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The Child and the Book: Imagining Childhood Reading in Anglo-America, 1899-1936

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The Child and the Book: Imagining Childhood Reading in Anglo-America, 1899-1936 THE CHILD AND THE BOOK: IMAGINING CHILDHOOD READING IN ANGLO-AMERICA, 1899-1936 by Margot Alison Stafford BA, University of King‘s College, 1995 MA, University of Missouri, Kansas City, 2001 Submitted to the Graduate Faculty of the Kenneth P. Dietrich School of Arts & Sciences The Department of English of the School of Arts & Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2012 UNIVERSITY OF PITTSBURGH DIETRICH SCHOOL OF ARTS & SCIENCES This dissertation was presented by Margot Stafford It was defended on November 16, 2011 and approved by Dr. Troy Boone, Associate Professor, Department of English Dr. Nancy Glazener, Associate Professor, Department of English Dr. Marah Gubar, Associate Professor, Department of English Dr. Amanda Thein, Associate Professor, Department of Education, University of Iowa Dissertation Advisor: Dr. Kathryn T. Flannery, Professor, Department of English ii THE CHILD AND THE BOOK: IMAGINING CHILDHOOD READING IN ANGLO-AMERICA, 1899-1936 Margot Stafford, PhD University of Pittsburgh, 2012 This study examines four metaphors for the child/book relationship that circulated in Anglo- America in the early decades of the twentieth-century. These metaphors – Book Magic, Bookland, Book Friend, and Book House -- are found in texts designed for children and aim to describe and prescribe the value of childhood reading. They also serve as a means for understanding the aspirations and anxieties associated with childhood reading at this time. These metaphors reveal complex understandings of the child reader as well as the cultural significances of the book as object and as ideal. They also reveal how forces such as adult nostalgia, education, imperialism, sentimentalism, and aestheticism helped shape the child/book relationship and understandings of what could be gained from childhood reading. These metaphors span the literary cultures of the Britain, United States, and Canada, and are found in the works of children‘s fantasy by E. Nesbit, a home library for children entitled Journeys through Bookland, three series for girls by L.M. Montgomery, and the children‘s book set My Book House. What links these metaphors is a cosmopolitan ideal that the child/book relationship can provide unity and tradition and it that has the power to combat the perceived problems of modernity. This study argues that 1899-1936 marks a time of great ambition for childhood reading: when it is viewed as having significant influence upon the child‘s development, upon the adult, as well as upon the future of society. Many of these metaphors endure for child readers well beyond 1936, but their goals and far-reaching intentions are tempered. iii TABLE OF CONTENTS PREFACE .................................................................................................................................... VI 1.0 INTRODUCTION ........................................................................................................ 1 1.1 WHY COSMOPOLITANISM? ......................................................................... 6 1.2 WHO IS „THE CHILD‟? .................................................................................. 10 1.3 WHAT IS „THE BOOK‟? ................................................................................. 14 1.4 THE LIBRARY: CENTER OF THE CHILD/BOOK RELATIONSHIP.... 18 2.0 E. NESBIT‟S BOOK MAGIC ................................................................................... 24 2.1 NESBIT‟S CHILD READER ........................................................................... 30 2.2 THE MATERIAL AND SPIRITUAL BOOK ................................................ 33 2.3 ADVENTURES IN THE BOOK OF HISTORY ............................................ 39 2.4 THE MAGIC CITY AND THE BOOK OF THE IMAGINATION ............... 47 2.5 MAGIC BOOKS AND THE BOOK OF THE NATURE .............................. 55 2.6 WET MAGIC AND THE BOOK OF FAIRIE ................................................. 60 2.7 CHILDHOOD READING AS BOOK MAGIC .............................................. 65 3.0 READING JOURNEYS THROUGH BOOKLANDS ........................................... 68 3.1 THE BOOKLAND OF BOOKMEN AND BIBLIOPHILES ........................ 73 3.2 MAPPED READING IN JOURNEYS THROUGH BOOKLAND ................. 79 3.3 THE FANTASY OF BOOKLAND ................................................................ 100 iv 3.4 THE END OF BOOKLAND........................................................................... 104 4.0 L.M. MONTGOMERY‟S BOOK FRIENDSHIP FOR GIRL READERS ........ 109 4.1 GIRL READERS AND SENTIMENTALISM ............................................. 