Academic literature on the topic 'Poor children Education Victoria 19th century'

AbstractThis article examines the relationship between nineteenth century English poor law discourse and missionary work in colonial Australia. The text analyses key sites of Christian missionary philanthropy in New South Wales (NSW) and Victoria in the period 1813-1849. It looks at changes in the ethos of one benevolent institution set up for poor whites, the Benevolent Society of New South Wales. Activated by Christian paternalism at its foundation in 1813 the ethos of this institution became dominated by the language of moral reform by the 1830s. The article also examines the first institution established for Indigenous people, the Native Institution at Parramatta, NSW, founded in 1814. Its aims and character will be compared and contrasted with those of the Female and Male Orphan schools for white children. The text considers also how Christian philanthropic visions for the improvement of Indigenous people were affected by factors such as accelerating pastoral expansion, loss of Indigenous food sources and retaliatory violence. Cet article examine la relation entre le discours relatif aux lois sur les pauvres au 19e siècle en Angleterre et le travail missionnaire en Australie coloniale, en se penchant sur les sites clés de la philanthropie chrétienne dans le New South Wales et Victoria durant les années 1813 à 1849. Ainsi, le texte analyse les transformations de l'éthos d'une institution bénévole créée pour s'occuper des pauvres blancs, la Société Bénévole de New South Wales. Alors qu'il était un produit du paternalisme chrétien à sa fondation en 1813, l'ethos de l'institution fut marqué par le langage de la réforme morale vers les années 1830. Le regard se porte également sur la première institution pour les peuples indigènes, la Native Institution at Parramatta, fondée en 1814. Ses buts et son caractère sont comparés et contrastés avec ceux des orphelinats pour filles et garçons blancs. Le texte considère enfin comment les vues philanthropiques chrétiennes pour l'amélioration des peuples indigènes ont été affectées par des facteurs tels que l'expansion pastorale croissante, la perte de nourriture indigène et la violence de représailles.

The Industrial Age and urbanization inherently presuppose hard living and working conditions for the children of the working class but many legislative changes have gradually improved their situation. According to the sources, at the beginning of the 19th century the level of literacy of the poor population was very low, and the schools appeared as a result of religious or private initiative, and were not enough for the increasing population. However, the political elite began to appreciate the social role of education and the government started to show interest in opening and controlling the schools. Thus, the foundations of the British educational system were laid and the children of the working class were given access to education and opportunity for development and improvement of their social status.

The paper deals with the forms of social assistance provided to poor children and youth in schools. The specific examples are illustrated by the example of Pardubice town. The article mainly deals with the second half of the 19th century, when under the influence of social changes the charitable activities aimed at children and young people were developed. The article mentions also the end of the 18th century, when education and social care reforms took place, and influenced the development of social assistance in the following century. Two types of institutions were established at schools; on one hand, associations providing financial or material support, on the other, groups providing out-of-school activities for children and youth. These organizations had the same goal – the discipline of the poor in society.

This paper shows that bilingual education has a long tradition in Australia. In the 19th century, primary and secondary schools operating German-English, French-English or Gaelic-English programs, or ones with a Hebrew component, existed in different parts of Australia. The most common bilingual schools were Lutheran rural day schools but there were also many private schools. They believed in the universal value of bilingualism, and some attracted children from English-speaking backgrounds. Bilingual education was for language maintenance, ethno-religious continuity or second language acquisition. The languages were usually divided according to subject and time of day or teacher. The programs were strongest in Melbourne, Adelaide and rural South Australia and Victoria. In Queensland, attitudes and settlement patterns led to the earlier demise of bilingual education. The education acts led to a decline in bilingual education except in elitist girls or rural primary schools and an increase in part-time language programs. Bilingual education was stopped by wartime legislation. It is intended that bilingualism can flourish unless monolingualism is given special preference.

When the Kingdom of Poland was created in 1815, the educational matters were in the hands of the Government Commission for Religion and Public Education. In the early years, especially thanks to the activity of a minister Stanisław Kostka Potocki, the number of elementary schools grew. However, it did not last long as straight after him leaving service the situation changed. From the beginning of the 20s of the 19th century, elementary education was on the decline. This fact is confirmed by reports from the Częstochowa administrative unit, from the years 1817–1832. They clearly describe fundamental issues of the contemporary system of education. Above all, it lacked new school buildings and older buildings needed renovating urgently. In this situation, a rented room or a cottage frequently served as school premises. Accommodation conditions were rather poor. Additionally, there were not enough teachers. Not everyone wanted to teach in the country due to unfavourable circumstances. The teacher’s salary was low, often irregularly paid and sometimes not paid at all. Apart from this, it was difficult to work and expect any progress when parents did not send their children to school. As a result some schools were closed.

