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 SECOND EDITION

LEARN
POWERSHELL
SCRIPTING
IN A MONTH OF LUNCHES
Write and organize scripts and tools

• Avoiding bugs
• Scripting language • Basic function
• Scripting environment • Advanced functions • Objects
• PowerShell pipeline • Script module • Filling out a manifest
• Parameter binding • .net framework
• Pipelines

• Errors
• Source control with git
• Comments
• Professional-grade
scripting

JAMES PET T Y · DON JONES

AND JEFFREY HICKS

MANNING
 Objectives of the Book

Goal 1: Establishing Fundamentals

• Objective: Understand the basics of PowerShell and
its syntax.

Goal 2: Building Scripting Basics

• Objective: Develop fundamental scripting skills.

Goal 3: Mastering File and Resource Management

• Objective: Gain expertise in managing files, folders, and
resources.

Goal 4: Advancing Scripting and Integration

• Objective: Dive into advanced scripting and integration
techniques.

Goal 5: Exploring Advanced Scripting Techniques

• Objective: Develop proficiency in advanced scripting.

Goal 6: Integrating PowerShell with Systems

• Objective: Apply PowerShell to system administration
tasks.

Goal 7: Creating Practical Scripts

• Objective: Apply PowerShell knowledge to real-world
scenarios.
 Praise for the First Edition

A very clear and concise depiction of the best parts of PowerShell.

—Justin Coulston, Intellectual Technology

A great resource for those who want to create scripts for task automation.

—Bruno Sonnino, Revolution Software

Real-world examples, best practices, and tips from two of the most respected PowerShell MVPs.

—Roman Levchenko, Microsoft MVP

It makes you stop and think, not just “read and nod.”

—Reka Horvath, Wirecard CEE

The book to read, if you want to become an informed expert in PowerShell Scripting.

—Shankar Swamy, Stealth Mode IoT Device Startup

 Learn PowerShell
Scripting in a Month of
Lunches, Second Edition
WRITE AND ORGANIZE SCRIPTS
AND TOOLS

JAMES PETTY, DON JONES, AND JEFFERY HICKS

MANNING
SHELTER ISLAND
For online information and ordering of this and other Manning books, please visit
www.manning.com. The publisher offers discounts on this book when ordered in quantity.
For more information, please contact
Special Sales Department
Manning Publications Co.
20 Baldwin Road
PO Box 761
Shelter Island, NY 11964
Email: [email protected]

©2024 by Manning Publications Co. All rights reserved.

No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in

any form or by means electronic, mechanical, photocopying, or otherwise, without prior written
permission of the publisher.

Many of the designations used by manufacturers and sellers to distinguish their products are
claimed as trademarks. Where those designations appear in the book, and Manning Publications
was aware of a trademark claim, the designations have been printed in initial caps or all caps.

Recognizing the importance of preserving what has been written, it is Manning’s policy to have
the books we publish printed on acid-free paper, and we exert our best efforts to that end.
Recognizing also our responsibility to conserve the resources of our planet, Manning books
are printed on paper that is at least 15 percent recycled and processed without the use of
elemental chlorine.

The authors and publisher have made every effort to ensure that the information in this book
was correct at press time. The authors and publisher do not assume and hereby disclaim any
liability to any party for any loss, damage, or disruption caused by errors or omissions, whether
such errors or omissions result from negligence, accident, or any other cause, or from any usage
of the information herein.

Manning Publications Co. Development editor: Frances Lefkowitz

20 Baldwin Road Technical editor: Wes Stahler
PO Box 761 Review editor: Kishor Rit
Shelter Island, NY 11964 Production editor: Kathy Rossland
Copy editor: Julie McNamee
Proofreader: Mike Beady
Technical proofreader: Krzysztof Kamyczek
Typesetter: Dennis Dalinnik
Cover designer: Marija Tudor

ISBN: 9781633438989
Printed in the United States of America
To Kacielynn, my unwavering source of support and encouragement, thank you for your
boundless patience and understanding. Your love has been my anchor, providing the
stability and inspiration to undertake ambitious projects like this one. This book
stands as a testament to the strength of our partnership.

To our two daughters, whose laughter and curiosity fill our home with joy, you
are my constant reminder of the importance of simplicity and the beauty of learning.
May this book inspire you to pursue your passions with the same enthusiasm
that you approach the world.

—James Petty
 contents
preface xvii
acknowledgments xviii
about this book xix
about the authors xxii

PART 1 ........................................................................ 1

1 Before you begin 3

1.1 What is toolmaking? 3
1.2 Is this book for you? 5
1.3 What you need for this book 6
PowerShell version 6 ■
Administrative privileges 6
Script editor 6
1.4 How to use this book 7
1.5 Expectations 7
1.6 How to ask for help 7

2 Setting up your scripting environment

2.1 The operating system 9
9

2.2 PowerShell 10

vii
viii CONTENTS

2.3 Administrative privileges and execution policy 10

2.4 Script editors 10
2.5 Our lab environment 13
2.6 Example code 14
2.7 Your turn 14

3 WWPD: What would PowerShell do?

3.1 One tool, one task 17
16

3.2 Naming your tools 18

3.3 Naming parameters 19
3.4 Producing output 20
3.5 Don’t assume 21
3.6 Avoid innovation 22

4 Review: Parameter binding and the PowerShell pipeline

4.1 The operating system 23
23

4.2 It’s all in the parameters 24

4.3 Pipeline: ByValue 25
Introducing Trace-Command 25 Tracing the ByValue
■

parameter binding 26 When ByValue fails 29

■

4.4 ByPropertyName 29
Let’s trace ByPropertyName 30 ■
When ByPropertyName fails 32
Planning ahead 33

5 Scripting language: A crash course

5.1 Comparisons 34
34

Wildcards 35 Collections
■
36 ■
Troubleshooting
comparisons 36
5.2 The If construct 36
5.3 The ForEach construct 39
5.4 The Switch construct 42
5.5 The Do/While construct 42
5.6 The For construct 43
5.7 Break 44
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 CONTENTS ix

6 The many forms of scripting (and which to choose)

6.1 Tools vs. controllers 46
46

6.2 Thinking about tools 47

6.3 Thinking about controllers 49
6.4 Comparing tools and controllers 50
6.5 Some concrete examples 50
Emailing users whose passwords are about to expire 51
Provisioning new users 51 Setting file permissions 52
■

Helping the help desk 53

6.6 Control more 53
6.7 Lab 54

7 Scripts and security

7.1 Security is number one
56
56
7.2 Execution policy 57
Execution scope 59 ■
Getting your policies 60 ■
Setting an
execution policy 60
7.3 PowerShell isn’t the default application 61
7.4 Running scripts 61
7.5 Recommendations 62

PART 2 ...................................................................... 65

8 Always design first

8.1 Tools do one thing 67
67

8.2 Tools are testable 69

8.3 Tools are flexible 70
8.4 Tools look native 70
8.5 For example 71
8.6 Your turn 75
Start here 75 ■
Your task 76 ■
Our take 76

9 Avoiding bugs: Start with a command

9.1 What you need to run 78
78

9.2 Breaking it down, and running it right 80

9.3 Running commands and digging deeper 82
x CONTENTS

9.4 Process matters 83

9.5 Know what you need 83
9.6 Your turn 83
Start here 84 ■
Your task 84 ■
Our take 84

10 Building a basic function and script module

10.1 Starting with a basic function 86
86

Designing the input parameters 87 ■

Writing the code 88
Designing the output 89
10.2 Creating a script module 90
10.3 Prereq check 91
10.4 Running the command 91
10.5 Your turn 92
Start here 92 ■
Your task 93 ■
Our take 94

