Module 1

Introduction to Childrens Literature

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Learning Outcomes

Define childrens literature

Differentiate childrens literature from adult literature
Trace the development of childrens literature
Discuss the criteria for evaluating childrens fiction
Analyze the aesthetics of some classics in childrens literature

Oh lady, I will give you

The keys of Canterbury,
If you will be my bride,
My sweet and only dear,
And walk along with
anywhere.

me

English Folk Song

Lesson 1: DEFINITION OF CHILDRENS LITERATURE

Brainstorm
From the thousand of books now available for boys and girls, how shall teachers, librarians, and
parents select that which is literature? How can one distinguish the trees from the forest? In this plethora
of books, there is the great danger of overlooking fine literature. The number of books published increase
the difficulty of book selection and, at the same time, emphasizes its need.

Delve Deeper
Childrens literature is for readers and listeners up to about 12; it is often defined in four different
ways: books written by children, books written for children, books chosen by children, or books chosen for
children. It is often illustrated. The term is used in senses which sometimes exclude young adult fiction,
comic books, or other genres.

The most restrictive definition of

childrens literature is those books
determined by various authorities
as appropriate for children.
Books chosen for children
children

A
much-overlooked
kind
of
childrens literature is work written
by children and young teens.

Perhaps
the
most
common
definition of childrens literature is
those books intentionally written for
children.

Books written for children

Childrens
Literature

Books chosen by

Books written by children

Page 1 of 17

The broadest definition of

childrens literature applies to
books
that
are
actually
selected and read by children

Childrens Literature and Adult Literature

The content of childrens literature is limited only by the experience of the reader.
It might be said that a childs book is a book a child is reading, and an adult book is a book
occupying the attention of an adult. Before the nineteenth century, only a few books were written for the
specific readership of children. Children read books written for adults, taking from them what they could
understand.
The difference between literature for children and literature for adults lies in choice of subject
matter rather in the depth of feeling or the quality of writing. Children are not prepared for and not
interested in psychological intricacies, or the love between men and women, or social controversies, or
politics, or the anguish of self-doubt, or the exploration of mans relation to the unknown.
The startling fact is that childrens literature, at least a third of it, derives from the same sources
as does the literature of the adult world: the primitive beginningsepic, saga, the folk tale, mythology,
poetry, romance. True, the form in which the Iliad and the Odyssey, Beowulf, and King Arthur are given to
children is a less complex form, but the emotion, the driving force of the story, the pitch of absolute
sincerity which characterizes these literatures are common ground for child and adult alike.
Today, children continue to read some books intended for adults but this does not mean their
background of experience has prepared them to experience adult books as literature.

It is the responsibility of adults to impart the beauty of literature to children since theirs is
the future and the opportunity to advance the boundaries of taste and accomplishment, for a
whole generation. Yet, this doesnt necessarily mean that adults must urge children to read, or to
read to children, literature designed for adults. Children in the elementary school should
discover their own literature before turning to adult literature.

Lesson 2: HISTORICAL DEVELOPMENT OF CHILDRENS LITERATURE

To be aware of the greatness of a literature is not always to understand it fully, since to
have interest and regard for it does not imply entire knowledge of what it is and how it came to be.
But if thinking people are to have any part in shaping the literature of the present and the future,
they should have a fuller understanding of it as a whole and of its past.
Childrens literature developed in accordance with the changing attitudes of society toward
children and changing cultural values. The literature available for children reflects the attitudes of society
in that period.
The story of childrens literature has always been a story of conflict, and so it is even in our own
time. The main line of battle lies between those who consider childhood primarily as a period of
preparation for the future and those who see it as a state of being in its own right, an experience of life
like no other in which emotion, imagination, and the response to the wonder of life reach greatest
intensity.
For the first group, books and reading are mainly a means of instilling knowledge and establishing
concepts of moral and social law. The second group is more concerned with giving children access to the
universal elements in literature which will sustain their intuitive powers, with the hope that some residue
of remembered emotion will carry over into adult years.
The great books of childhood are those written without regard for specific theories or
attitudes, being the invention and inspiration of distinctive personalities, who say what they have
to say from inner necessity, compulsion, or delight.
The social, educational, and moral history of cultures can be traced in books for children, within
these recurring tides of freedom and the resurgence of manipulated opinions, ideas, and instruction.

When one examines the evidence, century by century, it becomes apparent that the freedom of children
to read at the peak of their abilities must, like other freedoms, be won anew with each generation.
During the early centuries, children had no literature yet of their own that they took over what
appealed to them in books written for adults. John Bunyans Pilgrims Progress (1678), an allegory of
the spiritual growth of the authors immortal soul written for adults, had been adopted as a fairy tale;
Defoes Robinson Crusoe (1719) became their tale of adventure; and in 1726 appeared adult book,
Gullivers Travel by Jonathan Swift, the first two books of which were to them another fantasy.

Fifteenth Century
Lesson books, naturally were the earliest books for the young, but these were not for children to
handle. During the Age of Chivalry there were books on behaviors, prepared for the young pages, who
were later to become knights.

Babees Bokethe most famous courtesy books and was produced in manuscript from about
1430.
The tales of Robin Hood (1450) and Sir Thomas Malorys Morte d Arthur (1486) are some of
the stories popular among children written in this century.
Aesops Fablesa collection of fables attributed to the Greek slave and writer Aesop printed by
Caxton in 1484
Properties of Thingsa book that gives the names of parts of the body, plants, mountains and
diseases printed by Wynken de Worde in 1495
Book of Courtesythe book written by William Caxton published posthumously in 1497

Sixteenth Century

Hornbookthe first book the child was allowed to handle; first publication date has been placed
as far back as 1540. The Hornbook was made up of a sheet of paper or pasteboard, on which
was printed, first, a small cross in the upper left-hand corner, followed by all capital letters, the
symbols, and the small letters in rows across the top; below were the vowels and syllables in two
parallel lists; still below these were the exorcism and part of the Lords Prayerall on a space a
little less than three by four inches. This was the first schoolbook.
Early writers and educators often thought of wisdom and lectures instilling good manners and a
righteous way of life could best be given children in verse form. Their recognition of the childs
delight in rhythm and rhyme was a step toward a literature for children.

