse consequences for the applicants and for the members of their family.</p> 
<p>2. A child whose parents reside in different States shall have the right to maintain on a regular basis, save in exceptional circumstances personal relations and direct contacts with both parents. Towards that end and in accordance with the obligation of States Parties under article 9, paragraph 1, States Parties shall respect the right of the child and his or her parents to leave any country, including their own, and to enter their own country. The right to leave any country shall be subject only to such restrictions as are prescribed by law and which are necessary to protect the national security, public order (ordre public), public health or morals or the rights and freedoms of others and are consistent with the other rights recognized in the present Convention.</p> 
<h3>Article 11</h3>
<p>1. States Parties shall take measures to combat the illicit transfer and non-return of children abroad.</p> 
<p>2. To this end, States Parties shall promote the conclusion of bilateral or multilateral agreements or accession to existing agreements.</p> 
<h3>Article 12</h3>
<p>1. States Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child.</p> 
<p>2. For this purpose, the child shall in particular be provided the opportunity to be heard in any judicial and administrative proceedings affecting the child, either directly, or through a representative or an appropriate body, in a manner consistent with the procedural rules of national law.</p> 
<h3>Article 13</h3>
<p>1. The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the child's choice.</p> 
<p>2. The exercise of this right may be subject to certain restrictions, but these shall only be such as are provided by law and are necessary:</p> 
<p>(a) For respect of the rights or reputations of others; or</p> 
<p>(b) For the protection of national security or of public order (ordre public), or of public health or morals.</p> 
<h3>Article 14</h3>
<p>1. States Parties shall respect the right of the child to freedom of thought, conscience and religion.</p> 
<p>2. States Parties shall respect the rights and duties of the parents and, when applicable, legal guardians, to provide direction to the child in the exercise of his or her right in a manner consistent with the evolving capacities of the child.</p> 
<p>3. Freedom to manifest one's religion or beliefs may be subject only to such limitations as are prescribed by law and are necessary to protect public safety, order, health or morals, or the fundamental rights and freedoms of others.</p> 
<h3>Article 15</h3>
<p>1. States Parties recognize the rights of the child to freedom of association and to freedom of peaceful assembly.</p> 
<p>2. No restrictions may be placed on the exercise of these rights other than those imposed in conformity with the law and which are necessary in a democratic society in the interests of national security or public safety, public order (ordre public), the protection of public health or morals or the protection of the rights and freedoms of others.</p> 
<h3>Article 16</h3>
<p>1. No child shall be subjected to arbitrary or unlawful interference with his or her privacy, family, or correspondence, nor to unlawful attacks on his or her honour and reputation.</p> 
<p>2. The child has the right to the protection of the law against such interference or attacks.</p> 
<h3>Article 17</h3>
<p>States Parties recognize the important function performed by the mass media and shall ensure that the child has access to information and material from a diversity of national and international sources, especially those aimed at the promotion of his or her social, spiritual and moral well-being and physical and mental health.</p> 
<p>To this end, States Parties shall:</p> 
<p>(a) Encourage the mass media to disseminate information and material of social and cultural benefit to the child and in accordance with the spirit of article 29;</p> 
<p>(b) Encourage international co-operation in the production, exchange and dissemination of such information and material from a diversity of cultural, national and international sources;</p> 
<p>(c) Encourage the production and dissemination of children's books;</p> 
<p>(d) Encourage the mass media to have particular regard to the linguistic needs of the child who belongs to a minority group or who is indigenous;</p> 
<p>(e) Encourage the development of appropriate guidelines for the protection of the child from information and material injurious to his or her well-being, bearing in mind the provisions of articles 13 and 18.</p> 
<h3>Article 18</h3>
<p>1. States Parties shall use their best efforts to ensure recognition of the principle that both parents have common responsibilities for the upbringing and development of the child. Parents or, as the case may be, legal guardians, have the primary responsibility for the upbringing and development of the child. The best interests of the child will be their basic concern.</p> 
<p>2. For the purpose of guaranteeing and promoting the rights set forth in the present Convention, States Parties shall render appropriate assistance to parents and legal guardians in the performance of their child-rearing responsibilities and shall ensure the development of institutions, facilities and services for the care of children.</p> 
<p>3. States Parties shall take all appropriate measures to ensure that children of working parents have the right to benefit from child-care services and facilities for which they are eligible.</p> 
<h3>Article 19</h3>
<p>1. States Parties shall take all appropriate legislative, administrative, social and educational measures to protect the child from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse, while in the care of parent(s), legal guardian(s) or any other person who has the care of the child.</p> 
<p>2. Such protective measures should, as appropriate, include effective procedures for the establishment of social programmes to provide necessary support for the child and for those who have the care of the child, as well as for other forms of prevention and for identification, reporting, referral, investigation, treatment and follow-up of instances of child maltreatment described heretofore, and, as appropriate, for judicial involvement.</p> 
<h3>Article 20</h3>
<p>1. A child temporarily or permanently deprived of his or her family environment, or in whose own best interests cannot be allowed to remain in that environment, shall be entitled to special protection and assistance provided by the State.</p> 
<p>2. States Parties shall in accordance with their national laws ensure alternative care for such a child.</p> 
<p>3. Such care could include, inter alia, foster placement, kafalah of Islamic law, adoption or if necessary placement in suitable institutions for the care of children. When considering solutions, due regard shall be paid to the desirability of continuity in a child's upbringing and to the child's ethnic, religious, cultural and linguistic background.</p> 
<h3>Article 21</h3>
<p>States Parties that recognize and/or permit the system of adoption shall ensure that the best interests of the child shall be the paramount consideration and they shall:</p> 
<p>(a) Ensure that the adoption of a child is authorized only by competent authorities who determine, in accordance with applicable law and procedures and on the basis of all pertinent and reliable information, that the adoption is permissible in view of the child's status concerning parents, relatives and legal guardians and that, if required, the persons concerned have given their informed consent to the adoption on the basis of such counselling as may be necessary;</p>
<p>(b) Recognize that inter-country adoption may be considered as an alternative means of child's care, if the child cannot be placed in a foster or an adoptive family or cannot in any suitable manner be cared for in the child's country of origin;</p> 
<p>(c) Ensure that the child concerned by inter-country adoption enjoys safeguards and standards equivalent to those existing in the case of national adoption;</p> 
<p>(d) Take all appropriate measures to ensure that, in inter-country adoption, the placement does not result in improper financial gain for those involved in it;</p> 
<p>(e) Promote, where appropriate, the objectives of the present article by concluding bilateral or multilateral arrangements or agreements, and endeavour, within this framework, to ensure that the placement of the child in another country is carried out by competent authorities or organs.</p> 
<h3>Article 22</h3>
<p>1. States Parties shall take appropriate measures to ensure that a child who is seeking refugee status or who is considered a refugee in accordance with applicable international or domestic law and procedures shall, whether unaccompanied or accompanied by his or her parents or by any other person, receive appropriate protection and humanitarian assistance in the enjoyment of applicable rights set forth in the present Convention and in other international human rights or humanitarian instruments to which the said States are Parties.</p> 
<p>2. For this purpose, States Parties shall provide, as they consider appropriate, co-operation in any efforts by the United Nations and other competent intergovernmental organizations or non-governmental organizations co-operating with the United Nations to protect and assist such a child and to trace the parents or other members of the family of any refugee child in order to obtain information necessary for reunification with his or her family. In cases where no parents or other members of the family can be found, the child shall be accorded the same protection as any other child permanently or temporarily deprived of his or her family environment for any reason , as set forth in the present Convention.</p> 
<h3>Article 23</h3>
<p>1. States Parties recognize that a mentally or physically disabled child should enjoy a full and decent life, in conditions which ensure dignity, promote self-reliance and facilitate the child's active participation in the community.</p> 
<p>2. States Parties recognize the right of the disabled child to special care and shall encourage and ensure the extension, subject to available resources, to the eligible child and those responsible for his or her care, of assistance for which application is made and which is appropriate to the child's condition and to the circumstances of the parents or others caring for the child.</p> 
<p>3. Recognizing the special needs of a disabled child, assistance extended in accordance with paragraph 2 of the present article shall be provided free of charge, whenever possible, taking into account the financial resources of the parents or others caring for the child, and shall be designed to ensure that the disabled child has effective access to and receives education, training, health care services, rehabilitation services, preparation for employment and recreation opportunities in a manner conducive to the child's achieving the fullest possible social integration and individual development, including his or her cultural and spiritual development.</p> 
<p>4. States Parties shall promote, in the spirit of international cooperation, the exchange of appropriate information in the field of preventive health care and of medical, psychological and functional treatment of disabled children, including dissemination of and access to information concerning methods of rehabilitation, education and vocational services, with the aim of enabling States Parties to improve their capabilities and skills and to widen their experience in these areas. In this regard, particular account shall be taken of the needs of developing countries.</p> 
<h3>Article 24</h3>
<p>1. States Parties recognize the right of the child to the enjoyment of the highest attainable standard of health and to facilities for the treatment of illness and rehabilitation of health. States Parties shall strive to ensure that no child is deprived of his or her right of access to such health care services.</p> 
<p>2. States Parties shall pursue full implementation of this right and, in particular, shall take appropriate measures:</p> 
<p>(a) To diminish infant and child mortality;</p> 
<p>(b) To ensure the provision of necessary medical assistance and health care to all children with emphasis on the development of primary health care;</p> 
<p>(c) To combat disease and malnutrition, including within the framework of primary health care, through, inter alia, the application of readily available technology and through the provision of adequate nutritious foods and clean drinking-water, taking into consideration the dangers and risks of environmental pollution;</p> 
<p>(d) To ensure appropriate pre-natal and post-natal health care for mothers;</p> 
<p>(e) To ensure that all segments of society, in particular parents and children, are informed, have access to education and are supported in the use of basic knowledge of child health and nutrition, the advantages of breastfeeding, hygiene and environmental sanitation and the prevention of accidents;</p> 
<p>(f) To develop preventive health care, guidance for parents and family planning education and services.</p> 
<p>3. States Parties shall take all effective and appropriate measures with a view to abolishing traditional practices prejudicial to the health of children.</p> 
<p>4. States Parties undertake to promote and encourage international co-operation with a view to achieving progressively the full realization of the right recognized in the present article. In this regard, particular account shall be taken of the needs of developing countries.</p> 
<h3>Article 25</h3>
<p>States Parties recognize the right of a child who has been placed by the competent authorities for the purposes of care, protection or treatment of his or her physical or mental health, to a periodic review of the treatment provided to the child and all other circumstances relevant to his or her placement.</p> 
<h3>Article 26</h3>
<p>1. States Parties shall recognize for every child the right to benefit from social security, including social insurance, and shall take the necessary measures to achieve the full realization of this right in accordance with their national law.</p> 
<p>2. The benefits should, where appropriate, be granted, taking into account the resources and the circumstances of the child and persons having responsibility for the maintenance of the child, as well as any other consideration relevant to an application for benefits made by or on behalf of the child.</p> 
<h3>Article 27</h3>
<p>1. States Parties recognize the right of every child to a standard of living adequate for the child's physical, mental, spiritual, moral and social development.</p> 
<p>2. The parent(s) or others responsible for the child have the primary responsibility to secure, within their abilities and financial capacities, the conditions of living necessary for the child's development.</p> 
<p>3. States Parties, in accordance with national conditions and within their means, shall take appropriate measures to assist parents and others responsible for the child to implement this right and shall in case of need provide material assistance and support programmes, particularly with regard to nutrition, clothing and housing.</p> 
<p>4. States Parties shall take all appropriate measures to secure the recovery of maintenance for the child from the parents or other persons having financial responsibility for the child, both within the State Party and from abroad. In particular, where the person having financial responsibility for the child lives in a State different from that of the child, States Parties shall promote the accession to international agreements or the conclusion of such agreements, as well as the making of other appropriate arrangements.</p> 
<h3>Article 28</h3>
<p>1. States Parties recognize the right of the child to education, and with a view to achieving this right progressively and on the basis of equal opportunity, they shall, in particular:</p> 
<p>(a) Make primary education compulsory and available free to all;</p> 
<p>(b) Encourage the development of different forms of secondary education, including general and vocational education, make them available and accessible to every child, and take appropriate measures such as the introduction of free education and offering financial assistance in case of need;</p> 
<p>(c) Make higher education accessible to all on the basis of capacity by every appropriate means;</p> 
<p>(d) Make educational and vocational information and guidance available and accessible to all children;</p> 
<p>(e) Take measures to encourage regular attendance at schools and the reduction of drop-out rates.</p> 
<p>2. States Parties shall take all appropriate measures to ensure that school discipline is administered in a manner consistent with the child's human dignity and in conformity with the present Convention.</p> 
<p>3. States Parties shall promote and encourage international cooperation in matters relating to education, in particular with a view to contributing to the elimination of ignorance and illiteracy throughout the world and facilitating access to scientific and technical knowledge and modern teaching methods. In this regard, particular account shall be taken of the needs of developing countries.</p> 
<h3>Article 29</h3>
<p>1. States Parties agree that the education of the child shall be directed to:</p>
<p>(a) The development of the child's personality, talents and mental and physical abilities to their fullest potential;</p> 
<p>(b) The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations;</p> 
<p>(c) The development of respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own;</p> 
<p>(d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin;</p> 
<p>(e) The development of respect for the natural environment.</p> 
<p>2. No part of the present article or article 28 shall be construed so as to interfere with the liberty of individuals and bodies to establish and direct educational institutions, subject always to the observance of the principle set forth in paragraph 1 of the present article and to the requirements that the education given in such institutions shall conform to such minimum standards as may be laid down by the State.</p>
<h3>Article 30</h3>
<p>In those States in which ethnic, religious or linguistic minorities or persons of indigenous origin exist, a child belonging to such a minority or who is indigenous shall not be denied the right, in community with other members of his or her group, to enjoy his or her own culture, to profess and practise his or her own religion, or to use his or her own language.</p> 
<h3>Article 31</h3>
<p>1. States Parties recognize the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts.</p> 
<p>2. States Parties shall respect and promote the right of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity.</p> 
<h3>Article 32</h3>
<p>1. States Parties recognize the right of the child to be protected from economic exploitation and from performing any work that is likely to be hazardous or to interfere with the child's education, or to be harmful to the child's health or physical, mental, spiritual, moral or social development.</p>
<p>2. States Parties shall take legislative, administrative, social and educational measures to ensure the implementation of the present article. To this end, and having regard to the relevant provisions of other international instruments, States Parties shall in particular:</p> 
<p>(a) Provide for a minimum age or minimum ages for admission to employment;</p> 
<p>(b) Provide for appropriate regulation of the hours and conditions of employment;</p> 
<p>(c) Provide for appropriate penalties or other sanctions to ensure the effective enforcement of the present article.</p> 
<h3>Article 33</h3>
<p>States Parties shall take all appropriate measures, including legislative, administrative, social and educational measures, to protect children from the illicit use of narcotic drugs and psychotropic substances as defined in the relevant international treaties, and to prevent the use of children in the illicit production and trafficking of such substances.</p> 
<h3>Article 34</h3>
<p>States Parties undertake to protect the child from all forms of sexual exploitation and sexual abuse. For these purposes, States Parties shall in particular take all appropriate national, bilateral and multilateral measures to prevent:</p> 
<p>(a) The inducement or coercion of a child to engage in any unlawful sexual activity;</p>
<p>(b) The exploitative use of children in prostitution or other unlawful sexual practices;</p> 
<p>(c) The exploitative use of children in pornographic performances and materials.</p> 
<h3>Article 35</h3>
<p>States Parties shall take all appropriate national, bilateral and multilateral measures to prevent the abduction of, the sale of or traffic in children for any purpose or in any form.</p> 
<h3>Article 36</h3>
<p>States Parties shall protect the child against all other forms of exploitation prejudicial to any aspects of the child's welfare.</p> 
<h3>Article 37</h3>
<p>States Parties shall ensure that:</p>
<p>(a) No child shall be subjected to torture or other cruel, inhuman or degrading treatment or punishment. Neither capital punishment nor life imprisonment without possibility of release shall be imposed for offences committed by persons below eighteen years of age;</p> 
<p>(b) No child shall be deprived of his or her liberty unlawfully or arbitrarily. The arrest, detention or imprisonment of a child shall be in conformity with the law and shall be used only as a measure of last resort and for the shortest appropriate period of time;</p> 
<p>(c) Every child deprived of liberty shall be treated with humanity and respect for the inherent dignity of the human person, and in a manner which takes into account the needs of persons of his or her age. In particular, every child deprived of liberty shall be separated from adults unless it is considered in the child's best interest not to do so and shall have the right to maintain contact with his or her family through correspondence and visits, save in exceptional circumstances;</p> 
<p>(d) Every child deprived of his or her liberty shall have the right to prompt access to legal and other appropriate assistance, as well as the right to challenge the legality of the deprivation of his or her liberty before a court or other competent, independent and impartial authority, and to a prompt decision on any such action.</p> 
<h3>Article 38</h3>
<p>1. States Parties undertake to respect and to ensure respect for rules of international humanitarian law applicable to them in armed conflicts which are relevant to the child.</p> 
<p>2. States Parties shall take all feasible measures to ensure that persons who have not attained the age of fifteen years do not take a direct part in hostilities.</p> 
<p>3. States Parties shall refrain from recruiting any person who has not attained the age of fifteen years into their armed forces. In recruiting among those persons who have attained the age of fifteen years but who have not attained the age of eighteen years, States Parties shall endeavour to give priority to those who are oldest.</p> 
<p>4. In accordance with their obligations under international humanitarian law to protect the civilian population in armed conflicts, States Parties shall take all feasible measures to ensure protection and care of children who are affected by an armed conflict.</p> 
<h3>Article 39</h3>
<p>States Parties shall take all appropriate measures to promote physical and psychological recovery and social reintegration of a child victim of: any form of neglect, exploitation, or abuse; torture or any other form of cruel, inhuman or degrading treatment or punishment; or armed conflicts. Such recovery and reintegration shall take place in an environment which fosters the health, self-respect and dignity of the child.</p> 
<h3>Article 40</h3>
<p>1. States Parties recognize the right of every child alleged as, accused of, or recognized as having infringed the penal law to be treated in a manner consistent with the promotion of the child's sense of dignity and worth, which reinforces the child's respect for the human rights and fundamental freedoms of others and which takes into account the child's age and the desirability of promoting the child's reintegration and the child's assuming a constructive role in society.</p> 
<p>2. To this end, and having regard to the relevant provisions of international instruments, States Parties shall, in particular, ensure that:</p> 
<p>(a) No child shall be alleged as, be accused of, or recognized as having infringed the penal law by reason of acts or omissions that were not prohibited by national or international law at the time they were committed;</p> 
<p>(b) Every child alleged as or accused of having infringed the penal law has at least the following guarantees:</p> 
