II. The American Side.
As for the American phase of the subject, we have already indicated three stages by which the Colonial or Revolutionary reader was given his “New England Primer,” his “Mother Goose,” and his Thomas books obtained directly from Newbery of England. The whole intellectual activity was in the hands of the clergy; even the governing body pretended to be God-fearing men, and were prone to listen to the dictates of the ministry. The austere demands of the Puritan Sunday, more than anything else, caused the writing of religious books, and so firm a hold did the Sabbath genre of literature take, that, in 1870, it was still in full sway, and even now exists to a limited extent. The history of education in America for a long while has to do with denominational schools, and teaching was largely left in the hands of the clergy. So that we shall find our early writer of “juveniles” either a man of the church, or his wife; prompted solely by the desire to supply that character of story which would fitly harmonise with the sanctity of Sunday, rather than with the true excellence of all days. If, in the school, a book was needed, it was far better to write one than to trust to others for what might turn out to be heretical.[43] The Rev. Jedidiah Morse began his literary career in the capacity of teacher; Noah Webster’s idea was at first to prepare a treatise on grammar which could be used in the schools. These two were the most scientific thinkers of their period. The list on page 158, indicating but a few of the forgotten and only faintly remembered authors of early days, fairly well represents the general trend; in the writing done, there were the same morals, the similar luckless children, subject to the same thin sentiment of piety and rectitude as we discovered holding sway in England for nearly two centuries. The name of Peter Parley is no longer familiar to children, and a crusade is fast being formed against the Jacob Abbott class of book. The type of writer was the kind that debated for or against slavery in terms of the Bible. The Puritan soil was rich for the rapid growth of the Hannah More seed, and no one assisted in sowing it to greater extent than Samuel G. Goodrich (1793–1860). He may symbolise for us the reading child in New England at the beginning of the nineteenth century; his training, his daily pursuits, as told in his autobiography, supply pages of invaluable social colour.[44]
“It is difficult,” so he says, “... in this era of literary affluence, almost amounting to surfeit, to conceive of the poverty of books suited to children in the days of which I write. Except the New England Primer—the main contents of which were the Westminster Catechism—and some rhymes, embellished with hideous cuts of Adam’s Fall, in which ‘we sinned all’; the apostle and a cock crowing at his side, to show that ‘Peter denies his Lord and cries’; Nebuchadnezzar crawling about like a hog, the bristles sticking out of his back, and the like—I remember none that were in general use among my companions. When I was about ten years old, my father brought from Hartford ‘Gaffer Ginger,’ ‘Goody Two Shoes,’ and some of the rhymes and jingles now collected under the name of ‘Mother Goose,’ with perhaps a few other toy books of that day. These were a revelation. Of course I read them, but I must add, with no relish.”
The confession follows that when he was given “Red Riding Hood,” he was filled with contempt; and in this spirit he condemns such nonsense as “hie diddle diddle,” which is not fit for Christian parents to use. He found some considerable pleasure in “Robinson Crusoe,” but it was not until he met with Miss Hannah More’s tracts that he might be said to have enjoyed with relish any book at all.
Thus his reading tastes foreshadowed his literary activity. When he turned writer, he aimed for the style which distinguishes Mary Howitt, Mrs. Hofland, and Miss Strickland; he disclaimed any interest in the nursery book that was unreasonable and untruthful, for so he considered most of the stories of fancy. In his books, his desire was chiefly “to feed the young mind upon things wholesome and pure, instead of things monstrous, false, and pestilent.... In short, that the element of nursery books should consist of beauty instead of deformity, goodness instead of wickedness, decency instead of vulgarity.” In this manner, the mould of the Peter Parley tales was shaped. Goodrich at first adopted no philosophy of construction, so he says; he aimed to tell his story as he would have spoken it to a group of boys. But after a while, a strong sense of the child’s gradual growth took hold of him; he recognised psychological stages, and he saw that, as in teaching, his books must consider that children’s “first ideas are simple and single, and formed of images of things palpable to the senses.”