Book of Martyrswritten by John Foxe in 1563 which contains horrors of death

A Booke in Englysh Metre, of the great Marchante Man called Dives Pragmaticus, very
preaty for children to reade (1563)an eight-page rhymed couplets describing the wares of the
peddler-author Thomas Newbery
A ballad of a most strange wedding of the froggee and the mouse had been licensed in
1580
John Webbwas licensed to print the Hornbook in 1587

Seventeenth Century
During the 17th century the Puritans influence dominated childrens books. the attitude toward the
child was that he was conceived in sin, born in sin, and die in sin, unless something were done; and the
Puritans saw to it that something was done.

Chapbookthese were very small, inexpensive paper booklets containing ballads sold by
peddlers or chapmen
Gulls Hornbooka satirical Hornbook issued by Thomas Dekker in 1609
Spiritual Milk for Boston Babes in either England, drawn from the Breasts of both
Testaments for their Souls nourishmentthe first book written and printed for children in
America written by John Cotton but originally published in England in 1646

Orbis Sensualium Pictusanother schoolbook devised by the Moravian bishop Johann Amos
Comenius translated into English in 1658 as The World in Pictures
Histoiries du Temps Pass; avec les Moralitez (Tales of the Past, with Morals)a collection of
nursery tales written by the French writer Charles Perrault. The eight tales that he wrote are:
Cinderella, The Sleeping Beauty, Red Riding-Hood, Blue Beard, Diamonds and Toads, Riquet
with the Tuft, Puss in Boots, and Hop o My Thumb.
A Book for Boys and Girls or Country Rhymes for Childrena book of verses about
everyday objects and nature by John Bunyan, a Puritan, published in 1696

In the latter half of the 17th century, informational books were published.

All the Principal Nations of the World Presented in their Habits of Fashions of Dressing-written by Henry Winstanly is one of the first geographies that appeared in 1665

Eighteenth Century
In the first part of the 18th century, several science books were published.

The Knowledge of the Heavens and the Earth Made Easy, or the First Principles of
Geography and Astronomy Explainedwritten by Isaac Watts and published in 1762
A Description of a Great Variety of Animals and Vegetableespecially for the
Entertainment of Youththe book by Thomas Breman wherein he introduced the idea that
learning should be fun
Isaiah Thomasreprinted in America some informational books printed by John Newbery in
England: Jack Dandys Delight: or The History of Birds and Beasts, a juvenile natural history; The
Circle of the Sciences (1745); Tommys Trips History of Beasts and Birds (1779), and Juvenile
Rambles (1786).

About 1729 Charles Perraults Histoiries du Temps Pass; avec les Moralitez was brought to
England and was translated.

John Newbery (1713-1767)Father of Childrens Literature; he issued from his printing shop
more than two hundred little books for children; operated the first juvenile bookstore
Oliver GoldsmithEnglish poet, dramatist and essayist who worked for Newbery from 17601767 and is believed to have helped him in writing the Newbery books
A Little Pretty Pocket Bookthe first book that came from Newberys shop
Mother Gooses Melodythe book that followed the first book; this is the first collection of
English folk-rhymes; it makes use of Shakespeares songs as suitable for childrens reading, and
it also uses for the first time in English the term Mother Goose.
The Arabian Nightsa collection of old tales that came from India, Persia, and North Africa
published by Galland in 1704; it appears they were available in English translation in 1712
The Tales of the Geniia series of tales modeled after the Arabian Nights published by Ridley in
1712
The History of Goody Two-Shoesanother famous book from printed by Newbery in 1766
Battledorea different sort of schoolbook; Benjamin Collins, a printer from Salisbury, claimed to
have invented it in 1770. This was a popular form of textbook as late as 1840.
Harlequinades or turnupsa book with pages of pictures covered with flaps that could be
raised or lowered to create other scenes which first appeared in 1766. Doggerel verse on each
section told a simple story
As the 18th century drew to a close, the influence of Rousseau was felt in childrens
literature. Following his theory of accompanying the child in his natural search for knowledge,
parents, relatives, or teachers were always at hand to seize upon every comment made by a child
or to call attention to objects of interest so that the incident might be used as a means of
instruction. Books frequently contained dialogues and conversation. Instead of long lists of rules,
the lessons were now concealed in didactic tales and juvenile biographies.

Two Contradictory Schools

Rousseau School

milea book of educational theory about childs learning written by the French writer Jean
Jacques Rousseau (1712-1778)
The History of Sandford and Mertona didactic tale by Thomas Day which utilized the
conversational approach. This is about two six-year old boys, Harry Sandford and Tommy Merton,
who were tutored together. Harry, a farmers son, is the one just and righteous. On the other
hand, Tommy is a spoiled child. These priggish children served as models of behavior for nearly
one hundred years.
Mrs. Teachems School for Girlsa story written by Sarah Fielding emphasizing character
development
Sacred Dramasa book by Hannah More which teaches the poor that it was their duty to be
satisfied with their lot in life
Original Storiesa book of similar plot with Sandford and Merton but this time it is two girls
and a governess; written by Mary Wollstonecraft
The Parents Assistant, or, Stories for Childrena series of tales written by Maria Edgeworth
published in 1796; she should be remembered for adding plot to childrens stories

Sunday Movement School

Hymns in Prosepublished in 1780 by Mrs. Letitia Aikin Barbauld as a protest against some
teaching of the Rousseau School; this is her best book yet the most famous is Evening at Home
which is made up of dialogues, fables, stories, and moralizing doggerels
Fabulous Historiesgives information about nature by weaving facts into conversations of
talking robins written by Mrs. Sarah Kirby Trimmer in 1786

Other adherents of this school are Mrs. Mary Belson Elliot, Dorothy Kilner and her sister Mary Jane.
In this period also, poetry for children emphasized religion and instruction.

