Historical Context
The package has been built around Unit 11 in the Schemes of work for History published by QCA entitled 'What was it like for children living in Victorian times?'. It follows three themes: Work, School and Play as experienced by children at different dates and from different social classes in Victoria's reign. During this period, childhood experiences changed as society saw children less as a form of cheap labour but as scholars. Legislation was passed at different dates to reflect this change in attitude. However, across all social classes there was still a general view that they had to be kept under control through a code of behaviour and the institution of school.
Work
This section reviews many of the unpleasant jobs children from poor families did at the beginning of the reign of Queen Victoria. Parliamentary Commissioners collected evidence from them which influenced later legislation, ensuring that, by the end of Victoria's reign, the employment of children under the age of nine was made illegal. It also draws attention to the work of Lord Shaftesbury in Parliament and Thomas Barnardo through the foundation of a Charity to improve the lives of working and abandoned children.
School
This section includes information about the haphazard nature of opportunities for education, before it was made compulsory for all in 1870. The routines of a typical day at school after that date are then summarised and comparisons are made with the experiences of children from rich families, which were not necessarily superior.
Play and Entertainment
Probably the greatest differences between the experiences of Victorian children and modern children can be seen in this category. Whether discussing toys, spaces to play, or holidays, there are enormous lessons to be drawn about changes in availability and technology.
Similarities and Differences
The experiences of childhood in Victorian times depended on where children lived geographically, and the social and economic situation of their parents. It also depended on when they lived in Victoria's long reign. The website provides opportunities for the children to look for similarities and differences in the lives of those who lived at the same period of time as well as thinking about the differences and similarities between 'them' and 'us'. Children born at the beginning of Victoria's reign would also have had completely different expectations from those born after 1870, when schooling became compulsory.
There were some similarities about attitudes to children, which transcended class divisions, particularly, as the century advanced. Victorian standards of behaviour, views on how children should be controlled and a general lack of consumer goods, will astonish the modern child.
Change
Throughout the period there were important changes in the lives of all children. In the course of fifty years, a series of legislative reforms, changed the status of children from wage earners to scholars. New technology, particularly the development of the railway system also brought changes, particularly as opportunities to travel on holiday either for the day or a week. As a result, seaside towns expanded to provide entertainment for the visitors. Sporting organisations like the Football Association were founded in Victorian times and were able to set up home and away matches once teams could travel on the railway.
Cause and Consequence
By the end of their study, we would expect children to be able to comment not just on what changed for children but on why it changed. At the simplest level, this was done through Acts of Parliament, but these were only as a result of changes in attitude from leading members of Victorian society. Many parents did not welcome the laws which forced their children into school instead of bringing in a contribution to the family wage. Today's children should be able to use their knowledge and understanding to express an opinion about whether things got better or worse for Victorian children, as a result of the changes.
A note about the illustrations
The pictures have been drawn by a professional illustrator, using sources produced in Victorian times. They are an example of how history is interpreted and how historical sources are used in a modern context. |
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