Talking lions, philosophical bears, very hungry caterpillars, wise spiders, altruistic trees, companionable moles, urbane elephants: this is the magnificent menagerie that delights our children at bedtime. Within the entertaining pages of many children’s books, however, also lie profound teachings about the natural world that can help children develop an educated and engaged appreciation of the dynamic environment they inhabit.
 
In Beasts at Bedtime, scientist (and father) Liam Heneghan examines the environmental underpinnings of children’s stories. From Beatrix Potter to Harry Potter, Heneghan unearths the universal insights into our inextricable relationship with nature that underlie so many classic children’s stories. Some of the largest environmental challenges in coming years—from climate instability, the extinction crisis, freshwater depletion, and deforestation—are likely to become even more severe as this generation of children grows up. Though today’s young readers will bear the brunt of these environmental calamities, they will also be able to contribute to environmental solutions if prepared properly. And all it takes is an attentive eye: Heneghan shows how the nature curriculum is already embedded in bedtime stories, from the earliest board books like The Rainbow Fish to contemporary young adult classics like The Hunger Games.
 
Beasts at Bedtime is an awakening to the vital environmental education children’s stories can provide—from the misadventures of The Runaway Bunny to more overt tales like The Lorax. Heneghan serves as our guide, drawing richly upon his own adolescent and parental experiences, as well as his travels in landscapes both experienced and imagined. Organized into thematic sections, the work winds its way through literary forests, colorful characters, and global environments.
 
This book enthralls as it engages. Heneghan as a guide is as charming as he is insightful, showing how kids (and adults) can start to experience the natural world in incredible ways from the comfort of their own rooms. Beasts at Bedtime will help parents, teachers, and guardians extend those cozy times curled up together with a good book into a lifetime of caring for our planet. 
 

Between 1933 and 1945, National Socialists enacted a focused effort to propagandize children’s literature by distorting existing German values and traditions with the aim of creating a homogenous “folk community.” A vast censorship committee in Berlin oversaw the publication, revision, and distribution of books and textbooks for young readers, exercising its control over library and bookstore content as well as over new manuscripts, so as to redirect the cultural consumption of the nation’s children. In particular, the Nazis emphasized Nordic myths and legends with a focus on the fighting spirit of the saga heroes, their community loyalty, and a fierce spirit of revenge—elements that were then applied to the concepts of loyalty to and sacrifice for the Führer and the fatherland. They also tolerated select popular series, even though these were meant to be replaced by modern Hitler Youth camping stories.

In this important book, first published in 1984 and now back in print, Christa Kamenetsky demonstrates how Nazis used children’s literature to selectively shape a “Nordic Germanic” worldview that was intended to strengthen the German folk community, the Führer, and the fatherland by imposing a racial perspective on mankind. Their efforts corroded the last remnants of the Weimar Republic’s liberal education, while promoting an enthusiastic following for Hitler.

"The Legacy of the Moral Tale made me understand in a way I never had before the form’s complexity and vitality—and, most of all, its centrality to any reading of nineteenth-century British literature. Fleming’s lucid and engaging prose makes reading it a pleasure. A vibrant voice, an original recovery, a dynamic rethinking of the tradition.”
—Laurie Langbauer, author of Novels of Everyday Life: The Series in English Fiction, 1850–1930

The moral tale was foremost among the new genres of children’s literature that emerged in Britain during the late eighteenth and early nineteenth centuries. Written expressly to impart moral lessons to their young readers, such tales had a profound impact on the generation we now know as the Victorians, including such esteemed novelists as Charles Dickens, William Thackeray, and George Eliot.

In this original and discerning study, Patrick Fleming traces the rise and subsequent impact of the moral tale through the works of representative authors like Thomas Day, whose Sandford and Merton was a perennial best-seller, and Maria Edgeworth, whose stories Queen Victoria herself was reading on the eve of her coronation. We then see how the popular “Newgate novels” of the 1830s, a genre portraying the lives of criminals, adapted the moral tale’s narrative conventions to guide readers’ reactions to the characters’ vices, and how Dickens, from Oliver Twist (1837) through such later writings as Hard Times (1854) and Great Expectations (1860), developed his own brand of experiential didacticism, which clearly had roots in the moral tales he read as a child. By 1859, Fleming shows, the impact of the moral tale began to decline amid growing skepticism over systematized education and as Darwinian theory complicated the link between experience and character.

Scholars studying Victorians’ childhood reading have typically emphasized fairy tales and eighteenth-century novels rather than works especially written for children, while children’s literature scholars have focused on the “Golden Age,” which began around 1860 and is epitomized by such works as Lewis Carroll’s Alice’s Adventures in Wonderland (1865). However, as The Legacy of the Moral Tale makes clear, children’s literature began long before the Golden Age,and the moral tale was prominent among the genres the Victorians remembered. In revealing this long-overlooked connection, the book expands our understanding of the history of the novel and highlights the moral instruction to which nineteenth-century readers were accustomed.

PATRICK C. FLEMING is an assistant professor of English at Fisk University in Nashville. His articles have appeared in Eighteenth-Century Studies, the Journal of Narrative Theory, and the Victorian Periodicals Review.

Original and thought-provoking, You're Only Young Twice reveals the complexities that underlie even the sparest picture book text and the lessons that reside in even the most familiar family movie plots.
 
Moving from classic texts (The Secret Garden, Goodnight Moon) to ephemera (the Hardy Boys, Goosebumps, and Harry Potter series), from the printed page to the silver screen (Willie Wonka, Jumanji, 101 Dalmatians, Beethoven), Tim Morris employs his experience as a parent and teacher to interrogate children's culture and reveal its conflicting messages.
 
Books and films for children--favorites accepted as wholesome fare for impressionable young minds --do not always teach straightforward lessons. Instead, they reflect the anxieties of the times and the desires of adults. At the heart of many a children's classic lies power, often expressed through racism, sexism, or violence. Under Morris's gaze, revered animal stories like Black Beauty turn into litanies of abuse; fantasies of childhood like Big are revealed as patriarchal struggles.
 
You're Only Young Twice redirects the focus on children's literature, asking not "What messages should children receive?" but "What messages do adults actually send?" For example, Morris recounts his own childhood confusion upon viewing Peter Pan, with its queenish, inept pirate and a grown woman (Mary Martin) in tights who pretends to be a crowing boy.
Morris shatters our long-held assumptions and challenges our best intentions, demonstrating how children's literature and films lay bare a troubled and troubling worldview.