A CENTURY
OF CHILDREN’S BOOKS
INTRODUCTION
To open a child’s book nowadays is to discover some part of that unknown world which touches experience at so many points. The city beyond the clouds, the underground country, all the enchantments of woods and islands are open to the little traveller. From The Water Babies to Peter Pan there has been little else in nursery tales but the stuff of dreams.
It is hard to believe that the child who read the story of Rosamond and the Purple Jar, less than a hundred years ago, had no curiosity about dream countries, no sense of poetry in nature; yet the first sign of a romantic movement in children’s books was the printing of unknown or forgotten fairy tales under the title of The Court of Oberon, in 1823. The actual awakening came later, with the nature stories of the Howitts and the imaginative nonsense of Edward Lear.
A century of little books had passed before a child could read fairy tales without shame, and the taste for true “histories” prevailed long after Miss Edgeworth had written her last sequel.
For although there were eighteenth century chap-books that kept alive old tales of chivalry, these had no proper place on the nursery shelves. Books written for children were always designed to instruct as well as to amuse, and it was only because the human interests of the eighteenth century included children that it became a century of children’s books.
Those that survived the use of their first owners,—a little company in old sheepskin or flowered paper covers,—are either treasured by collectors or hidden away in some old library; but some of the best are still to be had in reprints and collections of “Old-fashioned” or “Forgotten” children’s books.
The new generation, pressing forward to discover more of the dream country, cares little for tales that reflect the quiet schooling of its ancestors; yet the most moral and instructive of these books mark the child’s escape from a sterner school. It was on his way to the Child’s Garden that he passed through this town of Georgian dolls’ houses, where, indeed, he found some rare and curious things.
In the earlier centuries a child made shift with such tales as his elders chose to tell him. There were few books that he could call his own, and those were devised to advance him in knowledge or courtesy. Yet the monks of the eleventh and twelfth centuries had a way of turning the natural instincts of children to account. They taught Latin by means of imaginary conversations, and put the raw material of wonder tales into their instructive “Elucidarium”, a sort of primitive “Child’s Guide” which told of fabulous beasts and gave miraculous accounts of heaven and earth.