Lewis Carrolls Classical Childrens Novel - Essay Example

Lewis Carroll’s Classical Children’s Novel Introduction Myles McDowell’s volume of “Some Essential Differences: in Children’s literature in Education”, provides a detailed explanation of the features and aspects which are an elementary factor in the category of the children’s fiction. He clearly reshapes the idea of childhood which can be seen through children’s literature. He suggests that literacy values such as “child protagonists are the rule, conventions are much used”, and have a “clear cut moral” at the end which tends to broaden the discussion on the concept of childhood in social, legal and historical developments in children’s literature. Lewis Carroll’s classical children’s novel “Alice in Wonderland”, written in the Victorian period helps to define the ways in which the Victorian children were socialised into the stifling propriety and constrictive morals. It also helps to analyse whether the sole focaliser, Alice herself meets these human cultural inventions. Mark Twain’s novel “The Adventures of Huckleberry Finn”, draws together issues of censorship and civilization. The unfortunate child Huck has not been taught the signifying codes made by our society; he lacks a childhood and the correct authoritative figures in his life in order to give him these moral teachings. 2.Victorian child Carroll discusses how Alice, a representation of the middle class child in Victorian England, provides a perfect example of the Victorian mindset which required proper etiquette and rules. Drawing from his own childhood experiences, Carroll aims to show that childhood is as much a time for learning as it is a stage to understand “who you are”, and the only way of doing this is by experimenting. For example, plays and games can be seen as a representation of ideological construct, which enables Alice to experiment with subjectivity because it requires a cooperative relationship between self and others. Twain’s – socialisation Functionalists and sociologists like Talcott Parson put forward the theory that power is exercised by parents over children through socialization, a continuous process. The child protagonist Huck escapes from the “civilising” codes made by society by not attending school. Katz states in his work of “Masculinity” that young boys tend to deviate from moral values and norms and drift towards criminal activities when they experience a state of boredom. In my opinion, Huck’s choice is due to the fact that he was not given the correct comfort and security which should be expected from his Pap. Huck challenges the way the society expects children to think. He believes that returning to Aunt Sally’s house will tie him down to cultural norms. 3. Didacticism/ Growth In Alice’s journey to the Wonderland, Carroll provides creates a fantasy world of adventure. Her supernatural experiences enables Carroll to be sarcastic about didacticism. He goes beyond the society’s ideologies by bending the rules of the temporal world. Many situations are obvious through Alice’s physical transfigurations, language and conventions which provide an additional means to test if the world can defy the rules which are didactically fed to children and become second nature to adults. “Let the jury consider their verdict,” the King said, for about the twentieth time that day “No, no!” said the Queen. “Sentence first-verdict afterwards.” “Stuff and nonsense”, said Alice loudly. “The idea of having the sentence first!” “Hold your tongue!” said the Queen, turning purple. Carroll’s passage taken from “Alice’s Evidence” provides sufficient proof that Alice’s arbitrary and defensive emotions do not fit into the ideal Victorian image. According to me, the image of the “fabulous monster” seems to be self-evident. The trial scene acknowledges the fact that Alice has gained courage to answer back to the nonsensical language. This image of strength helps evaluate the idea that confidence is tied to physical power. At the trial event, Alice decides she has been ultimately defeated by the nonsense of the characters and ends her journey saying “You’re nothing but a pack of cards!” It is precisely the breaking of the tension between her expectations and the reality of Wonderland, and her regressing back into Alice the child, that the book is all about. The message conveyed is the rejection of adult authority and the vindication of a child’s rights. Nonsensical behaviour of Carroll’s characters demonstrate how children were forced to behave according to a set of rules and morals during the 19th century. Through the representation of lovable creations in the fantasy world, Carroll speaks about a nonsensical yet familiar journey of the questioning of identity by the child yearning to take the step into adulthood prematurely. Alice’s adventure in the wonderland begins with Alice sitting beside her sister commenting “what is the use of a book without pictures or conversations”, Alice’s narrow point of view makes her ask herself who she is. Alice has reached a stage of development where the world appears explainable. Following the representation of the curious child, the curiosity will allow her to proceed from childhood towards adulthood. Alice feels she is a young adult but in my opinion, this thought is not unfamiliar; it is quite usual for a child from the age of five onwards to behave as an adult. The reader is well aware that Alice is torn between childhood and adulthood as she begins her journey through Wondedrland. Also it is this Wonderland that attempts to evoke the child back out of Alice. Her attitude towards people in Wonderland illustrates her attempt to prove that she is in fact an adult. The most convincing argument for Alice occurs at the Duchess’s house, in her attempt to save the baby from abuse. Alice assumes moral responsibility “Wouldn’t it be murder to leave it behind?” her compassion here begins to coexist with her adult like and proper behaviour. “Don’t grunt. That’s not a proper way of expressing yourself”, at this point Alice appears more piteous than authoritative. 