{"id":6644,"date":"2016-11-02T15:04:50","date_gmt":"2016-11-02T15:04:50","guid":{"rendered":"https:\/\/opentextbc.ca\/preconfederation\/?post_type=chapter&p=6644"},"modified":"2019-06-04T23:27:13","modified_gmt":"2019-06-04T23:27:13","slug":"12-1-introduction","status":"publish","type":"chapter","link":"https:\/\/opentextbc.ca\/preconfederation\/chapter\/12-1-introduction\/","title":{"raw":"12.1 Introduction","rendered":"12.1 Introduction"},"content":{"raw":"[caption id=\"attachment_2989\" align=\"aligncenter\" width=\"209\"]\"""\"<\/a> Figure 12.1 Tla-o-qui-aht (Clayoquot) girl, Vancouver Island, ca. 1915.[\/caption]\r\n\r\nHistories of childhood present special challenges. First, assuming that one is fortunate enough to pass through childhood and not succumb to the many dangerous diseases,\u00a0it is a transitional phase in life. However much it might define one, it will only do so for a certain period of time and then it is left behind. One may be a female\u00a0or an Aboriginal person or a farmer for the entirety of one\u2019s life, but no one is a child for more than the first few years.\r\n\r\nThe\u00a0second challenge is\u00a0how to define childhood. Clearly there\u2019s the period of utter dependency that most societies would agree constitute infancy and that usually lasts four to six years. After that, what distinctions does a society and culture make between a seven-year-old, for example, and a 14-year-old? What criteria are used to define the qualities of childhood and its end? Across the many cultures of British North America and Aboriginal Canada and across many centuries, the definition of childhood has been both diverse and fluid.\r\n\r\nThird,\u00a0the history of childhood is limited by\u00a0the lack of personal records. Most children in the past were insufficiently literate and rarely self-reflective enough to provide first-hand accounts of their lives. This changed somewhat in the 19th century when institutionalized education emerges as a shared aspect of child development, one that taught children how to give voice to their experiences. Nevertheless, the record in past centuries is patchy at best. And our own values and prejudices about childhood come to bear. As historian Robert McIntosh recently wrote,\r\n
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The history of childhood has been reconstructed through studies of adults and their activities \u2013 and children\u2019s responses to these. Only rarely is the agency of children recognized in the historical literature: children tend to be portrayed as passive beings who are the objects of welfare and educational strategies. The history of childhood becomes the history of the efforts of others on children\u2019s behalf.\u00a0[footnote]Robert McIntosh, \u201cConstructing the Child: New Approaches to the History of Childhood in Canada,\u201d Acadiensis<\/em>\u00a0XXVIII, no.2 (Spring 1999).[\/footnote]<\/div><\/blockquote>\r\nWhat becomes clear in a study of childhood over even a relatively brief stretch of historical time is how the experience is historically contextualized. Childhood, probably more than adulthood, reveals the extent to which we are shaped less by biology and family and more by historical forces. Nature and nurture are important but it is history\u2019s hand that rocks the cradle.\r\n
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Learning Objectives<\/p>\r\n\r\n<\/header>\r\n

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