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Chapter 15. The enslaved in late-Enlightenment stories for children

The real and the imaginary

Abstract

On the long road towards the abolition of the slave trade and enslavement, European and American books for children, published in the late eighteenth and early nineteenth centuries, sought to engage their intended young readers in the debate. In this chapter I counterpoint fictional characterizations of the enslaved with those in autobiographical accounts and in newspaper fugitive slave advertisements. The children’s books of the time depicted the enslaved as objects of pity and in need of rescuing. That positioned them as ideal subjects for authors attempting to cultivate empathy and sensibility in their young readers. Actual enslaved people told a different story, recording both the brutality and savagery of enslavers and their own sustained resistance to enslavement.

Abstract

On the long road towards the abolition of the slave trade and enslavement, European and American books for children, published in the late eighteenth and early nineteenth centuries, sought to engage their intended young readers in the debate. In this chapter I counterpoint fictional characterizations of the enslaved with those in autobiographical accounts and in newspaper fugitive slave advertisements. The children’s books of the time depicted the enslaved as objects of pity and in need of rescuing. That positioned them as ideal subjects for authors attempting to cultivate empathy and sensibility in their young readers. Actual enslaved people told a different story, recording both the brutality and savagery of enslavers and their own sustained resistance to enslavement.

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments vii
  4. List of figures ix
  5. Introduction 1
  6. Part I. Transnational genres
  7. Chapter 1. Spreading the words 18
  8. Chapter 2. Almanacs for children 46
  9. Chapter 3. “Altering the original fables to suit Chinese notions” 69
  10. Chapter 4. Catherine the Great’s writings for children in transnational context 89
  11. Part II. Migrant books
  12. Chapter 5. Comenius in New York 110
  13. Chapter 6. Collecting, translating and adapting 135
  14. Chapter 7. The journey of “Lille Alvilde” 157
  15. Chapter 8. Playful reading 176
  16. Chapter 9. From Michaelmas-Day to Thanksgiving 198
  17. Part III. Agents and networks of transnational communication
  18. Chapter 10. Make it Irish! 226
  19. Chapter 11. Translating, transforming, and targeting books for children 250
  20. Chapter 12. German in Hebrew letters 273
  21. Part IV. Transnational readers and the effects of transnational communication
  22. Chapter 13. “Travel […] is a part of education” 296
  23. Chapter 14. Girlhood as a transnational creation 315
  24. Chapter 15. The enslaved in late-Enlightenment stories for children 334
  25. Chapter 16. A World of books 356
  26. About the editors and contributors 377
  27. Name index 383
  28. Countries and languages index 387
Transnational Books for Children 1750-1900
Ein Kapitel aus dem Buch Transnational Books for Children 1750-1900
https://doi.org/10.1075/clcc.15.15pau

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments vii
  4. List of figures ix
  5. Introduction 1
  6. Part I. Transnational genres
  7. Chapter 1. Spreading the words 18
  8. Chapter 2. Almanacs for children 46
  9. Chapter 3. “Altering the original fables to suit Chinese notions” 69
  10. Chapter 4. Catherine the Great’s writings for children in transnational context 89
  11. Part II. Migrant books
  12. Chapter 5. Comenius in New York 110
  13. Chapter 6. Collecting, translating and adapting 135
  14. Chapter 7. The journey of “Lille Alvilde” 157
  15. Chapter 8. Playful reading 176
  16. Chapter 9. From Michaelmas-Day to Thanksgiving 198
  17. Part III. Agents and networks of transnational communication
  18. Chapter 10. Make it Irish! 226
  19. Chapter 11. Translating, transforming, and targeting books for children 250
  20. Chapter 12. German in Hebrew letters 273
  21. Part IV. Transnational readers and the effects of transnational communication
  22. Chapter 13. “Travel […] is a part of education” 296
  23. Chapter 14. Girlhood as a transnational creation 315
  24. Chapter 15. The enslaved in late-Enlightenment stories for children 334
  25. Chapter 16. A World of books 356
  26. About the editors and contributors 377
  27. Name index 383
  28. Countries and languages index 387
Heruntergeladen am 14.4.2026 von https://www.degruyterbrill.com/document/doi/10.1075/clcc.15.15pau/html
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