published_or_final_version / English / Master / Master of Arts

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This thesis is a study of the representations of childhood in the works of the family circle of Mary Wollstonecraft and William Godwin and their intellectual inheritors, Mary Shelley and Percy Bysshe Shelley. It argues that their literary representations of the child, as a group, form an index of their political resistance to the dominant cultures of their era. The thesis situates these representations of childhood against the backdrop of the Romantic-era cultural celebration of childhood as established in works by historians and critics such as Philippe Ariés and James McGavran, Jr. It argues that the new sentimental category of the child established in the writings of Rousseau and Wordsworth, paradoxically, tends to marginalise the child from the socially powerful world of adults, even while establishing the child’s new specificity. This ethical impasse is resolved by the Wollstonecraft-Godwin family circle through its literary representations of the child, where the child becomes a shifting metaphor for all socially oppressed groups. Moreover, the adult author invites the child to participate in the world of adult power, eschewing a totalising adult perspective that erases the child’s specific concerns. This thesis tracks the development of the versions of the child in the works of the Wollstonecraft-Godwin family circle, from their early, discursive, political works such as Wollstonecraft’s A Vindication of the Rights of Woman and Godwin’s Political Justice, where they represent their late-eighteenth century ideals of political emancipation through the education of the child, to more imaginative versions of the child in their later works. I locate a moment in each writer’s career at which the adult-child divide observed in their early works collapses: their doubts about rationalist epistemology crystallise, and they switch to open-ended modes of discourse in literary genres such as novels, which allow more freedom for the coded expression of radical political ideas through the representations of the child. In their later works, especially in Godwin’s radical publications for children, the adult-child hierarchy is dissolved: the child becomes a complex metaphor, representing the varied political concerns of disempowered adults and children. The discussion concludes with a sketch of the imaginative appropriation and transformation of the Wollstonecraft-Godwin representations by the Shelleys. Mary Shelley, and to a lesser extent, Percy Bysshe Shelley, adapt the radicalism of their predecessors’ literary representations of the child to suit their own altered socio-political contexts.

This thesis examines post-1990 representations of growing up in the Third Reich within German culture. It has two primary aims: to demonstrate how childhood is recalled, represented, and imagined by those with, and without first-hand experience of Nazism; and to situate these narratives as a central part of the post-Unification discourse about identity in the Berlin Republic. The material is organised into five chapters: it begins with an analysis of recent museum displays and exhibitions, followed by German cinema (Hitlerjunge Salomon, NaPolA: Elite für den Führer); autobiographical works, by former members of the Hitler Youth (Günter de Bruyn, Martin Walser, Günter Grass) and by Jewish children (Ruth Klüger, Georges-Arthur Goldschmidt, Günter Kunert); and finally, imagined accounts of growing up in the Third Reich (W.G. Sebald, Binjamin Wilkomirski, Gudrun Pausewang). Through close readings of primary sources, and analysis of their reception, including the public debates which they sparked, this study shows how these narratives interact with historical and contemporary notions of childhood. They are informed by the concern, embedded within post-Unification discourse, that the wealth of documentary and technical accounts of Nazism obscures the individual’s understanding of those events and what it was like to experience them. I argue that because of the close conceptual association between childhood and origins, these narratives contribute to a discourse about how the Third Reich is to be remembered, performing a 'search for a usable childhood'. This is situated within the context of Harald Welzer's notion of 'gefühlte Geschichte'; that is a mode of historical discourse focused on experience, rather than 'factual knowledge', and which appeals to emotions. In assessing narratives of growing up – which take a developmental view of childhood – this study seeks to open up previously rigid categorisations of childhood as found in literary studies which focus on the function of the child’s perspective as a literary device. Thus within a crowded research area the present study offers a differentiated treatment of these works.

This thesis examines the book in the nineteenth century by way of an unusual corpus: movable and novelty books for children, drawn from the Opie Collection of Children’s Literature at the Bodleian Library. It argues that these items, which have been either ignored or actively dismissed by scholars of children’s literature, are of two-fold significance for the history of the book: they encourage a sense of the book as a constitutively (rather than an incidentally) material object, and they demand an understanding of reading as not just a mental activity, but a physical one as well. Each of the first five chapters of the thesis centres on a different format. The opening chapter discusses the Regency-era paper doll books produced by Samuel and Joseph Fuller, exposing the tension between form and content in these works. The second chapter looks at Victorian panorama books for children, showing how the panorama format affects space, time, and the structure of any text accompanying the image. The third chapter reads the pop-up book’s key tension—the tension between surface and depth in the pursuit of an illusion of three dimensions—in terms of flat, theatrical, and stereoscopic picture-making, three other nineteenth-century pictorial modes in which an illusion of three-dimensionality is important. The fourth chapter traces self-reflexive accounts of printing, publishing, and the material book in dissolving-view books produced by the German publisher and printer Ernest Nister at the end of the nineteenth century. The fifth chapter positions the late nineteenth-century mechanical books designed and illustrated by Lothar Meggendorfer in terms of two material analogies, the puppet and the mechanical toy or automaton. The final chapter synthesizes evidence as to how the movable book could and should be read from across formats, foregrounding in particular the ways in which the movable embodies reading.