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Childhood During the English Renaissance
In the 16th century, the English life style was dramatically affected by the renaissance. Because more than half of England's population was under 25 years of age, children were a primary focus in life. The form and quality of a child's education varied according to the economic and social status of the family, sex of the child, the expectations of their parents, and the availability of the schooling.
At age seven, children were thought to be capable of being instructed. Childhood was also thought to begin at age seven and end at age fourteen. Children under seven years of age were still considered infants and were under the complete care of women. ("Encyclopedia" 417) In some cases, children under fourteen were able to commit adult crimes. On the other side of the legal system, however, some young men were forced to bear arms as young as nine years old.
In the 16th century, children did not become adults when they reached a certain age. Adulthood only came when a child's father went before a judge and legally granted his child their independence. (Malvasi "Renaissance") A father would normally do this when his child was in their early teens to their late twenties. In some cases, boys were emancipated as young as nine years of age. ("Encyclopedia" 417)
It was not uncommon for families to have twelve to fifteen children. In rich households, many servants did all of the housework. In poor households, children took care of all of the chores. (Marzalek "Life") Normally, the older children took part in watching the younger children. The rest of the daily chores were split evenly among all of the children.
Because there were not any super markets in this time period, all meals had to be prepared from scratch. Normally this was the girls' job. Young women also helped their mothers with the needlework. (Marzalek "Life") They created blankets, mattresses, pillow cases, and the
family's clothing.
The young men of the family assisted their father in hunting for the family's next meal. They usually caught cod, shrimp, crabs, oysters, sausage, pigeons, ducks, blackbirds or anything else they could find before meal time. (Marzalek "Life") The younger boys often ran around picking up feathers to fill pillows and mattresses.
In the 16th century, medical technology was not nearly as advanced as it is today. Which made children extremely susceptible to disease and death. Even in the most privileged of households, several children may die in their early years of childhood.
...uency. According to Document A, people did not know what to do with minors that committed a crime. “To confine these youthful criminals…where no, or scarcely any, distinction can be made between the young and old, or between the more and less vicious, where little can be learned but the ways of the wicked, and from whence they must be sent to encounter new wants, new temptations, and to commit new crimes, is to pursue a course, as little reconcilable with justice as humanity; yet, till the House of Refuge was established there was no alternative.” (Document A)
Families with limited financial resources had to sell their personal goods or labor to feed and clothe themselves. In poor families, the housewives had to cook meals, make clothing, and clean in addition to making household goods to use and sell. Middle class and upper class women shared in most of these chores in their households, but often had servants to help.
Typically, men were in charge of the household and provided most of the food and money for their family. In the Middle Ages, most men were either sheepherders or farmers. Different types of jobs given to the peasants included tasks such as raising crops and livestock and working the soil (Hinds 53). Both the women and children would sometimes take part in these tasks (Hinds 53). Duties given to women consisted of food processing and work around the house such as washing, cleaning, cooking, taking care of the animals and, of course, children and gardening (Barter 51).
The labor conditions that children faced were very demanding for a human being from such a small age. For example “In the Manayunk district of Philadelphia, children as young as seven assisted in spinning and weaving of cotton and woolen goods” (Wolensky 2). The children working in the factories had their childhood freedom taken away from them. “In 1830 in a sample of 43 Manchester mills, 22.3% of the workforce was under 14 and 32.4% under 16” (Cunningham 412). This means that about 50% of the workforce in the mills were made up of children under the age of 16 and in today in the United States, a person cannot work until the age of 16. “And it is a hard thing for small children to be confined in a tight close room all day long. It affects their growth, makes them pale and sickly” (Nason). The time these children spent in the factories prevented them from spending time with their neighbors, friends, and family. The fact that young children had to work in these textile mills, created changes to American culture on how childhood years are supposed to be spent.
When the English common law emerged, it stated that the King had the ultimate authority over children, and; thus, children were seen as assets. Throughout centuries, children were considered “little adults,” and “property,” therefore, exploitation of children as laborers was a customary occurrence. This labor was considered a necessity among families who were in severe poverty (Davin, 2008).
Somewhere around the beginning of the seventeenth century, the perception of the nature of childhood -- its duration, its perceived purpose, its requirements, its quality -- changed rather significantly in the Eurocentric world, a period Valerie Suransky identifies as a watershed for the modern notion of childhood (1982, p. 6). Actually, two things seemed to have happened: first, the idea of childhood as a separate developmental stage began to arise; second, the idea of who was deserving of childhood also began to broaden. The pattern was similar in Europe and America, with some minor variations which resulted from geography, religion, etc., but the differences are inconsequential. Generally speaking, the factors which influenced this change are the view of the nature of humankind, the development of industry, urbanization, parents themselves, and the women's movement.