<p>(i) To be presumed innocent until proven guilty according to law;</p> 
<p>(ii) To be informed promptly and directly of the charges against him or her, and, if appropriate, through his or her parents or legal guardians, and to have legal or other appropriate assistance in the preparation and presentation of his or her defence;</p> 
<p>(iii) To have the matter determined without delay by a competent, independent and impartial authority or judicial body in a fair hearing according to law, in the presence of legal or other appropriate assistance and, unless it is considered not to be in the best interest of the child, in particular, taking into account his or her age or situation, his or her parents or legal guardians;</p> 
<p>(iv) Not to be compelled to give testimony or to confess guilt; to examine or have examined adverse witnesses and to obtain the participation and examination of witnesses on his or her behalf under conditions of equality;</p> 
<p>(v) If considered to have infringed the penal law, to have this decision and any measures imposed in consequence thereof reviewed by a higher competent, independent and impartial authority or judicial body according to law;</p> 
<p>(vi) To have the free assistance of an interpreter if the child cannot understand or speak the language used;</p> 
<p>(vii) To have his or her privacy fully respected at all stages of the proceedings.</p> 
<p>3. States Parties shall seek to promote the establishment of laws, procedures, authorities and institutions specifically applicable to children alleged as, accused of, or recognized as having infringed the penal law, and, in particular:</p> 
<p>(a) The establishment of a minimum age below which children shall be presumed not to have the capacity to infringe the penal law;</p> 
<p>(b) Whenever appropriate and desirable, measures for dealing with such children without resorting to judicial proceedings, providing that human rights and legal safeguards are fully respected. 4. A variety of dispositions, such as care, guidance and supervision orders; counselling; probation; foster care; education and vocational training programmes and other alternatives to institutional care shall be available to ensure that children are dealt with in a manner appropriate to their well-being and proportionate both to their circumstances and the offence.</p> 
<h3>Article 41</h3>
<p>Nothing in the present Convention shall affect any provisions which are more conducive to the realization of the rights of the child and which may be contained in:</p> 
<p>(a) The law of a State party; or</p> 
<p>(b) International law in force for that State.</p> 
<br />
<br />
<h3>PART II</h3>
<h3>Article 42</h3>
<p>States Parties undertake to make the principles and provisions of the Convention widely known, by appropriate and active means, to adults and children alike.</p> 
<h3>Article 43</h3>
<p>1. For the purpose of examining the progress made by States Parties in achieving the realization of the obligations undertaken in the present Convention, there shall be established a Committee on the Rights of the Child, which shall carry out the functions hereinafter provided.</p> 
<p>2. The Committee shall consist of eighteen experts of high moral standing and recognized competence in the field covered by this Convention.<a href="#note1" id="fn1" class="footnote">1</a> The members of the Committee shall be elected by States Parties from among their nationals and shall serve in their personal capacity, consideration being given to equitable geographical distribution, as well as to the principal legal systems.</p> 
<p>3. The members of the Committee shall be elected by secret ballot from a list of persons nominated by States Parties. Each State Party may nominate one person from among its own nationals.</p> 
<p>4. The initial election to the Committee shall be held no later than six months after the date of the entry into force of the present Convention and thereafter every second year. At least four months before the date of each election, the Secretary-General of the United Nations shall address a letter to States Parties inviting them to submit their nominations within two months. The Secretary-General shall subsequently prepare a list in alphabetical order of all persons thus nominated, indicating States Parties which have nominated them, and shall submit it to the States Parties to the present Convention.</p>
<p>5. The elections shall be held at meetings of States Parties convened by the Secretary-General at United Nations Headquarters. At those meetings, for which two thirds of States Parties shall constitute a quorum, the persons elected to the Committee shall be those who obtain the largest number of votes and an absolute majority of the votes of the representatives of States Parties present and voting.</p> 
<p>6. The members of the Committee shall be elected for a term of four years. They shall be eligible for re-election if renominated. The term of five of the members elected at the first election shall expire at the end of two years; immediately after the first election, the names of these five members shall be chosen by lot by the Chairman of the meeting.</p> 
<p>7. If a member of the Committee dies or resigns or declares that for any other cause he or she can no longer perform the duties of the Committee, the State Party which nominated the member shall appoint another expert from among its nationals to serve for the remainder of the term, subject to the approval of the Committee.</p> 
<p>8. The Committee shall establish its own rules of procedure.</p> 
<p>9. The Committee shall elect its officers for a period of two years.</p> 
<p>10. The meetings of the Committee shall normally be held at United Nations Headquarters or at any other convenient place as determined by the Committee. The Committee shall normally meet annually. The duration of the meetings of the Committee shall be determined, and reviewed, if necessary, by a meeting of the States Parties to the present Convention, subject to the approval of the General Assembly.</p> 
<p>11. The Secretary-General of the United Nations shall provide the necessary staff and facilities for the effective performance of the functions of the Committee under the present Convention.</p> 
<p>12. With the approval of the General Assembly, the members of the Committee established under the present Convention shall receive emoluments from United Nations resources on such terms and conditions as the Assembly may decide.</p> 
<h3>Article 44</h3>
<p>1. States Parties undertake to submit to the Committee, through the Secretary-General of the United Nations, reports on the measures they have adopted which give effect to the rights recognized herein and on the progress made on the enjoyment of those rights</p>
<p>(a) Within two years of the entry into force of the Convention for the State Party concerned;</p> 
<p>(b) Thereafter every five years.</p> 
<p>2. Reports made under the present article shall indicate factors and difficulties, if any, affecting the degree of fulfilment of the obligations under the present Convention. Reports shall also contain sufficient information to provide the Committee with a comprehensive understanding of the implementation of the Convention in the country concerned.</p> 
<p>3. A State Party which has submitted a comprehensive initial report to the Committee need not, in its subsequent reports submitted in accordance with paragraph 1 (b) of the present article, repeat basic information previously provided.</p> 
<p>4. The Committee may request from States Parties further information relevant to the implementation of the Convention.</p> 
<p>5. The Committee shall submit to the General Assembly, through the Economic and Social Council, every two years, reports on its activities.</p> 
<p>6. States Parties shall make their reports widely available to the public in their own countries.</p> 
<h3>Article 45</h3>
<p>In order to foster the effective implementation of the Convention and to encourage international co-operation in the field covered by the Convention:</p> 
<p>(a) The specialized agencies, the United Nations Children's Fund, and other United Nations organs shall be entitled to be represented at the consideration of the implementation of such provisions of the present Convention as fall within the scope of their mandate. The Committee may invite the specialized agencies, the United Nations Children's Fund and other competent bodies as it may consider appropriate to provide expert advice on the implementation of the Convention in areas falling within the scope of their respective mandates. The Committee may invite the specialized agencies, the United Nations Children's Fund, and other United Nations organs to submit reports on the implementation of the Convention in areas falling within the scope of their activities;</p> 
<p>(b) The Committee shall transmit, as it may consider appropriate, to the specialized agencies, the United Nations Children's Fund and other competent bodies, any reports from States Parties that contain a request, or indicate a need, for technical advice or assistance, along with the Committee's observations and suggestions, if any, on these requests or indications;</p> 
<p>(c) The Committee may recommend to the General Assembly to request the Secretary-General to undertake on its behalf studies on specific issues relating to the rights of the child;</p> 
<p>(d) The Committee may make suggestions and general recommendations based on information received pursuant to articles 44 and 45 of the present Convention. Such suggestions and general recommendations shall be transmitted to any State Party concerned and reported to the General Assembly, together with comments, if any, from States Parties.</p> 
<br />
<br />
<h3>PART III</h3>
<h3>Article 46</h3>
<p>The present Convention shall be open for signature by all States.</p>
<h3>Article 47</h3>
<p>The present Convention is subject to ratification. Instruments of ratification shall be deposited with the Secretary-General of the United Nations.</p> 
<h3>Article 48</h3>
<p>The present Convention shall remain open for accession by any State. The instruments of accession shall be deposited with the Secretary-General of the United Nations.</p> 
<h3>Article 49</h3>
<p>1. The present Convention shall enter into force on the thirtieth day following the date of deposit with the Secretary-General of the United Nations of the twentieth instrument of ratification or accession.</p> 
<p>2. For each State ratifying or acceding to the Convention after the deposit of the twentieth instrument of ratification or accession, the Convention shall enter into force on the thirtieth day after the deposit by such State of its instrument of ratification or accession.</p> 
<h3>Article 50</h3>
<p>1. Any State Party may propose an amendment and file it with the Secretary-General of the United Nations. The Secretary-General shall thereupon communicate the proposed amendment to States Parties, with a request that they indicate whether they favour a conference of States Parties for the purpose of considering and voting upon the proposals. In the event that, within four months from the date of such communication, at least one third of the States Parties favour such a conference, the Secretary-General shall convene the conference under the auspices of the United Nations. Any amendment adopted by a majority of States Parties present and voting at the conference shall be submitted to the General Assembly for approval.</p> 
<p>2. An amendment adopted in accordance with paragraph 1 of the present article shall enter into force when it has been approved by the General Assembly of the United Nations and accepted by a two-thirds majority of States Parties.</p> 
<p>3. When an amendment enters into force, it shall be binding on those States Parties which have accepted it, other States Parties still being bound by the provisions of the present Convention and any earlier amendments which they have accepted.</p> 
<h3>Article 51</h3>
<p>1. The Secretary-General of the United Nations shall receive and circulate to all States the text of reservations made by States at the time of ratification or accession.</p> 
<p>2. A reservation incompatible with the object and purpose of the present Convention shall not be permitted.</p> 
<p>3. Reservations may be withdrawn at any time by notification to that effect addressed to the Secretary-General of the United Nations, who shall then inform all States. Such notification shall take effect on the date on which it is received by the Secretary-General.</p> 
<h3>Article 52</h3>
<p>A State Party may denounce the present Convention by written notification to the Secretary-General of the United Nations. Denunciation becomes effective one year after the date of receipt of the notification by the Secretary-General.</p> 
<h3>Article 53</h3>
<p>The Secretary-General of the United Nations is designated as the depositary of the present Convention.</p> 
<h3>Article 54</h3>
<p>The original of the present Convention, of which the Arabic, Chinese, English, French, Russian and Spanish texts are equally authentic, shall be deposited with the Secretary-General of the United Nations. In witness thereof the undersigned plenipotentiaries, being duly authorized thereto by their respective Governments, have signed the present Convention.</p>
<div id="notes">
<p><a href="#fn1" id="note1" class="footnote">1</a> The General Assembly, in its resolution 50/155 of 21 December 1995 , approved the amendment to article 43, paragraph 2, of the Convention on the Rights of the Child, replacing the word “ten” with the word “eighteen”. The amendment entered into force on 18 November 2002 when it had been accepted by a two-thirds majority of the States parties (128 out of 191).</p>
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                                    <div class="element-text"><p>The years following World War II marked a key shift in international policy related to human rights. Few, however, connect the history of human rights to the children's rights movement. By the early 20th century, urbanization and industrialization led many reformers to focus on child welfare and on children's rights as separate from those of adults. Several years later, Congress responded by creating the U.S. Children's Bureau, the first federal agency in the world mandated to focus solely on the interests of a nation's youngest citizens. The United Nations, influenced by the exposure of Nazi war crimes and the world-wide refugee problem and drawing upon earlier debates over rights, including those of children, ratified the Universal Declaration of Human Rights, on December 10, 1948. Eleven years later, in November 1959, the U.N. adopted the Declaration on the Rights of the Child.</p></div>
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                                    <div class="element-text">"Universal Declaration of Human Rights," adopted December 10, 1948 by the United Nations General Assembly <a class="external" href="http://www.un.org"> "<em>UN Online</em>,"</a> <a class="external" href=http://www.un.org/Overview/rights.html>http://www.un.org/Overview/rights.html</a> (accessed October 2, 2008).</div>
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            <div id="additional-item-metadata-provenance" class="element">
        <h3>Provenance</h3>
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                                    <div class="element-text"><h3><em>PREAMBLE</em></h3>
<p>Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world,</p> 
<p>Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people,</p>
<p>Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny and oppression, that human rights should be protected by the rule of law,</p>
<p>Whereas it is essential to promote the development of friendly relations between nations,</p>
<p>Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom,</p> 
<p>Whereas Member States have pledged themselves to achieve, in co-operation with the United Nations, the promotion of universal respect for and observance of human rights and fundamental freedoms,</p>
<p>Whereas a common understanding of these rights and freedoms is of the greatest importance for the full realization of this pledge,</p>
<p><strong>Now, Therefore THE GENERAL ASSEMBLY proclaims THIS UNIVERSAL DECLARATION OF HUMAN RIGHTS</strong> as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction.<p> 
<p><strong><em>Article 1.</em></strong><br />
All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.</p>
<p><strong><em>Article 2.</em></strong><br />
Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.</p>
<p><strong><em>Article 3.</em></strong><br />
Everyone has the right to life, liberty and security of person.</p>
<p><strong><em>Article 4.</em></strong><br />
No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms.</p>
<p><strong><em>Article 5.</em></strong><br />
No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.</p>
<p><strong><em>Article 6.</em></strong><br />
Everyone has the right to recognition everywhere as a person before the law.</p>
<p><strong><em>Article 7.</em></strong><br />
All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination.</p>
<p><strong><em>Article 8. </em></strong><br />
Everyone has the right to an effective remedy by the competent national tribunals for acts violating the fundamental rights granted him by the constitution or by law.</p>
<p><strong><em>Article 9. </em></strong><br />
No one shall be subjected to arbitrary arrest, detention or exile.</p>
<p><strong><em>Article 10.</em></strong><br />
Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal, in the determination of his rights and obligations and of any criminal charge against him.</p>
<p><strong><em>Article 11.</em></strong><br />
(1) Everyone charged with a penal offence has the right to be presumed innocent until proved guilty according to law in a public trial at which he has had all the guarantees necessary for his defence.</p>
<p>(2) No one shall be held guilty of any penal offence on account of any act or omission which did not constitute a penal offence, under national or international law, at the time when it was committed. Nor shall a heavier penalty be imposed than the one that was applicable at the time the penal offence was committed.</p>
<p><strong><em>Article 12.</em></strong><br />
No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence, nor to attacks upon his honour and reputation. Everyone has the right to the protection of the law against such interference or attacks.</p>
<p><strong><em>Article 13.</em></strong><br />
(1) Everyone has the right to freedom of movement and residence within the borders of each state.</p>
<p>(2) Everyone has the right to leave any country, including his own, and to return to his country.</p>
<p><strong><em>Article 14.</em></strong><br />
(1) Everyone has the right to seek and to enjoy in other countries asylum from persecution.</p>
<p>(2) This right may not be invoked in the case of prosecutions genuinely arising from non-political crimes or from acts contrary to the purposes and principles of the United Nations.</p>
<p><strong><em>Article 15.</em></strong><br />
(1) Everyone has the right to a nationality.</p>
<p>(2) No one shall be arbitrarily deprived of his nationality nor denied the right to change his nationality.</p>
<p><strong><em>Article 16.</em></strong><br />
(1) Men and women of full age, without any limitation due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution.</p>
<p>(2) Marriage shall be entered into only with the free and full consent of the intending spouses.</p>
<p>(3) The family is the natural and fundamental group unit of society and is entitled to protection by society and the State.</p>
<p><strong><em>Article 17.</em></strong><br />
(1) Everyone has the right to own property alone as well as in association with others.</p>
<p>(2) No one shall be arbitrarily deprived of his property.</p>
<p><strong><em>Article 18.</em></strong><br />
Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance.</p>
<p><strong><em>Article 19.</em></strong><br />
Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.</p>
<p><strong><em>Article 20.</em></strong><br />
(1) Everyone has the right to freedom of peaceful assembly and association.</p>
<p>(2) No one may be compelled to belong to an association.</p>
<p><strong><em>Article 21.</em></strong><br />
(1) Everyone has the right to take part in the government of his country, directly or through freely chosen representatives.</p>
<p>(2) Everyone has the right of equal access to public service in his country.</p>
<p>(3) The will of the people shall be the basis of the authority of government; this will shall be expressed in periodic and genuine elections which shall be by universal and equal suffrage and shall be held by secret vote or by equivalent free voting procedures.</p>
<p><strong><em>Article 22.</em></strong><br />
Everyone, as a member of society, has the right to social security and is entitled to realization, through national effort and international co-operation and in accordance with the organization and resources of each State, of the economic, social and cultural rights indispensable for his dignity and the free development of his personality.</p>
<p><strong><em>Article 23.</em></strong><br />
(1) Everyone has the right to work, to free choice of employment, to just and favourable conditions of work and to protection against unemployment.</p>
<p>(2) Everyone, without any discrimination, has the right to equal pay for equal work.</p>
<p>(3) Everyone who works has the right to just and favourable remuneration ensuring for himself and his family an existence worthy of human dignity, and supplemented, if necessary, by other means of social protection.</p>
<p>(4) Everyone has the right to form and to join trade unions for the protection of his interests.</p>
<p><strong><em>Article 24.</em></strong><br />
Everyone has the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay.</p>
<p><strong><em>Article 25.</em></strong><br />
(1) Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.</p>
<p>(2) Motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of wedlock, shall enjoy the same social protection.</p>
<p><strong><em>Article 26.</em></strong><br />
(1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.</p>
<p>(2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.</p>
<p>(3) Parents have a prior right to choose the kind of education that shall be given to their children.</p>
<p><strong><em>Article 27.</em></strong><br />
(1) Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.</p>
<p>(2) Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author.</p>
<p><strong><em>Article 28.</em></strong><br />
Everyone is entitled to a social and international order in which the rights and freedoms set forth in this Declaration can be fully realized.</p>
<p><strong><em>Article 29.</em></strong><br />
(1) Everyone has duties to the community in which alone the free and full development of his personality is possible.</p>
<p>(2) In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others and of meeting the just requirements of morality, public order and the general welfare in a democratic society.</p>
<p>(3) These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations.</p>
<p><strong><em>Article 30.</em></strong><br />
Nothing in this Declaration may be interpreted as implying for any State, group or person any right to engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms set forth herein.</p></div>
                    </div><!-- end element -->
            <div id="document-item-type-metadata-related-primary-sources" class="element">
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                    <div class="element-text-empty">[no text]</div>
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      <pubDate>Fri, 03 Oct 2008 00:30:39 +0000</pubDate>
    </item>
    <item>
      <title><![CDATA[Orphan Biographies, Early Modern France [Biographies]]]></title>
      <link>https://cyh.rrchnm.org/items/show/123</link>
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    <h2>Dublin Core</h2>
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                                    <div class="element-text">Orphan Biographies, Early Modern France [Biographies]</div>
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                                    <div class="element-text"><p>Like much of early modern Europe, France saw increasing numbers of abandoned children, and new institutions designed to care for them. Orphanage records are one of a few rare types of sources available for historians to chart the histories of the abandoned children. Other documents include rules and regulations for the abandoned children placed in the orphanage, or various financial records produced by the directors of the orphanage. But few records provide as close a glimpse into the actual lives of the orphans as the institutions' entrance records.</p>

