TOWARD A NEW HISTORY OF
Ever since there were children, there has been children's literature. Long before John Newbery established the first press devoted to children's books, stories were told and written for the young, and books originally offered to mature readers were carefully recast or excerpted for youthful audiences. Greek and Roman educational traditions grounded themselves in reading and reciting poetry and drama. Aesop's fables lived for two millennia on classroom and family shelves. And thinkers from Quintilian to John Locke, from St. Augustine to Dr. Seuss, speculated on the ways in which we learn about our language and our lives from literature.
The history of children's literature is inseparable from the history of childhood, for the child was made through texts and tales he or she studied, heard, and told back. Learning how to read is a lifetime, and lifedefining, experience. “We can remember,” writes Francis Spufford in his exquisite memoir The Child That Books Built, “readings that acted like transformations. There were times when a particular book, like a seed crystal, dropped into our minds when they were exactly ready for it, like a supersaturated solution, and suddenly we changed.”1 Mine is a book about such transformations. It offers more than just a chronicle of forms of fiction or the arts of illustration. It charts the makings of the literate imagination. It shows children finding worlds within the book and books in the world. It addresses the changing environments of family life and human growth, schooling and scholarship, publishing and publicity in which children—at times suddenly, at times subtly—found themselves changed by literature.2 Mine is, therefore, a reader's history of children's literature: a study of the figurations of the reading child from antiquity