ABSTRACT
This chapter begins by outlining the conditions surrounding the introduction of the 1870 Elementary Education Act a century and a half ago and explores the impact of universal schooling in reconstructing commonplace attitudes to childhood and the place of children. It examines the pivotal role that schooling as an institution has played in the construction of ‘modern childhood’ as just one particular way to address social and economic priorities surrounding human biological immaturity. The chapter also examines work/labour and schooling in the contemporary world and suggests that we need to know more about the actuality of children’s lives and include them in the discussions. It should be noted, however, that restrictions on children’s work were not welcomed by all; signally, Karl Marx challenged the legitimacy of characterising children’s work through its worst manifestations and argued for the benefits flowing from combining education with work.
