The aim of the study is to analyse how the teacher’s teaching and relation to the pupils is presented in three children’s books for ages 6 to 9. Another aim is to compare how the image of teachers and relations to pupils agrees with how these are presented in literature in a historical perspective. The analysis applies a qualitative method used in comparative literature with the aid of narratological devices such as “narrative point of view” and “pattern of address”. The result of the analysis shows that the teacher is portrayed in many ways. In a historical perspective the presentation of the teacher both follows and breaks a pattern. Yet another finding is that the actual teaching is not considered to any great extent in children’s literature. Instead it is upbringing that receives most treatment in the literature.