The Image of the Child: Proceedings of the 1991 International Conference of the Children's ...

344 Pages·2007·9 MB·English

DOCUMENT RESUME
ED 347 566
CS 213 473
AUTHOR
Iskander, Sylvia PattersoL, Ed.
TITLE
The Image of the Child: Proceedings of the 1991
International Conference of the Children's Literature
Association (18th, Hattiesburg, Mississippi, Nay
30-June 2, 1991).
INSTITUTION
Children's Literature Association.
PUB DATE
91
NOTE
346p.
PUB TYPE
Collected Works
Conference Proceedings (021)
EDRS PRICE
MF01/PC14 Plus Postage.
DESCRIPTORS
Authors; Childhood Interests; *Childrens Literature;
Elementary Education; Fiction; *Literary Criticism;
Literary Devices; Literary Genres; Nonfiction;
Picture Books; Recreational Reading
IDENTIFIERS
Historical Background
ABSTRACT
This volume of a 1991 conference proceedings contains
the conference's addresses and awards, a listing of the panels and
workshops, and abstracts of those papers which were withdrawn from
the proceedings to be published elsewhere. Among the papers in this
document are: "Reading and Literacy: a Lifetime Work" (N. Bagnall);
"The Image of the Child in the Picture Books of Ezra Jack Keats" (W.
Nikola-Lisa); "Contemporary Childhood: Terror, Containment,
Community" (A. Moss); "Literacy and Empowerment" (L. Pope); "Secret
Garden II: 'Lady Chatterley's Lover' as Palimpsest" (J. A. Plotz);
"Two Images of the Victorian Child: Stevenson's and Rossetti's
Differing Views" (C. C. Amelinckx); "Kate Douglas Wiggin's Portraits
of the Artist as a Girl" (P. Bixler); "The Illustrated Postmodern"
(G. R. Bodmer); "Images of Hawaii for Children: Cultural
Deprivileging and Reprivileging" (S. Canham); "The Blue Tortoise
Tattoo: The Quixotic Reader in 'Jacoll Have I Loved'" (J. D. Chaston);
"The Image of the Child in Lindgren's 'Pippi Longstocking" (S.
Erol); "We Dance to the Music of Our Own Time': Reflected Images
of
Granddaughters and Grandmothers" (S. W. Gravitt); "Every Mother's
Dream': Cynthia Voight's Orphans" (P. Greenway); "Faulkner's 'The
Wishing Tree' as Children's Literature" (N. D. Hargrove); "The Child
Is Mother of the Woman: 'Heidi' Revisited" (L. Hendrickson); "The
Image of the Child as Artist and Aesthete" (M. H. Holden); "The
Suffering Child's Plea for Peace in Japanese Picture Books" (A. M.
Hotta); "Images of Contemporary Japanese Children by
Japar,ese-American Immigrants" (K. N. Hoyle); "The Legacy of Peter and
Wendy: Images of Lost Innocence and Social Consequences in 'Harriet
the Spy'" (J. G. John); "The Image of the Child in Chinese ro)ktalee
(J. V. Lechher); "Pippi Longstocking: Images of
an Iconoclast" (Y.
Lindholm-Romantschuk); "The Image of the Curious Child" (G. D.
Little): "The Spy and the Poet: Young Girls as Writers in 'Harriet
the Spy
and 'Anastasia Krupnik" (J. Q. McMullen); "The Image of the
Child in Picture Books: Adult/Child Perspectives" (J. Nist);
"Reflected Images: The Child in Modern Children's Literature" (R.
Pauly); "The Baroque Child" (J. Perrot); "Playing Oz: The Bridge
from
Page to Stage" (P. A. Rooks); 'The Image of Children
as Daydreamers
in Marie-Louise Gay's Picture books" (C. H. Sibley); "Notes from a
Dark Side of the Nursery: Negative Images in Alphabet Books" (M.
A.
Taylor); "A Nostalgic Image of Childhood: Nancy Ruth
Patterson's 'The
Christmas Cup'" (M. Usrey); "In the Image of Young America: Girls
of
the New Republic" (L. M. Vallone), "Images of the Child in French
Literature" (F. Van de Poel-Knottnerus); "The Fable Child's Image in
Words and Pictures" (W. Van Goor); and "Hansel and Gretel as
Abandoned Children: Timeless Images for a Postmodern Age" (V. A.