Divine Songs Attempted in Easy Language for the use of Childrenthis poems by Isaac
Watts made religious instruction more pleasant for children
Pretty Poems for Children Three Feet Higha book of children poems printed by John
Newbery
Songs of Innocencea book of poems by the famous English poet William Blake in 1789;
though the poems here were specifically written for children, they enjoyed reading them. The
poetry was filled with imagination and joy, and made the reader aware of beauty without
preaching

As the century terminated, most of the stories for children were about how to live the good life.
Information about the natural world was peddled in didactic lectures sugar-coated with a
conversational style. Little prigs were models for young people to follow. However, there was now a
literature for children. Authors and publishers were aware of a new market for books, parents and
teachers were beginning to recognize the importance of literature for children.

Nineteenth Century
The 19th century brought tremendous changes to the western world as powerful nations arose.
Development in many different fields had taken place. These changes of the 19 th century were slowly
reflected in books for children. Libraries were established; the Sunday School Movement led to the
distribution of tracts and books. The didactic stories that preached good behavior continued to be of major
importance during this period, but some books were written with a child audience in mind. Children were
considered individuals with unique rights that education came to be viewed as a natural right for all
children. The attitudes toward religion gave way to secularism and to recognition of play as an acceptable
part of child life. Each type of book reflected these social, political, and economic changes. By the end of
the century, there was a growing body of literature expressly written for children.
In 1810, stories in rhyme were printed on sheets with slots, and pockets were fastened to the
reverse side. Cut-out figures could be slipped through the slot and were held in the pocket. A hero or
heroine could appear in a number of different costumes in this way. From 1840 until 1900, a variety of
books with flaps and movable parts was published. By pulling tabs, various pictures appeared to illustrate
the verse or story.

Books of Religion and Morals

In the first half of the 19 th century, the didactic school of writing for children flourished as women
writers wielded influential pens. They condemned fairy stories and relentlessly dispensed information in
lengthy dialogues between parent and child.

Little Henry and his Bearerfirst missionary story written by Mrs. Mary Martha Butt Sherwood;
she became famous for her Fairchild Family published in 1818; she was a prolific writer who
wrote about 350 moralizing books and tracts

Book of Instruction

Marmaduke Multiplys Merry Method of Making Minor Mathematiciansrhymes helping

children learn the multiplication tables written by Harris in 1816
Eclectic Readersa book teaching patriotism, good citizenship and industry by William H.
McGuffrey

In the early 19th century, nature study and contemplation of the universe was encouraged to develop an
admiration of Gods works.

The Wonders of the Telescope (1805)a book presenting the science of astronomy to children
Tales of Peter Parley about Americaa book on history, geography, and science by Samuel
Goodrich who is chiefly responsible for eliminating the British background in books for American
children (1827)
The Bodley Familyconceived by Horace Scudder, explored New England, Holland and other
countries (1857)
Seven Little Sisters Who Live on the Big Round Ball that Floats in the Air (1861)a book by
Jane Andrews which tells of the little girls who lived in the far north, in the deserts, in China, and
in Switzerland
Hans Brinker or The Silver Skatesa dramatic family story by Mary Mapes Dodge which gave
accurate glimpses of Dutch life in 1865
Heidea book written by Johanna Spyri which tells about a young girls joys and sorrows in the
Alps in Switzerland

Problems of war, temperance, and slavery were topics in histories in the first half of the 19 th century.

The Seven Wonders of the World (1814)a book by Samuel Wood discussing the miseries of
the world
A Young Folks History of the United States (1875)marks the beginning of history-writing for
American children
The Young Buglersa military history by George Henry
Young Folks Heroes of Historyhistory in the form biographies written by George Towle in
1883
Ten Boys who lived on the Road from Long Ago to Nowa book by Jane Andrews giving the
young readers information about Puritans, Horatius, and other heroes (1886)

Folk-Tale Collection
Early in the 19th century, two German brothers went about asking servants and peasants to recall
stories they had heard. In 1812, Jacob and Wilhelm Grimm published the first volume of Kinder-und
Hausmauchen (Household Stories).

Tales from Shakespearea book about Shakespearean stories in simple version by Charles
and Mary Lamb published in 1807. In 1809 they published Poetry for Young Children.
Sketch Book a collection of by Washington Irving (1819) which includes the famous Rip Van
Winkle and The Legend of Sleepy Hollow
Fairy Talesa collection of tales by Hans Christian Andersen first published in 1835
Wonderful Stories for Childrenthe translated tales of Andersen by Mary Howitt (1846)
The Magic Fishbonewritten by Charles Dickens as a serial in 1868
The Wonderbook for Boys and Girlspublished by Nathaniel Hawthorne in 1852 and followed
by Tanglewood Tales in 1853

The Blue Fairy Bookfirst in the series of collection of folk tales by Andrew Lang

Stories of Family Life

The Daisy ChainCharlottes Yonges book describing the daily life and learning of a family of
eleven children
Prudys Captain Horaceabout the Clifford family during the Civil War written by Sophie May
(Rebecca Clarke)
Five Little Peppersby Margaret Sidney (Harriet Lathrop) presents a story of a lively family
Little Women and Little Menprobably the most familiar and well-loved family book written by
Louisa May Alcott (1871)
Little Lord Fautleroy (1886) and Sara Crewe (1888)two famous books by Frances Hodgson
Burnett. Her best-known book though is The Secret Garden (1910) which presents an exciting
plot in a mysterious setting

Stories of Adventure

Swiss Family Robinsona classic childrens book by J. H. Wyss translated in 1814

The Last of the Mohicansan American classic novel written for adults by James Fenimore
Cooper but interested children when it was published in 1826
Captain Frederick Marryatwrote a series of sea adventures: Adventures of a Naval Officer; or,
Frank Mildmay (1829), Mr. Midshipman Easy (1836) and Masterman Ready (1844).
Robert Ballantynewrote a series of nearly 80 books: The Young Fur Trader (1856), His The
Battery and the Boiler; or Adventures in the Laying of Submarine Electric Cables would have
been of great interest to boys in 1883.
Peter the Whalera sea adventure written by W. H. G. Kingston
Ragged Dick (1867)first of the series of stories by Horatio Algiers. Over one hundred of these
stories of triumph over difficulties in the climb from rags to riches were published by this American
writer.
Oliver Opticsthe pen name of William Adams, a teacher who wrote such series as The Boat
Club Series (1855), The Army and Navy Series, and The Starry Flag Series.

