Patriotic Humanitarianism: Toward an Emotional and Experiential History of Children’s Actions During the First World War
Bibliographic record
Abstract
Abstract Children throughout the British Empire were encouraged by schools, organisations and communities to participate in the First World War as future citizens and humanitarians. Their emotions, and their experiences, were cultivated collectively. This broad understanding of humanitarianism was sometimes tied to peace activism, but was more often tied to militarism for the majority of children in the British Empire. Children raised money by holding events and selling handmade things. They visited soldiers in hospital and brought them presents. They collected for the Red Cross, the Belgian and Serbian Relief funds and other causes. In Star City, Saskatchewan, and Mitta Mitta, Victoria, and in villages, towns and cities in between, children wrote essays, drew pictures, and composed letters to officials detailing their thoughts and efforts. Children, through their numerous everyday humanitarian actions (often non- material and leaving no trace), contributed to the enormous emotional effort of the war. This essay examines these child-directed humanitarian efforts. Why were so many children motivated to contribute in such substantial ways to the war effort? What sort of emotional and experience formation was required in order to stir children to action? And from where was the impetus – social, school, community, family, peer and/or individual?
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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 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
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".