<p>These 20 entries come from two 18th-century orphanage registers from Dijon, France. While each individual entry provides only a tiny glimpse of the child's life, social historians can analyze a grouping of entries to identify patterns of child abandonment over time. In these samples, pay attention to the age of the children, the social status of the parents, the time spent in the orphanage, and the various ways in which the children left the orphanage.</p></div>
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                                    <div class="element-text">Archives départementales de la Côte d&#039;Or, Dijon, France [ADCO], 118H 1250/7, Registre des enfants de St Esprit et Bonnets Rouges.&quot; Archives de l&#039;Hôpital de Dijon, Dijon, France. [AHD] F2/1, &quot;Registre des admissions à Ste. Anne, 1713-1820.&quot;</div>
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                                    <div class="element-text">2008-08-14</div>
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                                    <div class="element-text">Christopher Corley</div>
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                                    <div class="element-text">121</div>
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                                    <div class="element-text">en</div>
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                                    <div class="element-text"><p><strong>[1]</strong><br />Simon Marniet, son of François Marniet butcher in Dijon in Notre Dame parish, aged 12 years. Arrived from the nursery on 30 April 1705. Retreived by his sister in the month of June 1712. [ADCO]</p>
<br />
<p><strong>[2]</strong><br />Claude Mathieu, son of Pierre Mathieu, [currently] in the King's service [his father is serving in the military], and Christine Gayot, his father and mother. [He] has been received in the Poor Chamber on Sunday, 30 May 1706. [He] entered the hospital on 8 June in the same year, aged 11 years.  The said Claude Mathieu left on 16 December 1706 in order to be a choir boy in Saint-Chapelle [a local church in Dijon]. [ADCO]</p>
<br />
<p><strong>[3]</strong><br />Bernard Le Brun, native of St. Reine, aged nine years. Arrived from the nursery on 29 December 1706, aged 8 years. Deceased 30 March 1714. [ADCO]</p>
<br />
<p><strong>[4]</strong><br />Denis Champesme, native of Dijon, aged 9 years old, son of the deceased Anthoine Champesme, a former mason in Dijon, parish Saint Nicolas. [He] has been received upon order of Monsieur le President Delamaire on 1 January 1707. Retrieved by his relatives on 15 August 1707. [ADCO]</p>
<br />
<p><strong>[5]</strong><br />Jean Gautherin, native of Nevers, eighteen years old, son of Pierre Gautherin, a potter. [He] has been received for three months by the direction of Mr. the President Delamare [He holds a high judicial office in the appellate court] on 25 January 1707. Received for three months. Left 24 June 1707. [ADCO]</p>
<br />
<p><strong>[6]</strong><br />Antoine Cavoisier, aged 12 years, son of the deceased Jean Cavoisier, and of Jeanne Mignard. Received by request on Sunday, 2 September 1718. [He] has his old, worn clothes and has been certified that he has no contagious disease by the hospital's surgeon. [ADCO]</p>
<br />
<p><strong>[7]</strong><br />Claude Jamet, aged about 16 or 17 years, son of the deceased Philibert Jamet, cooper, and of Bernarde Matinot. Received in order to work at the factory on Sunday, 12 March 1719. Left in the month of August 1721 in order to learn how to make tools in Plombieres [a local village]. [ADCO]</p>
<br />
<p><strong>[8]</strong><br />2 January 1752. Jean Mairet, aged about 12 years, son of the deceased Claude Mairet, former vintner in Djion, and of Nicolle Jourde, widow of the said Mairet, currently lives on the. . . street [in the] St. Nicolas Parish. [He] has been received among the children of the Bonnet Rouges [the male children wore "red hats" as a sign that they belonged to the hospital] in the hospital for one year, following the request. . . [of] 2 January 1752. And in the Chamber on 4 March 1753, [he will] continue for two years. And by deliberation of 2 March 1755 [his stay] has been continued until 4 June. Sent to work in order to be a weaver in June 1755. [ADCO]</p>
<br />
<p><strong>[9]</strong><br />17 December 1752. Jacques LeGros, aged 12 years, son of Toussaint  LeGros, weaver, and of the deceased Françoise Monin his wife, domiciled on the street of the Ursulines, St. Michel Parish. [He] has been received by deliberation on the said day. . . until 1 June of next year. The said request states that the father has had two children from a second marriage, and he has been absent for three months because he was pursued by creditors, and he abandoned his two children from his first marriage. Note [that the Chamber] wants to return him quickly to his father if it is possible to locate him. [ADCO]</p>
<br />
<p><strong>[10]</strong><br />2 March 1754. Thomas, aged about 10 or 11 years. Found abandoned in the Church of the Capuchins of Dijon. He has returned from his fosterage  and sent to the children of the Bonnet Rouges on 2 March 1754. . . . 3 April 1755. Fostered to Jeanne Lepot, wife of Pierre Jacob, laborer at Gevry, until 1 April 1758 at 3 pounds per month. [ADCO]</p>
<br />
<p><strong>[11]</strong><br />21 July 1748. Françoise Coron, aged 9 years, daughter of. . . Coron, blind, and Claudine Reux, his wife. [She] has been received among the girls of Saint Anne by deliberation. Left for work in 1751. [AHD]</p>
<br />
<p><strong>[12]</strong><br />10 September 1753. Margueritte, surnamed Marsannay [a local village], aged about thirteen years, following her first registration in the third book, page 107, where it appears that she was exposed or abandoned at the door of the Capuchin convent of Dijon on 30 October 1740, having on her a sign that said she was called Claudine. 30 April 1755. Given in pension by the order of Mr. the President de Bourbonne to Barbe Villat, wife of Nicolas Cuchon, laborer in Persilly, parish de Boux, until 1 May 1758. [AHD]</p>
<br />
<p><strong>[13]</strong><br />Jeanne LaFouge, aged thirteen years, four months, illegitimate child of Françoise LaFouge, baptised in St. Martin's Church in Chagny on 21 June 1740. Received definitively. . . 3 April 1755. Sent in pension with Anne LaMarche, wife of Etienne Chrestien, saddler in Sombernon, for three pounds per month until 1 April 1758. . . . 30 April 1758. Sent to Claude Laborde, laborer at Fonlette. Died 19 Pluviôse, Year 7 [7 February 1799] at five in the morning. [AHD]</p>
<br />
<p><strong>[14]</strong><br />14 December 1755. Catherine Sellier, aged 7 years, daughter of Cosme Sellier, tailor in Dijon, and of Denise Pelletret, deceased for 4 years. [She] has been received for one year upon request presented on the part of Sir Gaudelet, also tailor in Dijon. . . . 14 March 1757. Given in fosterage [pension] to Magdelaine Pelletret, femme de Michel Gaudelet, tailor in Dijon, [living on the] street near the palace, until 12 March 1760 at 3 pounds per month. [AHD]</p>
<br />
<p><strong>[15]</strong><br />13 May 1759. Marie Maire, aged about 8 and a half years old, daughter of Augustin Maire, militiaman in the battalion of Dijon, and of Margueritte Jacquenet, deceased in Paris about a year ago. [Marie] has her grandmother, [not named], widow of Mathieu Jacquenet, [who has been] with the Elderly [a room in the hospital for older citizens who could not care for themselves] for 16 months. Marie Maire has been received among the deprived children until the return of her father. And according to another deliberation of 20 May 1759, Marie Maire will remain under the guidance of her aforesaid grandmother. . ., the widow of Mathieu Jacquenet, [who is] among the elderly of this hospital. [AHD]</p>
<br />
<p><strong>[16]</strong><br />21 November 1759. Henriette, born 30 October 1747. Baptised in St. Esprit, registered on. . . page 378. Sent to. . . Saint Anne until [we] can find a place in the countryside. 9 December 1759. Sent in fosterage to the home of Michel Bord, a mason… and by order of the Bureau on the said day, at two pounds per month until 30 October 1761. Died 1 May 1775. [AHD]</p>
<br />
<p><strong>[17]</strong><br />6 May 1764. Marie, called "bissey," born 23 March 1751. Returned from Viel Moulin where she was in fosterage at the home of Jean Lamy, who no longer wanted charge of her much longer because of her poor education. Received this day with the girls of St. Anne, by order of the Bureau, in order to be instructed and raised. 9 March 1768. Sent to the trade of seamstress with Catherine Cauvard, a single woman living in Chateauneuf. [AHD]</p>
<br />
<p><strong>[18]</strong><br />18 March 1770. Claudine Royer, born 30 January 1760, illegitimate daughter of Didiere Royer, who is currently wife of Etienne Roüette, laborer in Fleury. Upon the deliberation of the bureau, [she] has been received among the girls of Saint Anne until further notice. . . . Baptised at St. Apollinaire. Given to the care of Pierrette Dumay, widow of Pierre Piot, laborer in the suburb of St. Pierre, for 7 pounds per month because of her scrofula.  10 May 1772. Changed caregiver and sent to Anna Lamarche, widow of Claude Nodot, laborer at. . ., until further notice, at 5 pounds per month. 15 November 1774. Has today returned from. . . and placed in the vagrant hall until further notice. 6 June 1777. Sent to her mother who asked for her without any renumeration. [AHD]</p>
<br />
<p><strong>[19]</strong><br />17 January 1773. Catherine, called the gentle one, presented by Ms. LeBlond, midwife, [and] born 27 June 1758. [She] was nursed at Viel Moulin, [and] has been brought from the vagrants room to the girls of Saint Anne until she can make her first communion. After such time, she will be sent to the countryside, following the deliberation of the Bureau. 20 February 1774. Given to Antoinette Bigold, wife of Bernard Bourdieu, vintner at Larrey, and charged with giving her future wages appropriate to her work. 20 March 1774. Placed anew with Claude. . ., gardener. . . ., under the same conditions as above. [AHD]</p>
<br />
<p><strong>[20]</strong><br />23 February 1777. Anne Gaucher, aged about 11 years, daughter of Claude Gaucher, absent, and of the deceased Reine Loizier. Received by the Bureau on 1 December 1765 until the return of her father, and was sent to a wet-nurse in the countryside, but as this little girl had a weak disposition. . . she was received among the girls of Saint Anne for an unlimited period of time. 23 February 1778. Sent to Françoise Villeby, widow of Lazare Loisier, tavern-keeper of Dijon. . . until a new order, at 4 pounds per month because she is full of scrofula. [AHD]</p></div>
                    </div><!-- end element -->
            <div id="document-item-type-metadata-related-primary-sources" class="element">
        <h3>Related Primary Sources</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set -->]]></description>
      <pubDate>Thu, 14 Aug 2008 18:28:47 +0000</pubDate>
    </item>
    <item>
      <title><![CDATA[Orphan Records, Early Modern France [Official Documents]]]></title>
      <link>https://cyh.rrchnm.org/items/show/120</link>
      <description><![CDATA[<div class="element-set">
    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
        <h3>Title</h3>
                                    <div class="element-text">Orphan Records, Early Modern France [Official Documents]</div>
                    </div><!-- end element -->
            <div id="dublin-core-subject" class="element">
        <h3>Subject</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-description" class="element">
        <h3>Description</h3>
                                    <div class="element-text"><p> Much of early modern Europe saw increasing numbers of abandoned children, and new institutions designed to care for them. Published notarial documents, such as the two excerpted here, allow a glimpse into the fortunes of individual orphaned children in early modern Europe.</p>