4.Games/ Space and Plays Carroll’s novel can be seen as a coming of age story, as it follows the growth of Alice from an undisciplined child to a wise young woman. This growth can be categorised into two divisions - firstly Alice must learn the rules which are essential to the adult and civil life. She must also understand if these rules are ignored, the society becomes repressive. The idea of morality is mapped out in metaphors of children’s games: play can be seen as an ideological construct which functions as a part of human activity. The element of play, not only signifies the innocence and happiness of childhood, through Alice’s situation we understand that play is fore grounded in a “moment of freedom”. The child is given the space for aspirations and he takes the opportunity to explore the world away from the civilised norms and values. Ø Her last change in size somewhat represents the culmination of her growth. Both writers are successful in representing childhood as an important factor for moral education. Both children are active and open-minded to challenge a kind of development different from the one they are already living in. The playfulness embedded through Twain’s novel exhibits a range of activities expected from a fourteen year old boy. It also demonstrates how fun can be presented in a malicious style. Both Huck and Tom are young and their curiosity in their initial adventure will excuse many of their actions such as lying and conning people. The moral teaching that Twain aim’s to set out is that lying can be used for a good cause; however the manner in which Huck uses the process of lying can be seen as a learning development. Huck’s choice to run away from home can be interpreted as his distrust for the teachings of society as these have not protected him from the cruel hands of his Pap. Huck’s situation fits into the Ambivalent Mode as Mause’s theory explains that children were abandoned, and in order for the adults to control them both physically and mentally was to beat them or mould children into convenient shape. 5. Carnival-meals Texts which explore the concept of carnival aim to aspire children to become “reasonable and achieving human beings”. These beliefs and positions are fore grounded through children’s literature, through educational and domestic structures to demonstrate the living standards in a society. Carroll’s text is successful in projecting the approach of carnival in a playful manner. Katz’s observed in his study of carnival that meals can be used as a “measure of child’s adjustment”. The following two chapters “The Mad Tea Party”, and “Queen Alice” enables Alice to adjust to the social customs and orders which prevailed in the fantasy world. Though both situations offer Alice different perspectives how to conduct herself at a social event, the creatures of the wonderland like the reality realms have their own arbitrary customs. Though their behaviour are quiet defensible with strange logic, and customs are either silly or cruel, but in a way it is echoing customs from the Victorian world. “May I give you a slice? She said, taking up the knife and fork, looking from one Queen to the other. “Certainly not”, the Red Queen said, very decidedly: “it isn’t etiquette to cut anyone you’ve been introduced to. Remove the joint!” And the waiters carried it off, and brought a large plum pudding in its place. Huckleberry Finn finds himself in the care of the Widow Douglas and Miss Watson believe that raising a child means turning him into an adult. His father was rarely ever at home and if he was, he was drunk, whilst his mother had passed away. To become the ideal young man, Huck is required to attend school; religion was forced upon him and a behavior that was highly unlike Huck became what was expected of him. Besides the Victorian child’s psyche, Twain widens the concept of childhood through Tom Sawyer and Huckleberry Finn; both being essentially complementary in behavior. Peter Coveney’s philosophy on The Image of Childhood suggests that Tom Samyer lies within the romantic tradition of the child. Twain approaches familiar romantic antitheses between the natural enjoyment and religion inhibitions. His idea of portraying a “conforming” child, Tom’s moral developments is sharply contrasted by the adults around him in his relative comfort surroundings, and his secondary skills which he has gleaned from reading romantic and adventure novels. Professor Empson spoke about the “tap root” this became “in extremis”, a habitual means of escape, a way of withdrawal from spiritual and emotional confusion in a tired culture. Huck serves as a symbolic figure which conveys the artist’s dissatisfaction with the society. The people around him want to reform Huck and bring him into a world that is increasingly tied to the Utilitarian values. He is like the symbol of nature which is set against the society de-naturing humanity. Huck bases these decisions from his past experiences. The wild freedom that Huck is given on the raft, allows the child to show the subtle moral conflict in “freedom and conscience”, issues such as these are confronted to Huck’s mind and could jeopardize his relationship with the nigger Jim. “I ain't a-going to tell, and I ain't a-going back there, anyways. So, now, let's know all about it." Quite evidently, the relationship between the two is not sympathetic, however it grows stronger. Jim allows Huck the security which is expected from an authoritative figure; however Jim is not as confining as the Widow. As does Pap, Jim allows Huck freedom, but he does it in a loving, rather than an uncaring, fashion. The author shows a simple view, his point of view is that of a cynic, he looks at the societies flaws and makes fun of them. Throughout the novel Huck is influenced by a number of people he meets along the way. As opposed to Tom, Jim is very intelligent and truthful. He accepts Huck the way Tom did, but Jim does not have to lie about what promises will come of their friendship to make Huck stay. Jim choice to give Huck a sense of freedom, like Pap, but shows Huck that he cares about what happens to him. Huck finally finds a living situation in which he feels comfortable. Conclusion In conclusion, both these texts amply illustrate how rules and overtly strict requirements of the society can snatch the child of his childhood. They also show that trying to impart moral values through oppression and repression can lead to rejection of adult authority. They need space to fulfill their aspirations; they need love to live and enjoy their childhood. Lack of love generates the yearning to step into adulthood much before they are ready for it. The first few years in life are the formative years but they need support and understanding; they need love to make the learning meaningful. The two authors intend to awaken the society to this truth. Read More