Chapter I

Background of Children’s Literature

Introduction

This chapter offers students the opportunity to learn about children’s literature
across a variety of genres and ages, as well its historical development. Students are
introduced to a range of theoretical approaches enabling them to analyze texts,
engage with critical concepts. Through participating in class discussions students will
be offered an overview of how to develop critical ability in describing the kind of
literature for children.

Learning Outcome
At the end of the chapter the students are expected to:
1. trace the beginning of literature for children;
2. describe the kind of literature for children; and
3. discuss the historical background of literature for children.

Learning Content

Definition of Children’s Literature

Generally In the preschool stage children are not acquainted with the
alphabet. They listen to stories told either by their teacher or grand-parents or
anybody else. They also need different types and forms of literature depending on
their vocabulary items up to their teens. As such this type of literature should appeal
young readers and listeners. Kohli et al. (1982) define children's literature from this
angle of visions:

Children's literature is a body of literature that has appeal for young readers
and listeners. These young people can be defined as individuals from
pre-school stage to the teens (p.162).

Some also present children's literature as a kind of literature which is suitable

to children in respect of its content, theme and style. Marshall (1982) defines
children's literature from this point of views:

It is the written word which collectively embraces all the features mentioned
so far, subject-matter, characters and settings, style of writing and use of
vocabulary presented from an angle of vision which matches the child’s
perspectives (p.28).

Jetley (1982) defines children's literature with the mention of the age-group of
children for whom this branch of literature is meant and states:

The term children's literature generally means that branch of literature which
is specifically meant for children of the age-group four to fifteen years (p.176).

Encyclopedia Britannica (1963, Vol.5) defines children's literature as:

 Children’s literature may be said to include all books -written especially
for children, other than text books (q.v), and also the many books
written: for adults .which have been widely read by children (p.520) .

Encyclopaedia of Education (1971, Vol.6) defines children’s literature from a

wider point of view and states:

Children’s literature is any literature which is; appropriate for children.

Operationally, children's literature comprises those books written and published for
young people who are not yet interested in adult literature or who may not possess
the reading skills necessary for its perusal. In addition to book form, children's
literature also includes materials published in magazine form and intended for pre-
adult audiences. The age range embraced by children's literature is from preschool
age, when Children can first comprehend stories being read or told them and can
enjoy the picture-story books which are now so plentiful, through the stage of early
adolescence, which roughly coincides with the chronological ages of 12 through 14
(p.7).

The term children's literature as observed from the above-cited discussions

assumes new meanings and methods of expression. That is why the term children's
literature needs to be defined in the interest of clarity and precision according to the
sociological and psychological basis of children's literature.

Hence; children's literature comprises of all books and Journals which are
listened to or read or enjoyed independently by the child from the preschool stage to
the teens.

Nature of Children’s Literature

1. Suitability of Children's Literature

Literature for children is specifically suitable for them. The term 'suitable'
gives vent to different meanings in different countries of the world. In many
western countries it means morally suitable in the sense that the children should
be protected from the 'taboo' of adult life, such taboos are considered of having
negative effects on the life of the child either making him rough, unpleasant or
any sort of this type. ‘Suitable’ may also refer to educational relevance in respect
of the theme, style of writing linked with the age-group of the young readers
keeping in view their mental and emotional development.

2. Children's literature is meant for Children but very often read by adults

It is an arguable fact to distinguish between books written for children

and books read by children, and books written for adults and read by, adults.
It has been observed that most of the countries of the world do not follow a
rigid rule for their literate children as to, which books should be read Or vice
versa, English literature provides numerous examples of books which are
read and enjoyed by children and adults alike. Lewis Carrol's Alice in the
Wonderland though meant for children, yet it is widely read by adults. Besides
 this, the myths and legends are equally enjoyed by children and adults in
almost all countries of the world.

3. Children's Literature is a High Level of Writing

Children are no less intelligent than adults, although they know less than
adults. Many writers of the world write both for adults and children. Especially a
skilled writer does not find any significant difference between writing for children
as well as for adults.

Children’s literature is a literature that requires much more research in

respect of careful writing for the book and art of work. There is a misleading idea
that children’s literature books are ‘second rate’ due to the lack of adequate
resources. Even the simplicity of plot has been looked down by many. Thus,
Marshall (19820) holds a firm opinion that:

Simplicity does not mean second rate. There are many simple books for
young children and older less able children which are very well thought through
by the author, illustrator, designer and publisher. Equally there are many lengthy
prose works which turn out to be examples of books in which the authors have
not given sufficient thought to plot, style, characterization, and vocabulary.

