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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.