<p> These documents are excerpted from <em>Ages of Woman, Ages of Man: Sources in European Social History, 1400-1750</em> edited by Monica Chojnacka and Merry E. Wiesner-Hanks. They include: plans for the handling of and care for orphans in Portugal and Spain; an adoption contract from France; an orphan's petition and petition for adoption from Italy; court documents in defense of an orphan's interests from the Ottoman Empire; and apprenticeship documents from France. Combined, these published notarial documents help historians chart the histories of abandoned children.</p>
 
</div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
        <h3>Creator</h3>
                                    <div class="element-text">Monica Chojnacka and Merry E. Wiesner-Hanks, eds.</div>
                    </div><!-- end element -->
            <div id="dublin-core-source" class="element">
        <h3>Source</h3>
                                    <div class="element-text">Chojnacka, Monica and Merry E. Wiesner-Hanks, eds. <em>Ages of Woman, Ages of Man: Sources in European Social History, 1400–1750</em>. London: Longman, 2002, 31–2, 35.</div>
                    </div><!-- end element -->
            <div id="dublin-core-publisher" class="element">
        <h3>Publisher</h3>
                                    <div class="element-text">Longman</div>
                    </div><!-- end element -->
            <div id="dublin-core-date" class="element">
        <h3>Date</h3>
                                    <div class="element-text">2002</div>
                    </div><!-- end element -->
            <div id="dublin-core-contributor" class="element">
        <h3>Contributor</h3>
                                    <div class="element-text">Christopher Corley</div>
                    </div><!-- end element -->
            <div id="dublin-core-rights" class="element">
        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-relation" class="element">
        <h3>Relation</h3>
                                    <div class="element-text">121</div>
                    </div><!-- end element -->
            <div id="dublin-core-format" class="element">
        <h3>Format</h3>
                                    <div class="element-text">text</div>
                    </div><!-- end element -->
            <div id="dublin-core-language" class="element">
        <h3>Language</h3>
                                    <div class="element-text">en</div>
                    </div><!-- end element -->
            <div id="dublin-core-type" class="element">
        <h3>Type</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-identifier" class="element">
        <h3>Identifier</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
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        <h3>Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
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    <h2>Additional Item Metadata</h2>
        <div id="additional-item-metadata-transcription" class="element">
        <h3>Transcription</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-local-url" class="element">
        <h3>Local URL</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-online-submission" class="element">
        <h3>Online Submission</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-posting-consent" class="element">
        <h3>Posting Consent</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-submission-consent" class="element">
        <h3>Submission Consent</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
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        <h3>Process Edit</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-process-annotate" class="element">
        <h3>Process Annotate</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-process-review" class="element">
        <h3>Process Review</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-website-image" class="element">
        <h3>Website Image</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-analyzing-sources" class="element">
        <h3>Analyzing Sources</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Publisher</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
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        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
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        <h3>Source</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-date" class="element">
        <h3>Date</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-rights" class="element">
        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-bibliographic-citation" class="element">
        <h3>Bibliographic Citation</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-provenance" class="element">
        <h3>Provenance</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-citation" class="element">
        <h3>Citation</h3>
                    <div class="element-text-empty">[no text]</div>
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            <div id="additional-item-metadata-spatial-coverage" class="element">
        <h3>Spatial Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
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        <h3>Rights Holder</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-temporal-coverage" class="element">
        <h3>Temporal Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
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    <h2>Document Item Type Metadata</h2>
        <div id="document-item-type-metadata-text" class="element">
        <h3>Text</h3>
                                    <div class="element-text"><h3>Adoption of an orphan, France 1540</h3>

