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By Karen Roosa

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The story of Victor is also the story of a child’s relation to society. But it was not yet ‘Society’ as named by the great social scientists of the nineteenth century; it was a society that carried the connotations of noble association. It was a society synonymous with civilisation. In contrast to Ariès, the becoming social of the child was not in opposition to its education. Nevertheless, society was a rare phenomenon, too precious to be distributed evenly across the whole population. e. certain senses, sensibility, gentlemanliness, gesture and posture).

E. about the politics and labour of life) (Foucault, 1979 and 2004). The lives of children and literary culture It is easy with talk of science (whether natural or social) to exclude children, by default almost, from having any role, subjectivity or agency. But what is clear is that the making of science from the eighteenth century onwards also rested on the mobilisation of children and the enlisting of their agency. A key factor in this was the development of a Natures 25 literary culture for children.

Thus, children were talked about in relation to their animality or their plantlike nature, or in terms of their instinctual or bestial conduct (Jordanova, 1989). The enduring nature of these descriptions is still hugely resonant now. In a different vein, Carolyn Steedman argues that our modern understandings of childhood find their history in the natural sciences, such as physiology and medicine. Understandings from these expert knowledges were disseminated (for example, through childcare manuals) across the body politic, and especially to parents and those who had a duty of care to children; they provided ‘a means of aligning and amalgamating a phenomenon and a name for the phenomenon, of eliding growth and childhood and childhood and death’ (Steedman, 1994: 76).

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