Titlebook: Childhood, Youth and Emotions in Modern History; National, Colonial a Stephanie Olsen Book 2015 The Editor 2015 History of childhood.histor

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Everyday Emotional Practices of Fathers and Children in Late Colonial Bengal, India, with the implication of ‘more intense emotional ties between parents and children within the family and a weakening of ties with relatives outside the immediate family’.. Indeed, India’s encounter with the West through British colonialism produced a climate that fostered a new group of intelligents

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https://doi.org/10.1007/978-981-19-7202-7strumentalization of children’s emotions for religious or ideological ends, and children’s importance as agents of change. Because of their assumed malleability, young people were often at the heart of social anxieties and debates about the future of nations and empires. The interrelation of authori

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Error Analysis in Sentence Production Tasks,that room.’. Thus opens a novella-in-verse, written by a male author, in the form of a series of dialogues between the 12-year-old Sarojbala and a slew of female relatives, who appear in sequence to chide her for her misplaced reticence and to educate her on the duties and pleasures of conjugal sex.

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Error Analysis in Sentence Production Tasks, transforming them into happy, healthy and faithful Christian citizens of the British Empire. Leprosy was a popular imperial philanthropic cause and child leprosy sufferers were particularly prominent within this cause, in part because doctors believed children must be at the foundation of any succe

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Error Analysis in Sentence Production Tasks, British Sunday school movement. The first event was a ‘mass meeting of children’ that incorporated hymns from Bateman’s Hymn Book ‘sung with very great spirit by the children’, Bible readings and a series of addresses.. One speaker lamented that many children thought that being a Christian meant th

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Error Analysis in Sentence Production Tasks,ctive, dynamic role in the emotional construction of childhood? This chapter explores the place of architectural culture within the field of childhood studies and the history of emotions. The use of architecture as a document of emotional and childhood history was pioneered by Philippe Ariès. In .,

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https://doi.org/10.1007/978-981-19-7202-7ns at the time, with most schools adopting the ‘house system’. While notionally under the control of housemasters, within these places pupils usually inhabited house rooms and open dormitories, which teachers seldom entered. This was a deliberate policy. Discussions of the open dormitory reveal that