@inbook{10.2307/j.ctt1nppnw.6,
 ISBN = {9780300073966},
 URL = {http://www.jstor.org/stable/j.ctt1nppnw.6},
 abstract = {From the middle to the end of the nineteenth century in New Haven, the use of children’s time came under increased scrutiny. The passage and enforcement of compulsory education laws during this period, which greatly expanded the proportion of children under the schools’ supervision, reformulated children’s utility and imposed a roughly uniform course of socialization upon all children.¹ Thus, children’s time in two senses had become an object of intense social concern: the inculcation in children of an appreciation for the value of time itself, and the creation of an institutional basis for childhood—a time of life—as a},
 bookauthor = {Stephen Lassonde},
 booktitle = {Learning to Forget: Schooling and Family Life in New Haven’s Working Class, 1870-1940},
 pages = {24--52},
 publisher = {Yale University Press},
 title = {LEARNING AND EARNING: SCHOOLING, JUVENILE EMPLOYMENT, AND THE EARLY LIFE COURSE IN LATE-NINETEENTH-CENTURY NEW HAVEN},
 year = {2005}
}