While on a visit to England in 1823—the memorable time he met Miss More—he turned his attention to what was being accomplished there in popular education for children. After investigation, he thus wrote:
“Did not children love truth? If so, was it necessary to feed them on fiction? Could not history, natural history, geography, biography become the elements of juvenile works, in place of fairies and giants, and mere monsters of the imagination? These were the inquiries that from this time filled my mind.”
Under such conditions Peter Parley was born, and reborn, and overborn; battles were waged for and against him, just as they have only recently been waged for and against the Elsie books. But no sooner was Peter Parley identified with a definite person than Mr. Goodrich’s trials began. He became a victim of the imperfect copyright system; he found his tales being pirated in England. And as fast as he would settle one difficulty, another would arise; spurious Parleys came to light, conflicting with his sales. It was the case of Goodrich alias Kettell, alias Mogridge, alias Martin, and many more beside. In fact, a writer, considering the life of William Martin (1801–1867), quotes a statement to the effect that “Messrs. Darton, Martin’s publishers, in especial used to prefix the name [Peter Parley] to all sorts of children’s books, without reference to their actual authorship.”
Isaiah Thomas may be taken as representative of our Revolutionary period, even as the “New England Primer” may typify the chief literary product of our Colonial life. Peter Parley marks for us the war of 1812. It was after this that our country began to expand, that the South and the Southwest unfolded their possibilities, that the East began the Westward move that led to the craze of ’49. The Indian, the scout, the cowboy, the Yankee trader have been the original contributions of America to juvenile literature. A close study will indicate that Cooper was the creator of this genre of story,—more painstaking, more effulgent, more detailed than the Indian story-writer of to-day, but none the less a permanent model. So, too, he will be found, in his accounts of the navy, in his records of common seamen, in his lives of naval officers, to be no mean, no inaccurate, no dry historian; in fact, Cooper, as one of our first naval critics, has yet to be accorded his proper estimate.
American history, American development being of a melodramatic character, it is natural that the opposite to Sunday-school literature should rapidly take root as soon as begun. A period of the ten-cent novel flourished about 1860, when the Beadle Brothers, who were finally to be merged into the publishing house of George Munro, began the publication of their series of cheap volumes—the sensationalism of Cooper raised to the nth power. To-day there are men who glow with remembered enthusiasm over Colonel Prentiss Ingraham and the detective stories of A. W. Aiken—whose record was often one a week—as they do over the name of Hemyng alias Jack Harkaway, or Mayne Reid, with his traditional profanity. Edward S. Ellis (b. 1840) was one of the young members of this group of writers. He became inoculated, but was forced, when the milder process came into vogue, to soften his high lights, and to accord with the times. What such early “wild cat” literature did, however, for present upholders of the “series” books, was to exemplify that, by a given pattern, a tale could be made to “go” to order. There was then, as there is now, a certain type of book, neither moral nor immoral, and not at all educational, but only momentarily diverting; written without motive, without definite object, but whose ground plan and mechanism were workable.
The increase of the public-school system was the chief opponent of the Sunday-school book, as it likewise, by its educational emphasis, fought against the dime-novel vogue. And with the inception of the public school on its present large scale we reach the immediate stage, the era of over-productivity, with its enormous average taste, with its public regard for readers in the libraries, for scholars in the class-rooms, for the poor in settlements, and for the emigrant on the high seas.
After an experience of five years in reviewing juvenile books of the past and in estimating the varied stories of the present, I do not think it sweeping to assert that while education has snatched the child’s book from the moralist and taken away from writing a false standard of right doing, it has not, as yet, added any worthy attribute of itself. It has not taught the child to judge good literature from the bad; it has supplied, in a prescribed course, certain isolated books or stereotyped poems, with which the child is wearied in the class-room, and from which, once outside, the child turns with natural dread. I am judging solely from the standpoint of juvenile taste. And so, with the entrance of a new consideration—the children’s reading-rooms—it may well be queried at the outset: What will this institution add to the creative force? How far will it seek to improve conditions? Will there be an increased demand for the good and for the best books? Will there be a more careful art manifested in the writing of stories? Will the gaps in the field be filled up? For an examination of the past and of the present tells me that children’s literature, generally speaking, has yet to be conquered.