The article, through the activities of the English philanthropist E. Brenton, examines the problem of pauperization of the population of Great Britain in the 19th century, the causes of pauperization, the consequences and solutions are clarified. The results of the analysis of narrative sources and scientific literature are presented, reflecting the difficult socio-economic situation in the country and the activities of E. Brenton aimed at improving the lives of the poor and their children. The philanthropist notes the relationship between industrialization and the growth of unemployment, linking this with the displacement of man from the productive sphere by mechanisms. He rightly condemns the deep property differentiation of society, the unfair wages of workers, the system of enclosures that deprived the peasants of their land. Brenton saw the devastating consequences of pauperization in the spiritual degradation of people, the criminalization of the lower classes, the growth of crimes among minors. His articles criticize the existing system of helping the poor, workhouses, noting that they temporarily alleviated the situation of the poor and encouraged parasitism. E. Brenton developed ways to solve problems based on Christian spiritual values and the Christian principle of tireless work as "God's work". The author of the article comes to the conclusion that the eradication of poverty was utopia, with the help of the de-urbanization of the poor population of cities, the allocation of land in rural areas, the refusal to use mechanisms in the production of products. The program to save children from the city's slums was more realistic. E. Brenton rightly establishes the relationship between ignorance and the growth of deviations among minors. Its goal is to create a system of crime prevention through education, where the habits of hard work, order and Christian virtues were instilled in children. The paper considers the implementation of tasks through the "Society of Children's Friends" and schools. The author believes that the institutions of E. Brenton, where students received knowledge, religious, labor education, mastered professions, were effective in preventing delinquency and shaping the moral lifestyle of poor children, despite the failures in the implementation of the plan for labor emigration of minors to South Africa.

В данной статье повествуется о ходе реформы духовного образования в Российской империи и в Рязанской епархии в начале XIX столетия. Большую роль в проведении реформы сыграл Рязанский архиепископ Феофилакт (Русанов). Под его руководством был построен каменный двухэтажный корпус духовной семинарии и открыты уездные и приходские духовные училища, составлявшие низшее звено в новой системе духовных школ в России. За период с 1812 по 1816 гг. в Рязанской епархии было открыто шесть училищ: Рязанское, Зарайское, Касимовское, Данковское, Скопинское, Сапожковское, Раненбургское (закрыто в 1816 г.). Обучались в них сыновья священноцерковнослужителей в основном Рязанской епархии. Из-за бедности не все их родители имели возможность нанять квартиры для проживания своих детей. Возникла проблема материальной поддержки воспитанников. При училищах стали открываться бурсы, а все ученики разделились на тех, кто находился на своём содержании, на казённом (бурсаки) и на полуказённом (полубурсаки). Средств, отпускаемых Комиссией духовных училищ, не хватало на всех нуждающихся. Изыскивались и другие способы поддержки неимущих. This article tells about the course of the reform of spiritual education in the Russian Empire and in the Ryazan diocese at the beginning of the 19th century. Archbishop Feofilakt (Rusanov) of Ryazan played an important role in the reform. Under his leadership, a two-storey stone building of theological seminary was built and district and parish religious schools were opened, which constituted the lowest link in the new system of theological schools in Russia. For the period from 1812 to 1816 in the Ryazan diocese six schools were opened: Ryazan, Zaraisk, Kasimov, Dankov, Skopin, Sapozhok, Ranenburg (closed in 1816). The sons of the clergymen of the Ryazan diocese were trained in them. Due to poverty, not all of their parents were able to rent apartments for their children. There was a problem of material support for the students. Bursa began to open at schools, and all students were divided into those who were on their own, on the state (bursaks) and on the half-listed (half-courses). The funds allocated by the Commission of Theological Schools were not enough for all those in need. Other ways of supporting the poor were also sought.

ABSTRACT: Asia is the second region after Africa to have the tallest prevalence of stunting in the world. Indonesia is one of the countries in Southeast Asia with the fifth highest prevalence of stunting in the world at 37%, or nearly 9 million children who experience stunting. This study aims to examine the factors that influence and risk the occurrence of stunting in children in Indonesia. The research method uses a type of qualitative research with a traditional literature review. This study found that stunting is influenced by several complex factors not only at the individual level but also at the family and community levels. A comprehensive synthesis of the available evidence on the determinants of stunting in children in Indonesia outlines who is most vulnerable to stunting, which interventions are successful, and what new research is needed to fill knowledge gaps. Keywords: Indonesian toddlers, stunting factors References: Adair, L. S., & Guilkey, D. K. (1997). 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