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A Study of Fiction Books for Children and Young People

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A Study of Fiction Books for Children and Young People A STUDY OF FICTION BOOKS FOR CHILDREN AND YOUNG PEOPLE ON INDIAN LIFE AND CUSTOMS PUBLISHED, 189L-1950 A THESIS SUBMITTED TO THE FACULTY OF THE SCHOOL OF LIBRARY SERVICE OF ATLANTA UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF "'ASTER OF SCIENCE IN LIBRARY SERVICE BY LOUISE GREEN GRAY SCHOOL OF LIBRARY SERVICE ATLANTA, GEORGIA AUGUST, 19$k TABLE OF CONTENTS Page LIST OF TABLES iii Chapter I. INTRODUCTION 1 Purpose and Scope Significance Definition of Terms Methodology II. AUTHORS AND ILLUSTRATORS OF FICTION BOOKS ON INDIA FOR CHILDREN AND YOUNG PEOPLE PUBLISHED, 189^-1950 7 III. BACKGROUND OF INDIAN LIFE AND CUSTOMS AND CHARACTERISTICS PORTRAYED IN THE FICTION BOOKS FOR CHILDREN AND YOUNG PEOPLE 26 IV. SUMMARY 72 APPENDIX I. FICTION BOOKS ON INDIA FOR CHILDREN AND YOUNG PEOPLE AND RECOMMENDED READING LEVEL OF EACH .... 80 APPENDIX II. DESCRIPTIVE ANNOTATIONS OF FICTION BOOKS FOR CHILDREN AND YOUNG PEOPLE ABOUT INDIAN LIFE AND CUSTOMS, PUBLISHED 189U-1950 82 BIBLIOGRAPHY ........ 85 ii LIST OF TA.HT.ES Table Page 1. Authors and Illustrators of Children's Books About India According to Nationality, Place of Birth, Tjjne Spent in India, and Number of Books on India 2h 2. Features of Indian Life and Customs and Frequency with Which Each Occurs in the Fiction Books on India for Children and Xoung People Published, 189U-1950 .... 71 3. A Comparison of the Authors' Place of Birth and the Number of Times the Characteristic Features Appear in the Fiction Books About India for Children and Young People 76 h. Publishers and Number of Fiction Books for Children and Young Peoole on Indian Life anc Customs Published, 1891I-19£> 77 5. Analysis of the Contents of Fiction Books on India for Children and Young People According to,Crade Levels 78 6. Grade Levels of Fiction Books for Children and Young Peoole on Indian Life and Customs Published from 1891-1950 . .79 iii CHAPTER I INTRODUCTION India is often thought of as a storybook land, a land of rich nrinces and great wealth and beauty. But it is more than just a story¬ book land, it is a land of growing economic importance with hugh reserves of natural resources that have hardly been touched. Since the Middle Ages, the very name India has meant mystery and romance to the people of the Western World. Early travelers to India returned with tales of wealth and beauty, bringing back with them silks and spices, jewels and tapes¬ tries. Early adventurers of Spain, Portugal, and England dreamed of sailing to India. The name India is an English form of the word Hindustan, which means land of Hind. Hindustan came from the Greek pronunciation of the Persian word Sindhu, which itself was a pronunciation of the old Sanskrit name of the river Indus of India.l India offers a variety of features. There you will find the highest mountains in the world, the hot lowland plains, cool highlands and thick jungles. This great country may also be considered a melting pot of Oriental peoples and civilizations. During its history of several thousand years, many different peonies have settled in the country. From over the mountains, through one of the few passes of the mighty Himalayas, Chinese and Turkish invaders and Mohammedan conquerors have come into l"India,M The World Book Encyclopedia, Vol. IX, p. 368h. 1 2 India. As a result, there are many different languages spoken in India, as well as many dialects. The lack of a universal language hinders oro- gress that might be made otherwise. Because of the lack of educational facilities and because of poor economic conditions many of the people are illiterate. In order to learn more about reooles of different countries, and to find out the type of information a child may get from reading fiction books about the various nationalities, a series of studies of fiction books for children and. young people on the social life and customs of various nationality groups is being made to find out if accurate informa¬ tion is being presented. 1 This stiidy deals with books on India, a country that is becoming increasingly important in world affairs. It has great ootentialities that need only to be developed in order to help raise the standard of living in India. In the early 1900’s the average income per nerson in India was about twenty dollars a year. That average increased during World War II, but at the same time the cost of living rose at an even higher rate. There was a famine in many marts of India in 19l*2 and 191*3 and the cost of food more than doubled. The low average income and the high cost of living result in a noor diet, bad housing, ill health, and little education for the average Indian.2 1Francine L. Jackson, "A Study of Juvenile Fiction on Chinese Life and Customs Published, 191*0-191*9" (Unpublished Master’s thesis, School of Library Service, Atlanta University, 19£l). Al toise Chenault, "A Study of Juvenile Fiction on Mexican Life and Customs Published, 1936-191*9" (Unpublished Master’s thesis, School of Library Service, Atlanta University, 1952). Gladys M. Greene, "An Analysis of the Social Life and Customs of Africa Found in African Fiction Written for Young Adults Published, 1925- 1951" (Unpublished Master's thesis, School of Library Service, Atlanta University, 1953)» EWorld Book, op. cit., p. 3688. 