With these remarks in view, the table that follows may, on examination, bear some significance.
AMERICAN TABLE
Noah Webster. Ct. 1758–1843. Cf. Mavor in England. Author: New England Spelling Book; American Dictionary. Reference: Memoir by Goodrich (in Dictionary); Life by H. E. Scudder; Appleton.[45]
Jedidiah Morse. Ct. 1761–1826. Congregational minister; wrote first school text-books of any importance in America. His son was S. F. B. Morse. Author: Geography Made Easy, etc. He is called the “Father of American Geography.” Reference: Life by Sprague; Appleton.
Thomas Hopkins Gallaudet. Ct. 1787–1851. Minister. Educator of deaf mutes; in this work assisted by wife, Sophia Fowler (1798–1877), and two sons. Author: The Child’s Book of the Soul; The Youth’s Book of Natural Theology; Bible Stories for the Young. Reference: Life by Humphrey; Tribute to T. H. G. by Henry Barnard (Hartford, Conn., 1852); Appleton.
Eliza Leslie. Pa. 1787–1857. Wrote cook books, girls’ books, and juvenile tales for The Pearl and The Violet, which she edited annually. She also edited The Gift. One of her brothers, a well-known artist. Author: The Young Americans; Stories for Adelaide; Stories for Helen; The Behaviour Book. The Wonderful Traveller consisted of altered versions of tales from Münchausen, Gulliver, etc. Reference: Appleton.
Mrs. Sarah Josepha (Buell) Hale. N. H. 1788–1879. It was through her efforts that Thanksgiving became an American national observance. Her son, Horatio, was an author. Author: The famous “Mary had a little lamb.” Edited Lady’s Book for forty years from 1837. Reference: Appleton.
Catherine Maria Sedgwick. Mass. 1789–1867. Author: The Boy of Mount Rhigi, a tale of inspired goodness; Beatitudes and Pleasant Sundays; The Poor Rich Man and the Rich Poor Man; A Love Token for Children; Morality of Manners; Lessons without Books. Reference: Hart’s Female Prose Writers of America; Life and Letters, ed. Mary E. Dewey; Appleton.
Mrs. Susan (Ridley) Sedgwick. Mass. 1789–1867. Author: Walter Thornley; Morals of Pleasure; The Young Emigrants. Reference: Appleton.
Mrs. Lydia Howard (Huntley) Sigourney. Ct. 1791–1865. Author: Letters to Young Ladies; Poetry for Children; Tales and Essays for Children. Reference: Griswold’s Female Poets; Hart’s Female Prose Writers; Life and Letters; Parton’s Eminent Women; Appleton.
Mrs. Caroline (Howard) Gilman. Mass. 1794–1888. Took great pride in her children’s books. Began writing in Southern Rosebud (Charleston), afterward called Southern Rose (1832–1839). This magazine has been credited as the first juvenile weekly in the United States. Her daughter, Caroline H. (b. S. C. 1823), also wrote for the young. Author: Oracles for Youth; Mrs. Gilman’s Gift Book. Reference: Autobiographical sketch in Hart’s Female Prose Writers; Recollections; Appleton.
Mrs. Louisa C. (Huggins) Tuthill. Ct. 1798–1897. Wrote moral tales; with others prepared Juvenile Library for Boys and Girls; her daughter, Cornelia (T.) Pierson (1820–1870), wrote Our Little Comfort; When Are We Happiest? Author: I will be a Gentleman; I will be a Lady; I will be a Sailor; Onward, Right Onward. Edited the Young Ladies Reader (New Haven, 1840). Reference: Hart; Appleton.
