@NaturalBornTraveller Funny. I thought all these kids years ago had white privilege? That’s the mantra we’re supposed to follow ain’t it? Thats the BS spouted by all you SJWs ain’t it?
I think I might have touched nerve with the gender statement too. Life is tough.
I think I might have touched nerve with the gender statement too. Life is tough.
@HailstormChessPlayer said in #11:
> Thank you guys for you insights!!
>
> And omg NaturalBornTraveller, you're like awesome in history... Just the answers I needed! :D
I thought only for teenagers here..
> Thank you guys for you insights!!
>
> And omg NaturalBornTraveller, you're like awesome in history... Just the answers I needed! :D
I thought only for teenagers here..
@HailstormChessPlayer said in #1:
> Just wanna know, especially teenagers...
Read some novels about this time – although they are fiction, they stick quite narrowly to historical facts, I suggest:
Alex Haley: Roots, Charles Dickens: Oliver Twist, Mark Twain: Adventures of Huckleberry Finn, Laura Ingalls Wilder: Little House on the Prairie, Rudyard Kipling: Kim, Ethel Turner: Seven Little Australians.
(I haven't read the last two of these – but I wanted to give a broader range of regions.)
> Just wanna know, especially teenagers...
Read some novels about this time – although they are fiction, they stick quite narrowly to historical facts, I suggest:
Alex Haley: Roots, Charles Dickens: Oliver Twist, Mark Twain: Adventures of Huckleberry Finn, Laura Ingalls Wilder: Little House on the Prairie, Rudyard Kipling: Kim, Ethel Turner: Seven Little Australians.
(I haven't read the last two of these – but I wanted to give a broader range of regions.)
Below is Copy/pasted from the Danish National Museum:
natmus.dk/historisk-viden/danmark/nationalstaten-1849-1915/faedreland-og-folkeliv/boerneliv/
(I didn't copy the whole thing, just what I thought was most relevant to your question, also I used Google translation)
This is what the Museum says about Danish kids growing up in the mid 1800s to the early 1900s.
"Children were part of the adults' lives and thus subject to different conditions. In all environments, children were both a resource and a burden. Children gradually had to take over adult tasks, and many participated in the work from an early age, as they were part of the whole that work and family life constituted. However, children also required care, and there were expenses for food and clothing. However, the boundary between childhood and adulthood depended on the environment into which one was born.
Infant life
In all walks of life, infant mortality was high. Even in the 19th century, one in five children died within the first year of life. Many died during childbirth or shortly after, not least if the mother died in childbirth. The causes of child mortality were many: lack of breastfeeding, incorrect nutrition, deficiency diseases and poor hygiene. The state tried to combat the high child mortality through information about better care and nutrition.
Some children were already unwanted before birth, not least the so-called illegitimate children - children born out of wedlock to women who had "fell in an accident". The surrounding community considered this a great shame. The children were most often taken into care, but some women actually killed their newborn child.
Peasant children
Children in the countryside participated in the work at an early age. Girls and little boys helped the women in the home, e.g. looking after younger siblings, while the older boys helped the men outdoors. The children's work was necessary for the family's finances. Among householders and farm workers, the children were sent out as soon as possible to earn a living, often at the age of nine.
Peasant children rarely owned purchased toys. For example, they sewed dolls, cut flutes and made rattles for their younger siblings. Stones, sticks and pieces of wood became a farm, and on the back of a wagon "hay" was driven home to the cattle. This is how the children played into the roles they would later fill as adults.
At confirmation, you were an adult and left home. Many were given changing places until they could set up homes themselves. The starting point for the marriage was economics and practicality, not feelings. In a proverb it is expressed thus: "You should see a girl in a dough trough and not in a jumping dance".
Citizen children
In the bourgeois family, childhood was considered to be a special phase of life that should last as long as possible. The personal bond between parents and children was built up through the parents' companionship and care for their children's development. This close relationship was a contrast to life outside.