In 1860, the first dime novel was published by Beadle and Adams, beginning the tremendous
business of cheap books for the 10-16- year old. Ann S. W. Stephens Malaeska, the Indian Wife of the
White Hunter was the first of the avalanche to be written by hacks. In the latter half of the century, there
appeared the first great school story, Tom Browns School Days (1885), by Thomas Hughes. In this
book, sports were of great interest to the pupils, and excitement was provided in accounts of team events.
Yet, the first school story is Harriet Martineaus The Crofton Boys published in 1841.

Treasure Islandan adventure book by Robert Louis Stevenson published in 1883 contains not
only tense and thrilling moments but also consistent characters
Adventures of Tom Sawyer (1876) and Adventures of Huckleberry Finn (1884)two realistic
portrayal of American boyhood by the famous author Mark Twain
Jules Vernethe Father of Science Fiction wrote a series of adventure stories including Twenty
Thousand Leagues Under the Sea (1870) and Around the World in Eighty Days (1872).

Animal Stories
A Dog of Flanders (1872)by Louise de la Ramee has been considered the first modern dog
story.

Black Beautywritten by Anna Sewell in 1877 as a protest against cruel treatment of horses
Jungle Books (1894-1895)exciting animal stories by Rudyard Kipling
Wild Animals I Have Knownthis book with personal histories of animals by Ernest
Thompson Seton was a forerunner of the modern books written about one animal.

Books of Humor and Fantasy

The early steps toward a literature for childrens enjoyment led naturally to the development of
fantasy.

The Water Babies, a Fairy-tale for a Land-Babythis story of a chimney sweep, Tom, who
became a water baby with gills and had adventures with sea creatures represents the beginning
of modern fantasy
Alices Adventures in Wonderland (Undergroud) (1865)a classic by Lewis Carroll (Charles
Lutwidge Dodgson), a Mathematics and Logic professor in Oxford, which is about a little girl who
fell down a rabbit hole and encountered weird creatures and fascinating adventures. This is
followed by Through the Looking Glass (1871)
At the Back of the North Wind (1871), The Princess and the Goblin (1872), and The
Princess and Curdie (1882)other well-known fantasies which are written by George
MacDonald
The Adventures of Pinocchioa fantasy book by the Italian writer Carlo Collodi (Carlo
Lorenzini) about a marionette brought to life published in 1892
The Story of Little Black Sambopwritten by Helen Bannerman wherein one absurd incident
followed after another

Poetry
In the 19th century, a wide variety of poetry was written for children.

Original Poems for Infant Mindswritten by Ann and Jane Taylor, and emphasized polite
behavior
The Butterflys Ball and the Grasshoppers Feastthe book by William Roscoe in 1807 which
introduced fantastic verse and brightly colored pictures
The Night before Christmasa classic Christmas poem by Professor Clement Moore; one of
the first American contributions to a joyous literature for children published in 1882 as A Visit
from St. Nicholas.
Nonsense Booka book of nonsense poems by Edward Lear written mainly to entertain readers
(1846); the next volume More Nonsense appeared in 1872

In the latter half of the 19th century, young people were also enjoying William Allinghams Ballad Book
(1865). John Greenleaf Whittier wrote many of the fine poems of the period in Child Life, A Collection of
Poems (1871). Kate Greenaway is known as an illustrator but her verses were enjoyed as much as the
drawing s in Under the Window (1878) and Marigold Garden (1885).

A Childs Garden of Verses (orig. Penny Whistles)--a volume of poetry for children by Robert
Louis Stevenson that told everyday life and the childs own world as he views it.

The close of the 19th century found two American poets writing for children: Eugene Field who wrote
Poems of Childhood (1896) and James Whitcomb Riley who wrote Rhymes of Childhood (1891).
Books on games and sports appeared to in this period. Craft books too were available.

The Girls Own Book: A Course of Geography, by means of instructive games(1858)by

Lydia Child integrates essays on proper conversation, manners, drawings , and music with
games.

Magazines
Magazines formed a significant part of literature for children in the last half of 19 th century. Juvenile
magazines of this period made a significant contribution to the total development of a literature for
children. They provided new outlets for childrens authors and illustrators. Although, it was not until the
1860s that childrens magazines gained importance. Now it is respectable for children to read purely for
pleasure.

The Juvenile Miscellany--the first magazine planned for American children (1827) which
emphasized American history and biography
The Charm--the first true magazine for English children that appeared in 1852
St. Nicholas-- the best childs magazine ever published founded by Mr. Roswell Smith in 1873.
Its editor, Mary Mapes Dodge, was the one who planned its policy. She edited the magazine until
her death. Some of the personages who contributed in the magazine are Louisa May Alcott, Mark
Twain, Frances Hodgson Burnett, Henry Wadsworth Longfellow, John Greenleaf Whittier, and
Rudyard Kipling

Harpers Young Peoplea weekly which had a high standard also and the serious rival of St.
Nicholas. It was renamed Harpers Round Table and later became a monthly

Illustrators
In the 19th century, several outstanding artists emerged as illustrators of childrens books.

