Childhood, Youth and Emotions in Modern History
Childhood, Youth and Emotions in Modern History
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近代史上的童年、青年与情感
DOI：
10.1057/9781137484840_7
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Hamlett J
中科院分区：
文献类型：
--
作者：
Hamlett J
在19世纪下半叶，许多英国公立学校的男孩与老师分开居住。这在当时的这类机构中是典型的，大多数学校都采用了“家庭制”。虽然名义上由舍监控制，但在这些地方，学生通常住在宿舍和开放式宿舍，而老师很少进入。这是一项深思熟虑的政策。对开放式宿舍的讨论表明，它的空间设置--男孩与主人隔离，但离同龄人非常近--旨在产生一种独特的情感效果。希望高年级男生的明智引导能给低年级学生树立良好的榜样，为他们的情感教育做出贡献。与此同时，与世隔绝本应鼓励独立，创造能够自我控制而不是受制度约束的自治个人。其目的是产生一种道德体系，其中对自我、身体和情感的自律起着重要作用。这意味着要学会控制情绪表达，但也要对他人形成正确的依恋。完美制度是臭名昭著的，在这种制度下，一群被选中的高年级男孩被给予使用身体纪律的权利，特别是鞭打。然而，重要的是要记住，这设置了文化限制。这一点在那个时代著名的学生小说汤姆·布朗的学生时代(1857)中得到了明确的阐述，这部小说颂扬了学校生活的肉体和混乱的男子气概，同时谴责了诉诸极端暴力的大男孩。1这部小说的背景设定在本世纪中叶公立学校改革之前，其寓意是，在托马斯·阿诺德实施的新省长制度下，这种过度行为不太可能发生。2.
In the second half of the nineteenth century, boys at many English public schools lived apart from their teachers. This was typical in such institutions 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 its spatial set-up–where boys were kept isolated from their masters but in very close proximity to their peers–was intended to have a distinct emotional effect. It was hoped that the judicious guidance of senior boys would set a good example to their juniors, contributing to their emotional education. Isolation, meanwhile, was supposed to encourage independence, creating self-governing individuals who were able to exercise self-control rather than being disciplined by the institution. The aim was the production of a moral system, in which the discipline of the self, body and emotions played an important part. This meant learning to control emotional expression, but also forming the right kind of attachments to others. The prefect system, in which a chosen group of senior boys were given the right to use physical discipline, and especially fagging, is notorious. However, it is important to remember that this had set cultural limits. This is clearly articulated in the famous schoolboy novel of the era, Tom Brown’s Schooldays (1857), which celebrates the physicality and rough-and-tumble masculinity of school life, while condemning older boys who resort to extreme violence. 1 The novel is set before the reform of the public schools at mid-century, the implication being that such excesses were unlikely to occur under the new prefect system implemented by Thomas Arnold. 2