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Philanthropists, religious leaders, doctors, journalists, and artists all campaigned to improve the lives of poor children. In 1840, Lord Ashley (later the 7th Earl of Shaftesbury) helped set up the Children’s Employment Commission, which published parliamentary reports on conditions in mines and collieries. The shocking testimony contained in these reports inspired Elizabeth Barrett Browning’s famous protest poem “The Cry of the Children” (1844). Shaftesbury went on to become president of Ragged School Union, an evangelical organization which established hundreds of schools for the poor. Famous child-savers like Mary Carpenter and Dr. Thomas Barnardo taught in Ragged Schools before opening their own institutions for destitute youths. Dr. Barnardo described some of his missionary efforts in the Children’s Treasury (see ), while investigative reporters like Henry Mayhew tirelessly documented the dire conditions endured by many working-class families.

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In large part, the lived experience of childhood and the attitudes toward children and education I have been discussing so far can be described as “middle-class.” The emerging middle classes of the period recognized that they stood to gain most from the possibilities of social mobility afforded by children’s education. In fact, those elements of the middle classes who were advocating the most radical, even anti-monarchical, social reforms were often most concerned with children and education: Joseph Priestley, Mary Wollstonecraft, William Godwin, Catharine Macaulay and others wrote educational treatises, or books for children, or both. Wollstonecraft’s highly acclaimed Original Stories from Real Life (1791), for example, charts the progress of two young girls under the care of their governess along the path from childish irrationality to reason.

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This sample essay immerses us in detail about medieval literature throughout, eventually citing several Irish medieval manuscripts. With these examples and others, we are convinced that this student truly does see medieval literature as a “passion,” as she claims in her first sentence. Later, the writer repeatedly cites two professors and “mentors” whom she has already met, noting how they have shaped her highly specific academic goals, and tying her almost headlong approach directly to the National University of Ireland at Maynooth, where she will have flexibility in designing her own program.

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Another political philosopher, Jean-Jacques Rousseau, was arguably just as influential as Locke on the various discourses of childhood in the latter part of the eighteenth century. His account in Émile (1762) of the “natural” education of the fictional titular character was controversial, considered even irreligious by some critics. The method of education he outlined was also quite impracticable, as it involved the veritable isolation for years of the boy and his tutor in the country, far from the rest of society, where he could learn from nature and for himself. Like Locke, Rousseau was interested in education as a means of producing self-sufficient individuals who would make good citizens in a new society. To become the good adult citizen, however, the child Émile must endure the invasive and constant supervision of his tutor. Further, Rousseau’s model of education and citizenship is only intended for males. Nonetheless, the idea that children were by nature good and were only corrupted by exposure to society became a staple of Romantic thinking.