3 Books can be a means of learning more about this country, and in fiction books for children and young people, it is very important that the information should ore sent a true picture of the people and their customs. It lias been stated that "books can be a means of sensitizing young people to differences between people, differences of opportunity, cultural values, and expectations. Books may provide some imaginative exneriences -which help broaden our appreciation of other people, widen our awareness of their needs, and deepen our sympathies with their joys and deprivations."! Since it is possible that books read in childhood have a stronger formative effect than all the books read in later years, care should be taken to make sure that the information found in the books is accurate. Purpose and Scope The purpose of this study is to analyze the characteristics of Indian life and customs as portrayed in fiction books for children and young people written on India and the Indian people. The publications used in this study are limited to stories and fiction works listed in the Children's Catalog,2 the Standard Catalog for High School Libraries,3 A Basic Book Collection for Elementary Grades,b A Basic Book Collection lAmerican Council on Education, Reading Ladders for Human Rela¬ tions (Washington: American Council on Education, 191l7), p. 1. 2R. Giles and D. Cook (comps.), Children's Catalog (8th ed., New York: H. W. Wilson Co., 1951 )• 3üorothy West (compO, Standard Catalog for High School Libraries (6th ed., New York: H. W. Wilson Co., 1952). kJoint Committee of the American Library Association, National Education Association, Association for Childhood Education and National Council of Teachers of English, A Basic Book Collection for Elementary Grades (5th ed., Chicago: American Library Association, 195l)* for Junior High Schools,! and A Basic Book Collection for High Schools.2 Biograohical sketches of authors and illustrators of the selected books will be nresented to show who they are and in v;hat ways their lives and their personal and professional pursuits influenced their writing and illustrating books on India for children and young people. Significance It seems significant to analyze tho juvenile and adolescent books written on India for children and young people to ascertain what charac¬ teristics are portrayed and what concepts of other racial groups are made for children and young people in this country. A knowledge of the authors ' and illustrators’ qualifications should be helpful in determining which authors by experience and background might tend to be best qualified to write about India. The study should be of practical value to teachers and librarians who are interested in knowing the contents of the fiction books in tenus of accuracy and authenticity. This information should be of special interest to librarians who are helping to develop intercuttural understanding by enabling them to offer the reader books that will pro¬ mote better understanding of different cultures and customs. Definition of Terms3 Indian - A member of one of the native races of India (Hindustan) or of Farther India (Indo-China), whether Hindu or Moslem. * lElsa R. Berner (ed.), A Basic Book Collection for Junior High Schools (Chicago: American Library Association, 1950)» 2«Joint Committee of the American Library Association, National Education Association and National Council of Teachers of English, A Basic Book Collection for High Schools (5th ed., Chicago: American~ Library Association, 19^0). 3Webster's Collegiate Dictionaiy,(Springfield, Mass.: G. & C. Merriam Co., 19^1)• 5 Life - Way, manner, or phase of living with respect to conditions, circumstances, character, conduct, occupations, et cetera. Customs - The whole body of usages, practices, or conventions which regulate social life, usual manner of living and doing. Methodology A list of fiction titles on India -was compiled from the Children’s Catalog,! the Standard Catalog for High School Libraries,2 A Basic Book Collection for Elementary Grades,3 A Basic Look Collection for Junior High Schools,^ and A Basic Book Collection for High Schools.5 For the background information articles on India were read in The World Book Encyclopedia,6 Compton’s Pictured Encyclopedia,7 and Gosbal’s The People of India.° From these articles categories representing the culture of the people were set up as a basis for determining the extent to T-shich the fiction books on India included specific information about Indian life and customs.
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