“Child rescue at home, overseas migration within the empire”: the Child Emigration Society during the interwar period, 1918–39
Bibliographic record
Abstract
Introduction I saw a street in the east end of London. It was a street crowded with children – dirty children, yet lovable, exhausted with the heat. No decent air, not enough food. The waste of it all! Children's lives wasting while the Empire cried aloud for men […]. (Fairbridge, 1974, p. 159) These are the impressions made on Kingsley Fairbridge (born in 1885) during his first journey to England in 1903. Having grown up in South Africa, he was shocked by the living conditions of the poor that he encountered in England. He also became aware of the many destitute children in the streets there, who were condemned to a life in the workhouse (Sherington and Jeffery, 1998, p. 15). Following his return home, later in 1903, the solution to the problem occurred to him: I saw great Colleges of Agriculture (not workhouses) springing up in every man-hungry corner of the Empire. I saw little children shredding the bondage of bitter circumstances. […] I saw waste turned to providence, the waste of unneeded humanity converted to the husbandry of unemployed acres. (Fairbridge, 1974, p. 159) Fairbridge would spend the rest of his life making this “vision” become reality by setting up the Child Emigration Society (CES) and a farm school in Australia in 1912, where formerly destitute British children grew up and were trained to become farmers on the land. After Fairbridge's death in 1924, his work was continued by the CES and by his wife, and the farm school scheme expanded as additional farm schools in Australia, Canada, and Rhodesia were opened in the mid-1930s. The CES selected mostly orphaned and destitute children in Britain for emigration to one of its farm schools. After their arrival, the children would live at the farm school where they would be trained to become farmers on the land on which, later on, as adults, they would become farmers themselves. They would thus be accustomed from the beginning to the special conditions of the country in which they would farm (Hill, 2007). The (British) children lived in little cottage homes, each shared by 12 children (Bean and Melville, 1989, p. 81), supervised by a matron (Arthur Lawley, in CES 1922/1923, p. 8).
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".