Themes of Childhood Within Literature

One of the major themes within children's literature is that it is written to educate, or teach a moral lesson. MacLeod argues "moral didacticism was their sole reason for being" (90). Although they often simultaneously provide entertainment, 19th century writers used literature as "a means of teaching morals and forming character" (Sanchez-Eppler 13). Children's literature often contains the "virtuous" character trying to correct their one highlighted flaw and learning to live a moral, upstanding life. Obedience to authority was also heavily focused on because it was believed to be the framework for all learning. There was such an emphasis placed on teaching the youth because they were the future for the nation. If they were not taught, the nation could be at risk for demise.

Another theme that is strong throughout children's literature is that with children there are no limits. As Sanchez-Eppler puts it "childhood is increasingly praise for embodying what is best about the literary - imaginative freedom" (13). I believe this to be true. With children innocence is everything. They are often untained and boundless. It is the idea that they have the world at their fingertips. They are created without much duty or prior engagements. They are at a stage of life that is full of possibilities. The author has the power to do with them as he please because there is not parameters created to keep them bound. There is something idealistic and optimistic in this truth. There is freedom to do with them as you please and that is enjoyable for people. Often times in life, adults cannot relate to that same freedom, but in a way have the ability to live vicariously through the fiction.

Children's literature is full of extreme examples of good contrasting evil. MacLeod states appropraiate conclusions are to be drawn from the moral character display of the characters. If one character 'steals his father rum' and decides to run-a-muck then the reader can well conclude this character's life will end wretchedly (91). On the other hand "temperate youth were seen to thrive" (91). The character developement is rather simple, but it serves a profound purpose of contrasting good with evil. The authors of the time wanted the readers to embrace the moral code that led to social order.

MacLeod argues throughout his article that the literature in the 19th century was "domestic and predictable" (91). There was a large emphasis placed on family and the home as a unit. The authors often used the home for a symbol of the nation as a whole. If there was peace at home, it usually meant that there was peace in the government. On the other hand, if the home is falling apart, it is a clue to the reader that the surround society is most likely not in order. The authors use the symbol of a home in hopes that everyone can relate to the structure and inner workings of a home. Family values, as well as nationalism at this point in time, were important and strong.

Childrens literature always "points toward an unknown future, but is also archeological and nostalgic, recovering a lost past" (Sanchez-Eppler 20). This is an interesting point because it is indeed two fold. On one hand it does point toward an unknown future. This fact ties into building moral characters as if to impact the nation for a greater good. The children are the future. Although the future may be unknown, if one can teach a child obediance and morals now, they future seems to be more in order. On the other hand, for adults childhood is a symbol of what is no more. It is a time that many look back at with envy because of its carefree nature. There is a simple goodness and innocence that readers long to get back to.