The children were prepared for adulthood through education, teaching and play. The daughter imitated her mother's activities by playing with dolls, doll frames and a doll kitchen. The son played with a train track, toy weapons and tin soldiers, thus turning his gaze to life outside the home. Other games were for both sexes, eg hide and seek and ball games.
Boys were trained to pursue a profession and be breadwinners. In the Latin schools, they learned Greek, Latin, Danish, Hebrew, German, French, religion, history, geography, arithmetic, geometry and calligraphy. From 1800, apprentices could receive free instruction in religion, drawing, arithmetic and writing on Sundays in schools that were set up for craftsmen. Girls were prepared for the role of wives. A governess or headmistress in a private girls' school taught them religion as well as embroidery, reading, arithmetic and writing. In the middle of the 19th century, needlework often took up half of the school time.
A ball was a good occasion to meet potential spouses. The young gentlemen reserved a dance by signing up on the girl's prom card. Later, on the back of the card, she could note who had shown her the most attention by presenting her with bouquets or prom bows.
Working children
A cheap labor force in the industry were children, who in 1872 amounted to approx. 10% of all workers. Child labor was particularly prevalent in certain industries. More than half of the children were thus employed in the tobacco industry.
Some doctors were concerned about the impact of industrial work on the children's health. They did not envision child labor abolished, but wanted state regulation. In 1873 came the first factory law. Only children over the age of 10 were allowed to work in the factory, and children between the ages of 10 and 14 a maximum of 6½ hours a day with a ½ hour break."
natmus.dk/historisk-viden/danmark/nationalstaten-1849-1915/faedreland-og-folkeliv/boerneliv/
(I didn't copy the whole thing, just what I thought was most relevant to your question, also I used Google translation)
This is what the Museum says about Danish kids growing up in the mid 1800s to the early 1900s.
"Children were part of the adults' lives and thus subject to different conditions. In all environments, children were both a resource and a burden. Children gradually had to take over adult tasks, and many participated in the work from an early age, as they were part of the whole that work and family life constituted. However, children also required care, and there were expenses for food and clothing. However, the boundary between childhood and adulthood depended on the environment into which one was born.
Infant life
In all walks of life, infant mortality was high. Even in the 19th century, one in five children died within the first year of life. Many died during childbirth or shortly after, not least if the mother died in childbirth. The causes of child mortality were many: lack of breastfeeding, incorrect nutrition, deficiency diseases and poor hygiene. The state tried to combat the high child mortality through information about better care and nutrition.
Some children were already unwanted before birth, not least the so-called illegitimate children - children born out of wedlock to women who had "fell in an accident". The surrounding community considered this a great shame. The children were most often taken into care, but some women actually killed their newborn child.
Peasant children
Children in the countryside participated in the work at an early age. Girls and little boys helped the women in the home, e.g. looking after younger siblings, while the older boys helped the men outdoors. The children's work was necessary for the family's finances. Among householders and farm workers, the children were sent out as soon as possible to earn a living, often at the age of nine.
Peasant children rarely owned purchased toys. For example, they sewed dolls, cut flutes and made rattles for their younger siblings. Stones, sticks and pieces of wood became a farm, and on the back of a wagon "hay" was driven home to the cattle. This is how the children played into the roles they would later fill as adults.
At confirmation, you were an adult and left home. Many were given changing places until they could set up homes themselves. The starting point for the marriage was economics and practicality, not feelings. In a proverb it is expressed thus: "You should see a girl in a dough trough and not in a jumping dance".
Citizen children
In the bourgeois family, childhood was considered to be a special phase of life that should last as long as possible. The personal bond between parents and children was built up through the parents' companionship and care for their children's development. This close relationship was a contrast to life outside.
The children were prepared for adulthood through education, teaching and play. The daughter imitated her mother's activities by playing with dolls, doll frames and a doll kitchen. The son played with a train track, toy weapons and tin soldiers, thus turning his gaze to life outside the home. Other games were for both sexes, eg hide and seek and ball games.
