{"id":14867,"date":"2020-07-30T10:17:49","date_gmt":"2020-07-30T09:17:49","guid":{"rendered":"http:\/\/demo.brandingbay.com\/ARL\/?page_id=14867"},"modified":"2021-04-09T07:53:07","modified_gmt":"2021-04-09T06:53:07","slug":"if-we-dont-stand-up-for-children-then-we-dont-stand-up-for-much","status":"publish","type":"page","link":"http:\/\/demo.brandingbay.com\/ARL\/collections\/past-exhibitions-and-displays\/if-we-dont-stand-up-for-children-then-we-dont-stand-up-for-much\/","title":{"rendered":"If We Don\u2019t Stand up for Children, Then We Don\u2019t Stand up for Much : Children’s Rights"},"content":{"rendered":"\n
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Armagh Robinson Library 30th anniversary of the United Nations Convention on the Rights of the Child by displaying works which refer to children and issues surrounding children\u2019s rights.<\/p>\n<\/div><\/div>\n\n\n\n

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30th<\/sup> Anniversary of the UN Convention on the Rights of the Child<\/strong><\/h3>\n\n\n\n

2019 marks the 30th anniversary of the United Nations Convention on the Rights of the Child. It is one of the most ratified UN treaties and has played a central role in improving the lives of children around the world.<\/p>\n\n\n\n

Rights of the Child<\/strong><\/h3>\n\n\n\n

Before the creation of treaties or other official recognitions of rights, children were seen as \u2018small adults\u2019 and no special consideration was given to them.<\/p>\n\n\n\n

It was not until the mid-nineteenth century, that the ideas of children\u2019s rights appear. Laws put in place in 1841 started to protect children in the workplace, followed in 1881 by laws which included the right to education for children.<\/p>\n\n\n\n

From 1919, the League of Nations, which later became the United Nations, placed more importance on the concept of children\u2019s rights.<\/p>\n\n\n\n

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Click on the images to view a stand-alone version.<\/strong><\/p>\n\n\n\n

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The Convention on the Rights of the Child<\/strong><\/h3>\n\n\n\n

The Convention on the Rights of the Child is a human rights treaty which sets out the civil, political, economic, social, health and cultural rights of children. It defines a child as everyone under the age of 18.<\/p>\n\n\n\n

Article I <\/strong>(definition of the child)<\/p>\n\n\n\n

Everyone under the age of 18 has all the rights in the Convention.<\/p><\/blockquote>\n\n\n\n

The Convention consists of 54 articles which cover all aspects of a child\u2019s life, and which explain how adults and governments need to work together to ensure that all children can enjoy their rights.<\/p>\n\n\n\n

Article 3<\/strong> (best interests of the child)<\/p>\n\n\n\n

The best interests of the child must be a top priority in all decisions and actions that affect children.<\/p><\/blockquote>\n\n\n\n

Currently 196 countries are parties to the treaty, including every member of the United Nations, except for the United States of America.<\/p>\n\n\n\n

In this temporary exhibition, objects are linked to articles as published in the Summary of the 54 Articles<\/a> from the Convention by UNICEF UK.<\/p>\n\n\n\n