George Cruikshankan engraver who illustrated Grimms Fairy Tales; as cartoonist, his work
appeared in newspapers and journals as well as the childrens periodicals, Aunt Judys
Magazine.
Walter Cranemade the picture books The House That Jack Built, and History of Cock Robin
and Jenny Wren. He especially enjoyed drawing animals and outdoor scenes, and his pages
were decorated with elaborate borders.
Randolph Caldecottestablished new standards of illustration for childrens books. His
drawings were filled with action, joy of living, and good fun.
Kate Greenawaymade The Language of Flowers and Marigold Garden (1885) which are
beautifully drawn. Her name brings visions of English gardens, delicate, prim figures, and the
special style of costume on her rather fragile children.
Howard Pylecreated real people for his collection of folk tales and legends. His characters
from the Middle Ages were strong; the life of the times was portrayed with interesting, clear detail.
He illustrated for the popular magazines of his day, St. Nicholas and Scribners Monthly. He made
further contribution by establishing classes for illustrators of childrens books.

Improvements in Book Printing

The student of childrens literature should be familiar with the three basic methods of printing.
During the 19th century, improvements in the printing process made possible publication of larger
quantity of books, and books with better quality. In 1803, a method of making paper by machinery was
invented, and the process of making paper from wood pulp was developed in 1840.
1. Relief printingdone by moving the ink roller over the plate that has blocks with letters or
illustrations raised above the surface. Only the high ridge receives ink that can be transferred to
paper.
2. Intaglio printingresults when designs are scratched below the surface by using an engraving
tool or etching with acid. The ink is then rolled on the plate, sinking into the low areas; another
roller wipes it off the higher surface. As the paper is pressed against the plate, it absorbs the ink.
3. Planographic methoduses a repellent on areas that are not to be printed. Lithography is an
example of the planographic method of printing. The artist drew directly on a porous limestone
with a grease pencil. Water was added to other areas. When the ink was rolled over the stone it
would adhere only to the grease. Later, zinc or aluminum plates were used. Today, the plate prints
the design on rubber roller that applies the ink to the paper. This offset method makes quantity
printing possible. Photo-offset printing has come to be termed lithography, but it does not refer to
the original process of printing with stone.
Another significant development in the latter part of the 19 th century was the halftone process. By
taking a photograph of the illustration through a fine screen, a series of tiny dots is created. The negative
is used to etch the plates, with lighter areas having smaller dots and darker areas having larger dots.
Technological developments of the 19th century were the basis for the vast improvements in the
process of printing in the century ahead. The promise of the 19 th century was to grow in a hundred
directions at once in the succeeding fifty years. The clamor for books was organized with such effect that
publishing firms felt and reacted to the pressure. The public library movement, with its development of
childrens departments, was responsible for new awareness of what was lacking in books for children.

Close of the Nineteenth Century

With the steady decline of Puritanism, there came a gradual realization that the morbid tone of many
of the books was actually harmful. The make-believe accounts of impossible children and perfect parents
were no longer being written. Fairies were finally accepted, and by the end of the century, literature was
expressly designed for children to give them happiness rather moral lectures.

Twentieth Century
In the twentieth century, the child became an important individual in the family, school, and
community. New philosophies held the contention that childhood was to be enjoyed. The world of
childhood was recognized as a unique and significant world. The types of literature published for the
expanding childs world reflected the changes and challenges of life in the twentieth century. It is almost
as if publishers, authors, and illustrators have conspired to give this generation the very best in the world
of books in order to compensate for a very uncertain future in the adult world.

Technical Improvements
The printing improvements initiated in 19 th century were fully realized in the next four decades.
Photo-offset lithography made it possible to print many more books at a lower cost. Bindings were more
durable, often washable, and bright and gay. It was possible to create beautiful, fine books for children
and just as easy to mass produce shoddy, cheap editions. Paperback editions of good books for children
became available early in the latter half of the 20th century. Childrens book awards were established
aside like the Newbery Award and the Caldecott Medal for picture books. In 1945, the Childrens Book
Council was established to promote Book Week and to distribute information through the year. The first
critical reviews of childrens books appeared in The Bookman in 1918. Public libraries instituted childrens
room and many elementary schools had libraries.

Fiction Factories

Edward Stratemeyerdeveloped fiction factories and literally wrote hundreds of books under a
variety of pseudonyms. He would give a three-page outline of characters and plot to hack writers
to complete.
Howard Garisworked for Stratemeyer and could produce a book every eight or ten days. He
wrote The Rover Boys (1899). With Mrs, Garis, he created The Bobbsey Twins (1904).He wrote
Tom Swift books (1910) as Victor Appleton, and under the pseudonym Clarence Young wrote The
Motor Boys. He was also the creator of Nancy Drew mysteries.

Rise of Picture Book

The importance of early childhood made it imperative that books be designed for young children.
Technological progress made it possible to produce picture books for the preschoolers and picture
storybooks for children in the primary grades. In America, the production of picture books not only
benefited from improved techniques in the field of graphic arts, but also from the influx of many fine
European artists who, in one way or another, sought refuge in that country.

Millions of Catswritten by Wanda Gag which has been called the first American picture
storybook.

Growth of Informational Books

Informational books helped the preschool child interpret experience; they were not designed to
funnel information into his head. The childs natural curiosity was extended through realistic stories or
through straightforward text.