11 Getting started with advanced functions

11.1 About CmdletBinding and common parameters
96
96
Accepting pipeline input 98 Mandatory-ness 100
■

Parameter validation 101 Parameter aliases 101

■

Supporting –Confirm and –WhatIf 102

11.2 Your turn 104
Start here 104 ■
Your task 105 ■
Our take 105

12 Objects: The best kind of output

12.1 Assembling the information 108
107

12.2 Constructing and emitting output 109

12.3 A quick test 110
12.4 An object alternative 112
12.5 Enriching objects 112
12.6 Your turn 114
Start here 114 ■
Your task 115 ■
Our take 115

13 Using all the streams

13.1
118
Knowing the seven output streams 118
13.2 Adding verbose and warning output 119
13.3 Doing more with -Verbose 121
 CONTENTS xi

13.4 Information output 123

A detailed Information stream example 124
13.5 Your turn 128
Start here 128 ■
Your task 129 ■
Our take 129

14 Simple help: Making a comment

14.1 Where to put your help 131
131

14.2 Getting started 132

14.3 Going further with comment-based help 135
14.4 Broken help 135
14.5 Beyond comments 135
14.6 Your turn 136
Start here 136 ■
Your task 137 ■
Our take 138

15 Errors and how to deal with them

15.1 Understanding errors and exceptions 141
141

15.2 Bad handling 143

15.3 Two reasons for exception handling 143
15.4 Handling exceptions in your tool 144
15.5 Capturing the exception 146
15.6 Handling exceptions for non-commands 147
15.7 Going further with exception handling 147
15.8 Your turn 148
Start here 148 ■
Your task 149 ■
Our take 150

16 Filling out a manifest

16.1
153
Module execution order 153
16.2 Creating a new manifest 154
16.3 Examining the manifest 157
Metadata 157 The root module 158 Prerequisites 158
■ ■

Scripts, types, and formats 158 Exporting members 159

■

16.4 Your turn 160

Start here 160 ■
Your task 161 ■
Our take 161
xii CONTENTS

PART 3 .................................................................... 165

17 Changing your brain when it comes to scripting

17.1 Example 1 167
167

The critique 168 ■

Our take 169 ■
Thinking beyond the
literal 171
17.2 Example 2 171
The walkthrough 172 ■
Our take 173
17.3 Your turn 179
Start here 179 ■
Your task 179 ■
Our take 179

18 Professional-grade scripting
18.1 Using source control 181
181

18.2 Code clarity 182

18.3 Effective comments 182
18.4 Formatting your code 183
18.5 Meaningful variable names 187
18.6 Avoiding aliases 187
18.7 Logic over complexity 187
18.8 Providing help 188
18.9 Avoiding Write-Host and Read-Host 188
18.10 Sticking with single quotes 189
18.11 Not polluting the global scope 189
18.12 Being flexible 189
18.13 Prioritizing security 190
18.14 Striving for elegance 190

19 An introduction to source control with Git

19.1 Why source control? 193
193

19.2 What is Git? 194

Installing Git 194 ■
Git basics 194
19.3 Repository basics 195
Creating a repository 195 Staging a change 196
■

Committing a change 197 Rolling back a change 197

■

Branching and merging 200

 CONTENTS xiii

19.4 Using Git with VS Code 202

19.5 Integrating with GitHub 205

20 Pestering your script

20.1 The vision 211
211

20.2 Problems with manual testing 212

20.3 Benefits of automated testing 212
20.4 Introducing Pester 212
20.5 Coding to be tested 213
20.6 What do you test? 213
Integration tests 213 ■
Unit tests 213 ■
Don’t test what
isn’t yours 214
20.7 Writing a basic Pester test 214
Creating a fixture 215 Writing the first test 217
■

Creating a mock 217 Adding more tests 218

■

Code coverage 220

21 Signing your script

21.1
223
The significance of script signing 223
21.2 A word about certificates 224
21.3 Configure your script signing policy 225
21.4 Code-signing basics 225
Acquiring a code-signing certificate 225 Trusting self-signed
■

certificates 227 Signing your scripts 228 Testing script

■ ■

signatures 230

22 Publishing your script

22.1
232
The importance of publishing 232
22.2 Exploring the PowerShell Gallery 232
22.3 Other publishing options 233
22.4 Before you publish 233
Are you reinventing the wheel? 233 ■
Updating your
manifest 234 Getting an API key
■
235
22.5 Ready, set, publish 235
Managing revisions 236
xiv CONTENTS

22.6 Publishing scripts 237

Using the Microsoft script repository 237 Creating ■

ScriptFileInfo 238 Publishing the script 239 Managing

■ ■

published scripts 240

PART 4 .................................................................... 241

23 Squashing bugs
23.1
243
The three kinds of bugs 243
23.2 Dealing with syntax bugs 244
23.3 Dealing with results bugs 245
23.4 Dealing with logic bugs 245
Setting breakpoints 247 Setting watches
■
251 ■
So much
more 251 Don’t be lazy 253
■

23.5 Your turn 254

Start here 254 ■
Your task 255 ■
Our take 256

24 Enhancing script output presentation

24.1 Our starting point 259
259

24.2 Creating a default view 260

Exploring Microsoft’s views 260 Adding a custom type name to
■

output objects 263 Creating a new view file 264 Adding the
■ ■

view file to a module 268

24.3 Your turn 270
Start here 271 ■
Your task 272 ■
Our take 272

25 Wrapping up the .NET Framework

25.1 Why PowerShell exists 277
277

A crash course in .Net 278

25.2 Exploring a class 279
25.3 Making a wrapper 281
25.4 A more practical example 284
25.5 Your turn 285
Start here 285 ■
Your task 285 ■
Our take 285

26 Storing data—not in Excel!

26.1 Introducing SQL Server! 287
287

26.2 Setting up everything 288

 CONTENTS xv

26.3 Using your database: Creating a table 290

26.4 Saving data to SQL Server 293
26.5 Querying data from SQL Server 296

27 Never the end

27.1
298
Welcome to toolmaking 298
27.2 Taking your next step 299
27.3 What’s in your future? 300

index 303
 preface
As someone who has experienced the transformative power of PowerShell firsthand, I
am excited to guide you through a monthlong exploration of its scripting capabilities.
Whether you’re a seasoned IT professional or a newcomer to the scripting world, this
book is designed to make your learning journey informative and enjoyable.
In the spirit of the Month of Lunches series, each chapter is crafted to be consumed
during your lunch break, making it convenient for even the busiest schedules. The
goal is to empower you to become proficient in PowerShell scripting, one step at a
time and one lunch break at a time.
Throughout these pages, you’ll find practical examples, hands-on exercises, and
real-world scenarios that will enhance your PowerShell skills and equip you with the
confidence to apply them in your daily tasks. This book covers various topics, from
the fundamentals to advanced scripting techniques, to ensure a comprehensive
understanding of PowerShell.
As you delve into the world of PowerShell scripting, keep in mind the dedication
to my family. They have been my inspiration and motivation to create a resource that
is informative but also accessible and enjoyable.
Wishing you a fulfilling and rewarding journey as you Learn PowerShell Scripting in a
Month of Lunches.

—James Petty

xvii
 acknowledgments
I extend my heartfelt gratitude to those who supported and contributed to the cre-
ation of this book. Special thanks to my daughters and my wife for their unwavering
encouragement.
I am also grateful to Manning Publications for the opportunity to share my knowl-
edge and for all the support they have shown me during the course of writing this book.
In particular, I’d like to thank my development editor Frances Lefkowitz, technical
proofreader Krzysztof Kamyczek, and all members of the production team for their
support with Learn PowerShell Scripting in a Month of Lunches, Second Edition.
Special thanks go to technical editor Wes Stahler, CISSP, GCWN, GCIH, GSTRT,
MCSD, who is an associate director at The Ohio State University Wexner Medical Cen-
ter. He enjoys evangelizing PowerShell’s merits and has presented nationally at the
Microsoft Health Users Group, as well as locally for the Central Ohio PowerShell
Users Group and Central Ohio ISSA chapter.
Thank you to all the reviewers: Al Pezewski, Dave Corun, Glen Thompson, Jeffrey
Yao, Keith Kim, Kent Spillner, Maria Ana, Oliver Korten, Peter A. Schott, Piti
Champeethong, Ranjit Sahai, Roman Levchenko, and Satej Kumar Sahu—your sug-
gestions helped make this a better book.

