Once upon a time: a brief history of children’s literature
April 2 is International Children’s Book Day and the anniversary of the birth of one of the most famous contributors to this genre, Hans Christian Andersen. But when Andersen wrote his works, the genre of children’s literature was not an established field as we recognise today.
Adults have been writing for children (a broad definition of what we might call children’s literature) in many forms for centuries. Little of it looks much fun to us now. Works aimed at children were primarily concerned with their moral and spiritual progress. Medieval children were taught to read on parchment-covered wooden tablets containing the alphabet and a basic prayer, usually the Pater Noster. Later versions are known as “hornbooks”, because they were covered by a protective sheet of transparent horn.
Spiritually-improving books aimed specifically at children were published in the 17th century. The Puritan minister John Cotton wrote a catechism for children, titled Milk for Babes in 1646 (republished in New England as Spiritual Milk for Boston Babes in 1656). It contained 64 questions and answers relating to religious doctrine, beliefs, morals and manners. James Janeway (also a Puritan minister) collected stories of the virtuous lives and deaths of pious children in A Token for Children (1671), and told parents, nurses and teachers to let their charges read the work “over a hundred times.”
These stories of children on their deathbeds may not hold much appeal for modern readers, but they were important tales about how to achieve salvation and put children in the leading role. Medieval legends about young Christian martyrs, like St Catherine and St Pelagius, did the same.
Other works were about manners and laid out how children should behave. Desiderius Erasmus famously produced a book of etiquette in Latin, On Civility in Children (1530), which gave much useful advice, including “don’t wipe your nose on your sleeve” and “To fidget around in your seat, and to settle first on one buttock and then the next, gives the impression that you are repeatedly farting, or trying to fart. So make sure your body remains upright and evenly balanced.” This advice shows how physical comportment was seen to reflect moral virtue.
Erasmus’s work was translated into English (by Robert Whittington in 1532) as A lytyll booke of good manners for children, where it joined a body of conduct literature aimed at wealthy adolescents.
In a society where reading aloud was common practice, children were also likely to have been among the audiences who listened to romances and secular poetry. Some medieval manuscripts, such as Bodleian Library Ashmole 61, included courtesy poems explicitly directed at “children yong”, alongside popular Middle English romances, saints’ lives and legends, and short moral and comic tales.
Do children have a history?
A lot of scholarly ink has been spilled in the debate over whether children in the past were understood to have distinct needs. Medievalist Philippe Ariès suggested in Centuries of Childhood that children were regarded as miniature adults because they were dressed to look like little adults and because their routines and learning were geared towards training them for their future roles.
But there is plenty of evidence that children’s social and emotional (as well as spiritual) development were the subject of adult attention in times past. The regulations of late medieval and early modern schools, for example, certainly indicate that children were understood to need time for play and imagination.
Archaeologists working on the sites of schools in The Netherlands have uncovered evidence of children’s games that they played without input from adults and without trying to emulate adult behaviour. Some writers on education suggested that learning needed to appeal to children. This “progressive” view of children’s development is often attributed to John Locke but it has a longer history if we look at theories about education from the 16th century and earlier.
Some of the most imaginative genres that we now associate with children did not start off that way. In Paris in the 1690s, the salon of Marie-Catherine Le Jumel de Barneville, Baroness d’Aulnoy, brought together intellectuals and members of the nobility.
There, d’Aulnoy told “fairy tales”, which were satires about the royal court of France with a fair bit of commentary on the way society worked (or didn’t) for women at the time. These short stories blended folklore, current events, popular plays, contemporary novels and time-honoured tales of romance.
These were a way to present subversive ideas, but the claim that they were fiction protected their authors. A series of 19th-century novels that we now associate with children were also pointed commentaries about contemporary political and intellectual issues. One of the better known examples is Reverend Charles Kingsley’s The Water Babies: A Fairy Tale for a Land Baby (1863), a satire against child labour and a critique of contemporary science.
The moral of the story
By the 18th century, children’s literature had become a commercially-viable aspect of London printing. The market was fuelled especially by London publisher John Newbery, the “father” of children’s literature. As literacy rates improved, there was continued demand for instructional works. It also became easier to print pictures that would attract young readers.
More and more texts for children were printed in the 19th century, and moralistic elements remained a strong focus. Katy’s development in patience and neatness in the “School of Pain” is key, for example, in Susan Coolidge’s enormously popular What Katy Did (1872), and feisty, outspoken Judy (spoiler alert!) is killed off in Ethel Turner’s Seven Little Australians (1894). Some authors managed to bridge the comic with important life lessons. Heinrich Hoffman’s memorable 1845 classic Struwwelpeter reads now like a kids’ version of dumb ways to die.
By the turn of the 20th century, we see the emergence of a “kids’ first” literature, where children take on serious matters with (or often without) the help of adults and often within a fantasy context. The works of Lewis Carroll, Robert Louis Stevenson, Mark Twain, Francis Hodgson Burnett, Edith Nesbit, JM Barrie, Frank L Baum, Astrid Lindgren, Enid Blyton, CS Lewis, Roald Dahl and JK Rowling operate in this vein.
Children’s books still contain moral lessons – they continue to acculturate the next generation to society’s beliefs and values. That’s not to say that we want our children to be wizards, but we do want them to be brave, to stand up for each other and to develop a particular set of values.
We tend to see children’s literature as providing imaginative spaces for children, but are often short-sighted about the long and didactic history of the genre. And as historians, we continue to seek out more about the autonomy and agency of pre-modern children in order to understand how they might also have found spaces in which to exercise their imagination beyond books that taught them how to pray.
At the University of Western Australia, Susan Broomhall is the Director of the Centre for Medieval and Early Modern Studies, Joanne McEwan is a researcher and Stephanie Tarbin is a lecturer in medieval and early modern history.
This article was originally published at The Conversation.