<p>Guillaume Percheron, day laborer living on the rue de Copeaulx in the dwelling of the Carmelites [an order of friars] of Paris, and Jehanne Goret, his wife, she authorized in this matter, affirm that, for the great love and attachment that they have and declare for Batiste Bernard, aged three years or so, they have taken and retained him and by this contract take him in their custody, to raise him.</p>
	<p>[Batiste Bernard is] the minor son of the late Symon Bernard, who while living was poor and a day laborer living in the said street, and [the late] Catherine Corbillon, his wife, the two previously the father and mother of the boy, who were natives of Saint Martin d'Étampes, and who died, it is said, at the [poor relief hospital of] Hôtel Dieu of Paris after Saint Jehan Baptiste past.</p>
	<p>[Percheron and Goret] have promised and promise to supply and deliver what he needs in terms of drink, food, fire, bed, lodging, and light, as much in health as in sickness; to instruct him in good morals; and to maintain him in all his clothing and other necessities whatsoever, all well and duly as appropriate and as if he were their own child.</p>
	<p>And [they also promise] to provide for him in marriage or otherwise as appropriate to his standing and according to the ability and property of the said Percheron and his wife.</p>
	<p>And in consideration of the things said here, they give him all and each of their possessions that they may have at the time of their passing on, to take as if he were their own child and rightful heir.</p>
	<p>Present for this [was] Estienne Papillon, plowman of vines, living at Bonyeres les Cellees, near the said Étampes, uncle of the said minor through Martine Bernard, his wife, who was the sister of the deceased [father] of the said minor; and Audrye Papillon, wife of Jehan Gaillard, living at Saint Michel in Paris, rue du Puys de Fer, cousin of the said minor, who have given and give the said minor to the said Percheron and his wife as is stated; and they affirm clearly that this is for the benefit and welfare of the said minor, who has no possessions or kin who are able to provide for him.</p>
	<p>Promising, etc., obligating, etc., each in his own right, etc., renouncing. Done in duplicate and passed, that is by the said Percheron and Estienne Papillon and Audrye Papillon on Thursday the 11th day of November, the year 1540, and for the said Jehanne Goret, wife of the said Percheron, on the day of [blank], 15 [blank].</p>


