When reading children’s literature from the nineteenth century, you must consider the time period in which it was written. Authors based their stories and characters off of what they knew about being an American at that particular time. During the time in which they were writing, Americans had a huge sense of national pride and optimism on the surface, but also anxieties of living during such change. This was often reflected in the writing of children’s literature.

The national pride Americans had was strongly mirrored in their writings. According to Children’s Literature for a New Nation, the literature was used as a tool to sharpen the nationalism of children. By reading literature with strong nationalistic themes, children were indirectly instructed to be “what Americans wanted of and for their society.” So when reading literature from this time period, the reader must realize the nationalistic goals of the authors’ messages and make note of the importance they place on the future of their country.

According to Dependent States, during the nineteenth century, “children matter then not as selves, but as stages in the process of making an adult identity – as if childhood could only be meaningful in retrospect.” Even though I disagree with this statement, readers must realize that this thought process was common in literature during this time period. After reading both texts, however, there is somewhat of a contradiction. In Children’s Literature for a New Nation, it is observed that authors find great potential in the innocence and moldable minds of the youth for the future of the nation; while in Dependent State, authors are portrayed as seeing childhood as just a stage in the process of growing up in which they try to cram as much information into them as they can before they reach adulthood.

Two useful theories to know when reading children’s literature from the nineteenth century that go somewhat hand-in-hand come from Children’s Literature for a New Nation. One of which is the idea that stories were written to be didactic, or teach a moral. These types of stories were used as teaching devices to mold children and build their moral structure. Another theory is one that discusses how there is usually a good character versus bad character situation in each story. This is also used as a tool to develop morals in the youth. When a good versus bad situation occurs, there is often an obvious conclusion to be drawn to teach an important lesson. For example, some stories dealt with showing the negative aspects of being materialistic and selfish by making something horrible occur to the selfish person. This didactic style of writing is something to look for when reading children’s literature.

Also, when reading literature for children in this time period, the reader must look past the lack of detail in the setting of the story. Authors probably did this to allow for the stories to relate to everyone, no matter what part of America they were in. According to Children’s Literature for a New Nation, stories were meant to entertain, but also teach a moral lesson. In order to reach everyone, specific details of setting were left out.

Little did children know that when reading literature written for them in the nineteenth century they would be learning lessons about moral standards, social structure, and national pride. Authors disguised didactic writing styles as entertaining stories that would relate to children all over America. When reading nineteenth century children’s literature today, we must take into account the purpose behind the tale, instead of just the story itself.