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Interpreting the Monsters of English Children's Literature _________________________________________________________________________Swansea University E-Theses (De)monstration: Interpreting the monsters of English children's literature. Padley, Jonathan How to cite: _________________________________________________________________________ Padley, Jonathan (2006) (De)monstration: Interpreting the monsters of English children's literature.. thesis, Swansea University. http://cronfa.swan.ac.uk/Record/cronfa42979 Use policy: _________________________________________________________________________ This item is brought to you by Swansea University. Any person downloading material is agreeing to abide by the terms of the repository licence: copies of full text items may be used or reproduced in any format or medium, without prior permission for personal research or study, educational or non-commercial purposes only. The copyright for any work remains with the original author unless otherwise specified. The full-text must not be sold in any format or medium without the formal permission of the copyright holder. Permission for multiple reproductions should be obtained from the original author. Authors are personally responsible for adhering to copyright and publisher restrictions when uploading content to the repository. Please link to the metadata record in the Swansea University repository, Cronfa (link given in the citation reference above.) http://www.swansea.ac.uk/library/researchsupport/ris-support/ (DEMONSTRATION: INTERPRETING THE MONSTERS OF ENGLISH CHILDREN’S LITERATURE Jonathan Padley Submitted to the University of Wales in fulfilment of the requirements for the Degree of Doctor of Philosophy University of Wales Swansea January 2006 ProQuest Number: 10821369 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 10821369 Published by ProQuest LLC(2018). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 CfcR sir} LIBRARY SUMMARY This thesis is intended to document and explain the peculiarly high incidence of monsters in English children’s literature, where monsters are understood in the term’s full etymological sense as things which demonstrate through disturbance. In this context, monsters are frequently young people themselves; the youthful protagonists of children’s literature. Their demonstrative operation typically functions not only as an overt or covert tool by which to educate children’s literature’s implied child audience, but also as a wider indicator - demonstrator - of adult appreciations of and arguments over children and how children should be permitted to grow. In this latter role especially, children are rendered truly monstrous as alienated and problematic tokens in adult cultural arguments. They can fast become such efficient demonstrators of adult crises that their very presence engenders all the notions of unacceptability with which monsters are characteristically associated. The chronological range of this thesis’ study is the eighteenth-century to the present. From this period, the following children’s authors, children’s books, and series of children’s books have been examined in detail: • Thomas Day: Sandford and Merton • Anna Laetitia Barbauld: Lessons for Children and Hymns in Prose for Children • Sarah Trimmer: Fabulous Histories • Mary Martha Sherwood: The Fairchild Family • Charles Kingsley: The Water-Babies • Lewis Carroll: Alice’s Adventures in Wonderland and Through the Looking-Glass • George MacDonald: At the Back o f the North Wind • J.M. Barrie: Peter Pan in Kensington Gardens, Peter Pan , and Peter and Wendy • C.S. Lewis: The Chronicles o f Narnia (The Lion, the Witch & the Wardrobe, Prince Caspian, The Voyage o f the Dawn Treader, and The Last Battle) • J.K. Rowling: Harry Potter {The Philosopher’s Stone, The Chamber o f Secrets, The Prisoner of Azkaban, The Goblet of Fire, The Order of the Phoenix, and The Half- Blood Prince ). The theoretical notions of monsters and monstrosity that are used to discuss these texts draw principally on the writings on the sublime by Edmund Burke and Immanuel Kant, the uncanny by Sigmund Freud, and the fantastic by Tzvetan Todorov. DECLARATION This work has not previously been accepted in substance for any degree and is not being concurrently submitted in candidature for any degree. I Signed Date Ol/OS/OC STATEMENT 1 This thesis is the result of my own investigations, except where otherwise stated. All sources are acknoxtfledS&d bv fodtrrotb^ giving explicit references. A bibliography is appended. Signed Date OI /O &/06 STATEMENT 2 I hereby give consent for this thesis, if accepted, to be made available for photocopying and for inter-library loan, and for its title and summary to be made available to outside organizations^ —------ Signed Date 0 1 so g/04 CONTENTS Acknowledgements Dedication Abbreviations Introduction 1. Monstrous Children: The Discourse of the Different 2. The Genesis of English Children’s Literature 3. Thomas Day: Sense Versus Sensibility 4. Anna Laetitia Barbauld: Double Dissension 5. Sarah Trimmer: The Guardian of Education 6. Mary Martha Sherwood: Killjoy or Joyful Killer? 