<hr />

<h3>Apprenticeship of orphans, France 1542</h3>

<p>Jacqueline Parisot, hosier [maker of stockings] and wife of Anthoyne Gougneulx, day laborer, the said Jacqueline living in the rue Anemairet in the building whose sign is the seal of France, in Paris, affirms that the Commissioners appointed on the matter of the poor of this city of Paris have given her, as apprentice, from today for two years, Marguerite Massarpe, impoverished child aged 8 or 9 years, orphan without mother or father.</p>
	<p>Jacqueline has taken [Massarpe] as her apprentice, to whom she has promised to show and teach her the profession and trade of hosier well and duly; and during the said time will well and honorably provide her with what she needs in terms of drink, food, fire, bed, lodging, light, clothing, footwear of linen, body linen, and similarly all her other necessities whatsoever; however, she will be paid by the said Commissioners 100 sous tournois for each of the said two years.</p>
	<p>To do this is present the said Marguerite, apprentice, who has promised, promises, and guarantees to serve the said Jacqueline in the said profession and learn well and duly the said trade, obey all [Jacqueline's] lawful and honorable commands, work to her benefit, avoid losses to her; without fleeing or serving elsewhere during the said time.</p>
	<p>Promising, etc., obligating, etc., event he said Marguerite renouncing body and possessions, etc., Done and passed in duplicate in the year 1542, Tuesday, the 25th day of July.</p></div>
                    </div><!-- end element -->
            <div id="document-item-type-metadata-related-primary-sources" class="element">
        <h3>Related Primary Sources</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set -->]]></description>
      <pubDate>Wed, 13 Aug 2008 04:22:19 +0000</pubDate>
    </item>
    <item>
      <title><![CDATA[The Children Accuse - The Testimony of Eryk Holder [Excerpt]]]></title>
      <link>https://cyh.rrchnm.org/items/show/115</link>
      <description><![CDATA[<div class="element-set">
    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
        <h3>Title</h3>
                                    <div class="element-text"><em>The Children Accuse</em> - The Testimony of Eryk Holder [Excerpt]</div>
                    </div><!-- end element -->
            <div id="dublin-core-subject" class="element">
        <h3>Subject</h3>
                    <div class="element-text-empty">[no text]</div>
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            <div id="dublin-core-description" class="element">
        <h3>Description</h3>
                                    <div class="element-text"><p>In recent years, testimonies, diaries and memoirs of Holocaust victims (those who perished and those who survived) have gained belated recognition as essential (not auxiliary) data for historical reconstruction. Early postwar children's recollections, such as this testimony by Eryk Holder, shed light on individual children's experiences as well as on children's viewpoints and self-reflections formed after they had emerged from the conditions of war and genocide. They show how the children themselves conceived, remembered, and reflected on all constant change in their young lives.</p> 
<p>In his three-page testimony, Eryk Holder, who was born in 1937 into a comfortable middle-class family, describes in detail how his life dramatically changed as a result of the Nazi German occupation of Stanisławów, Eastern Poland, in the summer of 1941. His testimony gives insights into the gradual disintegration of a Jewish family as a result of brutal German policies of ghettoization. Eryk's testimony also sheds light on a child's life in hiding on the Aryan side. Thus, it is a document that allows a historian to fully reconstruct the rich and varied mosaic of relations between Jewish children and Christian Polish families during and immediately after the war.</p></div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-source" class="element">
        <h3>Source</h3>
                                    <div class="element-text">Hochberg-Mariańska, Maria and Noe Grüss, eds. <em>The Children Accuse</em>. Translated by Bill Johnston. London: Vallentine Mitchell, 1996, 117–19.</div>
                    </div><!-- end element -->
            <div id="dublin-core-publisher" class="element">
        <h3>Publisher</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-date" class="element">
        <h3>Date</h3>
                                    <div class="element-text">2008-07-10</div>
                    </div><!-- end element -->
            <div id="dublin-core-contributor" class="element">
        <h3>Contributor</h3>
                                    <div class="element-text">Joanna B. Michlic</div>
                    </div><!-- end element -->
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        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-relation" class="element">
        <h3>Relation</h3>
                                    <div class="element-text">26</div>
                    </div><!-- end element -->
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        <h3>Format</h3>
                                    <div class="element-text">text</div>
                    </div><!-- end element -->
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        <h3>Language</h3>
                                    <div class="element-text">en</div>
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        <h3>Type</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Identifier</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
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    <h2>Additional Item Metadata</h2>
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                    <div class="element-text-empty">[no text]</div>
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        <h3>Local URL</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Online Submission</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Posting Consent</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Submission Consent</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Process Edit</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Process Annotate</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Process Review</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Website Image</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Analyzing Sources</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Publisher</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Source</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Date</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
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        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Bibliographic Citation</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
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        <h3>Provenance</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-citation" class="element">
        <h3>Citation</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
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        <h3>Spatial Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-rights-holder" class="element">
        <h3>Rights Holder</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-temporal-coverage" class="element">
        <h3>Temporal Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set --><div class="element-set">
    <h2>Document Item Type Metadata</h2>
        <div id="document-item-type-metadata-text" class="element">
        <h3>Text</h3>
                                    <div class="element-text"><h3><em>In Hiding</em></h3> 
<h3>1. ERYK HOLDER</h3>
<br />
<p><em>Born 1937 in Stanisławów</em></p>
<p><em>(Statement taken by Dr Dawid Haupt, Przemyśl)</em></p>
<br />
<p>My father was an engineer at the power station in Stanisławów. Before the war my parents lived in their own house on Wysockiego Street in Stanisławów. My father worked and things were fine at home. When the Germans came my parents had to leave the house and we moved in with my grandfather and grandmother. Then things got worse but we did not go hungry, and father was still working at the power station and also trading. Mother was a cleaner at the railway generating station. I remember how one day the police took us from the flat and led us to the Jewish cemetery. When we go there there were hundreds of Jews, and more and more of them kept arriving. There were men, women and children. At one place in the cemetery there was a huge grave. The people who were standing nearest the grave had to undress and walk up to it, and one of the Germans shot them from behind. I saw that with my own eyes. The children were not shot but were thrown into the grave alive. At the cemetery my mother somehow got lost in the crowd and ended up at the front, close to where they were shooting people. So Mama was just about to get undressed to be killed, but since it was already late in the evening everyone who had not been shot was ordered to go home. We finally met up with Mama at the cemetery in the evening and we went home with grandmother (I do not remember whether grandfather was also there).</p>
	<p>When the ghetto was formed in Stanisławów we moved to Śnieżna Street. Mama was taken while she was at work and put on a transport. On the way she jumped out of the train and broke her leg. Then she was taken to a work-camp, and soon after she was put on another transport. I never saw her again. Not long after that they shot my grandmother; I do not remember now whether it was then that they shot grandfather, or whether it had been earlier at the cemetery.</p> 
	<p>When they shot grandmother we had to leave Śnieżna Street and we moved in with a lady in the ghetto. My father went on working at the railway and brought home food home, and the lady cooked for us and did our laundry.</p>
	<p>This did not last long. They began transporting Jews out of the ghetto again. It was at that time that my father took me with him one day as he left the ghetto on his way to work. He told me to walk a few steps behind him. When we were near the railway a man came up to me, took me by the hand and led me to my 'aunt'. I knew this man was Mr Łopatyński, because my father had told me at home that he would hide me. In the evening my father came to see my 'aunt', who was Mr Łopatyński's sister, and spent a few days with me. Father gave Mr Łopatyński all our things and our money and grandfather's, and showed him the place where he had buried some gold.</p> 
	<p>While I was at this aunt's, Mr Łopatyński built a hiding place in his garden, and when had finished it he took me to his house and hid me there. He made a wooden cot there. There was also a big opening with a grate in the hide-out, but there was no glass in it. I was not allowed to go near the opening, as children played in the garden and they would have noticed me. I knew that no one should know I was in the hide-out. Mr Łopatyński's children did not know about me either. I spent the summer and the winter there, and the next summer, until the Soviets drove the German's out. It was not bad in the hide-out. Mr Łopatyński or his wife brought me food a few times a day. I ate the same things they did. Sometimes they gave me a bath, but only when their children were not home. In the winter, I lay under the quilt all day. I don't remember whether I was cold. I was only ill once – I caught a chill.</p>
	<p>I never went up to the opening in the hide-out, though I could hear the children playing in the garden; and I always remember that no one should see me. I was not afraid to be alone in the hide-out, and I never cried. But I missed my mother and father very much.</p>
	<p>After the first few days, my father moved from aunt's flat to some barracks were Jews were living. For some time he continued to work on the railway. One day Mr Łopatyński came home from work and said that Germans had shot my father. They had been rounding up Jews from work to take to the cemetery; my father started to run away, and a German spotted him and shot him dead. When the Soviet army drove the Germans out of Stanisławów, Mr Łopatyński took me from the hide-out to his flat, and a week later handed me over to the Hellmans, a Jewish family who had survived. When the Hellmans left Stanisławów they took me with them and put me into a Jewish nursery in Przemyśl. I am all right here, because there are other children here with me. I am now in the first year at school.</p>
	<p>I had no brothers and sisters. While I was at Mr Łopatyński's sister's I played with her son Ryś. Ryś loved me and never did me any harm.</p>
	<p>My aunt taught me to say my prayers, ‘Our Father' and 'Hail Mary'. I knew that I was a Jewish boy and that because of that the Germans wanted to kill me.</p>
<br />
<p>(Archive of the CJHC, statement no. 889/II)</p></div>
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      <pubDate>Thu, 10 Jul 2008 19:51:29 +0000</pubDate>
    </item>
    <item>
      <title><![CDATA[The Children Accuse - The Testimony of Łazarz Krakowski [Excerpt]]]></title>
      <link>https://cyh.rrchnm.org/items/show/114</link>
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                                    <div class="element-text"><em>The Children Accuse</em> - The Testimony of Łazarz Krakowski [Excerpt]</div>
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                                    <div class="element-text"><p>In recent years, testimonies, diaries and memoirs of Holocaust victims have gained belated recognition as essential (not auxiliary) data for historical reconstruction. In spite of the sketchy nature of postwar children's testimonies, a critical analysis of this invaluable documentation provides a deeper understanding of the process of survival among Jewish children.</p>
<p>This early postwar testimony of Łazarz Krakowski, born on March 23, 1935, in Katowice, Silesia, sheds insight on the complex nature of survival during the Holocaust. It reveals anxieties, frustrations, and fears characteristic of a child who lived "under the surface" and "above the surface." A main challenge of living "under the surface" was the loss of childhood, of the freedom to play freely. For the children who lived "above the surface," the key daily challenge was to convincingly pass as Christian Polish children, to become "Aryan Jewish children" who perfected the act of mimicry. Łazarz's testimony reveals how dangerous and challenging it was to pass as a Christian child in an environment in which some Christian Polish neighbors fired off uncomfortable questions at the hidden Jewish children and their dedicated Christian Polish rescuers.</p></div>
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                                    <div class="element-text">Hochberg-Mariańska, Maria and Noe Grüss, eds. <em>The Children Accuse</em>. Translated by Bill Johnston. London: Vallentine Mitchell, 1996, 125–6.</div>
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                                    <div class="element-text">2008-07-10</div>
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                                    <div class="element-text">Joanna B. Michlic</div>
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                                    <div class="element-text">26</div>
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                                    <div class="element-text"><h3><em>In Hiding</em></h3> 
<h3>6. ŁAZARZ KRAKOWSKI</h3>