—James Petty

xviii
Visit https://textbookfull.com
now to explore a rich
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and enjoy exciting offers!
 about this book
Learn PowerShell Scripting in a Month of Lunches is a comprehensive guide that navigates
readers through a transformative journey in the intricate world of scripting. Divided
into four parts, the book systematically builds and enhances PowerShell scripting
skills. Part 1 serves as a foundational gateway, laying prerequisites and considerations
for script creation. Transitioning to Part 2, readers move from foundational concepts
to practical implementation, crafting robust PowerShell scripts focusing on design
principles and strategic thinking. Part 3, the sophisticated phase, explores advanced
techniques and professional-grade practices, challenging conventional thinking and
emphasizing security. The concluding Part 4 delves into advanced scripting intrica-
cies, defining mastery in the scripting domain.
Catering to IT professionals, system administrators, developers, and enthusiasts,
the book’s companion website offers code examples and resources, fostering a com-
prehensive learning experience. Engage in dynamic discussions in the liveBook forum
and benefit from real-world insights from James Petty. The acknowledgments express
gratitude to supporters and recognize reviewers’ valuable contributions. Learn Power-
Shell Scripting in a Month of Lunches is more than a book; it’s a transformative journey,
empowering readers to overcome challenges, present scripts with finesse, and embrace
perpetual growth in the scripting realm. Let the pursuit of mastery begin!

Who should read this book

Designed for IT professionals, system administrators, and those aiming to gain practi-
cal skills in PowerShell scripting, Learn PowerShell Scripting in a Month of Lunches is also

xix
xx ABOUT THIS BOOK

accessible to beginners. However, we recommend beginners initiate their learning

journey with Learn PowerShell in a Month of Lunches, Fourth Edition (Manning, 2022), for
a comprehensive foundation. Tailored for individuals with limited scripting experi-
ence, the content employs a structured, hands-on approach to mastering PowerShell.
Whether you’re a newcomer to scripting or pursuing practical automation and system
administration skills, this book provides valuable insights. Building on the founda-
tional knowledge in Learn PowerShell in a Month of Lunches enhances the learning expe-
rience, facilitating a smoother transition to more advanced scripting concepts within
these pages.
This book, Learn PowerShell Scripting in a Month of Lunches, is geared toward a
structured and hands-on learning approach, especially for day-to-day tasks, automa-
tion, and system administration. You’ll find this book is an invaluable resource. The
Month of Lunches format ensures a manageable and structured learning path, cater-
ing to busy professionals aiming to integrate PowerShell into their workflow effi-
ciently. Whether operating in a Windows environment or managing Microsoft
technologies, Learn PowerShell Scripting in a Month of Lunches equips you with the
essential knowledge and practical skills required to harness PowerShell’s power for
scripting and automation tasks.

About the code

The code provided in this book follows clear conventions to enhance readability and
understanding. The code examples, scripts, and additional resources are found in our
GitHub repository. Detailed explanations accompany each piece of code, ensuring
that readers grasp the syntax and understand the underlying principles of practical
scripting.
This book contains many examples of source code both in numbered listings and
in line with normal text. In both cases, source code is formatted in a fixed-width
font like this to separate it from ordinary text. Sometimes code is also in bold to
highlight code that has changed from previous steps in the chapter, such as when a
new feature adds to an existing line of code.
In many cases, the original source code has been reformatted; we’ve added line
breaks and reworked indentation to accommodate the available page space in the
book. In rare cases, even this was not enough, and listings include line-continuation
markers (➥). Additionally, comments in the source code have often been removed
from the listings when the code is described in the text. Code annotations accompany
many of the listings, highlighting important concepts.
You can get executable snippets of code from the liveBook (online) version of this
book at https://livebook.manning.com/book/learn-powershell-scripting-in-a-month-
of-lunches-second-edition. The complete code for the examples in the book is available
for download from the Manning website at www.manning.com/books/learn-powershell-
scripting-in-a-month-of-lunches-second-edition and from GitHub at https://github
.com/psjamesp/MOL-Scripting.
 ABOUT THIS BOOK xxi

liveBook discussion forum

Purchase of Learn PowerShell Scripting in a Month of Lunches, Second Edition, includes
free access to liveBook, Manning’s online reading platform. Using liveBook’s exclusive
discussion features, you can attach comments to the book globally or to specific sec-
tions or paragraphs. It’s a snap to make notes for yourself, ask and answer technical
questions, and receive help from the author and other users. To access the forum,
go to https://livebook.manning.com/book/learn-powershell-scripting-in-a-month-of-
lunches-second-edition/discussion. You can also learn more about Manning’s forums
and the rules of conduct at https://livebook.manning.com/discussion.
Manning’s commitment to our readers is to provide a venue where a meaningful
dialogue between individual readers and between readers and the author can take
place. It’s not a commitment to any specific amount of participation on the part of the
author, whose contribution to the forum remains voluntary (and unpaid). We suggest
you try asking the authors some challenging questions lest their interest stray! The
forum and the archives of previous discussions will be accessible from the publisher’s
website as long as the book is in print.
 about the authors
JAMES PETTY is currently the Director of Information Technol-
ogy at TextRequest. He is a four-time awardee of the Microsoft
MVP award. In a dedicated capacity, he also assumes the role of
volunteer CEO at DevOps Collective Inc., a nonprofit organiza-
tion operating within technology education. The organization’s
primary focus revolves around PowerShell, automation, and
DevOps. It has garnered recognition for providing an array of
free online resources, notably PowerShell.org.
In the literary domain, James is the lead author of two pub-
lished works: Learn PowerShell in a Month of Lunches, now in its
fourth edition, and Learn PowerShell Scripting in a Month of Lunches, in its second edi-
tion. Manning proudly publishes both of these insightful publications.
At the core of James’s passion lies automation, where he adeptly wields tools such
as PowerShell, Azure, and all facets of Windows Server environments. His prowess in
this domain has been honed over more than a decade of service as an infrastructure
administrator, catering to businesses spanning a diverse range of sizes.
James has woven his life in the tranquil environs outside Chattanooga, Tennessee,
where he resides with his cherished wife, daughters, two dogs, and two cats.

DON JONES is a 16-year recipient of Microsoft’s MVP Award, a co-founder of Power-

Shell.org and The DevOps Collective, and the author of more than 60 technology
books—including market-defining works like the In a Month of Lunches series and the

xxii
 ABOUT THE AUTHORS xxiii

career-focused Own Your Tech Career (Manning). Don is also the author of over a dozen
fantasy and sci-fi novels and can be contacted at DonJones.com/.

JEFFERY HICKS is an IT veteran with over 30 years of experience, much of it spent as an

IT infrastructure consultant specializing in Microsoft server technologies with an
emphasis on automation and efficiency. He is a multi-year recipient of the Microsoft
MVP Award. Jeff is a respected and well-known author, teacher, and consultant. Jeff
has taught and presented PowerShell content and the benefits of automation to IT
Pros worldwide for the last 20 years. He has authored, co-authored, and edited several
books, writes for numerous online sites and print publications, is a Pluralsight author,
and is a frequent speaker at technology conferences and user groups. Learn more
about Jeff at https://github.com/jdhitsolutions/jdhitsolutions.github.io.
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volumes by Mrs. Sherwood, Mrs. Cameron, Miss Edgeworth, H.
Martineau, the Taylors, etc.
Watts, Dr. Isaac—Divine and Moral Songs. London, Elkin Mathews, 1s.
6d. net.