Walter). Abstracts are presented of papers by A. Allison, L. R.
Kuznets, R. McGillis, and E.M. Metcalf. (NKA)
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The Image of the Child
Proceedings of the 1991 International Conference of
The Children's Literature Association
University of Southern Mississippi
Hattiesburg, Mississippi
30 May.
2 June 1991
-
PRODUCE. THiS
PE RMISSION I ()
DEPARTMENT OF EDUCATION
U
MA TERIAL HAS BEEN GRAN I ED BY
()awe of Educational Research and improvement
EDUI TIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been feproduced as
received from the person or organization
Onginafind it
C Minor changes have Peen made to Improve
reproduction Quaktv
III THf: EDIAltiTinNAL HE SCUM:I S
PCunls Of view Or opouonS Stated m IMS deck,
man) do nOI neceSsaray represent official
INFOI-IMATION c. N E.H
OEM pos.Uon or pokes
Editor
Sylvia Patterson Iskander
University of Southwestern Louisiana
ChLA
!
Children's Literature Association
The Image of the Child
Proceedings of the 1991 International Conference
of
The Children's Literature Association
University of Southern Mississippi
Hattiesburg, Mississippi
30 May-2 June 1991
Editor
Sylvia Patterson Iskander
University of Southwestern Louisiana
3
The Children's Literature Association
m
Battle Creek, Michigan
1991
4
Introduction
The proceedinas of the Eiahteenth Annual International
Conference of The Children's Literature Associatioa contains the
addresses and awards presented at the conference held at the
University of Southern Mississippi, May 30 to June 2, 1991,
together with, for the first time, all the papers presented, plus
a listing of the panels and workshops presented and abstracts of
those papers which were withdrawn from the proceedings in order
to be published elsewhere.
Although it has always keen the
policy of The Children's Literature Association to allow papers
printed in the Proceedinas to be published elsewhere, some
journals are now refusing acceptance if a paper has appeared
anywhere else.
Participants are srAely responsible for the content of their
papers.
The success of the conference was largely due to the efforts
of the Local Arrangements Committee: Dee Jones, Curator of the de
Grummond Collection (chair), Anne Lundin, and Terry Latour; the
Paper Selection Committee, Sylvia Patterson Iskander (chair),
Anne Lundin, and Nancy Verhoek; and to the support of the
conferenre by the de Grummond Collection, the University of
Southern Mississippi, the Library of Hattiesburg, Petal and
Forrest County, and the City of Hattiesburg.
I would also like to thank the outgoing president, Norma
Bagnall, for answering mary questions about procedure; the former
editors, Sue Gannon and Ruth Anne Thompson, for their invaluable
advice; and my colleagues: Willard Fox for repeatedly lending his
time and expertise about MLA style as well as Word Perfect;
Barbara Cicardo and Becky Patterson for transferring Mac
manuscripts and scanning papers for conversion to Word Perfect;
and Laureen Tedesco for proofreading and more proofreading.
Contents
Presidential Address:
Norma Bagnall, "Reading and Literacy: A Lifetime Work"
1
.
Featured Speakers:
Margaret Hodges, "East Meets West in Lafcadio Hearn"
6
W. Nikola-Lisa, "The Image of the Child in the Picture
Books of Ezra Jack Keats"
15
Anita Moss, "Contemporary Childhood: Terror, Containment,
Community"
27
Richard Peck, "Books for tha Post-Revolutionary Reader"
41
.
Lillie Pope, "Literacy ana Empowerment"
50
Martin Pope, "Ezra Jack Keats' Neighborhood"
53
Awards and Scholarships
56
Best Paper of the Conference:
Judith A. Plotz, "Secret Garden II: Lally Chatterley's Lover
as Palimpsest"
57
Papers:
Carol Cedar Amelinckx, "Two Images of the Victorian Child:
Stevenson's and Rossetti's Differing Views"
58
Celia Catlett Anderson, "The Descent into Light: A Post-
Romantic Image of the Child"
64
Phyllis Bixler, "Kate Douglas Wiggin's Portraits of the
Artist as a Girl"
71
Ceorge R. Bodmer, "The Illustrated Postmodern"
Frieda F. Bostian, "Images of the Child as Musician"
8:
.
.