John Todd. Vt. 1800–1873. Invented Index Rerum. Author: Religious works, mainly for young people; also educational works. Reference: Life; Harper’s Magazine, Feb., 1876.
Lydia Maria Child. Mass. 1802–1880. Foremost in the ranks of anti-slavery; influenced by Garrison. In 1826, founded the Juvenile Miscellany, forerunner of Harper’s Young People. Author: Flowers for Children (graded). Reference: Hart; Nat. Cyclo. Am. Biog.
Maria J. McIntosh. Ga. 1803–1878. Quiet and domestic tone to her books. Author: Series known as the Aunt Kitty Tales, the first one being Blind Alice, published in 1841. Reference: Hart.
Dr. Harvey Newcomb. Mass. 1803–1866. Congregational clergyman. Wrote moral and religious books for young. Author: How to be a Man; How to be a Lady; Young Ladies’ Guide. Reference: Appleton.
Rev. Jacob Abbott. Me. 1803–1879. Divinity school; Professor at Amherst; Congregationalist. Travelled extensively. Author: Rollo books (28 vols.); Lucy books (6 vols.); Jonas books (6 vols.); Franconia books (10 vols.); histories with brother (vide p. 160). Reference: A Neglected N. E. Author (N. E. Mag., n. s. 30:471); Writings (Lit. and Theol. R., 3:83); (Chr. Exam., 18:133; 21:306); Appleton.
Rev. Abijah Richardson Baker. Mass. 1805–1876. Congregationalist. Graduate of Amherst; a teacher. With his wife, Mrs. H. N. W. Baker, edited The Mother’s Assistant and The Happy Home. Author: School History of the U. S.; Westminster Shorter Catechism—Graduated Question Book. Reference: Appleton.
J. S. C. Abbott. Me. 1805–1877. Brother of Jacob Abbott. Congregational minister. Author: The Mother at Home; histories with brother. Reference: Cong. Q., 20:1; Appleton.
Sarah Towne (Smith) Martyn. 1805–1879. Wife of a minister. Wrote Sunday-school books and semi-historical stories. Published through American Tract Society. Established Ladies’ Wreath, and edited it, 1846–1851. Author: Huguenots of France; Lady Alice Lisle. Reference: Appleton.
Mrs. Elizabeth Oakes (Prince) Smith. Me. 1806–1893. One of the first women lecturers in America. Moved later to South Carolina. By her book, The Newsboy, public attention was drawn to that class of child. Supervised, circa 1840, annual issuance of the Mayflower (Boston). Author: The Sinless Child; Stories for Children; Hints on Dress and Beauty. Reference: Hart; Nat. Cyclo. Am. Biog.
Mary Stanley Bunce (Palmer) (Dana) Shindler. S. C. 1810–1883. Wife of a clergyman, Episcopal. Author: Charles Morton; or, The Young Patriot; The Young Sailor. Reference: Appleton.
Harriet Beecher Stowe. Ct. 1811–1896. Author: Dred; Uncle Tom’s Cabin. Reference: Life work of,—McCray; E. F. Parker in Parton’s Eminent Women; Life compiled from letters and journals by C. E. Stowe; Life and Letters, ed. Annie Fields.
Elijah Kellogg. Me. 1813-. Congregational minister. Famed for “The Address of Spartacus to the Gladiators.” Author: Elm Island series; Forest Glen series; Good Old Times series; Pleasant Cove series. Reference: Bibliog. Me.; Appleton.
Mary Elizabeth Lee. S. C. 1813–1849. Not a distinctive juvenile writer, but contributed many juvenile tales to The Rosebud. (Vide Gilman.) Reference: Hart.
Rev. Zachariah Atwell Mudge. Mass. 1813–1888. Methodist-Episcopal minister; teacher. Fiction for Sunday-schools. Author: Arctic Heroes; Fur Clad Adventurers. Reference: Appleton.