Here and Now Story Bookwritten by Lucy Sprague Mitchell and first published in 1921
The Farm Book and The Chicken Worldamong the first illustrative informational books;
written by E. Boyd and published in 1910
Earth for Sam and Along the Hill (1935)written by Reed and Fenton respectively; exemplify
the start of accurate informational books

Since the 1940s quantities of informational books have rolled from the presses to give children facts
on almost every conceivable subject. Series books in the areas of science and social studies were
important development in this period. Many books of experiments have stimulated childrens science
activities. Developments in the fields of atomic energy and exploration of space have been reflected in
books for children. Biographies appeared to satisfy childrens interest in national heroes.
Early in the 20th century, historical fiction was written for children. The legendary approach to
history was utilized by MacGregor in Story of Greece (1941). Long selections from original diaries and

journals were presented in the historical accounts of Smiths Pilgrim Courage (1962) and The Coming
of the Pilgrims (1964).
In the 1950s, factual books about rockets satellites, and space almost seemed to be fantasy, but
by the 1960s such books were an accepted fact of daily life. Accounts of space flights and detailed
descriptions of the work of the astronauts have helped children understand the technology of the new
age. Concurrently, science books have pointed up problems of modern life.

Folk Tales
From 1900-1920 many collections of folk tales were purchased. Serious scholars recognized the
value of these tales, and storytellers in schools and libraries brought them to the lives of children. Tales
from the Far East and Africa were also added in the 1940s and 1950s.

East O the Sun and West O the Moonrecorded stories from Norway by a famous storyteller,
Gudrun Thorne-Thomsen (1912)
Jakata Talesa collection of Indian tales by Ellen Babbitt
Marcia Browndeveloped the trend to illustrate single tales by the publication of her Stone
Soup (1947)

Humor and Fantasy

Perhaps books of humor and fantasy reflected the need for escape from the shadows of world
tensions. Fantasy for children in the first half of the 20 th century seemed to come mainly from English
writers.

The Wizard of Ozthe story of Dorothys adventures in the Land of Oz; written by L. Frank
Baum
The Treasure Seekerstells of the Bastable family that tries to recover a fortune written by E.
Nesbit (1900s)
Just So StoriesKiplings delightful accounts of the origin of animal characteristics published in
1902 which stimulated childrens imaginations
The Wonderful Adventures of Nilsa story of a boy changed into an elf who flies over Sweden
on a ganders back; written by Selam Lagerlff on a commission to write a geographical reader
on Sweden (1907). These magic tales were forerunners of P.L. Travers Mary Poppins stories
(1934)
The Wind in the Willowsan adventure story of a water rat, a mole, and a toad written by
Kenneth Grahame for his small son who was on a vacation (1908)
Peter Pan and Wendya story made from play by J.M. Barrie; a story about a boy who refused
to grow up and lose the beauty of Never Never Land (1911)
Winnie the Pooh (1926) and The House at Pooh Corner (1928)two well-loved fantasies by
A.A. Milne
The Chronicles of Narniaa fantasy series by C.S. Lewis which borrowed characters and ideas
from Greek and Roman Mythology as well as from traditional British and Irish fairy tales.
Charlie and the Chocolate Factorythe story of Charlie Buckets adventures inside Willie
Wonkas chocolate factory. This was written by Roald Dahl; his other books are: The BFG,
James and the Giant Peach, etc.

McCloskeys Homer Price, Clearys Henry Huggins, and Atwaters Mr. Poppers Penguins brought
humor in realistic stories. Dr. Seuss, Lwason, du Bois, and Norton are well-known writers of twentiethcentury fantasy for children.

Animal Adventure
Different animal adventures were written in the 20 th century. One of the most famous animals in
literature is Peter Rabbit, who appeared in Mr. MacGregors garden at the turn of the century. While
younger children were enjoying Peter Rabbit, older boys and girls turned to Jack Londons Call of the
Wild (1903).

Smoky the Cowhorse (1926)written by Will James was an exciting story of an intelligent horse
who was mistreated by a series of owners.

Charlottes Webthe story of a barnyard spider and her animal friends, written by E. B. White
(1945)
The Cat in the Hatfirst and best known book of Dr. Seuss (Theodore Seuss Geisel) (1957)

Many realistic, informational books about specific animals appeared in the 1950s, representing a new
type of literature to meet childrens interests.

Poetry
The transition in childrens poetry from the didactic to the descriptive, from moralizing to poems of
fun and nonsense had at last been achieved in this period. Walter de la Mare wrote Songs for
Childhood in 1902 and eleven years later his Peacock Pie appeared which brought new melodies,
nursery rhymes, and fairy poems. The fun and gaiety of the childs everyday world was interpreted by
such poets as A.A. Milne, Rachel Field, Dorothy Aldis, and Aileen Fischer.

Translation of Foreign Books

An exciting development in childrens literature was the appearance of a large number of
translations of foreign books. American editions of books written by British authors have been made by
changing some of the spelling and words. When children realize they are reading the same stories read
by children in other countries, they developed a sense of companionship in the wide world of literature.

Books for Special Interests

Another trend in the 20th century was the increase in the number of special interest books. Books
about all kinds of hobbies were available in the 1950s.
When the 20th century opened, the young reader could find on his bookshelf many books
primarily intended for adults, didactic tales aimed at instruction, some informational books, and a few
stories written purely for his pleasure. By mid-century books no longer had to teach, preach, or patronize!
Fun was now acceptable; the childs natural curiosity was both extended and satisfied through
informational books.

Twenty-First Century
In 2001, Eoin Colfer (born 1965) published the first installment of his Artemis Fowl series in
Ireland. In this period, experts in childrens literature are more focused in research about childrens
literature either written in or translated into English. This is conducted in three different disciplinary fields:
1) Literary studies
2) Library and Information Science
3) Education
There is also a salient emphasis given to literary criticism analyses which may focus on an author, a
thematic or topical concern, a genre, a period, or a literary device. Most educational researchers studying
childrens literature explore issues related to the use of childrens literature in classroom setting. Some
educational researchers, however, study home settings, childrens out-of-school reading or parents use of
childrens book, for example.

The elementary teacher can better appreciate the richness of childrens literature
today by tracing the development of these varied types of books for children. An
understanding of the growth of childrens literature as part of a developing culture will
enable the classroom teacher to better evaluate childrens books of today.