<p><em>Born 23 March 1935 in Katowice; son of Chil and Necha Blumstein<p></em>
<p><em>(Statement taken by Professor Chaimówna, Bedzin)</p></em>

<p>. . . When my mother was sent away to do forced labour, the next day my father handed me over to Włada as she had brought me up. After I left the ghetto, on 23 June 1943, until 10 November 1944, I stayed in the flat the whole time, mostly under the bed. When there were no visitors there I would walk around the room, but quietly so that no one would hear. During the day there was no one at home as they went out to work. Mr Liwer stayed hidden at the home. He was an elderly man. We read newspapers and books together, mostly religious ones because there were not any others there. I had enough to eat; father had left some money so there was enough for me. I did not work, except that from time to time I peeled the potatoes and stoked the stove. The days were terrible, sitting the whole time without moving in that stuffy room; the worst time was when I fell ill and needed a doctor. We went to Sosnowiec to see the doctor; I was terrified, and prayed that no one would recognize me. At the doctor's I pretended to be the lady's son. The doctor said I had worms, and wrote a prescription for me. Two weeks later we had another trip like that to the doctor's; that time too everything went smoothly. On 10 November 1944 I went to live with the uncle of a lady I knew in the village of Bonowice. The uprising in Warsaw had just finished and they could take me in as a child whose parents had died during the uprising. There I came back to life. I was free. I could go wherever I wanted , and I simply gulped the air. One day a lady came to uncle's who suspected that I was Jewish. She fired off lots of questions at me, which I was able to answer because, as I said, I knew my religion well; so she decided that I was not Jewish. Here I was liberated by the Russians. I stayed in the country till 1 May 1945. I went to school; I was popular there, and I was very happy.</p>
<p>(Archive of the CJHC, statement no. 629)</p></div>
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      <pubDate>Thu, 10 Jul 2008 19:46:24 +0000</pubDate>
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      <title><![CDATA["How Some Children Played at Slaughtering" [Children's Literature]]]></title>
      <link>https://cyh.rrchnm.org/items/show/113</link>
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                                    <div class="element-text">&quot;How Some Children Played at Slaughtering&quot; [Children&#039;s Literature]</div>
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                                    <div class="element-text"><p>The pioneering collection of fairy tales published by Jacob and Wilhelm Grimm in the first half of the 19th century reflects both the romantic interest in the national past—that is, in the cultural origins and "childhood" of the German people—and the burgeoning efforts to create a literature tailored to the perceived needs of children. "How Some Children Played at Slaughtering" encompasses two stories included in the first edition of Grimms' collection (vol. 1, 1812). The brothers' decision to withdraw the tales from subsequent editions provides insights into the Grimms' generic conception of the fairy tale and debates about appropriate reading material for children. The two stories themselves shed light on the ways in which adults construct ideas about childhood.</p></div>
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                                    <div class="element-text">Jacob and Wilhelm Grimm</div>
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                                    <div class="element-text">Grimm, Jacob, and Wilhelm Grimm. "How Some Children Played at Slaughtering." In <em>The Complete Fairy Tales of the Brothers Grimm</em>, translated by Jack Zipes, 600-01. Expanded 3rd ed. New York: Bantam, 2003. Original German: Grimm, Jacob, and Wilhelm Grimm. "Wie Kinder Schlachtens miteinander gespielt haben." In <em>Kinder- und Hausmärchen gesammelt durch die Brüder Grimm</em>, Vol. 1, 101-03. Berlin: Realschulbuchhandlung, 1812.</div>
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                                    <div class="element-text">2008-07-08</div>
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                                    <div class="element-text">Donald Haase</div>
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                                    <div class="element-text">109</div>
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                                    <div class="element-text"><h3>How Some Children Played at Slaughtering</h3>

<p>I</p>
<p>In a city named Franecker, located in West Friesland, some young boys and girls between the ages of five and six happened to be playing with one another. They chose one boy to play a butcher, another boy to play was to be a cook, and a third boy was to be a pig. Then they chose one girl to be a cook and another girl her assistant. The assistant was to catch the blood of the pig in a little bowl so they could make sausages.  As agreed, the butcher now fell upon the little boy playing the pig, threw him to the ground, and slit his throat open with a knife, while the assistant cook caught the blood in her little bowl.</p>  
	<p>A councilman was walking nearby and saw this wretched act. He immediately took the butcher with him and led him into the house of the mayor, who instantly summoned the entire council. They deliberated about this incident and did not know what they should do to the boy, for they realized it had all been part of a children's game. One of the councilmen, an old wise man, advised the chief judge to take a beautiful red apple in one hand and a Rhenish gulden in the other. Then he was to call the boy and stretch out his hands to him.  If the boy took the apple, he was to be set free. If he took the gulden, he was to be killed. The judge took the wise man's advice, and the boy grabbed the apple with a laugh. Thus he was set free without any punishment.</p> 

<br />
<p>II</p>

<p>There once was a father who slaughtered a pig, and his children saw that. In the afternoon, when they began playing, one child said to the other, "you be the little pig, and I'll be the butcher." He then took a shiny knife and slit his little brother's throat.</p>
	<p>Their mother was upstairs in a room bathing another child, and when she heard the cries of her son, she immediately ran downstairs. Upon seeing what had happened, she took the knife out of her son's throat and was so enraged that she stabbed the heart of the other boy, who had been playing the butcher. Then she quickly ran back to the room to tend to her child in the bathtub, but while she was gone, he had drowned in the tub. Now the woman became so frightened and desperate that she did not allow the neighbors to comfort her and finally hung herself. When her husband came back from the fields and saw everything, he became so despondent that he died soon after.</p></div>
                    </div><!-- end element -->
            <div id="document-item-type-metadata-related-primary-sources" class="element">
        <h3>Related Primary Sources</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set -->]]></description>
      <pubDate>Tue, 08 Jul 2008 17:53:17 +0000</pubDate>
    </item>
    <item>
      <title><![CDATA[Organization of British Imperial Scouting [Table]]]></title>
      <link>https://cyh.rrchnm.org/items/show/97</link>
      <description><![CDATA[<div class="element-set">
    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
        <h3>Title</h3>
                                    <div class="element-text">Organization of British Imperial Scouting [Table]</div>
                    </div><!-- end element -->
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        <h3>Subject</h3>
                    <div class="element-text-empty">[no text]</div>
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            <div id="dublin-core-description" class="element">
        <h3>Description</h3>
                                    <div class="element-text"><p>This chart shows the official lines of authority in the imperial Boy Scout movement. In theory, the Imperial Scout Headquarters had direct control over local versions of scouting through its territorial associations. Scouting was like a secular religion, with Baden Powell as its prophet-like founder whose writings were the core of the scout canon and whose personal example was the guide for model behavior. Territorial scout associations around the world were like national churches that could make alterations to the movement within the limits of scouting orthodoxy. At the local level, troops were the congregations who put core scout values into practice. Local versions of scouting resulted from the blending of scouting orthodoxy and community values. In some cases these adaptations had the full blessing of the Imperial Scout Headquarters. For example, scouting allowed religious institutions to create "closed" troops solely for the members of their congregations. However, local communities sometimes made alterations to the scout canon that the scout authorities considered unacceptably heretical. This was the case in colonial Africa where nationalists, independent schools, churches, and outright imposters often took over the movement for their own purposes.</p></div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-source" class="element">
        <h3>Source</h3>
                                    <div class="element-text">Smith, J. Stephen. <em>Aids to Scoutmasters in East Africa</em>. Nairobi: Eagle Press, 1951. Annotated by Tim Parsons.</div>
                    </div><!-- end element -->
            <div id="dublin-core-publisher" class="element">
        <h3>Publisher</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-date" class="element">
        <h3>Date</h3>
                                    <div class="element-text">2008-06-25</div>
                    </div><!-- end element -->
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        <h3>Contributor</h3>
                                    <div class="element-text">Tim Parsons</div>
                    </div><!-- end element -->
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        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-relation" class="element">
        <h3>Relation</h3>
                                    <div class="element-text">95</div>
                    </div><!-- end element -->
            <div id="dublin-core-format" class="element">
        <h3>Format</h3>
                                    <div class="element-text">image/jpeg</div>
                    </div><!-- end element -->
            <div id="dublin-core-language" class="element">
        <h3>Language</h3>
                                    <div class="element-text">en</div>
                    </div><!-- end element -->
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        <h3>Type</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Identifier</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Coverage</h3>
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                    <div class="element-text-empty">[no text]</div>
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        <h3>Local URL</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Online Submission</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Posting Consent</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Submission Consent</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Process Edit</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Process Annotate</h3>
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        <h3>Process Review</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Website Image</h3>
                    <div class="element-text-empty">[no text]</div>
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                    <div class="element-text-empty">[no text]</div>
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        <h3>Provenance</h3>
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                    <div class="element-text-empty">[no text]</div>
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        <h3>Spatial Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
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        <h3>Rights Holder</h3>
                    <div class="element-text-empty">[no text]</div>
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            <div id="additional-item-metadata-temporal-coverage" class="element">
        <h3>Temporal Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
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    <h2>Still Image Item Type Metadata</h2>
        <div id="still-image-item-type-metadata-physical-dimensions" class="element">
        <h3>Physical Dimensions</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="still-image-item-type-metadata-image-description" class="element">
        <h3>Image Description</h3>
                                    <div class="element-text">Image is a table showing the official lines of authority in the imperial Boy Scout movement. The title is: &quot;Organization of British Imperial Scouting, c. 1951.&quot; At the top is Imperial Headquarters; below that is Local Chief Scout; below that is Chief Commissioner with Scout Council; below that are Commissioners and Local Associations (and District Scouters); below them are Assistant Commissioners; below them are Group Scoutmasters with Group Committees and Scout Groups; below that are four divisions: Cubmasters with Cubs, Scoutmasters with Scouts, Scoutmasters (S) with Senior Scouts, and Rover Scout Leaders with Rover Scouts.</div>
                    </div><!-- end element -->
            <div id="still-image-item-type-metadata-related-primary-sources" class="element">
        <h3>Related Primary Sources</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set --><div class="item-file image-jpeg"><a class="download-file" href="/files/download/39/fullsize"><img src="/files/display/39/square_thumbnail" class="thumb" alt="Organization of British Imperial Scouting [Table]" width="250" height="250"/>
</a></div>]]></description>
      <pubDate>Thu, 26 Jun 2008 00:52:01 +0000</pubDate>
      <enclosure url="https://cyh.rrchnm.org/files/download/39/fullsize" type="image/jpeg" length="85047"/>
    </item>
    <item>
      <title><![CDATA["The Scouts' War Dance": Sir Robert Baden Powell's adaptation of a Zulu chant, c1910s [Chant]]]></title>
      <link>https://cyh.rrchnm.org/items/show/96</link>
      <description><![CDATA[<div class="element-set">
    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
        <h3>Title</h3>
                                    <div class="element-text">&quot;The Scouts&#039; War Dance&quot;: Sir Robert Baden Powell&#039;s adaptation of a Zulu chant, c1910s [Chant]</div>
                    </div><!-- end element -->
            <div id="dublin-core-subject" class="element">
        <h3>Subject</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-description" class="element">
        <h3>Description</h3>
                                    <div class="element-text"><p>Like much of the public in turn-of-the-century Britain, Baden Powell was fascinated by "primitive" cultures. Although he claimed an expert knowledge of Africa from his service in colonial wars, Baden Powell was hardly an authority on Zulu customs. This did not matter, because metropolitan Britons were almost entirely ignorant of African institutions. Nevertheless, they were fascinated by romanticized depictions of their new colonial subjects in the popular press, juvenile literature, and memoirs of colonial war heroes. While they were confident in their cultural superiority, the British came to believe that African peoples like the Zulu preserved the simpler, savage, but nobler qualities that seemed to be disappearing from modern industrial society.</p> 	<p>Baden Powell built popular support for the scout movement by tapping into these sentiments. He claimed to have based scout ranks on Zulu age grades and used an Ndebele "war horn" to call his scouts to order. His "scout war dance" combined what he professed to be a Zulu military chant (the "Een-Gonyama song") with made up dancing and his "Be-Prepared chorus." The odd ritual was just the sort of thing that Edwardian schoolboys loved for it allowed them to play at being Africans in a thoroughly modern context.</p></div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-source" class="element">
        <h3>Source</h3>
                                    <div class="element-text">Baden Powell, Robert. <em>Scouting for Boys: A Handbook for Instruction in Good Citizenship</em>. 9th ed. London: C. Arthur Pearson, 1920. Annotated by Tim Parsons.</div>
                    </div><!-- end element -->
            <div id="dublin-core-publisher" class="element">
        <h3>Publisher</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-date" class="element">
        <h3>Date</h3>
                                    <div class="element-text">2008-06-25</div>
                    </div><!-- end element -->
            <div id="dublin-core-contributor" class="element">
        <h3>Contributor</h3>
                                    <div class="element-text">Tim Parsons</div>
                    </div><!-- end element -->
            <div id="dublin-core-rights" class="element">
        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-relation" class="element">
        <h3>Relation</h3>
                                    <div class="element-text">95</div>
                    </div><!-- end element -->
            <div id="dublin-core-format" class="element">
        <h3>Format</h3>
                                    <div class="element-text">text</div>
                    </div><!-- end element -->
            <div id="dublin-core-language" class="element">
        <h3>Language</h3>
                                    <div class="element-text">en</div>
                    </div><!-- end element -->
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        <h3>Type</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
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        <h3>Identifier</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
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    <h2>Additional Item Metadata</h2>
        <div id="additional-item-metadata-transcription" class="element">
        <h3>Transcription</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Local URL</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Online Submission</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Posting Consent</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Submission Consent</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Process Edit</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
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        <h3>Process Annotate</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Process Review</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Website Image</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Analyzing Sources</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Publisher</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
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                    <div class="element-text-empty">[no text]</div>
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                    <div class="element-text-empty">[no text]</div>
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        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Bibliographic Citation</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Provenance</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Citation</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Spatial Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Rights Holder</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Temporal Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set --><div class="element-set">
    <h2>Document Item Type Metadata</h2>
        <div id="document-item-type-metadata-text" class="element">
        <h3>Text</h3>
                                    <div class="element-text"><p>Scouts form up in one line with the leader in front, each holding his staff in the right hand, and his left on the next man's shoulder.</p>
	<p>Leader sings the Een-Gonyama song. Scouts sing chorus, and advance to their front a few steps at a time, stamping in unison on the long notes. Into the centre [a Scout] steps forward and carries out a war dance, representing how he tracked and fought with one of his enemies. He goes through the whole fight in dumb show, until he finally kills his foe; the Scouts meantime still singing the Een-Gonyama chorus and dancing on their own ground. So soon as he finishes the fight, the leader starts the 'Be Prepared' chorus.</p>
	<p>Then they commence the Een-Gonyama chorus, and another Scout steps into the ring, and describes in dumb show how he stalked and killed a wild buffalo. While he does the creeping up and stalking the animal, the Scouts all crouch and sing their chorus very softly, and as he gets more into the fight with the beast, they simultaneously spring up and dance and shout the chorus loudly.</p>
	<p>The Een-Gonyama song should be sung in a spirited way, and not droned out dismally like a dirge.</p></div>
                    </div><!-- end element -->
            <div id="document-item-type-metadata-related-primary-sources" class="element">
        <h3>Related Primary Sources</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set -->]]></description>
      <pubDate>Thu, 26 Jun 2008 00:27:10 +0000</pubDate>
    </item>
    <item>
      <title><![CDATA[Manoel Severim de Faria, Noticias de Portugal [Book Excerpt]]]></title>
      <link>https://cyh.rrchnm.org/items/show/59</link>
      <description><![CDATA[<div class="element-set">
    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
        <h3>Title</h3>
                                    <div class="element-text">Manoel Severim de Faria, <em>Noticias de Portugal</em> [Book Excerpt]</div>
                    </div><!-- end element -->
            <div id="dublin-core-subject" class="element">
        <h3>Subject</h3>
                    <div class="element-text-empty">[no text]</div>
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            <div id="dublin-core-description" class="element">
        <h3>Description</h3>
                                    <div class="element-text"><p>Suggestion for handling orphans, devised in 1655 by Manoel Severim de Faria, an official for the bishop of Evora in Portugal. Here Severim de Faria speaks about the role orphaned children could and should play in the Portuguese empire. Students need to know that most orphans in early modern Europe were taken into the home of a relative, but some were placed in public or church orphanages, in which their chances of survival were not great. As they read the document, students learn that Severim de Faria sees orphans within the context of social problems—including a shortage of sailors, vagrancy, and underpopulation—and their solutions. He proposes gender specific solutions: boys are to work on ships and learn how to sail them better, girls are to get married and have more children.</p> 