Stephen Canham, "Images of Hawaii for Children: Cultural
Deprivileging and Reprivileging"
89
Joel D. Chaston, "The Blue Tortoise Tattoo: The Quixotic
Reader in Jacob Have I Loved"
100
Diana A. Chlebek, "Child's Pleasure-Garden': Nineteenth-
Century American Children's Magazines and the Concept of
Childhood Autonomy"
107
Sibel Erol, "The Image of the Child in Lindgren's Pinpi
Longstockince
112
Sandra W. Gravitt, "We Dance to the Music of Our Own Time':
Reflected Images of Granddaughters and Grandmothers"
120
Betty Greenway, "Every Mother's Dream': Cynthia Voigt's
Orphans"
127
Nancy D. Hargrove, "Faulkner's The Wishing Tree as
Children's Literature"
132
Linnea Hendrickson, "The Child Is Mother of the Woman:
Heidi Revisited"
141
Marjorie H. Holden, "The Image of the Child as Artist
and Aesthete"
148
Anr Miyoko Hotta, "The Suffering Child's Plea for Peace
in Japanese Picture Books"
154
Karen Nelson Hoyle, "Images of Contemporary Japanese
Children by Japanese-American Immigrants"
161
ii
Judith Gero John, "The Legacy of Peter and Wendy: Images
in
of Lost Innocence and Social Consequences
168
Harriet the Soy"
Chinese
Judith V. Lechner, "The Image of the Child in
174
Folktales"
Images
Ylva Lindholm-Romantschuk, "Pippi Longstocking:
181
of an Iconoclast"
188
Child"
Greta D. Little, "The Image of the Curious
Catherine M. Lynch, "Bobstays and Billygoats: Arthur
the New Woman"
Ransome's Nancy Blackett, the Image of
Girls
Judith Q. McMullen, "The Spy and the Poet: Young
and Anastusia Krupnik"
as Writers in Harriet the Sqy
.
Innocent
Amy Horning Marschall, "Innocent Tales for
Johann Gottfried Herder's Image of the
Children?
205
Child and the Grime Fairy and Household Tales"
and the
Claudia Nelson, "What Katy Read: Susan Coolidge
217
Image of the Victorian Child"
Picture Books:
Joan Nist, "The Image of the Child in
223
Adult/Child Perspectives"
Regina Pauly, "Reflected Images: The Child in Modern
231
Children's Literature"
241
Jean Perrot, "The Baroque Child"
the Child in
Brendan A. Rapple, "The Evangelical Image of
251
Fairchild Family"
Mrs. Sherwood's The History_pf the
.
.
.
in the American
Bruce A. Ronda, "Lost in Space: The Child
257
Landscape"
to
Pamela A. Rooks, "Playing Oz: The Bridge from Page
263
Stage"
Daydreamers
Carol Hanson Sibley, "The Image of Children as
271
in Marie-Louise Gay's Picture Books"
Robert McCloskey's
Jan Susina, "The Center of Centerburg:
279
Regionalist Image of Boyhood"
Nursery:
Mary-Agnes Taylor, "Notes from a Dark Side of the
287
Negative Images in Alphabet Books°
Ruth
Malcolm Usrey, "A Nostalgic Image of Childhood: Nancy
293
Patterson's The Christmas Cup"
America: Girls of
Lynne M. Vallone, "In the Image of Young
300
the New Republic"
Child
Frédérique Van de Poel-Knottnerus, "Images of the
307
in French Literature"
Wanda Van Goor, "The Fable Child's Image in Words and
315
Pictures"
Virginia A. Walter, "Hansel and Gretel as Abandoned
322
Children: Timeless Images for a Postmodern Age"
Abstracts:
Himself
Alida Allison, "Isaac Bashevis Singer's Image of
333
as a Child"
Lois R. Kuznets, "Two Newbery Winners Not in the Child's
333
Her First Hundred Years and Miss Hickory"
Image: Hitty
Roderick McGillis, "Repetitions: Oral and Written Story
334
'The Fisherman and His Wife"
Eva-Maria Metcalf, "The Invisible Child in the Works of
334
Tormod Haugen"
335
Workshops, Special Sessions, and Panels
vi
7
The Presidential Address
Work
Reading and Literar.4: A Lifetime
very nervously, not
I came into the presidency two years ago
I had taken copious
knowing for sure if I could do the job.
day before about the vice president's
notes in board meetings the
It is not my wont to
1989.
job, the office I expected to fill in
learn how to be
look too far into the future; I planned to
president at the 1990 board meetings.
floundered had it not been for
That first year I would have
executive board who were working hard to do
an extraordinary
I kept a journal of
well.
their jobs and to help me look good as
surprising number of
tasks completed and find that I answered a
of children's
letters from people interested in some aspect
because it
There is one I want to share with you
books.
children's books have on just about
expresses the importance
he remembered from the
The writer wanted to find a book
anyone.