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Mortality<\/h2>\n\n\n\n
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 <\/div>\n\n\n\n
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TITLE<\/strong>
Another Essay in Political Arithmetic, Concerning the Growth of the City of London; With Measures
and Consequences Thereof
AUTHOR<\/strong>
Sir William Petty
PLACE OF PUBLICATION<\/strong>
[s.l.]
PUBLISHER<\/strong>
[s.n.]
DATE<\/strong>
1683
OBJECT ID<\/strong>
P 001545872<\/p><\/pre>\n<\/div><\/div>\n\n\n\n
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This book contains the weekly statistics of births, baptisms and deaths in the city of London.<\/p>\n\n\n\n
The pages on display for year 1757 list the various parts of London and a breakdown of the number of christenings and burials. It also lists the number of deaths per specific cause of death.<\/p>\n\n\n\n
There are very high numbers of deaths in the child population, including deaths by \u2018Abortive and Stillborn\u2019, \u2018Colick and Wind.\u2019<\/p>\n\n\n\n
Article 6 <\/strong>(life, survival and development)<\/p>\n\n\n\n
Every child has the right to life. Governments must do all they can to ensure that children survive and develop to their full potential.<\/p><\/blockquote>\n\n\n\n
Article 24 <\/strong>(health and health services)<\/p>\n\n\n\n
Every child has the right to the best possible health. Governments must provide good quality health care, clean water, nutritious food, and a clean environment and education on health and well-being so that children can stay healthy. Richer countries must help poorer countries achieve this.<\/p><\/blockquote>\n\n\n\n
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Charity Schools<\/h2>\n\n\n\n
\"Title<\/figure><\/div>
\"First<\/figure><\/div><\/div><\/div><\/div>\n\n\n\n
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TITLE<\/strong>
The Fable of the Bees or, Private vices, Publick Benefits. With an Essay on Charity and Charity \u2013 Schools and
A Search in the Nature of Society
AUTHOR<\/strong>
Bernard de Mandeville
PLACE OF PUBLICATION<\/strong>
London 
PUBLISHER<\/strong>
[s.n.]
DATE<\/strong>
1729 
OBJECT ID<\/strong>
P00138514x<\/p><\/pre>\n\n\n\n
The Charity School Movement began in the 17th century as the number of extremely poor children grew, along with the population of London. This growth came to the attention of philanthropists and reformers.<\/p>\n\n\n\n
In this work, Mandeville criticises the Charity School Movement and does not hold back in his discussion of the conditions of the poor population. On the page shown he criticises the motive behind these schools, and questions if the schools have any social advantages for their pupils.<\/p>\n\n\n\n
Mandeville was of the opinion that an act of charity has little to do with being charitable or virtuous, rather that the act arises from either pity or pride. The Essay on Charity Schools<\/em> was seen as provocative when published.<\/p>\n\n\n\n
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Article 28 <\/strong>(right to education)<\/p>\n\n\n\n
Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children\u2019s dignity and their rights. Richer countries must help poorer countries achieve this.<\/p><\/blockquote>\n\n\n\n
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\"Minutes<\/figure><\/div>
\"Minutes<\/figure><\/div>
\"Minutes<\/figure><\/div><\/div><\/div><\/div>\n\n\n\n
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TITLE<\/strong>
Minutes Drelincourt School 
AUTHOR<\/strong>
Drelincourt School
PLACE<\/strong>
Armagh
DATE<\/strong>
1882 - 1930 
OBJECT ID<\/strong>
P002465694<\/p><\/pre>\n\n\n\n
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The Drelincourt School was established in 1738 as a Charity School by Madame Drelincourt, in memory of her late husband, Dean Peter Drelincourt. It began by educating 20 boys and 20 girls in a building in Navan Street in Armagh.<\/p>\n\n\n\n
This minute book documents the meetings held by the Board of Governors. On display are minutes referring to the curriculum studied by the students.<\/p>\n\n\n\n
[\u2026] instruction to be afforded therin shall be in reading spelling writing arithmetic grammar agriculture for boys, needlework & housewifery for girls, and the other subjects for Elementary Education [\u2026]<\/em><\/p><\/blockquote>\n\n\n\n
Article 28<\/strong> (right to education)<\/p>\n\n\n\n
Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children\u2019s dignity and their rights. Richer countries must help poorer countries achieve this.<\/p><\/blockquote>\n\n\n\n
Article 29 <\/strong>(goals of education)<\/p>\n\n\n\n
Education must develop every child\u2019s personality, talents and abilities to the full. It must encourage the child\u2019s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.
<\/strong><\/p><\/blockquote>\n<\/div><\/div>\n\n\n\n
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Workhouses<\/h2>\n\n\n\n
\"Title<\/figure><\/div>
\"Page<\/figure><\/div><\/div><\/div><\/div>\n\n\n\n
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TITLE<\/strong>
An Account of Several Work \u2013 Houses for Employing and Maintaining the Poor [\u2026] 
AUTHOR<\/strong>
[s.n.]
PLACE OF PUBLICATION<\/strong>
London
PUBLISHER<\/strong>
[s.n.]
DATE<\/strong>
1725 
OBJECT ID<\/strong>
P001427853<\/p><\/pre>\n\n\n\n
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In 1662 An Act for the Better Relief of the Poor of this Kingdom<\/em> was passed by King Charles II,<\/em> which ordered work houses to be set up in London and Westminster. Workhouses gave a home and work to those unable to support themselves, including orphaned and abandoned children.<\/p>\n\n\n\n
On page 4 of An Account of Several Work-Houses<\/em> it is listed what kind of work the boys and girls in the Bishopsgate-Street Workhouse did. The work included the spinning of jersey fabric.  There were 85 spinning wheels, where the children worked, when not attending reading and writing lessons for boys, or reading and sewing lessons for girls.<\/p>\n\n\n\n
Article 20 <\/strong>(children unable to live with their family)<\/p>\n\n\n\n
