The bicycle has been marginalized to specific groups of people since its invention. It has been viewed as everything from a status symbol to an “inferior” method of transportation. Therefore, it should come as no surprise that the concept of the ideal “child” was interwoven into the practice of cycling and its associated societal impacts. Just like the bicycle, the notion of an “ideal” childhood depended on context, especially processes of social inequality and privilege. And although my research briefly touched on just how accessible the bicycle had become to a larger proportion of the country in the early-to-mid 1900s, the initial “ideal” rider was still a a white, wealthy male or young boy.

Since only certain individual and groups’ stories were told, this research needs to be expounded upon to create a more accurate and robust account of the historical relevance of cycling on childhood geographies across a larger swath of the country. My hope is that this baseline research will inspire individuals to conduct their own research on how bicycles impacted the historical geographies of children in their communities. This research can reveal how systems of mobility, social inequalities, identity and geopolitics, health, and material culture are created and reinforced, as well as how their mark on the built landscape is made clear. In order for individuals to begin to understand how the bicycle transformed their communities and the lives of young children, it is crucial that personal experiences of those who were alive during the time period are cataloged and preserved. Additionally, I believe that this historical research will prove invaluable to understanding how children currently use the bicycle to navigate their everyday geographies and how the bicycle can continue to play an essential part in shaping inclusive and diverse communities.