As such writing for children requires high level of literary techniques.

4. Children's Literature involves both Child and Adult Characters

Good children's literature relates the plot to the child's experience in which
the child also finds a character to play. But such description of child's character
without his relationship with the character of the adults is not conducive to the
emotional growth of the child.

Hence for the intellectual and emotional growth of the child, children's
literature involves both child and adult characters in its plots.

5. Language as a characteristics of Children’s Literature

Children’s literature language is being used from different angles of vision.

Writing for children must strike a balance between precision and
communication.

6. Subject-content as a characteristics of Children's Literature

The subject-matter for children’s literature is suitable for the mental,

emotional and language standard of the child.

Distinct Features of Children’s Literature

1. Enjoyment
 The most important personal gain that good books offer to children is the
most obvious one- enjoyment. Those who red widely as children will never forget
the stories that were so funny that you laughed out loud, the poem that was so
lilting that you never forget it, or the mystery that was so scary that your heart
thumped with apprehension. Such positive early experiences often lead to a
lifetime of reading enjoyment.

2. Imagination and Inspiration

By seeing the world around them in new ways and by considering ways of
living other that their own, children increase their ability to think divergently.
Through the vicarious experience of entering a different world from the present
one, children develop their imaginations. Stories about people, both real and
imaginary, can inspire children to overcome obstacles, accept different
perspectives, and formulate personal goals.

3. Understanding and Empathy

Literature helps young people to gain an appreciation of the universality of

human needs across history, which makes it possible for them to understand that
all humans are, to some degree, alike. By introducing children to stories from
many lands and cultures, teachers and librarians are building a solid foundation
of multicultural and international understanding. Walking someone else’s shoes
often helps children to develop a greater capacity to empathize with others.

4. Heritage

Stories that are handed down from one generation to the next connect us
to our past, to the roots of our specific cultures, national heritage, and general
human condition. Stories are the repositories of culture. Stories based on fact
help young people to gain a greater appreciation for what history is and for the
people, both ordinary and extraordinary, who made history.

5. Moral Reasoning

Story characters are placed in situations that require them to make moral
decisions. Young readers naturally consider what they would do in such a
situation. As the story unfolds and the character’s decision and the
consequences of that choice are disclosed, readers discover whether their own
decisions would have had positive outcomes. Regular experience with these
types of stories can help young people to formulate their own concepts of right
and wrong.

6. Literary and Artistic Preferences

Another valuable result children interacting with literature is that they

quickly come to recognize the literary and artistic styles of many authors and
illustrators- the literary first step to literary awareness.
 The more children know about their world, the more they discover about
themselves- who they are, what they value, and what they stand for. These
personal insights alone are sufficient to warrant making good books an essential
part of any children’s home and school experiences. Literature is also valuable
for its academic benefits- reading, writing, content area subjects, and art
appreciation.

History of Children’s Literature

Knowledge of the historical background of children's literature through the

ages helps us understand the forces affecting the development of children's literature
and their characteristics at different periods. The developments of children’s
literature reflect the spirit and interests of the period. 

Before the invention in the fifteenth century of the printing press, which made
books more widely available, children listened to stories told by their elders. The
stories were about the adventures of the older people, about animals and imaginary
characters. These stories were passed on by word of mouth from generation to
generation before they were collected for printing. 

Early Beginnings: Anglo-Saxon Period 

As far back as the Anglo-Saxon Period, monks and other learned men wrote
"lesson books" for children. These lesson books were designed for teaching. The
first man to write lesson books for children was Aldhelm (640-709), abbot of
Malmesbury and bishop of Shernorne. His De Septenario, de Metris, Enigmatibus,
ac Pedum Reg ulis contained the meaning and use of the number seven in the bible,
riddles, and puzzles in Latin which children were asked to solve. 

The Medieval Period

By the fifteenth century, books on manners and morals began to appear in

England, by 1430. One of these was William Caxton’s Boke of Curtayse published
about 1477. Another was The Babies Boke which had the subtitle Manners and
Meals in the Olden Times. This book contained rules of behavior for boys who
trained to become knights during the Age of Chivalry.

ABC Books

In the sixteenth century, ABC books or primers appeared. They were so

called because they were used at the hour of prime as book of private devotions in
the Angelican Church. Henry the VIII had ordered the printing of both Catholic and
Protestant primers that contained the alphabet and Christian principles. Thus, the
term primer came to be applied, to all the first books of children in school.

