UC Berkeley

Bower of Books: Reading Children in Nineteenth-Century British Literature analyzes the history of the child as a textual subject, particularly in the British Victorian period. Nineteenth-century literature develops an association between the reader and the child, linking the humanistic self-fashioning catalyzed by textual study to the educational development of children. I explore the function of the reading and readable child subject in four key Victorian genres, the educational treatise, the Bildungsroman, the child fantasy novel, and the autobiography. I argue that the literate children of nineteenth century prose narrative assert control over their self-definition by creatively misreading and assertively rewriting the narratives generated by adults. The early induction of Victorian children into the symbolic register of language provides an opportunity for them to constitute themselves, not as ingenuous neophytes, but as the inheritors of literary history and tradition. The reading child’s mind becomes an anthology, an inherited library of influences, quotations, and textual traditions that he or she reshapes with uniquely imaginative critical force.

The first chapter examines the nineteenth-century British reception of John Locke’s Some Thoughts Concerning Education and Jean-Jacques Rousseau’s Émile. I demonstrate that Locke’s interest in cultivating skillful child readers, mediated through Rousseau’s fictional pupil, informs Maria Edgeworth’s Belinda and Walter Scott’s Waverley. Lockean educational discourse, combined with Rousseauean fictional strategies, serves as foundational for the early nineteenth century development of the novel. Chapter Two addresses childhood reading in the English Bildungsroman, interrogating the relationship between child protagonists who develop their identities through creative misreading and the ways that novels of growth and development shape their readers. Jane Eyre, David Copperfield, and Maggie Tulliver balance their absorption in the reading experience with their imaginative reshaping of their childhood reading, rewriting the books they encounter as they gradually learn to form themselves as subjects. Chapter Three traces the influence of children’s books of natural history on the fantasy novels of Lewis Carroll and Charles Kingsley, with particular attention to the development of curiosity as a desirable trait for child readers. The child protagonists of natural history books, who serve as pedagogical models for child readers, inform the child protagonists of the fantasy novel, who model both successful reception of didactic instruction and comic failure to learn from their books. At the same time, the thematization of optical technology works together with the child’s perspective to embed readerly experience in childhood perception. The final chapter turns to the autobiographical reflections of John Stuart Mill, John Ruskin, and Edmund Gosse, investigating the metaphorical substitution of the acquisition of basic literacy for early childhood development and of canonical literacy for the development of identity over time. Each of these autobiographers defines himself through his ability to cultivate sublime readerly experience through re-reading. For Mill, the mature admiration that his father encourages in childhood reading must give way to a childish delight as an adult reader; for Gosse, his father’s strict religious philosophy is displaced by his enchantment with the sound of poetic language; and for Ruskin, the ability to forget his childhood reading enables him to take the same pleasure in books over and over again.