According to international standards, sentencing an individual who is below 18 years of age is against the law (Steinberg and Scott 56). According to International standards, children who are still developing do not have the same level of culpability as adults. However, the United stated violates these standards by treating young offenders as adults. Mainly, incarceration is used to correct individuals or ensure the security of the society by removing criminals who are a threat from the society. For the case of children, the main aim should be to help them reintegrate into the society. In other words, sentencing should serve children’s best interests. Such is because children are still in their developing stages, meaning there is a chance of helping them change their
The various essays comprising Children in Colonial America look at different characteristics of childhood in the sixteenth and eighteenth centuries. Children coming to the American colonies came from many different nations and through these essays, authors analyze children from every range of social class, race, and ability in order to present a broad picture of childhood in these times. While each essay deals with an individual topic pertaining to childhood, they all combine to provide a strong argument that children were extremely valued in society, were not tiny adults, and were active participants in society.
According to the article of “Should Juveniles Be Tried as Adults?” at Buzzle.com, “It is a proven fact that when a child is at the age around nine or ten that they do not have the mental accessibility to think as an adult” (Borkar). Citizens see this statistic as a reason as to why children should not be tried as adults. “Children are five times more likely to be sexually assaulted in adult prisons than in juvenile facilities” (Equal Justice Initiative). These juveniles are subject to much harsher punishments which includes life sentencing (Michon). These people do not feel that these children should be in a prison for the rest of their life for something they did when they were 13. Broken families can be a reason for a child to rebel and become trouble. “Psychology speaking, it is said that there are no ‘problem children’ but only ‘problem parents’” (Borkar). Parents roles are to guide their kids in the right way. Children will not know what is right or wrong if parents do n...
In their daily activities they primarily attended to their live stock and crops and anything else their farm needed. They used the same old tools they had for centuries; the tools their ancestors developed. The whole family work literally all day as hard as they could. Even the children put in their part. The boys helped their farther with the crops and the girls helped their mother tend to the livestock and/or make food.
It was during the mid nineteenth century in England when the parliament initially recognised juvenile delinquency as a distinctive social phenomenon and accepted the responsibility not only for young offenders, but also for the children who, though not in trouble with the law, required full care and protection. Children who stood before the courts were no longer seen as little adults but were seen as beings in their own rights who were entitled because they lack full responsibility for their actions. Through this change in status it accomplished the introduction of reformatory rather than punitive treatment. A reformatory system undoubtedly distinguishes a child’s offence from an adult crime replaced penal systems which made little dedicated provisions for children. This departure culminated in Herbert Samuels Children Act 1908 (Margaret May 2002). The Children Act 1908 represented a key step in the progress of the idea that children were a special category of problem. Through the establishment of Juvenile Courts which were criminal courts in terms of the procedures and giving them jurisdiction over the care and protection issues. The Juvenile Courts became the family law courts which dispensed family justice. The courts and the state can intervene for the first time in working-class family life when children are seen to be immoral, conditions which were regarded as neglect included: truancy, begging, being beyond control etc...
The text depicts a historical perspective on Middle Childhood, as during the twentieth century, children were viewed primarily as an economic source of income, in terms of providing for the family. According to the text this happens often in European counties and in parts of the United States. Elizabeth D. Hutchinson, Dimensions of Human Behavior The Changing Life Course 3rd, 2008. In this short review we will look at how this historical perspective in itself is not a question to how, but when these individual give.
Before 1908, the nature of the developing society caused children at risk to commit crimes. In nineteenth century and even early of twentieth, there were many orphaned and negected children in the society. They came from Europe or other colonies and they could lose their parent during long time trip. The doli incapax defence, "the incapacity to do wrong" - children who under the age of seven (in some cases, the maximum was 13) were incapable to commit crime, was initially presumed. It misled that youth could be innocent when charged in every case. However, children could have the same intelligence as adults to know the consequences of doing wrong things. Thus, children who were convicted of criminal would face the same penalties and were treated as adult offenders (The evolution of, 2009, p1). However, sometimes, penalties went beyond justice – these children would receive harsh punishment for minor criminal acts.
Childhood is one of the first biological life cycles we encounter. The experience that we go through shape what we will become. Here in America, as we began to industrialize, we began to have a different view of what childhood should be than in other parts of the world. In Taiwan and in Indonesia athletic shoes are made by children who work in factories instead of going to school. About 215 million of the world’s children work typical long hours for low wages. People in America might find this disturbing because we think of childhood as the first 12 years of life a carefree time of learning and play. But according to historian Philippe Aries (1965) explains, the whole idea of childhood is fairly new. During the middle ages, children of 4 and
Before the 1700’s, what we today understand as “childhood” and the innocence that comes with it did not exist because of extreme poverty and high infant mortality rates. It was normal for children to help with labour, be at parties with adults and even dress and have the same postures as adults. Medieval childhood mostly undifferentiated from adulthood until the industrial revolution. With the emergence of a larger middle class and disposable income, toy stores, schools and even houses built with nurseries were established. Thus, childhood was discovered and “increasingly, the child became an object of respect, and a s...