Mrs. Harriet V. Cheney. Mass. Circa 1815. Daughter of Hannah Foster, an early American novelist. Her sister, Mrs. Cushing, wrote Esther, a dramatic poem, and “works” for the young. Author: A Peep at the Pilgrims; The Sunday-school; or, Village Sketches. Reference: Appleton.
Mrs. Harriette Newell (Woods) Baker. Mass. 1815–1893. Pseud. Madeline Leslie. Wife of Rev. A. R. B. Author: About two hundred moral tales, among them Tim, the Scissors Grinder. Reference: Appleton.
Lydia Ann Emerson (Porter). Mass. 1816-. Second cousin of Ralph Waldo Emerson. Contributed mostly to the Sunday-school type of book. Author: Uncle Jerry’s Letters to Young Mothers; The Lost Will. Reference: Appleton.
Catherine Maria Trowbridge. Ct. 1818-. Author: Christian Heroism; Victory at Last; Will and Will Not; Snares and Safeguards.
Susan Warner. N. Y. 1818–1885. Pseud. Elizabeth Wetherell. Books noted for strained religious sentimentality. With her, the school of Hannah More came to an end. Author: The Wide, Wide World (1851); Queechy (1852); Say and Seal (in collaboration with her sister). Reference: Appleton.
Rev. William Makepeace Thayer. Mass. 1820–1898. Congregational minister; member of legislature. Author: Youth’s History of the Rebellion; The Bobbin Boy; The Pioneer Boy; The Printer Boy; Men Who Win; Women Who Win. Edited The Home Monthly and The Mother’s Assistant. Reference: Appleton.
William Taylor Adams. Mass. 1822–1897. Pseud. Oliver Optic. In early life ed. Student and School-Mate. In 1881, ed. Our Little Ones. Then ed. Oliver Optic’s Magazine. Author: About one hundred volumes; first one published 1853, Hatchie, the Guardian Slave. Reference: Appleton.
Charles Carleton Coffin. N. H. 1823–1896. Self-educated. Varied career as a war correspondent during the Civil War. Author: The Boys of ’76. Reference: Life by Griffis; Appleton.
William Henry Thomas. 1824–1895. Belonged to the school of dime novelists. Boys in the 60’s eagerly devoured the Beadle and (later) Munro books. Author: The Belle of Australia; Ocean Rover; A Whaleman’s Adventure. Reference: Appleton.
Mrs. Alice (Bradley) (Neal) Haven. N. Y. 1828–1863. Pseud. Alice G. Lee. Wrote for Sunday-schools. Author: No such Word as Fail; Contentment Better Than Wealth. Reference: Memoir in Harper’s Magazine, Oct., 1863; Appleton.
Jane Andrews. Mass. 1833–1887. Author: Seven Little Sisters who live on the Round Ball that Floats in the Air; The Stories Mother Nature Told.
Charles A. Fosdick. N. Y. 1842-. Pseud. Harry Castlemon. Went through the Civil War. Author: Gunboat series; Rocky Mountains series; Roughing It series; Frank series; Archie series.
Mrs. Annie M. Mitchell. Mass. 1847-. Religious books for children. Author: Martha’s Gift; Freed Boy in Alabama.
Mrs. Mary L. Clark. Fairford, Me. 1831-. Religious juveniles. Author: The Mayflower series; Daisy’s Mission.
Mrs. Caroline E. Davis. Northwood, N. H. 1831-. Sunday-school tales, about fifty or more. Author: No Cross, No Crown; Little Conqueror Series; Miss Wealthy’s Hope; That Boy; Child’s Bible Stories. Reference: Appleton.
Sara H. Browne. Author: Book for the Eldest Daughter (1849).
Maria J. Browne. Author: The Youth’s Sketch Book (1850). Reference for both: Hart (Bibl.).