Boys were trained to pursue a profession and be breadwinners. In the Latin schools, they learned Greek, Latin, Danish, Hebrew, German, French, religion, history, geography, arithmetic, geometry and calligraphy. From 1800, apprentices could receive free instruction in religion, drawing, arithmetic and writing on Sundays in schools that were set up for craftsmen. Girls were prepared for the role of wives. A governess or headmistress in a private girls' school taught them religion as well as embroidery, reading, arithmetic and writing. In the middle of the 19th century, needlework often took up half of the school time.
A ball was a good occasion to meet potential spouses. The young gentlemen reserved a dance by signing up on the girl's prom card. Later, on the back of the card, she could note who had shown her the most attention by presenting her with bouquets or prom bows.
Working children
A cheap labor force in the industry were children, who in 1872 amounted to approx. 10% of all workers. Child labor was particularly prevalent in certain industries. More than half of the children were thus employed in the tobacco industry.
Some doctors were concerned about the impact of industrial work on the children's health. They did not envision child labor abolished, but wanted state regulation. In 1873 came the first factory law. Only children over the age of 10 were allowed to work in the factory, and children between the ages of 10 and 14 a maximum of 6½ hours a day with a ½ hour break."
@NaturalBornTraveller said in #15:
>
Here's a simple equation I made:
They way of looking at the time = x
Our way of looking at the time = y
The way we look at our current situation = a
The way 22nd Century ppl will look into our school/education system = b
x/y = a/b
Is it correct lol?
>
Here's a simple equation I made:
They way of looking at the time = x
Our way of looking at the time = y
The way we look at our current situation = a
The way 22nd Century ppl will look into our school/education system = b
x/y = a/b
Is it correct lol?
They climbed a 25 km mountain uphill on one foot, both ways, other leg was doing business, TO GO TO SCHOOL.
@NaturalBornTraveller said in #15:
> Below is Copy/pasted from the Danish National Museum:
> natmus.dk/historisk-viden/danmark/nationalstaten-1849-1915/faedreland-og-folkeliv/boerneliv/
> (I didn't copy the whole thing, just what I thought was most relevant to your question, also I used Google translation)
> This is what the Museum says about Danish kids growing up in the mid 1800s to the early 1900s.
>
> "Children were part of the adults' lives and thus subject to different conditions. In all environments, children were both a resource and a burden. Children gradually had to take over adult tasks, and many participated in the work from an early age, as they were part of the whole that work and family life constituted. However, children also required care, and there were expenses for food and clothing. However, the boundary between childhood and adulthood depended on the environment into which one was born.
>
> Infant life
>
> In all walks of life, infant mortality was high. Even in the 19th century, one in five children died within the first year of life. Many died during childbirth or shortly after, not least if the mother died in childbirth. The causes of child mortality were many: lack of breastfeeding, incorrect nutrition, deficiency diseases and poor hygiene. The state tried to combat the high child mortality through information about better care and nutrition.
>
> Some children were already unwanted before birth, not least the so-called illegitimate children - children born out of wedlock to women who had "fell in an accident". The surrounding community considered this a great shame. The children were most often taken into care, but some women actually killed their newborn child.
>
> Peasant children
>
> Children in the countryside participated in the work at an early age. Girls and little boys helped the women in the home, e.g. looking after younger siblings, while the older boys helped the men outdoors. The children's work was necessary for the family's finances. Among householders and farm workers, the children were sent out as soon as possible to earn a living, often at the age of nine.
>
> Peasant children rarely owned purchased toys. For example, they sewed dolls, cut flutes and made rattles for their younger siblings. Stones, sticks and pieces of wood became a farm, and on the back of a wagon "hay" was driven home to the cattle. This is how the children played into the roles they would later fill as adults.
>
> At confirmation, you were an adult and left home. Many were given changing places until they could set up homes themselves. The starting point for the marriage was economics and practicality, not feelings. In a proverb it is expressed thus: "You should see a girl in a dough trough and not in a jumping dance".
>
> Citizen children
>
> In the bourgeois family, childhood was considered to be a special phase of life that should last as long as possible. The personal bond between parents and children was built up through the parents' companionship and care for their children's development. This close relationship was a contrast to life outside.
