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Childhood throughout history
Childhood throughout history
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Steven Mintz, author of “Huck’s Raft: A History of American Childhood” (2004), writes about the conceptualization of childhood in America. He views the history of childhood in this country as having three overlapping phases. Phase one he terms as premodern childhood. This phase took place in the colonial era and in this period of time adults viewed children as adults in training. Mintz suggests that in the premodern phase the parental responsibility was to hurry children toward their adult role and status (Mintz, 2004). Phase two for Mintz was about the middle of the 18th century when children were regarded as innocent, malleable and fragile. Adults viewed the young as needing to be sheltered from contamination. However, childhood was more
The book starts off telling us that you may know Huck from another book called the adventures of Tom Sawyer. Which was also written by Mark Twain. In the first chapter, we figured out the Tom and Huck found a stash of gold that some robbers stole and hid in a cave. They both got $6,000 a piece. After they both got their shares of the money they had Judge Thatcher put it into a trust, in the bank. Once Huck was known for finding the treasure Widow Douglass adopted Huck. Widow Douglass also tried to civilize Huck, but Huck didn't want to be with Douglass so he ran away. Huck took all of his belongings with him, but nothing that Douglass gave him. After Huck ran away he went to join up with Tom Sawyer and his new gang of robbers. The Widow tried to teach Huck about reading and writing before he ran away. But thats the reason why he left because he wasn't interested in any of that stuff. Huck left the Widow’s house when he heard something outside the house, it was Tom waiting for him in the yard. So Huck got up and left.
In An American Childhood by Annie Dillard, Dillard reminisces on her many adventures throughout her childhood living in Pittsburgh. Her stories explain her school, her home life, her family, and growing up. Dillard also talks about changes in her life, and how they affect her, and how she felt about others around her. One’s childhood is a crucial part of life, because it’s a time of learning more than any other time of life. Childhood is a time of curiosity and realization. What you learn in your childhood has a big impact on how you make decisions and act as an adult.
Children are now welcomed to earth as presents bundled in pinks and blues. In the 1800’s children were treated as workers straight from the womb. Children trained early in age to perform unbearable tasks (Ward 3). Imagine how it felt to be unwanted by a parent and sold to a master who also cared nothing about them. Many children earned a few pennies by becoming chimney sweeps or working in the streets running errands, calling cabs, sweeping roads, selling toys or flowers and helping the market porters (Ward 3). The young children did not have much choice on which job (life) they wanted, but by far sweeping chimneys was the most dangerous. The children were forced into confined areas filled with comb webs, where they sacrificed their lives to clean. William Blake does a great job depicting hardship of children in the 1800’s in “The Chimney Sweeper” through the use of diction and imagery.
The first six years of a child’s life is a window of opportunity when a child unquestionably accepts the virtues modeled by his or her parents (“8 Ways to Raise a Moral Child | Ask Dr. Sears”). In their first few years, children believe that their behaviors are right or wrong according to what a parent tells them. By five years old, a child begins to adopt their parent’s values, whether they are noble or not. Merseault’s childhoo...
Even at the beginning of the novel, before Huck has gotten an opportunity to explore what he feels is right, Huck is growing tired of dealing having society and what culture thinks is right and also civilized. Huck says, "The Widow Douglas she took me for her son, and allowed she would sivilize me...I got into my old rags and my sugar hogshead again, and was free and satisfied “(Twain 1). Huck prefers living free and having the ability to think what he wishes, rather than being “sivilized”. When Huck escapes from the surrounding society, at Jackson Island Huck runs into Jim and he is very happy to see him. Later Huck takes on a mean trick with Jim. He kills a rattlesnake and puts it on the foot of Jim’s comforters. Huck expects that Jim will react like almost any stereotypically, foolish, black man or woman. But Jim is not really a stereotype, and the joke becomes bad when Jim gets bitten through the snake’s mate. This tests Huck’s morality. Huck senses ashamed for what he did, but does not take responsibility for not understanding that Jim is a human being. This situation shows Hucks immaturity early in the novel.
Spilka, Mark. "Victorian Childhoods." Michigan Quarterly Review 39.2 (2000): 411-21. ProQuest. Web. 7 May 2014.
