Culturing the Child, 1690-1914


Book Description

Utilizing new historicist, feminist, and cultural studies critiques, this collection of essays provides new perspectives on early children's literary texts and the work of children's literature scholar Mitzi Myers (1939-2001).







Educating the Child in Enlightenment Britain


Book Description

Posing a challenge to more traditional approaches to the history of education, this interdisciplinary collection examines the complex web of beliefs and methods by which culture was transmitted to young people in the long eighteenth century. Expanding the definition of education exposes the shaky ground on which some historical assumptions rest. For example, studying conventional pedagogical texts and practices used for girls' home education alongside evidence gleaned from women's diaries and letters suggests domestic settings were the loci for far more rigorous intellectual training than has previously been acknowledged. Contributors cast a wide net, engaging with debates between private and public education, the educational agenda of Hannah More, women schoolteachers, the role of diplomats in educating boys embarked on the Grand Tour, English Jesuit education, eighteenth-century print culture and education in Ireland, the role of the print trades in the use of teaching aids in early nineteenth-century infant school classrooms, and the rhetoric and reality of children's book use. Taken together, the essays are an inspiring foray into the rich variety of educational activities in Britain, the multitude of cultural and social contexts in which young people were educated, and the extent of the differences between principle and practice throughout the period.




Writing about Animals in the Age of Revolution


Book Description

What did British people in the late eighteenth century think and feel about their relationship to nonhuman animals? This book shows how an appreciation of human-animal similarity and a literature of compassion for animals developed in the same years during which radical thinkers were first basing political demands on the concept of natural and universal human rights. Some people began to conceptualise animal rights as an extension of the rights of man and woman. But because oppressed people had to insist on their own separation from animals in order to claim the right to a full share in human privileges, the relationship between human and animal rights was fraught and complex. This book examines that relationship in chapters covering the abolition movement, early feminism, and the political reform movement. Donkeys, pigs, apes and many other literary animals became central metaphors within political discourse, fought over in the struggle for rights and freedoms; while at the same time more and more writers became interested in exploring the experiences of animals themselves. We learn how children's writers pioneered narrative techniques for representing animal subjectivity, and how the anti-cruelty campaign of the early 1800s drew on the legacy of 1790s radicalism. Coleridge, Wordsworth, Clare, Southey, Blake, Wollstonecraft, Equiano, Dorothy Kilner, Thomas Spence, Mary Hays, Ignatius Sancho, Anna Letitia Barbauld, John Oswald, John Lawrence, and Thomas Erskine are just a few of the writers considered. Along with other canonical and non-canonical writers of many disciplines, they placed nonhuman animals at the heart of British literature in the age of the French Revolution.




Children's Literature Collections


Book Description

This book provides scholars, both national and international, with a basis for advanced research in children’s literature in collections. Examining books for children published across five centuries, gathered from the collections in Dublin, this unique volume advances causes in collecting, librarianship, education, and children’s literature studies more generally. It facilitates processes of discovery and recovery that present various pathways for researchers with diverse interests in children’s books to engage with collections. From book histories, through bookselling, information on collectors, and histories of education to close text analyses, it is evident that there are various approaches to researching collections. In this volume, three dominant approaches emerge: history and canonicity, author and text, ideals and institutions. Through its focus on varied materials, from fiction to textbooks, this volume illuminates how cities can articulate a vision of children's literature through particular collections and institutional practices.




The Cambridge Companion to Children's Literature


Book Description

Some of the most innovative and spell-binding literature has been written for young people, but only recently has academic study embraced its range and complexity. This Companion offers a state-of-the-subject survey of English-language children's literature from the seventeenth century to the present. With discussions ranging from eighteenth-century moral tales to modern fantasies by J. K. Rowling and Philip Pullman, the Companion illuminates acknowledged classics and many more neglected works. Its unique structure means that equal consideration can be given to both texts and contexts. Some chapters analyse key themes and major genres, including humour, poetry, school stories, and picture books. Others explore the sociological dimensions of children's literature and the impact of publishing practices. Written by leading scholars from around the world, this Companion will be essential reading for all students and scholars of children's literature, offering original readings and new research that reflects the latest developments in the field.




The Routledge Companion to Romantic Women Writers


Book Description

The Routledge Companion to Romantic Women Writers overviews critical reception for Romantic women writers from their earliest periodical reviews through the most current scholarship and directs users to avenues of future research. It is divided into two parts.The first section offers topical discussions on the status of provincial poets, on women’s engagement in children’s literature, the relation of women writers to their religious backgrounds, the historical backgrounds to women’s orientalism, and their engagement in debates on slavery and abolition.The second part surveys the life and careers of individual women – some 47 in all with sections for biography, biographical resources, works, modern editions, archival holdings, critical reception, and avenues for further research. The final sections of each essay offer further guidance for researchers, including “Signatures” under which the author published, and a “List of Works” accompanied, whenever possible, with contemporary prices and publishing formats. To facilitate research, a robust “Works Cited” includes all texts mentioned or quoted in the essay.




Afterlives of the Lady of Shalott and Elaine of Astolat


Book Description

This book investigates adaptations of The Lady of Shalott and Elaine of Astolat in Victorian and post-Victorian popular culture to explore their engagement with medievalism, social constructions of gender, and representations of the role of art in society. Although the figure of Elaine first appeared in medieval texts, including Malory’s Le Morte Darthur, Tennyson’s poems about the Lady and Elaine drew unprecedented response from musicians, artists, and other authors, whose adaptations in some cases inspired further adaptations. With chapters on music, art, and literature (including parody, young people’s literature, and historical fiction and fantasy), this book seeks to trace the evolution of these characters and the ways in which they reinforce or challenge conventional gender roles, represent the present’s relationship to the past, and highlight the power of art.




Left Out


Book Description

Left Out presents an alternative and corrective history of writing for children in the first half of the twentieth century. Between 1910 and 1949 a number of British publishers, writers, and illustrators included children's literature in their efforts to make Britain a progressive, egalitarian, and modern society. Some came from privileged backgrounds, others from the poorest parts of the poorest cities in the land; some belonged to the metropolitan intelligentsia or bohemia, others were working-class autodidacts, but all sought to use writing for children and young people to create activists, visionaries, and leaders among the rising generation.Together they produced a significant number of both politically and aesthetically radical publications for children and young people. This 'radical children's literature' was designed to ignite and underpin the work of making a new Britain for a new kind of Briton. While there are many dedicated studies of children's literature and childrens' writers working in other periods, the years 1910-1949 have previous received little critical attention. In this study, Kimberley Reynolds shows that the accepted characterisation of inter-war children's literature as retreatist, anti-modernist, and apolitical is too sweeping and that the relationship between children's literature and modernism, left-wing politics, and progressive education has been neglected.




Revaluing British Boys' Story Papers, 1918-1939


Book Description

This book explores the phenomenon of the story paper, the meanings and values children took from their reading, and the responses of adults to their reading choices. It argues for the revaluing of the story paper in the inter-war years, giving the genre a pivotal role in the development of children's literature.