FOOTNOTES
[31] She is the author of a remarkably bold “Manuel du Voyageur” en
Six Langues. Paris, Barrois, 1810. Framed to meet every conceivable
occasion.
[32] Day was honest in his intentions, however mistaken his policy may
have been. Sabrina finally married a Mr. Bicknell, who willingly
allowed her to accept support, meagre as it was, from Day.
[33] Mrs. Godwin [Mary Wollstonecraft] (1759–1797) began, as an
exercise, to translate “The Elements of Morality, for the Use of
Children,” written by the Reverend Christian Gotthilf Salzmann (1744–
1811), who won no small renown for the excellence of his school,
founded upon the principles set down by Rousseau. “The design of this
book,” says the worthy master, “is to give birth to what we call a good
disposition in children.” The chief delight of the 1782 edition, published
in three volumes, are the copperplates which represent in the most
graphic way, by pose, gesture, expression, and caption, all the ills that
juvenile flesh is heir to. No one, after having once viewed the poor little
figure seated on a most forbidding-looking sofa, can quite resist the
pangs of sympathy over his exclamation: “How sad is life without a
friend!” Life is indeed a direful wilderness of trials and vexations. The
prismatic colors of one’s years shrivel up before such wickedness as is
expressed by the picture “I hate you!” And yet how simple is the remedy
for a boy’s bad disposition, according to the Reverend Mr. Salzmann!
“Teach him,” so the philosopher argues in his preface, “that envy is the
vexation which is felt at seeing the happiness of others: you will have
given him a just idea of it; but shew him its dreadful effects, in the
example of Hannah in chap. 29, vol. II, who was so tormented by this
corroding passion, at her sister’s wedding, that she could neither eat,
drink, nor sleep, and was so far carried away by it as to embitter her
innocent sister’s pleasure; this representation has determined the child’s
disposition—he will hate envy.” Elements of Morality ... Translated
from the German.... 3d ed. (3 vols.) London, 1782.
[34] Charles Lamb has recorded his vivid impressions of this book in
“Witches and Other Night Fears.”
[35] It is interesting to note the longevity of many of the women writers
of this period. Both Miss Edgeworth and Mrs. Barbauld died in their
eighty-second year, while Miss More reached the ripe age of eighty-
eight. Mrs. Trimmer, nearing seventy, was thus comparatively young at
the time of her death. A glimpse of Miss More at seventy-nine is left in
the reminiscences of the original Peter Parley, who visited her, circa
1823, much as a devout pilgrim would make a special journey. He
wrote: “She was small and wasted away. Her attire was of dark-red
bombazine, made loose like a dressing-gown. Her eyes were black and
penetrating, her face glowing with cheerfulness, through a lace-work of
wrinkles. Her head-dress was a modification of the coiffure of her earlier
days—the hair being slightly frizzled, and lightly powdered, yet the
whole group of moderate dimensions.”
[36] Vide the lay sermon by Samuel McCord Crothers, “The Colonel in
the Theological Seminary.”—Atlantic, June, 1907. Also Emerson’s essay
on “Spiritual Laws.”
[37] Vide Miss Strickland’s “Lives of the Seven Bishops.”
[38] For Jane Taylor, vide “Contributions of Q Q;” “Essays in Rhymes
on Morals and Planners.” For Ann Taylor, vide “Hymns for Infant
Schools.”
[39] Frederic Harrison, in his “The Choice of Books,” (Macmillan,
1886) writes:
“Poor Lamb has not a little to answer for, in the revived relish for
garbage unearthed from old theatrical dung-heaps. Be it just or earnest, I
have little patience with the Elia-tic philosophy of the frivolous. Why do
we still suffer the traditional hypocrisy about the dignity of literature,—
literature I mean, in the gross, which includes about equal parts of what
is useful and what is useless? Why are books as books, writers as
writers, readers as readers, meritorious, apart from any good in them, or
anything that we can get from them?”
[40] The reader is referred to “The Moral Instruction of Children,” by
Felix Adler, New York: Appleton, 1892. Besides considering the use to
be made of fairy tales, fables, and Bible stories, the author discusses
fully the elements in the Odyssey and the Iliad which are valuable
adjuncts in moral training.
 IV. CONCERNING NOW AND THEN
Ce que je vois alors dans ce jardin, c’est un petit bonhomme qui,
les mains dans les poches et sa gibecière au dos, s’en va au collège
en sautillant comme un moineau. Ma pensée seule le voit; car ce
petit bonhomme est une ombre; c’est l’ombre du moi que j’étais il y
a vingt-cinq ans. Vraiment, il m’intéresse, ce petit: quand il existait,
je ne me souciais guère de lui; mais, maintenant qu’il n’est plus, je
l’aime bien. Il valait mieux, en somme, que les autres moi que j’ai
eus après avoir perdu celui-là. Il était bien étourdi; mais il n’était
pas méchant et je dois lui; rendre cette justice qu’il ne m’a pas
laissé un seul mauvais souvenir; c’est un innocent que j’ai perdu: il
est bien naturel que je le regrette; il est bien naturel que je le voie en
pensée et que mon esprit s’amuse à ranimer son souvenir.... Tout ce
qu’il voyait alors, je le vois aujourd’hui. C’est le même ciel et la
méme terre; les choses ont leur âme d’autrefois, leur âme qui
m’égaye et m’attriste, et me trouble; lui seul n’est plus.—Anatole
France, in “Le Livre de mon Ami.”
“I prefer the little girls and boys ... that come as you call them,
fair or dark, in green ribbons or blue. I like making cowslip fields
grow and apple-trees bloom at a moment’s notice. That is what it is,
you see, to have gone through life with an enchanted land ever
beside you....”—Kate Greenaway to Ruskin.