Lesson 3: Development of Childrens Literature in the Philippines

Childrens literature in the Philippines had been in existence as far back as the primitive era.
Even before colonizers came to the Philippines, the Filipinos already had their own language, their own
alphabet, knew how to read and write and had a system of communication. Due to the dearth of writing
materials, oral means prevailed in the transmission and preservation of ideas.

Pre-Spanish Period
Lullabies are the early form of childrens literature in the Philippines which Mothers hummed or
chanted to their children. There is Baliwayway, an Ilongo lullaby which shows how a father expresses his
hopes, fears, and doubts about his growing boys future; Diwaya of the Ilocanos, Ili-Ili of the Hiligaynons,
and Panghehele of the Tagalogs express the mothers wishes to share the childs glory and pride. There
are also songs for different occasions like planting songs, verses, riddles, proverbs, ditties, nonsense
rhymes and fairytales.
There were tales of beasts, legends of strange events and phenomena, origin of the first man and
woman, stories about supernatural creatures like the Pugot, the patianak, tianak, kapre and other
fantastic tales. There were also stories about mythical heroes and heroines like Bernardo Carpio, Lamang, Mariang Makiling and others.
The early Filipinos were fond of proverbs and riddles which embodied their own philosophy and
unwritten code of morality which they passed on to their children. Riddles were also forms of
entertainment. Sometimes the children themselves composed ditties and nonsense rhymes while at play.

Spanish Period
When the Spanish colonizers came to the islands, they not only brought Christianity and their culture
but also religious literature and instruction for children. In 1593, the first book for children in the
Philippines, Doctrina Christiana en Lengua Tagala y Espaola by Father Domingo Nieva was published.
The book was used by elders for religious instruction and prayers. Children were not allowed to handle
the book. Caton or Cartilla was the next one published. It contained the Roman alphabet and syllables.
These were the first and only book of Filipino children for over three centuries. Although, children of the
very few elite families had the opportunity to attend schools and had some textbooks in grammar,
arithmetic, and logic.
In 1606, Memorias de la Vida en Lengua China was published. Pamphlets containing the lives of
saints, novenarios, prayers and sermons of the missionaries and parish priests were circulated among the
converts. They were written in principal dialects. The Pasion, the story of the life and suffering of Jesus,
had the widest popular appeal because of the verses in which it was written. The religious poems and
hymns become popular to children. Later, the children were exposed to metrical tales known as
corridos, in which the characters were kings and queens, knights, monsters, etc. Some of the corridos
were Florante at Laura, Pitong Infantes de Lara, etc. European heroes like El Cid of Spain, Roland and
Charlemagne of France, etc. were included in the corridos.
Jose Rizal wrote some childrens stories like The Monkey and the Turtle and translated some fairy
tales of Hans Christian Andersen from Danish to Tagalog.

American Period
When the Americans came to the Philippines in the 1990s, they introduced books in
English books like Pilgrims Progress, Mother Goose Rhymes, Alice in Wonderland, Aesops Fables,
Rip Van Winkle which were originally written for American children. These stories were read by children
who have learned the English language in schools. The Filipino children imbibed the attitudes, values and
philosophies that American childrens literature embodied. Thus Americas literature became a part of the
literature of Filipino children and American culture easily became our culture, too.
Literature books written by American authors, but prepared in the Philippines, were published by
Ginn and Company. One of these was Hugo Millers Philippine Folklore Stories (1904). In 1916, a
representative of Ginn and Company, Mr. Hugo Miller, came to the Philippines to encourage the writing of
books. Camilo Osias was the first Filipino to write textbooks. In the 1920s, he published Philippine
Readers. No Filipino child went through seven years of elementary education without having read the
series from Grade 1 to Grade 7. The Philippine Readers contained native folktales, myths and legends,
stories of animals familiar to the Filipino child written in English. Another literature series published by
Ginn and Company was the Philippine High School Readers by Mendez, Mendez, and Potts in 1932.
Maximo Ramos, one of those writers who recognized the importance of preserving the literary
heritage, especially for children, wrote Tales of Long Ago and Philippine Myths and Tales. There were

other writers who wrote folk literature in English and Tagalog like Manuel and Lyd Arguilla, I.V. Mallari and
others.
In 1940, the Philippine Book Company was founded. It began publishing childrens books like All
Time Favorite, Fairy Tales in English and in Filipino, The Voyages in Reading Series for elementary
levels. In 1962, Bookmark Incorporated published the work of a group of Maryknoll students. These were
mostly picture books. some of them are Pulanito by F. Luna, Ramon Goes to the City by M.V Pamintuan,
The Star That was Not by L. Enriquez, and Tobie and the Christmas Bell by M. Yokoto.
In 1945, Bookman Incorporated encouraged writers to translate some foreign childrens books
like The Little Lame Prince and Rubaiyat of Omar Kayyam. Bookman also published childrens books like
When I was a Little Boy by I. V. Mallari; Banca Moon by Amparo Asuncion and Philippine Myths and Tales
for the Young by Maximo Ramos.
In 1946, National Bookstore engaged in reprinting foreign books and in translating fairy tales in
Filipino like the Ladybird Series. The publishing firm also published comics in Pilipino and English like
Rizals Classic Illustrated, Filipino Heroes Stories, Legends of the Philippine Series, Bible Illustrated
Series and many others.
Alemar-Phoenix Publishing House published childrens books like: Myths and Legends of the
Early Filipinos by F. L. Jocano, Philippine Folktales by Aquino, et. al., The Old House, The Ginger Girl and
other Stories by C.V. Pedroche.
In 1962, Pamana Incorporated started producing childrens books. Among these are: Makisig:
The Little Hero of Mactan by Gemma Cruz, Horgle and the Kings Soup by Gilda C. Fernando, Once
Upon a Hilltop by Isabel T. Escoda, Anak Datu by Abdulmari Imao, The Wind Whispered to the Grass by
A. Lo, Ang Kaharian sa Tuktok ng Kawayan, etc.
New Day Publishers owned by the Christian Literature of the Philippines published My Friends
and the Haunted Cave by Thelma Zuniega and A Gift by Rosario Ratorta. In 1996, Luminaire Printing
&Publishing Corp. published English Literature Series written by Johnny C. Young which includes Book
of Fables, 101 Popular Local Myths and Legends, Book of ParablesFeaturing: The Parables of Jesus
Christ and the Book of Fairy Tales (Top 50 All Time Favorites). These were improved by the author and
reprinted in 2008 by the same publisher. In 2006, Gaudencio V.Aquinos Tales and Legends of Long Ago
was published by the National Bookstore.