Huck Finn learns from the actions of people around him, what kind of a person he is going to be. He is both part of the society and an outlier of society, and as such he is given the opportunity to make his own decisions about what is right and what is wrong. There are two main groups of characters that help Huck on his journey to moral maturation. The first group consists of Widow Douglas, Miss Watson, and the judge. They portray society and strict adherence to rules laid out by authority. The second group consists of Pap, the King, and the Duke. They represent outliers of society who have chosen to alienate themselves from civilized life and follow no rules. While these characters all extremely important in Huck’s moral development, perhaps the most significant character is Jim, who is both a fatherly figure to Huck as well as his parallel as far as limited power and desire to escape. Even though by the end of the novel, Huck still does not want to be a part of society, he has made a many choices for himself concerning morality. Because Huck is allowed to live a civilized life with the Widow Douglas, he is not alienated like his father, who effectively hates civilization because he cannot be a part of it. He is not treated like a total outsider and does not feel ignorant or left behind. On the other hand, because he does not start out being a true member of the society, he is able to think for himself and dismiss the rules authority figures say are correct. By the end of the novel, Huck is no longer a slave to the rules of authority, nor is he an ignorant outsider who looks out only for himself. This shows Huck’s moral and psychological development, rendering the description of “The Adventures of Huckleberry Finn” as a picaresq...
Sayles, Jameka K. “Child Life in the New England Colonies.” Yale-New Haven Institute. 2 March 2006. Web. 8 April 2014.
A bond between two people is defined as "to establish a relationship with someone based on shared feelings, interests, or expectations," which describes what Huckleberry and Jim shared throughout the events of the novel, Adventures of Huckleberry Finn by Mark Twain. Huck and Jim's relationship was much more than two people escaping their troubles by floating down the Mississippi River on a raft together. The two shared the same interest in freedom, represented by the river they traveled on. The friends shared a bond that was much stronger than the currents in the river.
Maybin, J. &Woodhead, M. (2003). Childhoods in context. Southern Gate, Chichester: John Wiley & Sons Ltd
-The man vs. man conflict is brought up many times throughout this story. The first that is posed is the conflict between Huckleberry and Pap. Pap is Huckleberry’s abusive biological father, and an alcoholic to boot. He first comes in and tries to steal his son’s fortune, just so he can get drunk. Huckleberry is kidnapped by his father for a short time, and during this is beaten many times. Huckleberry eventually escapes as he saws his way out of a shed with an old saw he finds. He then kills a pig to fake his own death and smears blood all over the shed so the story is more believable.
Child- rearing practices in the 1500’s and 1600’s were very different from modern times. During the 1500’s and 1600’s, children were raised in various ways due to conditions such as mortality rates. There was a shorter life expectancy during these times, due to illnesses caused by rodents hygiene, and the disposal systems for waste products, which gave parents a precise reason to make their children grow up quicker than normal. The goal for most parents when raising their children during these times was to raise their young adolescents into mature adults with the help of harsh punishment and religion to get their children to decipher right from wrong.
During Huck’s Second Crisis of Conscience episode in Mark Twain’s Adventures of Huckleberry Finn, Huck’s sheer tenacity to uphold his friendship with Jim indicates that a human being’s sense of camaraderie displaces racism. Through his resolution to no longer base his actions on what is most convenient for him, Huck demonstrates promising development concerning his conscience and his heart. Furthermore, Huck matures by exhibiting amiable emotions towards Jim and deciding to protect Jim’s freedom at all costs. Notwithstanding, Huck’s maturation has space for refinement because, pertaining to his overall grasp of slavery, Huck needs to understand the cruelty that enslavement harnesses.
Childhood development in the late 1800’s and today differ greatly, all the way from birth to schooling. Rather we’re talking cognitive, behavioral, or physical there are clear and vast differences in all categories of childhood development. Some of these differences served as advantages for the children of that era, while some served as disadvantage.
for a better understanding. Responsibilities Then The childhood of a boy living in the 1880 to 1900 era was very different from how life is today. Such as there responsibilities were to assume the behavior of adults as soon as possible, but this all changed after The American Revolution. The American Revolution had such an effect on the political and social behavior; some of this was that it encouraged families to become more egalitarian. Magazine articles advised that the parents should be a less authoritarian institution. The children had needs of there own, they were individuals, and not simply the property of there parents. Which meant that they didn't need to dress exactly like them and take up their habits and responsibilities. They did not have that many activities for work had filled most of their time. Urban and middle class families did have to send there child to work but can mostly prosper by not having to send their children to work. But still the child was a necessary and valuable economic asset for most families. This was do to the fact that still a vast majority of American families lived on farms and they must depend on the work of all family members. By the age of six or seven these farm children had specific responsibilities to help on the farm. The boys by the age of ten or twelve would have to take on men's tasks. The responsibilities of slave children were like the responsibilities of white children that lived on the farm. Except by the age of ten or twelve the slave children both boys and girls were sent to work in the field from sunup to sundown.