I. The English Side.

Whatever change in children’s literature was now to take place was due
entirely to the increasing importance of elementary education. A long while
was to elapse before the author was wholly freed from the idea that
situations could be dealt with, apart from any overbearing morale, and even
then he found himself constrained to meet the problem of giving
information—of teaching instead of preaching.
The interest in external nature, the desire to explain phenomena
according to the dictates of belief, infused a new element into authorship for
young people. But those writers brought to meet this latent stirring of the
scientific spirit all the harness of the old régime. First they thought that they
could explain the evident by parables, but they found that fact was too
particular for generalisations, and the child mind too immature for such
symbol. Then they attempted to define natural objects from a childish plane,
making silly statements take the place of truth. They soon became aware
that their simple style had to deal with a set of details that could not be
sentimentalised.
The truth of the matter is that a new impulse was started; the national
spirit began to move toward a more democratic goal; the rank and file
began to look beyond the narrow hill and dale; women sought wider
spheres; the poor demanded constitutional rights; energy began to stir from
underneath. The word modern was in every one’s mind. The old order
changeth, giving place to new. The child’s intellect must be furnished with
food for its growth; Rousseau’s doctrine of “back to nature” was found not
to have worked; it was realised that special training must begin early for all
the walks of life. Carlyle was pleading for a public library, education was
widening its sphere.
In the preceding pages, we have tried to establish a continuous line of
development in children’s books through several centuries; upon such a
foundation the English story and the American story of to-day are based.
The table of English writers on page 147 contains names of minor
importance, but still forming a part of the past history—foreshadowers of
the new era. For therein you will discover that juvenile literature first begins
to show signs of differing from adult literature only in its power; that where
Macaulay tells the story of England in terms of maturity, Miss Strickland,
Lady Callcott, Miss Tytler, and Miss Yonge adopt a descending scale.
Where children were wont to act in accord with the catechism, they are now
made to feel an interest in their surroundings. Mrs. Marcet writes for them
“talks” on chemistry and political economy, Mrs. Wakefield on botany and
insects. The extension of schools meant that literature must be supplied
those schools; writers were encouraged in the same way that Miss More
was prompted to produce her “Repository Tracts.” Grammars and histories
began to flood the market, and in the wake of Scott’s novels, taking into
consideration the fact that books were being written for the purpose of
information, the child’s historical story was a natural consequence. Thus we
discover the connection between “Waverley” and Henty. The death-blow to
fairy tales in England, brought about by the didactic writers, resulted in a
deplorable lack of imaginative literature for children, until a German
influence, around 1840–1850, began to take effect, and the Grimms’
Household Tales afforded a new impulse.[41] Mrs. Gatty, author of the
famous “Parables of Nature,” deigned to rejoice over the classic nonsense
of Lewis Carroll. The line of descent can be drawn from Perrault to Grimm,
from Grimm to Andrew Lang’s rainbow series of folk-lore.
The table is intended to do no more than indicate the gradual manner in
which this break took effect. The student who would treat the evolution
fully will find it necessary to place side by side with his discussion of
individual books for young people, a full explanation of those social
changes in English history which are the chief causes of the changes in
English literature. Children’s books are subject to just those modifications
which take place in the beliefs, the knowledge, and the aspirations of the
adult person. The difference between the two is one of intensity and not of
kind. The student will discover, after a study of the development of the
common school, how and why the educational impulse dominated over all
elements of pure imagination; how the retelling craze, given a large literary
sanction by such a writer as Lamb, and so excellently upheld by Charles
Kingsley, lost caste when brought within compass of the text-book. He will
finally see how this educational pest has overrun America to a far greater
extent than England, to the detriment of much that is worthy and of much
which should by rights be made to constitute a children’s reading heritage.

ENGLISH TABLE
Mrs. Priscilla Wakefield. 1751–1832. Member of Society of Friends;
philanthropic work among the poor. Author: Juvenile Anecdotes;
Juvenile Travellers; Conversations; Introduction to Botany; Introduction
to Insects; Present Condition of Female Sex, with Suggestions for Its
Improvement; Life of William Penn. Reference: D. N. B.[42]
Frances Burney (Madame D’Arblay). 1752–1840. Reference: D. N. B.
William Fordyce Mavor. 1758–1837. Ed. 1799, juvenile periodical for
Walker, Newbery. Reference: D. N. B.
Joanna Baillie. 1762–1851. Work among the poor made her known as
Lady Bountiful. Reference: D. N. B.
Jeremiah Joyce. 1763–1816. Author: Lectures on the Microscope.
Mrs. Jane Marcet. 1769–1858. Macaulay wrote: “Every girl who has read
Mrs. Marcet’s little dialogues on political economy could teach
Montague or Walpole many fine lessons in finance.” Author: Scientific
text-books; Conversations on Chemistry intended for the Female Sex;
Conversations on Political Economy, imitated by Harriet Martineau in
her Illustrations of Political Economy. Reference: D. N. B.
Mrs. Barbara Hofland. 1770–1844. Imitated the Edgeworth style.
Author: Emily; The Son of a Genius; Tales of a Manor; Young Crusoe.
Reference: D. N. B.
Mrs. Mary Martha Sherwood. 1775–1851. Stories and tracts evangelical
in tone. With her sister, Mrs. Cameron, invented a type of story for rich
and for poor. Author: The Fairchild Family (intended for the middle
classes); Little Henry and His Bearer. Reference: New Review (May 18,
1843); Life of Mrs. Sherwood by her daughter; D. N. B. An edition of
The Fairchild Family, New York, Stokes, $1.50.
Jane Porter. 1776–1850. Reference: D. N. B.
Maria Hack. 1778–1844. Quaker parentage. A believer in the “walk”
species of literature. Author: Winter Evenings, or Tales of Travellers;
First Lessons in English Grammar; Harry Beaufoy, or the Pupil of
Nature. Reference: D. N. B.
Mrs. Elizabeth Penrose. 1780–1837. Pseud. Mrs. Markham. Daughter of
a rector. One critic wrote: “Mrs. Penrose adapted her history to what she
considered the needs of the young, and omitted scenes of cruelty and
fraud, as hurtful to children, and party politics after the Revolution as too
complicated for them to learn.” Author: Began school histories in 1823;
these were brought up to date afterward by Mary Howitt. Moral Tales
and Sermons for Children. Reference: D. N. B.
John Wilson Croker. 1780–1857. One of the founders of the Quarterly
Review; reviewed abusively Keats’s Endymion. Author: Stories from the
History of England, 1817, which supplied Scott with the idea for his
Tales of a Grandfather; Irish Tales. Reference: Jenning’s Diaries and
Correspondence of Croker (London, 1884); Internat. Encyclo.
Lady Maria Callcott. 1785–1842. Author: Little Arthur’s History of
England. Reference: D. N. B.
Mary Russell Mitford. 1787–1855. Careful detail of description, akin to
Dutch style of painting. Author: Tragedies; Village Stories; Juvenile
Spectator. She was among the first women to adopt writing as a
profession. Miss Yonge speaks of her “writing so deliciously of
children,” but she “could not write for them.” Reference: D. N. B.;
Recollections; Letters.
Agnes Strickland. 1796–1874. “With the exception of Jane Porter, whom
she visited at Bristol, and with whom she carried on a frequent
correspondence, and a casual meeting with Macaulay, whom she found
congenial, she came little in contact with the authors of the day.” Author:
Lives of the Queens of England; Two Rival Crusoes. [Note the hybrid
type of story that sprung up around the real Robinson Crusoe.] Edited
Fisher’s Juvenile Scrap Book, 1837–1839. Reference: D. N. B.
Mrs. May Sewell. 1797–1884. Left Society of Friends for the Church of
England. Wrote homely ballads. Vide daughter, Anna Sewell. Author:
Her ballad, Mother’s Last Words, circulated about 1,088,000 copies when
it first appeared. Reference: Mod. Biog.
Mary Howitt. 1799–1888. Authorship linked with that of her husband. In
1837 began writing children’s stories and poems. Her daughter, Anna
Mary, also was a writer of children’s books. Author: Translator of
Fredrika Bremer’s novels; editor, Fisher’s Drawingroom Scrap Book.
Reference: Reminiscences of My Later Life (Good Words, 1886); D. N.
B.
Catherine Sinclair. 1800–1864. Fourth daughter of Sir John Sinclair. Her
work considered the beginning of the modern spirit. A friend of Scott.
Author: Holiday House; Modern Accomplishment; Modern Society;
Modern Flirtations. Reference: A Brief Tribute to C. S. (Pamphlet); D. N.
B.
G. P. R. James. 1801–1860. Influenced by Scott and encouraged by Irving.
Thackeray parodied him in Barbazure, by G. P. R. Jeames, Esq., in
Novels by Eminent Hands; also in Book of Snobs (chaps. ii and xvi).
Author of a long list of novels.
Harriet Martineau. 1802–1876. Reference: D. N. B.
Mrs. Margaret Scott Gatty. 1809–1873. She was forty-two before she
began to publish. Vide Ewing. Author: Aunt Judy Tales; Parables of
Nature; 1866—Aunt Judy Magazine (monthly), continued after her death,
with her daughter as editor; stopped in 1885. Reference: Life in ed.
Parables (Everyman’s Library); Illustrated London News, Oct. 18, 1873;
Athenæum, Oct. 11, 1873, p. 464; D. N. B.
Anna Sewell. 1820–1878. Author: Black Beauty (1877). Reference: D. N.
B.
Charlotte M. Yonge. 1823-. Author: Heir of Redclyffe; The Kings of
England; The Chaplet of Pearls.
Mrs. Mary Louisa Whateley. 1824–1889. Went to Cairo and lived from
1861–1889, where she had a Moslem school. Wrote chiefly about Egypt.
Fairy tale influence. Author: Reverses; or, the Fairfax Family. Reference:
Hays’ Women of To-day; London Times (March 12, 1889).
Mrs. Dinah Maria Mulock Craik. 1826–1887. Pseudo-fairy tale writer.
Author: Adventures of a Brownie, etc.
Juliana Horatio Ewing. 1841–1885. Reference: J. H. Ewing and Her
Books, by Horatia K. T. Gatty; D. N. B.
Ann Fraser Tytler. Daughter of Alexander Fraser Tytler, Lord
Woodhouselel. Author: Leila on the Island; Leila in England; Leila at
Home.

