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Worlds of Wonder
Mid-Nineteenth-Century
    British Social Conditions
 19th century change—
  industrialization, urbanization,
  imperialism, class change,
  population growth, wars, etc.
 Prosperity in 1850s/60s, then
  economic and class problems in
  following decades
 Family as enclave against
  changing world
 Queen Victoria, reign 1837-1901—
  icon of nuclear family
  Image: Queen Victoria & Prince Albert Edward, 1844
Victorian Attitudes Toward Children
 A culture obsessed with middle/upper-class children
 On one hand, Romantic view: children as epitome of
  innocence and goodness, with an inherent spirituality
 On other hand, Puritanical view: children as tainted
  by Original Sin, requiring strictness, firmness, even
  severity in upbringing
 In literature: perfect children modeling good behavior,
  or evil children suitably published
 Class-based issue: e.g. 80% of cotton mill workers
  were children in early 1800s
Cult of Childhood
            Romance with (middle/upper class)
             childhood seen everywhere—art,
             manners, decorating, clothing
             design, leisure culture, literature,
             etc.
            Deep adult longing for what
             childhood represented—innocence,
             innate spirituality, progress and
             promise, hope
            Way for adults to work out their own
             fears and doubts about changing,
             uncertain world
            Search for an Arcadia, an idyllic
             place, a secret garden
Publishing Trends for Children
 Children’s books among most profitable segment of
    publishing industry
   Advances in printing technology—exploding print
    marketplace
   From 1860s on: two basic streams in Victorian
    children’s literature
   “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
    poems and stories)
   Upsurge in fantastic in England during late-19th century;
    entrenchment in realistic in America during same period
Lewis Carroll (Charles Dodgson)
 Even so, Alice books almost utterly
  unprecedented—opens the
  “Golden Age”
 1832-1898
 Mathematics teacher, amateur
  photographer (little girls)
 “[A]n intense, buttoned-up loner
  whom a repressive society pushed
  into real eccentricity. Fantasy was
  his escape, . . . a chance to reduce
  to chaos some of the
  establishment values which
  publicly he upheld” (Jackie
  Wullschläger)
Alice’s Reception
              Generally hailed as a true
               path-breaker, even genius
              Not universally acclaimed at
               first: Book “too extravagantly
               absurd to produce more
               diversion than
               disappointment and irritation”
               (Illustrated Times).
              But generally revered by time
               Through the Looking Glass
               published (1872)
               Image: Alice Liddell as photographed by Dodgson

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Worlds of wonder

  • 2. Mid-Nineteenth-Century British Social Conditions  19th century change— industrialization, urbanization, imperialism, class change, population growth, wars, etc.  Prosperity in 1850s/60s, then economic and class problems in following decades  Family as enclave against changing world  Queen Victoria, reign 1837-1901— icon of nuclear family Image: Queen Victoria & Prince Albert Edward, 1844
  • 3. Victorian Attitudes Toward Children  A culture obsessed with middle/upper-class children  On one hand, Romantic view: children as epitome of innocence and goodness, with an inherent spirituality  On other hand, Puritanical view: children as tainted by Original Sin, requiring strictness, firmness, even severity in upbringing  In literature: perfect children modeling good behavior, or evil children suitably published  Class-based issue: e.g. 80% of cotton mill workers were children in early 1800s
  • 4. Cult of Childhood  Romance with (middle/upper class) childhood seen everywhere—art, manners, decorating, clothing design, leisure culture, literature, etc.  Deep adult longing for what childhood represented—innocence, innate spirituality, progress and promise, hope  Way for adults to work out their own fears and doubts about changing, uncertain world  Search for an Arcadia, an idyllic place, a secret garden
  • 5. Publishing Trends for Children  Children’s books among most profitable segment of publishing industry  Advances in printing technology—exploding print marketplace  From 1860s on: two basic streams in Victorian children’s literature  “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 poems and stories)  Upsurge in fantastic in England during late-19th century; entrenchment in realistic in America during same period
  • 6. Lewis Carroll (Charles Dodgson)  Even so, Alice books almost utterly unprecedented—opens the “Golden Age”  1832-1898  Mathematics teacher, amateur photographer (little girls)  “[A]n intense, buttoned-up loner whom a repressive society pushed into real eccentricity. Fantasy was his escape, . . . a chance to reduce to chaos some of the establishment values which publicly he upheld” (Jackie Wullschläger)
  • 7. Alice’s Reception  Generally hailed as a true path-breaker, even genius  Not universally acclaimed at first: Book “too extravagantly absurd to produce more diversion than disappointment and irritation” (Illustrated Times).  But generally revered by time Through the Looking Glass published (1872) Image: Alice Liddell as photographed by Dodgson