I paraphrase
grandchild.
1920s or early 1930s to share with his
his description.
book with black and white photographs
It was a small picture
It was about Mother and
mainly rabbits.
of animals dressed up,
He was a good
Algernon.
Father Bunn and their cl'ildren; one was
pxpression "OK" all the time.
The
child even though he used the
rabbits, led by Algernon,
climax of the story came wher Lhe young
tied up by some bad boys.
rescued the Easter Bunny who had been
bunnies by letting them distribute
The Easter Bunny rewarded the
captained by
They took off in a sort of dirigible
Easter eggs.
Father Bunn listening to
One scene showed Mother and
Algernon.
The authors
radio with a rounded top.
an old-fashioned
the animals photographed
emphasized in the preface that none of
been mistreated in any way.
had been forced to pose or had
explicit details of a book
This is an amazing recounting of
That is, it is
forty years.
the writer has not seen for over
have this effect on
amazing unless one realizes that books can
remember long;
Those things we learn early, we
children.
be remembered over a
memories of a book read in childhood can
tell the story here to
That is one of the reasons I
lifetime.I
know well; children's
emphasize something you in this audience
Another reason is that in
impression.
books can leave a lasting
and be
may recognize the story
a crowd such as this one, someone
than I could in December,
able to give the writer a better answer
which was, "I don't know."2
formed because of
The Children's Literature Association was
literature professors and scholars
the importance children's
The discipline had been
placed on this body of literature.
English departments.
largely ignored by mainstream scholars and
1
It was, and in too many places still is, looked
down upon,
considered a punishment, or at least
a developmental stage for
some lowly professor to have to teach before he
can advance to
teaching "real" literature.3
The Association has changed, and continues
to change, that
attitude.
Rebecca Lukens likened our problem in
attracting new
members to the problem a modern union has making
converts now.
Working conditions are
so good that workers see no need to join
a
union.
I'm not sure that we've made children's
literature so
accepted in academe that we don't want
to join an organization
that promotes critical attention
to it, but Lukens' point is
valid.
Students studying for the Ph.D. in English
are encouraged
to have at least one other specialization in order
to make
themselves "more marketable" once they have finished
their course
work and are in the job market.
I didn't do that.
In my Ph.D. program,
I talked with each
professor before signing up for a course.
If he would not let
me
write my major paper on some aspect of children's
literature that
suited the topic,
I chose another course.
The result was that I
wrote papers on Alice in Wonderland, _Little Women,
and children's
editions of Beowulf, among others.
My attitude expressed an
independence which may not have been overly wise--especially
in
the all-military and, until the year I matriculated,
all-male
Texas A&M University; however,
I secured the job I wanted in
a
place I like to live.
Some of you know that I was an early "non-trad.
ional"
student.
I began college at age thirty-nine when
the youngest of
our five children entered kindergarten, and I
was enough of a
traditionalist to arrange my
courses so that they coincided with
her class schedule, so she
was with a sitter only occasionally.
I can't recall that anyone expected
me to succeed.
My husband's
Aunt Margaret told me that I should not hope
to do as well as
younger students.
I signed up for a course in basic algebra,
and
my engineer husband pointed out to me something I already knew:
the course did not earn college credit. "But,
it's been twenty
years since I studied algebra," I replied.
"They're using
language I've never heard of, like binominals."
"Binomials," he
corrected, but he saw my point.
I remember well the years prior to becoming
college
educated, embarrassed because people might find
out that I hadn't
been to college and might think that I
was stupid.
We were
always part of a college-educated crowd, whether in
church, in
the neighborhood, or at parties, and I cringed
when people asked
where I had gone to school.
Sometimes I got by with the
response, "St. Louis," but all too often, they
persisted with
questions about Washingtc'n
or St. Louis University, and I had to
admit it was Fairview High School.
Those memories are indelibly
etched on my mind.
Like the people Mike Rose teaches
(in Lives
on the Boundary),
I know what it is to feel inadequate.
2