II. The American Side.

As for the American phase of the subject, we have already indicated three
stages by which the Colonial or Revolutionary reader was given his “New
England Primer,” his “Mother Goose,” and his Thomas books obtained
directly from Newbery of England. The whole intellectual activity was in
the hands of the clergy; even the governing body pretended to be God-
fearing men, and were prone to listen to the dictates of the ministry. The
austere demands of the Puritan Sunday, more than anything else, caused the
writing of religious books, and so firm a hold did the Sabbath genre of
literature take, that, in 1870, it was still in full sway, and even now exists to
a limited extent. The history of education in America for a long while has to
do with denominational schools, and teaching was largely left in the hands
of the clergy. So that we shall find our early writer of “juveniles” either a
man of the church, or his wife; prompted solely by the desire to supply that
character of story which would fitly harmonise with the sanctity of Sunday,
rather than with the true excellence of all days. If, in the school, a book was
needed, it was far better to write one than to trust to others for what might
turn out to be heretical.[43] The Rev. Jedidiah Morse began his literary
career in the capacity of teacher; Noah Webster’s idea was at first to prepare
a treatise on grammar which could be used in the schools. These two were
the most scientific thinkers of their period. The list on page 158, indicating
but a few of the forgotten and only faintly remembered authors of early
days, fairly well represents the general trend; in the writing done, there
were the same morals, the similar luckless children, subject to the same thin
sentiment of piety and rectitude as we discovered holding sway in England
for nearly two centuries. The name of Peter Parley is no longer familiar to
children, and a crusade is fast being formed against the Jacob Abbott class
of book. The type of writer was the kind that debated for or against slavery
in terms of the Bible. The Puritan soil was rich for the rapid growth of the
Hannah More seed, and no one assisted in sowing it to greater extent than
Samuel G. Goodrich (1793–1860). He may symbolise for us the reading
child in New England at the beginning of the nineteenth century; his
training, his daily pursuits, as told in his autobiography, supply pages of
invaluable social colour.[44]
“It is difficult,” so he says, “... in this era of literary affluence, almost
amounting to surfeit, to conceive of the poverty of books suited to children
in the days of which I write. Except the New England Primer—the main
contents of which were the Westminster Catechism—and some rhymes,
embellished with hideous cuts of Adam’s Fall, in which ‘we sinned all’; the
apostle and a cock crowing at his side, to show that ‘Peter denies his Lord
and cries’; Nebuchadnezzar crawling about like a hog, the bristles sticking
out of his back, and the like—I remember none that were in general use
among my companions. When I was about ten years old, my father brought
from Hartford ‘Gaffer Ginger,’ ‘Goody Two Shoes,’ and some of the
rhymes and jingles now collected under the name of ‘Mother Goose,’ with
perhaps a few other toy books of that day. These were a revelation. Of
course I read them, but I must add, with no relish.”
The confession follows that when he was given “Red Riding Hood,” he
was filled with contempt; and in this spirit he condemns such nonsense as
“hie diddle diddle,” which is not fit for Christian parents to use. He found
some considerable pleasure in “Robinson Crusoe,” but it was not until he
met with Miss Hannah More’s tracts that he might be said to have enjoyed
with relish any book at all.
Thus his reading tastes foreshadowed his literary activity. When he
turned writer, he aimed for the style which distinguishes Mary Howitt, Mrs.
Hofland, and Miss Strickland; he disclaimed any interest in the nursery
book that was unreasonable and untruthful, for so he considered most of the
stories of fancy. In his books, his desire was chiefly “to feed the young
mind upon things wholesome and pure, instead of things monstrous, false,
and pestilent.... In short, that the element of nursery books should consist of
beauty instead of deformity, goodness instead of wickedness, decency
instead of vulgarity.” In this manner, the mould of the Peter Parley tales was
shaped. Goodrich at first adopted no philosophy of construction, so he says;
he aimed to tell his story as he would have spoken it to a group of boys. But
after a while, a strong sense of the child’s gradual growth took hold of him;
he recognised psychological stages, and he saw that, as in teaching, his
books must consider that children’s “first ideas are simple and single, and
formed of images of things palpable to the senses.”
While on a visit to England in 1823—the memorable time he met Miss
More—he turned his attention to what was being accomplished there in
popular education for children. After investigation, he thus wrote:
“Did not children love truth? If so, was it necessary to feed them on
fiction? Could not history, natural history, geography, biography become the
elements of juvenile works, in place of fairies and giants, and mere
monsters of the imagination? These were the inquiries that from this time
filled my mind.”
Under such conditions Peter Parley was born, and reborn, and overborn;
battles were waged for and against him, just as they have only recently been
waged for and against the Elsie books. But no sooner was Peter Parley
identified with a definite person than Mr. Goodrich’s trials began. He
became a victim of the imperfect copyright system; he found his tales being
pirated in England. And as fast as he would settle one difficulty, another
would arise; spurious Parleys came to light, conflicting with his sales. It
was the case of Goodrich alias Kettell, alias Mogridge, alias Martin, and
many more beside. In fact, a writer, considering the life of William Martin
(1801–1867), quotes a statement to the effect that “Messrs. Darton, Martin’s
publishers, in especial used to prefix the name [Peter Parley] to all sorts of
children’s books, without reference to their actual authorship.”
Isaiah Thomas may be taken as representative of our Revolutionary
period, even as the “New England Primer” may typify the chief literary
product of our Colonial life. Peter Parley marks for us the war of 1812. It
was after this that our country began to expand, that the South and the
Southwest unfolded their possibilities, that the East began the Westward
move that led to the craze of ’49. The Indian, the scout, the cowboy, the
Yankee trader have been the original contributions of America to juvenile
literature. A close study will indicate that Cooper was the creator of this
genre of story,—more painstaking, more effulgent, more detailed than the
Indian story-writer of to-day, but none the less a permanent model. So, too,
he will be found, in his accounts of the navy, in his records of common
seamen, in his lives of naval officers, to be no mean, no inaccurate, no dry
historian; in fact, Cooper, as one of our first naval critics, has yet to be
accorded his proper estimate.
American history, American development being of a melodramatic
character, it is natural that the opposite to Sunday-school literature should
rapidly take root as soon as begun. A period of the ten-cent novel flourished
about 1860, when the Beadle Brothers, who were finally to be merged into
the publishing house of George Munro, began the publication of their series
of cheap volumes—the sensationalism of Cooper raised to the nth power.
To-day there are men who glow with remembered enthusiasm over Colonel
Prentiss Ingraham and the detective stories of A. W. Aiken—whose record
was often one a week—as they do over the name of Hemyng alias Jack
Harkaway, or Mayne Reid, with his traditional profanity. Edward S. Ellis (b.
1840) was one of the young members of this group of writers. He became
inoculated, but was forced, when the milder process came into vogue, to
soften his high lights, and to accord with the times. What such early “wild
cat” literature did, however, for present upholders of the “series” books,
was to exemplify that, by a given pattern, a tale could be made to “go” to
order. There was then, as there is now, a certain type of book, neither moral
nor immoral, and not at all educational, but only momentarily diverting;
written without motive, without definite object, but whose ground plan and
mechanism were workable.
The increase of the public-school system was the chief opponent of the
Sunday-school book, as it likewise, by its educational emphasis, fought
against the dime-novel vogue. And with the inception of the public school
on its present large scale we reach the immediate stage, the era of over-
productivity, with its enormous average taste, with its public regard for
readers in the libraries, for scholars in the class-rooms, for the poor in
settlements, and for the emigrant on the high seas.
After an experience of five years in reviewing juvenile books of the past
and in estimating the varied stories of the present, I do not think it sweeping
to assert that while education has snatched the child’s book from the
moralist and taken away from writing a false standard of right doing, it has
not, as yet, added any worthy attribute of itself. It has not taught the child to
judge good literature from the bad; it has supplied, in a prescribed course,
certain isolated books or stereotyped poems, with which the child is
wearied in the class-room, and from which, once outside, the child turns
with natural dread. I am judging solely from the standpoint of juvenile taste.
And so, with the entrance of a new consideration—the children’s reading-
rooms—it may well be queried at the outset: What will this institution add
to the creative force? How far will it seek to improve conditions? Will there
be an increased demand for the good and for the best books? Will there be a
more careful art manifested in the writing of stories? Will the gaps in the
field be filled up? For an examination of the past and of the present tells me
that children’s literature, generally speaking, has yet to be conquered.
With these remarks in view, the table that follows may, on examination,
bear some significance.

