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Ann Aibcr, MI 48106 THE EVOLUTION OF CIVIL WAR NOVELS FOR CHILDREN DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By James Clement Stone, B.A., M.A. ***** The Ohio State University 1990 Dissertation Committee; Approved by: Rudine Sims Bishop M. Eugene Gilliom Rbdi ne S i^ B i shop, Mviser Janet Hickman Department of Educational Theory and Practice To Karen and Louise n ACKNOWLEDGEMENTS I would like to express my appreciation to the people who have aided me through my research. Rudine Sims Bishop provided me with many ideas and much guidance. She always found time to work through problems with me, and her efforts throughout the process were long, productive and positive. Janet Hickman has been helpful and supportive from the time I began considering a study of Civil War novels. I would also like to thank Diane DeFord for providing support and energy. I am fortunate to be in a large family, and am particularly thankful to them for their constant support. I would also like to express my gratitude to Libby Chestnut and others responsible for the Wilmer collection at The University of North Carolina at Chapel Hill. m VITA September 22, 1953 .................................... Born, Evansville, Indiana 1976 ................................................................ B.A., St. Edward's University Austin, Texas 1977-1979...................................................... Teacher, Niobrara County Schools, Manville, Wyoming 1980 ................................................................ M.A., University of Wyoming Laramie, Wyoming 1981-1985...................................................... Teacher, Carbon County Schools, Saratoga, Wyoming 1985-1989...................................................... Research and Teaching Associate, The Ohio State University FIELDS OF STUDY Major Field: Educational Theory and Practice Studies in Children's Literature. Professor Janet Hickman Studies in Reading. Professor Diane DeFord Studies in Social Studies. Professor Raymond Muessig IV TABLE OF CONTENTS Page ACKNOWLEDGEMENTS .................................................................................. iii VITA ........................................................................................................... iv LIST OF TABLES ...................................................................................... vil CHAPTER I. INTRODUCTION ..................................................................... 1 Background ........................................................................ 2 Statement of the Purpose ........................................... 11 Significance .................................................................... 12 Clarification and Delimitation ............................... 14 Summary and Overview .................................................... 14 II. REVIEW OF RELATED LITERATURE .................................... 15 The Move Away from Moral ism..................................... 16 Series Books .................................................................... 17 The Rise of Realism ...................................................... 19 Historiography ................................................................ 22 Author's Perspective .................................................... 24 III. METHODS AND PROCEDURES ................................................ 28 Selection of Novels ...................................................... 29 Procedures ........................................................................ 33 IV. ANALYSIS OF THE DATA (1863-1950) ............................ 37 Civil War Novels: 1863-1900 .................................... 37 Civil WarNovels: 1901-1919 ..................................... 61 Civil WarNovels: 1920-1950 .................................... 86 Page V. ANALYSIS OF DATA (1951-1987) ................................... 98 Civil War Novels: 1951-1969 ................................... 98 Civil War Novels: 1970-1987 ................................... 126 VI. SUMMARY, DISCUSSION AND IMPLICATIONS ................... 155 Summary .............................................................................. 155 Conclusions ...................................................................... 168 Implications .................................................................... 170 Suggestions for Further Research ........................... 172 BIBLIOGRAPHY ........................................................................................... 173 Primary Sources .............................................................. 173 References ........................................................................ 177 VI LIST OF TABLES TABLE Page NUMBER OF NOVELS INCLUDED IN EACH PERIOD OF THE STUDY ........................................................ 32 NUMBER OF AUTHORS INCLUDED BEFORE AND AFTER THE MID-POINT OF THE STUDY (1925) ....................... 32 3. CIVIL WAR NOVELS 1863-1900 38 4. CIVIL WAR NOVELS 1901-1919 62 5. CIVIL WAR NOVELS 1920-1950 87 6 . CIVIL WAR NOVELS 1951-1969 99 7. CIVIL WAR NOVELS 1970-1987.................................. 127 8 . PERIODS OF STUDY .......................................................... 155 VI CHAPTER I INTRODUCTION The Civil War possesses a power that has claimed the imagination of every generation of authors who have written for children since the onset of the war. Civil War novels for children have been written from the time of the war to the present, and there is every indication that they will continue to be written. The famous poet, and author of Civil War fiction, Robert Penn Warren, stated, "The Civil War is for the American imagination the great single event of our history" (Warren, 1961, p. 3). The Civil War continues to be an event that lives in the minds of American people. Each year men can be found dressed in blue and grey as they reenact Civil War battles. Far more books have been written about the Civil War than any other event in American history, and this literature has helped to promote Civil War roundtables across the country. The war has affected each of the generations that have followed its devastation. Samuel Clemens claimed Southerners believed the Civil War was, "what A.D. is elsewhere; they date from it" (McPherson, 1988, viii). Background The present study has been undertaken to investigate the major influences on Civil War novels for children. The influences were cited by Robert Lively in his study. Fiction Fights the Civil War, published in 1957. Among the influences noted by Lively were the problems of intermingling history and fiction, the author's con­ temporary world, realism, and black characters and slavery. The Lively Study Robert Lively completed a study of Civil War novels at The University of North Carolina at Chapel Hill to earn his Ph.D. in History. Fiction Fights the Civil War is a published work that grew out of his dissertation. Lively studied Civil War novels written from the time of the war until 1948. He included an imposing 512 novels in his study. Lively worked to convince his audience of the merits of historical fiction. His background as a historian makes his distinction between a historical monograph and a work of historical fiction particularly meaningful. Lively's explanation of the difference reveals his belief that a story is sometimes able to penetrate into the past, while a historical monograph rarely sends the reader back into history. The monograph is written to an 3 audience intent upon gleaning information from the text; in contrast, the story is written to entertain, without being sub­ jected to a close reading. Lively broadly interprets the meaning of historical fiction. He defends the inclusion of period romances,