112 4.2 THE GIRL AND THE BOOK........................................................................ 117 4.3 ANNE SHIRLEY: IMAGINATION, READING, AND BOOKS ............... 124 4.4 EMILY BYRD STARR AND MULTIPLE WAYS OF READING ........... 136 4.5 PAT GARDINER: BEAUTY AND BOOK FRIENDSHIP ......................... 144 5.0 MY BOOK HOUSE AND THE BEAUTY OF CHILDHOOD READING ......... 154 5.1 STORYTELLING AND MY BOOK HOUSE ............................................... 155 5.2 THE ETHOS OF AESTEHCISIM IN MY BOOK HOUSE ......................... 162 5.3 BEAUTY IN OTHER AMERICAN FAIRY TALES................................... 176 NOTES ....................................................................................................................................... 197 BIBLIOGRAPHY ..................................................................................................................... 201 v PREFACE One does not complete a PhD without the wisdom, generosity, enthusiasm, patience, criticism, and support of many people. I am no exception. My list is long and varied, and consists of teachers, colleagues, students, friends and family members in places such as Saint John, NB, Halifax, NS, Kansas City, MO, and Pittsburgh PA. Thank you for helping me in more ways than I can begin to name. I would be remiss, however, if I did not acknowledge the enduring encouragement and help of two crucial people. I am deeply grateful to Dr. Kathryn Flannery, a fierce academic, an insightful critic, and a supportive advisor; and Dr. Alison Patterson, a brilliant mind, a generous reader, and a wonderful friend. And an immense thanks to my funny, smart, demanding, weird, and wonderful family. To Dave, who is my sun and my moon. To Louis, who has a cool brain and a sweet heart. To Susannah, who has a sharp mind and a fearless spirit. And to baby Edward, who provided some added pressure and an excellent incentive to finish. I love you all so much. vi 1.0 INTRODUCTION The books we read when we are children make a deep impression. The mind is plastic then, and takes the impress readily. The imagination is awake; the sense of wonder is alive; and life is full of surprises. Books come to us then as a kind of talisman, an open sesame to a new world. Walter Mursell, 1914 How vital is the problem of children‘s reading, how significant the manner in which it is being handled. Montrose J. Moses, 1907 In 1891, Mrs. E.M. Field published The Child and His Book: Some Account of the History and Progress of Children’s Literature. In the decades that followed the publication of Field‘s book, many texts borrowed her title ―The Child and the Book‖ or ―The Book and the Child‖ for essays, articles, and books discussing the whos, whens, whats, hows, and whys of childhood reading. Between 1892 and 1930, such texts appeared in magazines as diverse as The Delineator, Public Libraries, Home Progress, Harper’s Weekly, and Elementary School Teacher. The title was also used for books written by a range of experts including literary critics, librarians, teachers, and parents as concern for the relationship between child and the book spanned literary culture, education, childrearing, and librarianship. There is something so stark and simple about the image. There is a child. There is a book. They are joined by a single ‗and.‘ And yet, that so 1 many texts by so many experts from so many fields tackle the subject suggests the relationship between the child and the book was anything but simple. Indeed, the child and the book were imagined, understood, described, and idealized in a variety of ways, and inevitably how this relationship was described, encouraged, or prescribed became complicated, multi-faceted, and ideological. This study is an attempt to understand the kinds of relationships that were imagined between the child and the book in the early decades of the twentieth century in the Anglo- American world through an analysis of four metaphors that were used to describe and encourage childhood reading. These four metaphors for childhood reading - Book Magic, Book Friend, Bookland, and Book House - were circulated through imaginary and educational texts written for adult and child readers. Discussions about the child /book relationship often are described using metaphorical language, and these images aim to delight, in part, to capture the enjoyment of books and to encourage in children a love of reading. There is an ever-present belief that childhood reading is the most fun, the most pleasurable, and the most engrossing experience of books in a reader‘s lifetime. But beyond the message that ‗reading is fun,‘ these metaphors are more complex. They are shaped by a variety of forces and desires including adult nostalgia, a changing literary culture, educational goals, and hopes and fears about the modern world. What is apparent is that the relationship between
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