<p>This source can be used as a springboard to broader discussion of many things: gender differences in young people's experiences, attitudes toward children and towards the poor, marital patterns in which women were expected to bring a dowry, coerced migration, and the role of children in colonial expansion. This document is only a plan, but such proposals were followed by several early modern governments and private companies.</p></div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
        <h3>Creator</h3>
                                    <div class="element-text">Manoel Severim de Faria</div>
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            <div id="dublin-core-source" class="element">
        <h3>Source</h3>
                                    <div class="element-text">Severim de Faria, Manoel. <em>Noticias de Portugal</em>, 3rd ed. Translated by Darlene Abreu-Ferreira. Lisbon: Na Offic. de Antonio Gomes, 1791 [1655], 57–63.</div>
                    </div><!-- end element -->
            <div id="dublin-core-publisher" class="element">
        <h3>Publisher</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-date" class="element">
        <h3>Date</h3>
                                    <div class="element-text">2008-05-05</div>
                    </div><!-- end element -->
            <div id="dublin-core-contributor" class="element">
        <h3>Contributor</h3>
                                    <div class="element-text">Merry Wiesner-Hanks</div>
                    </div><!-- end element -->
            <div id="dublin-core-rights" class="element">
        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-relation" class="element">
        <h3>Relation</h3>
                                    <div class="element-text">84</div>
                    </div><!-- end element -->
            <div id="dublin-core-format" class="element">
        <h3>Format</h3>
                                    <div class="element-text">text</div>
                    </div><!-- end element -->
            <div id="dublin-core-language" class="element">
        <h3>Language</h3>
                                    <div class="element-text">en</div>
                    </div><!-- end element -->
            <div id="dublin-core-type" class="element">
        <h3>Type</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-identifier" class="element">
        <h3>Identifier</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-coverage" class="element">
        <h3>Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set --><div class="element-set">
    <h2>Additional Item Metadata</h2>
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        <h3>Transcription</h3>
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    <h2>Document Item Type Metadata</h2>
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                                    <div class="element-text"><p>In this regard it is convenient and of great value to Portugal, given the great multitude of foundlings and [male] orphans that exist in this Realm, who could be of great utility to the Republic, [if] raised in proper doctrine and placed in trades. It is more expedient to use this remedy in maritime regions, such as Lisbon, Setúbal, Porto, Viana, and in the Algarve; for in these [places], orphans and the abandoned once taken into custody could supply ships with cabin-boys, and swabbers for vessels, and sailors, all of whom there is a great shortage in this Realm. The proper teaching and training would be of great profit to our navigations, for there is a common lack of breeding geared toward men of the sea, as we have seen in so many shipwrecks and losses, of which there are many complaints. With this remedy we will also stop many of those who pretend to be poor, or who are vagabonds in this Realm, and they will occupy themselves in honest work. This will be of benefit to the Republic, and with this the number of residents in those locations would increase, and the population in the Realm.</p>

<p>This way of recruiting the orphans is so well-known that already in 1641 the members of the <em>Cortes</em> [the Portuguese parliament] asked His Majesty with these words: "It would be greatly advantageous that in the amassing of young orphans we recruit many boys, and that an amount be applied for their sustenance, for they will be taught the art of seafaring, with which there will always be an abundance of mariners, of whom there is a great lack in this Realm." [They gave] the example of the hospital that the Queen of Castile set up in Madrid to train boys to be mariners due to the existing shortage of them. And the response from His Majesty is that he would order that which they asked of him.</p>

<p>The same that has been said for the relief and remedy of orphaned boys can be said of orphaned girls. This is better yet, [because] much more care must be given to them, for lack of support is a greater danger to them, for women have much less means of making a living than men. Thus it is appropriate that a remedy be found for them, by applying all the means that can exist to have these [female] orphans of the people get married: for besides the great service [this will provide] to Our Lord by removing the occasion for them to disgrace themselves, we will attain our aim of increasing the number of people with the multiplication of marriages. The City of Milan, which is the most populous in Europe, serves as an example of this; one of the reasons for its growth is the dowry it provides each year to 800 [female] orphans. The same can be seen in the increase that the city of Seville has had for some years; for whereas much of it was caused by the commerce with the Indies, we can also attribute it to the marriages that take place each year of a great number of [female] orphans. In that city there are chapels. . . founded exclusively with large endowments to marry many [female] orphans: besides this there are many hospitals. . . that each marry many young women, and there are many more [public and private charities] that with the surplus from their revenues carry out this act of charity.</p>

<p>To put this means to work: we say that some portion of municipal revenues could be used, where a surplus exists, or some revenue from the head tax could be assigned to this, which income could be used solely for this pious work. We would also ask all municipal judges and officials that whenever they find money or bequests left to spend on pious works that were not named by the testators, they order [this money] spent entirely on these weddings. And likewise other similar things could be found for this purpose.</p></div>
                    </div><!-- end element -->
            <div id="document-item-type-metadata-related-primary-sources" class="element">
        <h3>Related Primary Sources</h3>
                    <div class="element-text-empty">[no text]</div>
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        </div><!-- end element-set -->]]></description>
      <pubDate>Mon, 05 May 2008 18:57:14 +0000</pubDate>
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