If a child cannot be looked after by their immediate family, the government must give them special protection and assistance. This includes making sure the child is provided with alternative care that is continuous and respects the child\u2019s culture, language and religion.<\/p><\/blockquote>\n\n\n\n
Article 32 <\/strong>(child labour)<\/p>\n\n\n\n
Governments must protect children from economic exploitation and work that is dangerous or might harm their health, development or education. Governments must set a minimum age for children to work and ensure that work conditions are safe and appropriate.<\/p><\/blockquote>\n\n\n\n
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\"Some<\/figure><\/div><\/div><\/div><\/div>\n\n\n\n
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TITLE<\/strong>
Some Few Letters Selected From an Account of Work \u2013 Houses and Charity School for the Employment of the Poor
in England, with a preface to excite some such anticipation of our charity in Ireland.
AUTHOR<\/strong>
John Hyde
PLACE OF PUBLICATION<\/strong>
Dublin
PUBLISHER<\/strong>
[s.n.]
DATE<\/strong>
1729 
OBJECT ID<\/strong>
P001355232<\/p><\/pre>\n\n\n\n
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John Hyde wrote the preface in this work as a comment on Accounts of Several Work Houses [\u2026]<\/em>. He hoped that Ireland would apply similar practices to those in English workhouses.<\/p>\n\n\n\n
He did, however, highlight two specific disadvantages which could hinder Ireland from putting similar programmes in place:<\/p>\n\n\n\n
[\u2026] we have no Poor Rate nor are able to undergo such Tax, from the general narrow Circumstances of those among us, who are barely above want.<\/em><\/p><\/blockquote>\n\n\n\n
[\u2026] we are not able to vend several manufactures about which many of our Poor might be usefully employed. <\/em><\/p><\/blockquote>\n\n\n\n
Article 20 <\/strong>(children unable to live with their family)<\/p>\n\n\n\n
If a child cannot be looked after by their immediate family, the government must give them special protection and assistance. This includes making sure the child is provided with alternative care that is continuous and respects the child\u2019s culture, language and religion.<\/p><\/blockquote>\n\n\n\n
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Article 24 <\/strong>(health and health services)<\/p>\n\n\n\n
Every child has the right to the best possible health. Governments must provide good quality health care, clean water, nutritious food, and a clean environment and education on health and well-being so that children can stay healthy. Richer countries must help poorer countries achieve this.<\/p><\/blockquote>\n\n\n\n
Article 32 <\/strong>(child labour)
<\/strong><\/p>\n\n\n\n
Governments must protect children from economic exploitation and work that is dangerous or might harm their health, development or education. Governments must set a minimum age for children to work and ensure that work conditions are safe and appropriate.<\/p><\/blockquote>\n\n\n\n
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Armagh Workhouse<\/strong><\/h4>\n\n\n\n
Armagh had a workhouse built in 1840 and had a capacity for around 1000 people. Men, women, children and babies resided in the workhouse. Men and women were split from each other and had separate exercise facilities.<\/p>\n\n\n\n
The Armagh Workhouse was closed in 1948 under the new health and social services system.<\/p>\n\n\n\n
Many of those who died in the Workhouse were buried within an unmarked paupers\u2019 graveyard at Tower Hill. In 2001 this location was marked with the laying and dedication of a commemorative stone.<\/p>\n\n\n\n
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Human Rights<\/h2>\n\n\n\n
\"Title<\/figure><\/div>
\"Page<\/figure><\/div><\/div><\/div><\/div>\n\n\n\n
 <\/div>\n\n\n\n
TITLE<\/strong>
Rights of Man. Being an Answer to Mr. Burke\u2019s Attack on the French Revolution. The Second Part
AUTHOR<\/strong>
Thomas Paine
PLACE OF PUBLICATION<\/strong>
Dublin
PUBLISHER<\/strong>
[s.n.]
DATE<\/strong>
1792 
OBJECT ID<\/strong>
P001300780<\/p><\/pre>\n\n\n\n
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Rights of Man<\/em> by Thomas Paine is famous for its 31 articles which argue that political revolution is acceptable when a government does not protect the rights of its people. Education is a fundamental part of Paine\u2019s welfare plan. He argued that a lack of education in young people would lead to violence and crime. Education did not become compulsory until 1880 when children of ten were expected to attend school.<\/p>\n\n\n\n
At the bottom half of page 51, he  proposed that taxes for poor families should be waived, and that \u00a34 a year should be given for every child under 14, allowing parents to send them to school. In addition, he suggested that women should receive maternity benefits after the birth of a child.<\/p>\n\n\n\n
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Article 28 <\/strong>(right to education)<\/p>\n\n\n\n
Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children\u2019s dignity and their rights. Richer countries must help poorer countries achieve this.<\/p><\/blockquote>\n\n\n\n
Article 29 <\/strong>(goals of education)<\/p>\n\n\n\n
Education must develop every child\u2019s personality, talents  and abilities to the full. It must encourage the child\u2019s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.
<\/strong><\/p><\/blockquote>\n\n\n\n
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Child Labour Acts<\/strong><\/h2>\n\n\n\n
\"Rights<\/figure><\/div>
\"Rights<\/figure><\/div><\/div><\/div><\/div>\n\n\n\n
 <\/div>\n\n\n\n
TITLE<\/strong>
An Act for the Preservation of the Health and Morals of Apprentices and others, employed in Cotton and other Mills,
and Cotton and other Factories
AUTHOR<\/strong>
Great Britain, Parliament
PLACE OF PUBLICATION<\/strong>
London
PUBLISHER<\/strong>
[s.n.]
DATE<\/strong>
1802 
OBJECT ID<\/strong>
P001339644<\/p><\/pre>\n\n\n\n
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This Act, which was also known as The Health and Morals of Apprentices Act 1802<\/em>, was an attempt by Robert Peel, a mill owner and MP, to improve the working conditions for children and young people who worked in factories and mills.<\/p>\n\n\n\n
It included regulations on:<\/p>\n\n\n\n