AMERICAN TABLE
Noah Webster. Ct. 1758–1843. Cf. Mavor in England. Author: New
England Spelling Book; American Dictionary. Reference: Memoir by
Goodrich (in Dictionary); Life by H. E. Scudder; Appleton.[45]
Jedidiah Morse. Ct. 1761–1826. Congregational minister; wrote first
school text-books of any importance in America. His son was S. F. B.
Morse. Author: Geography Made Easy, etc. He is called the “Father of
American Geography.” Reference: Life by Sprague; Appleton.
Thomas Hopkins Gallaudet. Ct. 1787–1851. Minister. Educator of deaf
mutes; in this work assisted by wife, Sophia Fowler (1798–1877), and
two sons. Author: The Child’s Book of the Soul; The Youth’s Book of
Natural Theology; Bible Stories for the Young. Reference: Life by
Humphrey; Tribute to T. H. G. by Henry Barnard (Hartford, Conn.,
1852); Appleton.
Eliza Leslie. Pa. 1787–1857. Wrote cook books, girls’ books, and juvenile
tales for The Pearl and The Violet, which she edited annually. She also
edited The Gift. One of her brothers, a well-known artist. Author: The
Young Americans; Stories for Adelaide; Stories for Helen; The
Behaviour Book. The Wonderful Traveller consisted of altered versions
of tales from Münchausen, Gulliver, etc. Reference: Appleton.
Mrs. Sarah Josepha (Buell) Hale. N. H. 1788–1879. It was through her
efforts that Thanksgiving became an American national observance. Her
son, Horatio, was an author. Author: The famous “Mary had a little
lamb.” Edited Lady’s Book for forty years from 1837. Reference:
Appleton.
Catherine Maria Sedgwick. Mass. 1789–1867. Author: The Boy of
Mount Rhigi, a tale of inspired goodness; Beatitudes and Pleasant
Sundays; The Poor Rich Man and the Rich Poor Man; A Love Token for
Children; Morality of Manners; Lessons without Books. Reference:
Hart’s Female Prose Writers of America; Life and Letters, ed. Mary E.
Dewey; Appleton.
Mrs. Susan (Ridley) Sedgwick. Mass. 1789–1867. Author: Walter
Thornley; Morals of Pleasure; The Young Emigrants. Reference:
Appleton.
Mrs. Lydia Howard (Huntley) Sigourney. Ct. 1791–1865. Author:
Letters to Young Ladies; Poetry for Children; Tales and Essays for
Children. Reference: Griswold’s Female Poets; Hart’s Female Prose
Writers; Life and Letters; Parton’s Eminent Women; Appleton.
Mrs. Caroline (Howard) Gilman. Mass. 1794–1888. Took great pride in
her children’s books. Began writing in Southern Rosebud (Charleston),
afterward called Southern Rose (1832–1839). This magazine has been
credited as the first juvenile weekly in the United States. Her daughter,
 Caroline H. (b. S. C. 1823), also wrote for the young. Author: Oracles for
Youth; Mrs. Gilman’s Gift Book. Reference: Autobiographical sketch in
Hart’s Female Prose Writers; Recollections; Appleton.
Mrs. Louisa C. (Huggins) Tuthill. Ct. 1798–1897. Wrote moral tales;
with others prepared Juvenile Library for Boys and Girls; her daughter,
Cornelia (T.) Pierson (1820–1870), wrote Our Little Comfort; When Are
We Happiest? Author: I will be a Gentleman; I will be a Lady; I will be a
Sailor; Onward, Right Onward. Edited the Young Ladies Reader (New
Haven, 1840). Reference: Hart; Appleton.
John Todd. Vt. 1800–1873. Invented Index Rerum. Author: Religious
works, mainly for young people; also educational works. Reference: Life;
Harper’s Magazine, Feb., 1876.
Lydia Maria Child. Mass. 1802–1880. Foremost in the ranks of anti-
slavery; influenced by Garrison. In 1826, founded the Juvenile
Miscellany, forerunner of Harper’s Young People. Author: Flowers for
Children (graded). Reference: Hart; Nat. Cyclo. Am. Biog.
Maria J. McIntosh. Ga. 1803–1878. Quiet and domestic tone to her books.
Author: Series known as the Aunt Kitty Tales, the first one being Blind
Alice, published in 1841. Reference: Hart.
Dr. Harvey Newcomb. Mass. 1803–1866. Congregational clergyman.
Wrote moral and religious books for young. Author: How to be a Man;
How to be a Lady; Young Ladies’ Guide. Reference: Appleton.
Rev. Jacob Abbott. Me. 1803–1879. Divinity school; Professor at
Amherst; Congregationalist. Travelled extensively. Author: Rollo books
(28 vols.); Lucy books (6 vols.); Jonas books (6 vols.); Franconia books
(10 vols.); histories with brother (vide p. 160). Reference: A Neglected N.
E. Author (N. E. Mag., n. s. 30:471); Writings (Lit. and Theol. R., 3:83);
(Chr. Exam., 18:133; 21:306); Appleton.
Rev. Abijah Richardson Baker. Mass. 1805–1876. Congregationalist.
Graduate of Amherst; a teacher. With his wife, Mrs. H. N. W. Baker,
edited The Mother’s Assistant and The Happy Home. Author: School
History of the U. S.; Westminster Shorter Catechism—Graduated
Question Book. Reference: Appleton.
J. S. C. Abbott. Me. 1805–1877. Brother of Jacob Abbott. Congregational
minister. Author: The Mother at Home; histories with brother. Reference:
Cong. Q., 20:1; Appleton.
Sarah Towne (Smith) Martyn. 1805–1879. Wife of a minister. Wrote
Sunday-school books and semi-historical stories. Published through
American Tract Society. Established Ladies’ Wreath, and edited it, 1846–
1851. Author: Huguenots of France; Lady Alice Lisle. Reference:
Appleton.
Mrs. Elizabeth Oakes (Prince) Smith. Me. 1806–1893. One of the first
women lecturers in America. Moved later to South Carolina. By her
book, The Newsboy, public attention was drawn to that class of child.
Supervised, circa 1840, annual issuance of the Mayflower (Boston).
Author: The Sinless Child; Stories for Children; Hints on Dress and
Beauty. Reference: Hart; Nat. Cyclo. Am. Biog.
Mary Stanley Bunce (Palmer) (Dana) Shindler. S. C. 1810–1883. Wife
of a clergyman, Episcopal. Author: Charles Morton; or, The Young
Patriot; The Young Sailor. Reference: Appleton.
Harriet Beecher Stowe. Ct. 1811–1896. Author: Dred; Uncle Tom’s
Cabin. Reference: Life work of,—McCray; E. F. Parker in Parton’s
Eminent Women; Life compiled from letters and journals by C. E. Stowe;
Life and Letters, ed. Annie Fields.
Elijah Kellogg. Me. 1813-. Congregational minister. Famed for “The
Address of Spartacus to the Gladiators.” Author: Elm Island series;
Forest Glen series; Good Old Times series; Pleasant Cove series.
Reference: Bibliog. Me.; Appleton.
Mary Elizabeth Lee. S. C. 1813–1849. Not a distinctive juvenile writer,
but contributed many juvenile tales to The Rosebud. (Vide Gilman.)
Reference: Hart.
Rev. Zachariah Atwell Mudge. Mass. 1813–1888. Methodist-Episcopal
minister; teacher. Fiction for Sunday-schools. Author: Arctic Heroes; Fur
Clad Adventurers. Reference: Appleton.
Mrs. Harriet V. Cheney. Mass. Circa 1815. Daughter of Hannah Foster,
an early American novelist. Her sister, Mrs. Cushing, wrote Esther, a
 dramatic poem, and “works” for the young. Author: A Peep at the
Pilgrims; The Sunday-school; or, Village Sketches. Reference: Appleton.
Mrs. Harriette Newell (Woods) Baker. Mass. 1815–1893. Pseud.
Madeline Leslie. Wife of Rev. A. R. B. Author: About two hundred moral
tales, among them Tim, the Scissors Grinder. Reference: Appleton.
Lydia Ann Emerson (Porter). Mass. 1816-. Second cousin of Ralph
Waldo Emerson. Contributed mostly to the Sunday-school type of book.
Author: Uncle Jerry’s Letters to Young Mothers; The Lost Will.
Reference: Appleton.
Catherine Maria Trowbridge. Ct. 1818-. Author: Christian Heroism;
Victory at Last; Will and Will Not; Snares and Safeguards.
Susan Warner. N. Y. 1818–1885. Pseud. Elizabeth Wetherell. Books noted
for strained religious sentimentality. With her, the school of Hannah
More came to an end. Author: The Wide, Wide World (1851); Queechy
(1852); Say and Seal (in collaboration with her sister). Reference:
Appleton.
Rev. William Makepeace Thayer. Mass. 1820–1898. Congregational
minister; member of legislature. Author: Youth’s History of the
Rebellion; The Bobbin Boy; The Pioneer Boy; The Printer Boy; Men
Who Win; Women Who Win. Edited The Home Monthly and The
Mother’s Assistant. Reference: Appleton.
William Taylor Adams. Mass. 1822–1897. Pseud. Oliver Optic. In early
life ed. Student and School-Mate. In 1881, ed. Our Little Ones. Then ed.
Oliver Optic’s Magazine. Author: About one hundred volumes; first one
published 1853, Hatchie, the Guardian Slave. Reference: Appleton.
Charles Carleton Coffin. N. H. 1823–1896. Self-educated. Varied career
as a war correspondent during the Civil War. Author: The Boys of ’76.
Reference: Life by Griffis; Appleton.
William Henry Thomas. 1824–1895. Belonged to the school of dime
novelists. Boys in the 60’s eagerly devoured the Beadle and (later)
Munro books. Author: The Belle of Australia; Ocean Rover; A
Whaleman’s Adventure. Reference: Appleton.
Mrs. Alice (Bradley) (Neal) Haven. N. Y. 1828–1863. Pseud. Alice G.
Lee. Wrote for Sunday-schools. Author: No such Word as Fail;
Contentment Better Than Wealth. Reference: Memoir in Harper’s
Magazine, Oct., 1863; Appleton.
Jane Andrews. Mass. 1833–1887. Author: Seven Little Sisters who live on
the Round Ball that Floats in the Air; The Stories Mother Nature Told.
Charles A. Fosdick. N. Y. 1842-. Pseud. Harry Castlemon. Went through
the Civil War. Author: Gunboat series; Rocky Mountains series;
Roughing It series; Frank series; Archie series.
Mrs. Annie M. Mitchell. Mass. 1847-. Religious books for children.
Author: Martha’s Gift; Freed Boy in Alabama.
Mrs. Mary L. Clark. Fairford, Me. 1831-. Religious juveniles. Author:
The Mayflower series; Daisy’s Mission.
Mrs. Caroline E. Davis. Northwood, N. H. 1831-. Sunday-school tales,
about fifty or more. Author: No Cross, No Crown; Little Conqueror
Series; Miss Wealthy’s Hope; That Boy; Child’s Bible Stories. Reference:
Appleton.
Sara H. Browne. Author: Book for the Eldest Daughter (1849).
Maria J. Browne. Author: The Youth’s Sketch Book (1850). Reference for
both: Hart (Bibl.).