7. Charles Kingsley: Expanding Margins and (Mis)Reading The Water-Babies 8. Lewis Carroll: Who the F**k is Alice? 9. George MacDonald: God’s Solitary Baby 10. J.M. Barrie: ‘I Can’t Get My Shadow to Stick On’ 11. C.S. Lewis: You Don’t Need Eyes to See, You Need Vision 12. J.K. Rowling: ‘It is Our Choices... that Show Us What We Truly Are’ Conclusion: ‘I Think Lots of Kids Like Monsters’ Bibliography: Primary Material Bibliography: Secondary Material ACKNOWLEDGEMENTS There are very many people to whom both this thesis and I owe a substantial debt of thanks. Neither of us would have come this far had it not been for the encouragement and support shown to us by the staff and postgraduate students of the University of Wales Swansea’s Department of English. Likewise, our work together could not have been pursued without the financial investment made in us by the trustees of the Swansea Further Education Trust Fund and the Thomas & Elizabeth Williams Scholarships. We have benefited mutually from the resources and the expertise of the staff at the Bodleian Library, Cambridge University Library, St Anne’s College Library, the University of Wales Swansea Library, the University of York Library, and York Minster Library. Within the University of Wales Swansea, I extend my especial thanks to Mr Glyn Pursglove for supervising my work during the past three years with dedication, humour, and patience, and for helping me maintain a consistently tight rein over its frequently unruly tendencies. I should also like to acknowledge the contributions made to this project by Prof. Ann Heilmann (now of the University of Hull) and Dr Steven Vine. Outside the University, I am indebted to the Rt Revd Anthony Pierce for keeping me supplied with contemporary cultural media to bolster my thinking around my subject area. I am also obliged to the Revd Kenneth Padley for his unbiased and critically rigorous readings of my work, without which I would feel a lot less confident of its standard than I now do. My recognition is due to the staff and students of Gorseinon College for providing me with a thesis-free work environment in which I could be a human being rather than an aspirant academic. For friendship (intellectual and otherwise) beyond the bounds of serious coffee drinking, I salute and esteem Dr Alexandra Clarke. This thesis would not exist if it were not for the love and approbation shown to both it j and me by Miss Lana Sheridan during the periods of its inception and gestation. Lana’s j belief in me and in the value of my work throughout the many times when I believed in | neither was inspirational. This project stands as a testament to her confidence that I had an ! academic potential to fulfil. I trust that it is worthy. Peter and Felicity: for everything ABBREVIATIONS The first instance of each text quoted or referred to in this thesis will be accompanied by a full footnote citation. Texts to which reference is made more than once will thereafter be abbreviated as follows: AA Martin Gardner, in Lewis Carroll, The Annotated Alice: Alice’s Adventures in Wonderland and Through the Looking-Glass, ed. Martin Gardner, rev. edn (London: Penguin Books, 1970). AB Andrew Birkin, J.M. Barrie & the Lost Boys (London: Constable, 1979). AT Alexander L. Taylor, The White Knight: A Study o f C.L. Dodgson (Lewis Carroll) (Edinburgh: Oliver & Boyd, 1952). BA Brian Alderson, ‘Introduction,’ inCK, ix-xxix. BF Barbara Freeman, ‘Frankenstein with Kant: A Theory of Monstrosity, or the Monstrosity of Theory,’ Substance , 52 (1987), 21-31. CB Clive Barker, in Douglas E. Winter, Clive Barker: The Dark Fantastic (London: HarperCollinsPublishers, 2002). CK Charles Kingsley, The Water-Babies, ed. Brian Alderson (Oxford: Oxford University Press, 1995). CL Chantel Lavoie, ‘Safe as Houses: Sorting and School Houses at Hogwarts,’ inGA, 35-49. CP Jacqueline Rose, The Case o f Peter Pan, or the Impossibility o f Children's Fiction (Philadelphia: University of Pennsylvania Press, 1993). CR Chris Routh, “‘Man for the Sword and for the Needle She:” Illustrations of Wendy's Role in J.M. Barrie's Peter and Wendy) Children's Literature in Education, 32.1 (2001), 57-75. CS J.K. Rowling, Harry Potter and the Chamber of Secrets (London: Bloomsbury, 1998). CT Rowan Williams, On Christian Theology (Oxford: Blackwell Publishers, 2000). DH David Holbrook, The Skeleton in the Wardrobe: C.S. Lewis's Fantasies: A Phenomenological Study (London: Associated University Presses, 1991). DK Don W. King, ‘The Childlike in George MacDonald and C.S.
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