>
> The children were prepared for adulthood through education, teaching and play. The daughter imitated her mother's activities by playing with dolls, doll frames and a doll kitchen. The son played with a train track, toy weapons and tin soldiers, thus turning his gaze to life outside the home. Other games were for both sexes, eg hide and seek and ball games.
>
> Boys were trained to pursue a profession and be breadwinners. In the Latin schools, they learned Greek, Latin, Danish, Hebrew, German, French, religion, history, geography, arithmetic, geometry and calligraphy. From 1800, apprentices could receive free instruction in religion, drawing, arithmetic and writing on Sundays in schools that were set up for craftsmen. Girls were prepared for the role of wives. A governess or headmistress in a private girls' school taught them religion as well as embroidery, reading, arithmetic and writing. In the middle of the 19th century, needlework often took up half of the school time.
>
> A ball was a good occasion to meet potential spouses. The young gentlemen reserved a dance by signing up on the girl's prom card. Later, on the back of the card, she could note who had shown her the most attention by presenting her with bouquets or prom bows.
>
> Working children
>
> A cheap labor force in the industry were children, who in 1872 amounted to approx. 10% of all workers. Child labor was particularly prevalent in certain industries. More than half of the children were thus employed in the tobacco industry.
>
> Some doctors were concerned about the impact of industrial work on the children's health. They did not envision child labor abolished, but wanted state regulation. In 1873 came the first factory law. Only children over the age of 10 were allowed to work in the factory, and children between the ages of 10 and 14 a maximum of 6½ hours a day with a ½ hour break."
Thank you for the depth of your response, it gives me alot to contemplate.
I admire the people of the 1800s for their grit.
In literature, Gods and Generals by Jeff Shaara, and Middlemarch by George Eliot, gave me other small lenses to the 1800s.
> Below is Copy/pasted from the Danish National Museum:
> natmus.dk/historisk-viden/danmark/nationalstaten-1849-1915/faedreland-og-folkeliv/boerneliv/
> (I didn't copy the whole thing, just what I thought was most relevant to your question, also I used Google translation)
> This is what the Museum says about Danish kids growing up in the mid 1800s to the early 1900s.
>
> "Children were part of the adults' lives and thus subject to different conditions. In all environments, children were both a resource and a burden. Children gradually had to take over adult tasks, and many participated in the work from an early age, as they were part of the whole that work and family life constituted. However, children also required care, and there were expenses for food and clothing. However, the boundary between childhood and adulthood depended on the environment into which one was born.
>
> Infant life
>
> In all walks of life, infant mortality was high. Even in the 19th century, one in five children died within the first year of life. Many died during childbirth or shortly after, not least if the mother died in childbirth. The causes of child mortality were many: lack of breastfeeding, incorrect nutrition, deficiency diseases and poor hygiene. The state tried to combat the high child mortality through information about better care and nutrition.
>
> Some children were already unwanted before birth, not least the so-called illegitimate children - children born out of wedlock to women who had "fell in an accident". The surrounding community considered this a great shame. The children were most often taken into care, but some women actually killed their newborn child.
>
> Peasant children
>
> Children in the countryside participated in the work at an early age. Girls and little boys helped the women in the home, e.g. looking after younger siblings, while the older boys helped the men outdoors. The children's work was necessary for the family's finances. Among householders and farm workers, the children were sent out as soon as possible to earn a living, often at the age of nine.
>
> Peasant children rarely owned purchased toys. For example, they sewed dolls, cut flutes and made rattles for their younger siblings. Stones, sticks and pieces of wood became a farm, and on the back of a wagon "hay" was driven home to the cattle. This is how the children played into the roles they would later fill as adults.
>
> At confirmation, you were an adult and left home. Many were given changing places until they could set up homes themselves. The starting point for the marriage was economics and practicality, not feelings. In a proverb it is expressed thus: "You should see a girl in a dough trough and not in a jumping dance".