Lesson 4: Childrens Reading Interests

The reading interests with which pupils come to school are the teachers opportunity
the reading interests with which the pupils leave school are the teachers responsibility.
--Dora V. Smith

Literature can both develop and extend childrens interests. Understanding the development of
interest in the cultural matrix will help parents, teachers, and librarians study interest of individual children.
This knowledge will help them to effectively guide childrens reading.
Since Rousseaus emphasis on the place of interest in education put forth in his book Emil,
educators have been concerned about the developing, expanding, and utilizing childrens interests.
Interest is an elusive factor, but teachers know that this subtle element that focuses attention is essential
to the learning process. Interests have been defined as preferences, drives, feelings of satisfaction, or
mental excitations. Although there have been many studies of childrens preferences, their wishes, their
favorite activities, and their reading choices, there is still uncertainty about this channeling force which
causes an individual to seek particular objects or activities.
Children have decided reading interests, and in many instances, they can articulate them.
Childrens reading interests reflect the pattern of their general interests. Stories of animals, real boys and
girls, adventure and exploration, biographies, and stories of the past all have appeal for children. Humor,
make-believe, suspense and action are the qualities that children enjoy most in their reading. Non-fiction
books are growing in acceptance: children seek specific information about space, underwater life, and
animals.

Factors Influencing Reading Interests

1. Age and Sex
According to Huus research
Interests of children vary according to age level and grade level.
Few differences between the interests of boys and girls are apparent before age nine.
Notable differences in the interests of boys and girls appear between ages ten and
thirteen.
Girls read more than boys, but boys have a wider interest range and read a greater
variety.
Girls show an earlier interest in adult fiction of a romantic type than do boys.
Boys like chiefly adventure and girls like fiction, but mystery stories appeal to both.
Boys seldom show preference for a girls book but girls will read boys books to a
greater degree.
More recent studies have indicated that boys and girls have definite reading interests that differ
as early as the first grade.
2. Mental Age
According to Russells research
Bright children like books that dull children two to three years older like.
Bright children read three to four times as many books as do average children and do not
taper off in reading at thirteen as most children do.
There is little variation in the reading interests of bright, average, and dull children, except
bright children have a wider range of interests.
3. Format of Book
Illustrations, color, format, type of print, and style are all factors that influence childrens choice of
books. In a study of 2500 kindergarten children, Cappa found that illustrations were the most important
source (thirty-four per cent) of appeal foe these children. Story content (thirty per cent) was second,
followed by information in content, humor, the surprise element, and refrain.
Children in the middle grades may decide a book is too babyish because of the size of the print.
Boys frequently will not choose a book if a girl is pictured on the cover or if a girls name is in the title.
Foreign words in a title may discourage both boys and girls from selecting the book.
4. Environment
Environmental factors such as availability and accessibility of reading materials in the home, school,
public and school libraries determine and affect the development of reading interests. Childrens reading
interests do not seem to vary greatly according to their geographical location. Rural, urban, and
metropolitan children have somewhat similar tastes in reading.
Cultural expectations are influential factors in determining individual interests. For example, girls may
be interested in dolls, but are not expected to express interest in mechanics. The child acquires interests
that bring approval through conformity to social expectations. A sixth-grade girl may not be interested in
horses or horse stories, but if most of the girls in her group express this interest, she will also ask for
books related to this theme. Boys in the group may reject horse stories because those are just for girls.
As the child identifies with parents and teachers who are enthusiastic readers, he develops his
own interests. Getzels pointed out that One cannot so much teach interests as offer appropriate models
for identification [sic].
The child cannot be interested in something that does not exist for him; therefore, the school, home,
and community must provide opportunities for children to have many first-hand, multisensory
experiences. Through a background of meaningful experience he can build interests.

Skill Fixer 1
Directions: Childrens literature is defined in four different ways; determine which definition is referred to
in each item.
1. The most restrictive definition of childrens literature
__________________________________________
2. A much-overlooked kind of childrens literature
__________________________________________
3. The broadest definition of childrens literature
__________________________________________
4. Perhaps the most common definition
__________________________________________
Give the most general classification of childrens literature.
5. _____________________________________________________________________________

Mnemosynes Challenge
Directions: Match the terms in Column A with their correct definition in Column B. Write the letter of your
answer before the number.

Column A
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Column B

Hornbook
Chapbook
Babees Boke
Harlequinades
The Juvenile Miscellany
The Charm
St. Nicholas
Harpers Young People
Relief Printing
Intaglio printing

a. the first magazine for American children

b. designs are scratched below the surface
c. the first true magazine for English children
d. the first American picture book
e. best childs magazine ever published
f. very small, inexpensive booklets of ballads
g. the first book the child was allowed to handle
h. the most famous courtesy book
i. the serious rival of the best child magazine
j. done by moving the ink roller over the plate
k. a book with pages of pictures covered with
flaps that could be
raised or lowered

Dip Your Pen

Directions: On a long coupon bond/s, summarize the historical development of childrens literature by
following the format of the table below. Write the most significant information only.

HISTORICAL DEVELOPMENT OF CHILDRENS LITERATURE

15th Century

16th Century

17th Century

18th Century

19th Century

20th Century

21st Century