Publicado 03-09-2010
This is a unique account of working-class childhood during the British industrial revolution. Using more than 600 autobiographies written by working men of the eighteenth and nineteenth centuries Jane Humphries illuminates working-class childhood in contexts untouched by conventional sources and facilitates estimates of age at starting work, social mobility, the extent of apprenticeship, and the duration of schooling. The classic era of industrialization, 1790–1850, apparently saw an upsurge in child labour. While the memoirs implicate mechanization and the division of labour in this increase, they also show that fatherlessness and large sibsets, common in these turbulent, high-mortality, and high-fertility times, often cast children as partners and supports for mothers struggling to hold families together. The book offers unprecedented insights into child labour, family life, careers, and schooling. Its images of suffering, stoicism, and occasional childish pleasures put the humanity back into economic history and the trauma back into the industrial revolution.
• Unique account of childhood during the industrial revolution that draws on working people's own accounts of their lives.
• Sheds new light on the individual experience of industrialisation and its impact on working-class family life.
• Integrates quantitative analysis with social, family and demographic history.
Contents
1. Introduction
2. Sources, models, context
3. Families; 4. Household economy
5. Family relationships
6. Wider kin
7. Starting work
8. Jobs
9. Apprenticeship
10. Schooling
11. Conclusion; Bibliography
Reviews
'This is a deeply humane book which breathes new life into the debate over the impact of industrialisation on the standard of living. It uses a range of qualitative and quantitative approaches to examine the evidence provided by more than 600 working-class autobiographies dating back to the 1600s. It will surely become essential reading for all scholars and students of modern economic and social history, as well as for all those interested in the history of childhood, the family and human well-being.' Bernard Harris, Professor of the History of Social Policy, University of Southampton.
'Jane Humphries has cast considerable new light on many important questions about the economic, social, and demographic history of that era. We are provided with much new information on the nature and role of child labor, family relations, and education, among its many issues. This is an unusually well-done work of scholarship, based on the imaginative use of traditional sources to interpret long-standing topics in a most convincing manner.' Stanley Engerman, Professor of Economics and History, University of Rochester.
'Jane Humphries' ingenious use of a remarkable assemblage of working class autobiographies brings new dimensions to this long-discussed subject by illuminating the contributions of children to the first Industrial Revolution. It is written with great empathy for the social and economic costs that these younger generations carried in facilitating this historical divide. It will be essential reading for economic, social, demographic and family historians and those whose interests focus on child labour in Third World countries.' Richard M. Smith, Professor of Historical Geography and Demography, University of Cambridge.
'This is a work of economic history that is at once rigorous and humane. Jane Humphries' use of workers' autobiographies opens the black box of the household economy to reveal family relations and the circumstances that led young boys into the workplace. Humphries takes the reader from the highly particular to the reliably general with a rare and enviable mastery of both economics and history.' Jan de Vries, Professor of History and Economics, University of California, Berkeley.
'These life stories treat us to colourful detail about what it was like to be a working child in industrialising Britain.
(Humphries) has conveyed more about the nature and importance of children's employment than any previous study..." Times Higher Education. |
