The Wide, Wide World

In Warner's The Wide, Wide World we find that if we interpret the story as a sort of guide of how to be in the 19^th century we can a clearly outlined domestic role for women and a role of the father as the bread winner of the household out in the world trying to scrape together funds but unfortunately not succeeding. In any case both parents are to be highly revered. Ellen is a bright youthful light her mother encourages her to feel optimistic about the world with the idea that with the help of God everything will work out. Ellen’s life has been dominated by time with her mother and she has grown deeply attached to her especially on an emotional level. Her father’s role in her life is not nearly as active this can be contributed to the idea that it was women’s role of the time to be the main force in rearing children of the family.

We can see the roles for women being outlined in the language Mrs. Montgomery uses with Ellen regarding shopping. “…a great deal of skill and experience is necessary for a good shopper…” this is pulled from the context of Ellen trying to convince her mother to let her do the clothing shopping for her, since she is terribly sick. We also can interpret the scene is earlier chapters as a time of gathering things together necessary to be a lady in society. Such things as a proper desk with stationary and clothing mending tool kit of sorts are standard. These things are standard for a woman who stays at home that is or a young lady in common society yet still not actually working.

The text shows an emphasis on how both parents are revered the father’s decisions are final and not to be questioned and Ellen waits one her mother hand and foot, this could be attributed in part because she is so sick, and that Ellen is moved to do whatever she can out of love for her mother. We can see this as the ultimate plan of the first few chapters of this story. “Yes, I should; indeed, mamma, I should like it dearly if I could help you so. Will you let me try, mamma?” This quote is also taking from the scene where Ellen tries to convince her mother. In scenes shortly after Ellen encounters a fatherly figure in the store with no name. The idea that he has no name, appeared suddenly, and is a fatherly type figure makes me want to think of him as hinting at a greater force working in the universe.

Constructions of Childhood Prompt

When analyzing children's literature from early America, particularly 1820-1860, it is important to understand the mindset of people in this time frame. Recognizing that people in this time were very proud to be American yet anxious helps us to understand why writing of this time period for children may be seen as repetitive, predictable, and even boring. In the article by MacLeod we find a variety of examples, three in particular I find could play an important role in interpreting and analyzing this type of literature and I feel we should keep in mind. The Sanchez-Eppler reading also provides some noteworthy ideas about children’s literature and the way adults view children. For example seeing in them a sense of innocence and that they are individuals navigating their way through the world as best they can.
These ideas include a preoccupation with the future, repetition and, the idea that the focus of a given story was extremely narrow. MacLeod writes that “…it was undoubtedly the American preoccupation with the future that was the strongest impetus behind the development of a nonschool juvenile literature before 1860. The children who were to inherit the republic were increasingly the object of adult attention.” This effectively is the first time that American society adopts the idea of children as the future and they use it as building foundation for generation that follow. “Although they were produced in a nation experiencing great and rapid change, the children’s stories were static and repetitious. Controversy was rare and there were few departures from conventional opinion.” This quote from the reading puts forth the idea that children’s literature can often be stoic and trite in this time period due to the changes in society, that it the forming of a new nation. MacLeod makes it very apparent that the purpose of children’s literature of this time was to teach morality, subsequently the scope of stories was not very wide. “The focus of the stories was extremely narrow. They were written to teach, and specifically, to teach morality. All Americans of the period agreed that a high level of individual morality was indispensable if the promise of the nation’s future was to be fulfilled.”
Sanchez-Eppler writes that, “since the early nineteenth century, adults have increasingly sought in children: a sense of immanence and innocence, more immediate that rational.” The idea of the pure innocence of a child completely naïve and fragile to the world is something that is cherished in both human relationships and literature of the time. This along with the concept of children as individual’s navigating their way through the difficulties of life is expressed clearly by another main point Sanchez-Eppler tries to make, “They are children: individuals inhabiting and negotiating these often conflicting roles as best they can.”
So overall, when it comes to interpreting and understanding children’s literature of the early 19th century it is important to keep in mind the concept of children as the future, the predictable and repetitive style of stories of the time, the narrow focus of the stories and emphasis on morality, the idea of a child as the symbol of innocence and finally, the use of children as vessels to reveal a story wandering their way through conflicting roles.

First Entry

Well, I'm from Fort Worth, a freshmen and a biology major. I grew up in Fort Worth and have been here all my life although I love to travel.

I hope to learn a fair amount and participate in this course...a lot.

TCU was just a good fit for me, strong academics, new a fair amount of people going here from my high school but am always meeting new people, and it's just a nice place all around. If I were chancellor I would try and making parking better around campus so that it was really hard for my frog citizens to get parking tickets. It's a required course but I also want to make sure it's not a bore for me and that it's stimulating for my mind, and hopefully not too rigorous yet still enjoyable. I mostly enjoy reading fiction and science fiction. In my past courses I have had a fair amount of essay writing. I feel ok about writing, depending on what the subject is, if I know what I'm tlaking about it is usually easy, so when it comes to interpreting literature the right way I have been known to be wrong but hopeful I'll get better at it.

I think at this point my blog says that I am new to it and that once I figure out how it all works that I'll be able to answer questions about what it means to me better. I can say participating in the course should be relatively simple.

I have read and understand the syllabus and I agree to the terms.