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Introduction.docx

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Department
English
Course
ENGB35H3
Professor
Natalie Rose
Semester
Winter

Description
ENGB35 Jan. 7/9, 2013 Children are: imaginative; impressionable; naïve; curious; intuitive; intelligent in overlooked ways; carefree; creative; open-minded; impulsive; skewed moral compass Childhood ends when: a moral/social view is developed; a sense of responsibility is developed; self-actualization begins; society milestones Definitions of children and childhood vary according to  History  Culture  Class  Gender “Childhood” and “children” are concepts whose meaning shifts over time and across cultures  Children are not adults Philippe Ariès: Centuries of Childhood, trans.1963  Category of “children‟‟ invented relatively recently  No pictures of children in medieval painting o This may have been because 65% of children died before the age of five. So there was no real point in painting a child if they‟re going to die.  Ariès argues there was no such thing as Medieval childhood o The children were extensions of the adults. They were mini-adults.  NB argument applies only to western Europe o There‟s no representation of other cultures.  Following Ariès, possible to argue that “children” as distinct category “invented” late c17th-c18th Children’s literature What is literature? What is the earliest children‟s literature? Instruction / Delight Grammar books, primers, text books ENGB35 Jan. 7/9, 2013 Puritan moral literature (late c17th)  Puritans believed that children were born evil and had to be saved so the works would be following with this ideal.  Children are born in “original sin” and need to be saved  “Except ye be converted, and become as little children, ye shall not enter into the kingdom of heaven” (Matthew 18:3) vs. St. Augustine, below: o “If anyone were offered the choice of suffering death or becoming a child again, who would not recoil from the second alternative and choose to die? Our infancy, indeed, by which we begin this life not with laughter but with tears, seems unknowingly to prophesy the evils upon which we are entering” (St. Augustine, City of God)  James Janeway: A Token for Children: Being an Exact Account of the Conversion, Holy and Exemplary Lives, and Joyful Deaths of Several young Children (1672) o “Did you ever hear of a little Child that died? And if other Children die, why may not you be sick, and die? And what will you do then, Child, if you should have no grace in your heart, and be found like other naughty children?” (Janeway) o “Are you willing to go to hell and be burned like the Devil and his angels? … O! hell is a terrible place … O, Child, this is certainly true, that all that are wicked, and die so, must be turned into hell! and if any be once there, there is no coming away again” (Janeway) If we define children‟s literature as works designed to give children pleasure, and not simply to teach them, there was no children‟s literature before the 1740s  Literature requires literacy; books cost money  Children‟s literature was (and arguably remains) a middle- and upper-class phenomenon  Children are “invented” around the end of the seventeenth century, together with the literature for them  Author  Implied Author  Narrator Story  Narratee  Implied reader  Reader  Books construct an implied reader: their ideal reader The implied child reader (ICR) John Newbery, A Little Pretty Pocket-Book (1744): the “Instruction and Amusement” of its readers ENGB35 Jan. 7/9, 2013  There were stories and morals. Also came with a ball for a boy and a pincushion for a girl (gender roles?). The Pilgrim’s Progress (1678), John Buyan  Again, another example of child instruction. Saving children from being immoral sinners. An example of Puritan writing. The ICR is represented as an immoral child. The Enlightenment (Scientific outlook began to overtake religion)  John Locke, Some Thoughts Concerning Education (1693)  o Locke creates a gap in the market as he complains that there are not many appropriate books for children that both entertain and teach  The child is tabula rasa (Latin for „blank slate‟): child is not good or evil, just neutral. o There is now no longer an emphasis on „saving‟ the children o This put an emphasis on education, so th
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