>
> Citizen children
>
> In the bourgeois family, childhood was considered to be a special phase of life that should last as long as possible. The personal bond between parents and children was built up through the parents' companionship and care for their children's development. This close relationship was a contrast to life outside.
>
> The children were prepared for adulthood through education, teaching and play. The daughter imitated her mother's activities by playing with dolls, doll frames and a doll kitchen. The son played with a train track, toy weapons and tin soldiers, thus turning his gaze to life outside the home. Other games were for both sexes, eg hide and seek and ball games.
>
> Boys were trained to pursue a profession and be breadwinners. In the Latin schools, they learned Greek, Latin, Danish, Hebrew, German, French, religion, history, geography, arithmetic, geometry and calligraphy. From 1800, apprentices could receive free instruction in religion, drawing, arithmetic and writing on Sundays in schools that were set up for craftsmen. Girls were prepared for the role of wives. A governess or headmistress in a private girls' school taught them religion as well as embroidery, reading, arithmetic and writing. In the middle of the 19th century, needlework often took up half of the school time.
>
> A ball was a good occasion to meet potential spouses. The young gentlemen reserved a dance by signing up on the girl's prom card. Later, on the back of the card, she could note who had shown her the most attention by presenting her with bouquets or prom bows.
>
> Working children
>
> A cheap labor force in the industry were children, who in 1872 amounted to approx. 10% of all workers. Child labor was particularly prevalent in certain industries. More than half of the children were thus employed in the tobacco industry.
>
> Some doctors were concerned about the impact of industrial work on the children's health. They did not envision child labor abolished, but wanted state regulation. In 1873 came the first factory law. Only children over the age of 10 were allowed to work in the factory, and children between the ages of 10 and 14 a maximum of 6½ hours a day with a ½ hour break."
Thank you for the depth of your response, it gives me alot to contemplate.
I admire the people of the 1800s for their grit.
In literature, Gods and Generals by Jeff Shaara, and Middlemarch by George Eliot, gave me other small lenses to the 1800s.
@BorisOspasky said in #12:
> @NaturalBornTraveller Funny. I thought all these kids years ago had white privilege? That’s the mantra we’re supposed to follow ain’t it? Thats the BS spouted by all you SJWs ain’t it?
Remember Karl Marx, the OG social justice warrior.
Strange how he never mentioned anything about this.
I don't know how you find a comparison with the current social conflicts today, to the much harder life people used to have?
My apologies for getting too committed with my response to you, but you should have stayed on topic. There are plenty of threads in the forum about modern issues, I just saw no need for someone to spam the only history thread, that been made here in a long time.
> @NaturalBornTraveller Funny. I thought all these kids years ago had white privilege? That’s the mantra we’re supposed to follow ain’t it? Thats the BS spouted by all you SJWs ain’t it?
Remember Karl Marx, the OG social justice warrior.
Strange how he never mentioned anything about this.
I don't know how you find a comparison with the current social conflicts today, to the much harder life people used to have?
My apologies for getting too committed with my response to you, but you should have stayed on topic. There are plenty of threads in the forum about modern issues, I just saw no need for someone to spam the only history thread, that been made here in a long time.
there were many more illnesses than today because medicine was not the same (risk of infections quite high, no drugs or antibiotics and the remedies were expensive and not very accessible for the working class)
As Naturalborntraveler mentioned, working class children worked or at least helped adults. the toys were very expensive and intended for rich children, anyway, they were radically different from those of today and it was better not to have them because toy soldiers and crystal toys could cause lead poisoning.
Btw an interesting quora's thread about toys www.quora.com/How-much-poisonous-lead-was-used-in-childrens-toys-in-the-Victorian-era
As Naturalborntraveler mentioned, working class children worked or at least helped adults. the toys were very expensive and intended for rich children, anyway, they were radically different from those of today and it was better not to have them because toy soldiers and crystal toys could cause lead poisoning.
Btw an interesting quora's thread about toys www.quora.com/How-much-poisonous-lead-was-used-in-childrens-toys-in-the-Victorian-era
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