1. Little Women in America English 505 Dr. Roggenkamp

2. Mid- to Late-19 th Century Publishing Trends for Children “Realism”—stories set firmly in “real world” (e.g. didactic fiction, school stories, domestic tales, most adventure novels) “Fantastic”—stories involving some impossible thing (e.g. talking animals or toys, magical events, nonsense) English—“fantastic” American—“realistic” Image: Illustration from Susan Warner’s 1850 blockbuster The Wide, Wide World, illustrated by Frederick Dielman in 1892

3. Children’s Lit in America: A Sketch Colonial Era: children born with depravity; childhood time to prepare for adult religious discernment Sample titles: Spiritual Milk for Boston Babes... Drawn Out of the Breasts of Both Testaments for their Souls Nourishment (John Cotton, 1656) A Token for Children, Being an Exact Account of the Conversion, Holy and Exemplary Lives, and Joyful Deaths of Several Young Children (James Janeway, 1700).

4. Children’s Lit in America: A Sketch 18 th Century: Exchange religious teaching for teaching of more secularized virtues—self-sacrifice, republicanism, honesty, dependability, charity, thrift As in England, rise of didactic literature Early 19 th Century: Rise of Sunday School movement, which produced thousands of tracts—highly idealized children who are converted to Christianity and good citizenship Message: “those who strove for improvement, whether moral, spiritual, or material, would probably be successful” (Gail Murray 37).

5. Literature for Children: Just Say No to Novels! Not a strong fictional tradition until 19 th century Puritan roots of American publishing: fictionalizing is sinful, a lie—likewise fairy tales Novel-reading (esp. by young) leads to depravity, corruption, vice, licentious riot, and senseless revolution Fails to nurture LOGIC and REASON 18 th century and even early 19 th : novels condemned by press, pulpit, educators, presidents, doctors, etc. First U.S. authored novel: 1789, The Power of Sympathy (William Hill Brown)

6. Just Say No! “A great obstacle to good education is the inordinate passion prevalent for novels, and the time lost in that reading which should be instructively employed. When this poison infects the mind, it destroys its tone and revolts it against wholesome reading. Reason and fact, plain and unadorned, are rejected. Nothing can engage attention unless dressed in all the figments of fancy.... The result is a bloated imagination, sickly judgment, and disgust towards all the real business of life.” (Thomas Jefferson)

7. Breakthrough of Domestic Fiction Out of Sunday School tradition emerges more “acceptable” fiction for children (girls in particular): domestic fiction (mid 19 th century) Enshrine home and family as place of character-building and moral reformation Women/girls as superior moral force— guide men to reformed character Model piety, charity, comfort, self- sacrifice, gentility, innocence, etc. Twin ideals of “home” and “Jesus” Strong didactic function Image: Illustration by May Alcott for first edition, Little Women

8. Concord, Massachusetts, 1850

9. Alcott Homes—Concord, Mass Left: “The Wayside,” owned by R. W. Emerson, lent first to Alcotts (during LMA’s early childhood) and then to Hawthornes. Right: “Orchard House,” home of Louisa May Alcott as older child and young woman. Photographed 1910-1920. (Library of Congress, Print and Photographs Division)