III. The Present Situation.

The essential difference between the past and the present is not so much a
difference, after all; in both instances the same mistaken emphasis is placed
upon two separate phases of the child’s make-up. The moral tale took no
cognisance of those spiritual laws which are above teaching, which act of
themselves; it did not recognise the existence of the child’s personality. But
when the impetus toward the study, scientific and intensive, of adolescence
was begun, the teacher lost sight of the free will by which that growth
advanced; anxious to prove the child’s development to be but a series of
stages marked by educational gradings, he reserved no place for the self-
development through which the personality finds expression. In both cases
an unconscious injustice was done juvenile nature. The moral questioning
warped the spirit, the educational questioning chokes the imagination and
fancy, starving the spirit altogether. How many will agree with Emerson’s
assertion that “what we do not call education is more precious than that
which we call so”? The pessimist who challenges children’s books for
children has reasons to doubt, after all.
Time changes not, ’tis we who change in time. Emerson speaks in terms
of evolution; by this very change from generation to generation, the vitality
of a book is tested. Again, in terms of our mentality, Emerson says that
when a thought of Plato becomes a thought to us, Time is no more. Truth is
thus an annihilator of the fleeting moment. The survival of the fittest means
the falling away of the mediocre. The Sunday-school book was no
permanent type; its content was no classic expression. It filled a timely
demand—that was its excuse for being. Once this demand became
modified, the book’s service was at an end; hence Mr. Welsh’s indication of
the decline of the Sunday-school story through secularisation,—from
sectarianism to broad religious principles, thence to “example rather than
direct teaching.”[46]
We still have the religious tract and the church story-paper; yet the books
of advice deal with the social and ethical spirit, rather than with the
denominational stricture. “The less a man thinks or knows about his virtues,
the better we like him,” wrote Emerson, while Stevenson, in his “Lay
Sermons,” placed the stress thus: “It is the business of life to make excuses
for others but not for ourselves.”
To-morrow new topics may be introduced into our juvenile literature, but
change takes longer than a day to become apparent. The student who
attempts to reach any scientific estimate of the present trend will be
disappointed; the mass is too conglomerate, and there are too many authors
writing children’s books for money rather than for children. I have followed
the course as carefully as I could, noting the slight alterations in concepts to
accord with the varying conditions. But there is no principle that can be
deduced, other than the educational one. The changes are confined to points
of external interest, not of spiritual or mental significance. For instance,
there was a time when girls’ literature and boys’ literature were more
clearly differentiated, one from the other; their near approach has been due
to a common interest in outdoor exercises. Again, things practical, things
literal have crowded out the benignant figure of Santa Claus; and in the