Hornbook

The hornbooks which were not really books appeared toward the end of the
sixteenth century. These were the first books designed for children to handle. They
were about 3 by 41/2 inches long and 2 inches wide. Capital letters followed by
vowels and their combinations with consonants were printed across the top. The
Lord’s Prayer was printed at the bottom. The paper used for this was covered with a
transparent horn- hence the name “hornbook”- and was held in place by metals like
silver, brass and copper. These books could be hung around the necks of children.
The hornbook was used to teach the alphabet and combinations of letters and to
continue religious instruction.

Chapbooks

In the sixteenth century, printing became cheaper. Single sheets of paper

printed on one side only called broadsides issued. These broadsides contained
ballads of Robin Hood. In 1967, Charles Perault, a Frenchman, published his
collection of tales entitled Comtes de Mere L’ Oye or Tales of My Mother Goose.
Translations of these tales were published separately as chapbooks in England.
These books were called chapbooks because they were sold by itinerant peddlers
called chapmen.

Puritan Period

In England and America, books for children were influenced by Puritan ideas.
The books stressed fear of God, religious instruction and preparation for death which
the children did not enjoy. Children read books that interested them although the
books were for adults like John Bunyan’s Pilgrim’s Progress (1678), Daniel Defoe’s
Robinson Crusoe (1714), Jonathan Swift’s Gulliver’s Travels (1726), Mallery’s Death
of King Arthur, Reynard the Fox, and Aesop’s Fables.

Between 1683 and 1691, the New England Primer, a book made especially
for the children of the American colonies appeared. It was a small book about 3 by 4
½ inches and had about 100 pages. It contained the alphabet, words and syllables
for spelling lessons, the Lord’s Prayer, catechism, hymns and verses, rhymes of
each letter of the alphabet.

First Picture Book

In 1658, the first illustrated school book appeared. It was known as Orbis
Sensualum or Orbis Pictus (The World in Pictures). It was invented by Johann Amos
Comenius, Bishop of Moravin and an educator who believed in teaching children by
letting them see things with their own eyes. The book was originally written in Latin
and German, but was later translated by Charles Hooke in England in 1664.

John Newberry Era

John Newberry (1713-1767) was a writer and publisher who first thought of
publishing books solely for children. He was called the “father of children’s Literature”
for he conceived the idea of publishing books for the enjoyment and entertainment of
children. In 1744, he published his Little Pretty Pocket Book, the first book that can
be truly called child’s book. He also published a collection of nursery rhymes and
called it Mother Goose Melody. An award for the most distinguished children’s book-
The Newberry award- was named after him in 1922.
The Didactic Period

Jean Jacques Rousseau (1712-1778) was a French philosopher who started

a new philosophy in the education of children. His book Emile embodied the
philosophy that children are given freedom to develop their natural interests and
learn from actual experience. He advocated that children be taught about the real
things and the world in which they live. Another writer of this period was Thomas Day
who published his History of Sanford and Merton, a story about a good little boy and
his teacher and both tried to reform a bad boy. The Peter Parley books were
informational books about countries of the world, about the wonders of science and
about historical figures.

The Return of Fairy Tales old and New

The influence of didacticism was unable to control permanently children’s love

for fairy tales. The publication of the Grimm’s Fairytales revived the interest for the
imaginative stories. Jacob and Wilhelm Grimm collected the Old German stories not
for the entertainment of children but to record them scientifically for posterity. These
stories were translated into English in 1823 and were called Grimm’s Popular
Stories.

Hans Christian Andersen published his Fairy Tales in 1846. He was regarded
as the great master of the literary fairy tale. Among his tales were “Thumbelina”,
“The Emperor’s Ne Clothes”, and “The Nightingale”.

Edward Lear’s Book of Nonsense marked the need for laughter in the normal
development of children.

Lewis Caroll was a mathematics professor at the Oxford University who made
up stories for a little girl named Alice Lindell whom Lewis became very fond. Alice
was so delighted with the stories and she asked Lewis to write them down for her.
He called his collection of stories Alice in Wonderland. It was followed by Through
the Looking Glass.
Realistic Literature

This period was marked with the appearance of stories of boys and girls in
simple home situations, stories of adventure of brave men and women, history and
growth of countries, the wonders of nature and science. The best example of realistic
story was Louissa M. Alcott’s Little Women in 1868. This is the story of our little girls,
their petty quarrels, their courage and their affection for one another. This was
followed by Little Men.