Prior to the eighteenth and nineteenth century, childhood was not considered a separate stage of development. People at that time rather thought of children as miniature adults without a legal status. Due to new upcoming theories of philosophers such as John Locke or Jean-Jacques Rousseau however, children were seen in a new light. Thus, from the late eighteenth century onwards, parents slowly began to look at their children as individuals with concerns, wishes and fears much different from the adult. This new perception of childhood initiated authors to write literature both for and about children, which ultimately led to a new literal genre that we nowadays take for granted: children's literature.
The following essay will compare the attitudes towards the child in children's literature of the Victorian Age with the attitude portrayed in inter-war children's literature. It will explore how the perception of the child in the nineteenth century changed, how this change is reflected in the fiction of the time and how it affected the children's literature of the inter-war period. It will argue that whereas early children's literature was mostly didactic and addressing the adult rather than the child reader, novels of the middle and late nineteenth century concentrated more on young readers and their specific needs and desires by introducing a more entertaining and fabulous style of writing. The essay will then take a closer look at children's literature of the early twentieth century and demonstrate that fiction of that period continued to put the child in the focus of attention while at the same time dealing with new topics and offering ways of escapism with respect to the threat of the Second World War.
Table of Contents
1. Introduction
2. The Evangelical Approach: The History of the Fairchild Family
3. John Locke and Jean-Jacques Rousseau: Philosophical Influences
4. Victorian Attitudes and the Golden Age of Children's Literature
5. The Inter-War Period: Standstill or New Development?
6. Conclusion
Research Objectives and Key Topics
The primary objective of this paper is to compare the shifting perceptions of childhood as reflected in children's literature from the Victorian Age to the Inter-War Period, arguing that the literature evolved from didactic, adult-centric instructional material to stories that recognized children as autonomous individuals with their own distinct needs.
- The transition from the "miniature adult" concept to the perception of the child as an independent individual.
- The influence of philosophical and educational theories (Locke, Rousseau, Evangelical School) on early children's literature.
- The development of the "Golden Age" of children's fiction and the shift towards entertainment and fantasy.
- The role of literature in the Inter-War period as a means of escapism and protection from historical anxieties.
- The reflection of changing social, cultural, and political contexts within fictional narratives.
Excerpt from the Book
The Evangelical approach to children's education
A prominent example of the Evangelical approach can be seen in Mary Martha Sherwood's The History of the Fairchild Family, which was published in 1818. In these highly moralistic and didactic tales, Sherwood voices the prominent belief of the parents' full responsibility over the spiritual and intellectual education of their children. In rather shocking, harsh lessons, Emily, Lucy and Henry have to learn to master their sinful behaviour. Although the incidents described in the stories are simple ones that make up the children's lives; and although the lessons they are confronted with are the usual teachings of obedience, patience and good temper, the situations are nevertheless frightening and the lessons quite cruel. Meigs points out that "while the moral issue is always the primary factor in every happening, the lesson is presented through the situation, not from the long-winded explanation and preaching of any one character", which is why they have an even more disturbing effect on both the children within the story and the child reader. In one story, the author's attitude towards children – that stands characteristically for the domineering attitude of the time – is revealed through the character of Mother Fairchild: "All children are by nature evil, and while they have none but the natural evil principle to guide them, pious and prudent parents and masters must check their naughty passions in any way which they have in their power, and force them into decent and proper behaviour, and into what are called good habits." It matches the Evangelical belief system that Emily, Lucy and Henry are not described as individuals, but function as mere representatives of 'evil children' in general. The History of the Fairchild Family can therefore be seen as a guideline to parents and children of adequate role behaviour and good manners.
Chapter Summary
1. Introduction: This chapter defines the historical shift in the perception of childhood and sets the scope for comparing Victorian children's literature with that of the Inter-War period.
2. The Evangelical Approach: The History of the Fairchild Family: This section explores how early nineteenth-century literature aimed to suppress sinful behavior through moralistic tales, using the Fairchild family as a primary case study.
3. John Locke and Jean-Jacques Rousseau: Philosophical Influences: This chapter examines the contrasting philosophical frameworks of Locke and Rousseau and their lasting impacts on the concept of children's literature.
4. Victorian Attitudes and the Golden Age of Children's Literature: This chapter details the transition toward more child-centered fiction, highlighting works like Alice's Adventures in Wonderland as landmarks for change.
5. The Inter-War Period: Standstill or New Development?: This section challenges the notion that literature between the wars was stagnant, arguing that it provided necessary escapism and psychological security during a time of global anxiety.
6. Conclusion: The final chapter synthesizes the evolution of children's literature, confirming that books matured into tools for individual development rather than mere instruments of social control.
Keywords
Children's Literature, Victorian Age, Inter-War Period, Childhood Perception, Didacticism, John Locke, Jean-Jacques Rousseau, Mary Martha Sherwood, Charles Dickens, Alice's Adventures in Wonderland, Romanticism, Moral Education, Individuality, Fantasy, Escapism
Frequently Asked Questions
What is the core focus of this academic paper?
The paper explores the evolution of the perception of children in literature, tracing the transformation from the view of the child as a "miniature adult" to an autonomous individual.
What are the primary historical periods compared?
The author conducts a comparative analysis between the Victorian Age and the Inter-War Period of the twentieth century.
What was the main goal of the research?
The goal is to demonstrate how children's literature mirrors changing societal views, shifting from didactic moral instruction to literature that acknowledges the child's specific needs and desires.
Which scientific methodology was applied?
The work utilizes a literary analysis approach, examining primary texts against the backdrop of historical and philosophical influences like the works of Locke and Rousseau.
What subjects are covered in the main body?
The main body covers the influence of the Evangelical School of Thought, the impact of Romanticism, the rise of the Golden Age of children's fiction, and the thematic trends in the Inter-War era.
Which keywords best characterize this work?
Key terms include children's literature, Victorian Age, didacticism, childhood perception, and individual identity.
How did the Evangelical School influence early children's stories?
The Evangelical approach emphasized that children were inherently sinful, leading to a rigid style of writing designed to enforce morality, obedience, and strict behavioral control.
What role did Lewis Carroll play in the development of children's literature?
Lewis Carroll is identified as a key figure of the Golden Age, as his works moved away from overt moralizing to prioritize fantasy and pleasure for the child reader.
How does the author counter the claim that Inter-War literature was a period of "standstill"?
The author argues that Inter-War literature was not stagnant but served a crucial purpose in providing escapism and a secure, protective environment for children during a time of global trauma and disillusionment.
- Quote paper
- Lydia Prexl (Author), 2008, Attitudes towards the child in children's literature: A Comparison of the Victorian Age and the Inter-War Period, Munich, GRIN Verlag, https://www.grin.com/document/128323
