Though popular opinion would have us see Alice’s Adventures in Wonderland and Through the Looking Glass and What Alice Found There as whimsical, nonsensical, and thoroughly enjoyable stories told mostly for children; contemporary research has shown us there is a vastly greater depth to the stories than would been seen at first glance. Building on the now popular idea amongst Alice enthusiasts, that the Alice books - at heart - were intended for adults as well as children, Laura White takes current research in a new, fascinating direction. During the Victorian era of the book’s original publication, ideas about nature and our relation to nature were changing drastically. The Alice Books and the Contested Ground of the Natural World argues that Lewis Carroll used the book’s charm, wit, and often puzzling conclusions to counter the emerging tendencies of the time which favored Darwinism and theories of evolution and challenged the then-conventional thinking of the relationship between mankind and nature. Though a scientist and ardent student of nature himself, Carroll used his famously playful language, fantastic worlds and brilliant, often impossible characters to support more the traditional, Christian ideology of the time in which mankind holds absolute sovereignty over animals and nature.

Animals, Museum Culture and Children’s Literature in Nineteenth-Century Britain: Curious Beasties explores the relationship between the zoological and palaeontological specimens brought back from around the world in the long nineteenth century—be they alive, stuffed or fossilised—and the development of children’s literature at this time. Children’s literature emerged as dizzying numbers of new species flooded into Britain with scientific expeditions, from giraffes and hippopotami to kangaroos, wombats, platypuses or sloths. As the book argues, late Georgian, Victorian and Edwardian children’s writers took part in the urge for mass education and presented the world and its curious creatures to children, often borrowing from their museum culture and its objects to map out that world. This original exploration illuminates how children’s literature dealt with the new ordering of the world, offering a unique viewpoint on the construction of science in the long nineteenth century.

When the term 'dinosaur' was coined in 1842, it referred to fragmentary British fossils. In subsequent decades, American discoveries—including Brontosaurus and Triceratops—proved that these so-called 'terrible lizards' were in fact hardly lizards at all. By the 1910s 'dinosaur' was a household word. Reimagining Dinosaurs in Late Victorian and Edwardian Literature approaches the hitherto unexplored fiction and popular journalism that made this scientific term a meaningful one to huge transatlantic readerships. Unlike previous scholars, who have focused on displays in American museums, Richard Fallon argues that literature was critical in turning these extinct creatures into cultural icons. Popular authors skilfully related dinosaurs to wider concerns about empire, progress, and faith; some of the most prominent, like Arthur Conan Doyle and Henry Neville Hutchinson, also disparaged elite scientists, undermining distinctions between scientific and imaginative writing. The rise of the dinosaurs thus accompanied fascinating transatlantic controversies about scientific authority.

This book makes a significant contribution to the burgeoning field of childhood studies in nineteenth-century literature and culture by drawing on the intersecting fields of girlhood, evangelicalism, and reform to investigate texts written in North America about girls, for girls, and by girls. Responding both to the intellectual excitement generated by the rise of girlhood studies, as well as to the call by recent scholars to recognize the significance of religion as a meaningful category in the study of nineteenth-century literature and culture, this collection locates evangelicalism at the center of its inquiry into girlhood. Contributors draw on a wide range of texts, including canonical literature by Harriet Beecher Stowe, Susan Warner, and Elizabeth Stuart Phelps, and overlooked archives such as US Methodist Sunday School fiction, children’s missionary periodicals, and the Christian Recorder, the flagship newspaper of the African Methodist Episcopal (AME) Church. These essays investigate representations of girlhood that engage, codify, and critique normative Protestant constructions of girlhood. Contributors examine girlhood in the context of reform, revealing the ways in which Protestantism at once constrained and enabled female agency. Drawing on a range of critical perspectives, including African American Studies, Disability Studies, Gender Studies, and Material Culture Studies, this volume enriches our understanding of nineteenth-century childhood by focusing on the particularities of girlhood, expanding it beyond that of the white able-bodied middle-class girl and attending to the intersectionality of identity and religion.

First published anonymously, as ‘a lady’, Jane Austen is now among the world’s most famous and highly revered authors. The Routledge Companion to Jane Austen provides wide-ranging coverage of Jane Austen’s works, reception, and legacy, with chapters that draw on the latest literary research and theory and represent foundational and authoritative scholarship as well as new approaches to an author whose works provide seemingly endless inspiration for reinterpretation, adaptation, and appropriation. The Companion provides up-to-date work by an international team of established and emerging Austen scholars and includes exciting chapters not just on Austen in her time but on her ongoing afterlife, whether in the academy and the wider world of her fans or in cinema, new media, and the commercial world. Parts within the volume explore Jane Austen in her time and within the literary canon; the literary critical and theoretical study of her novels, unpublished writing, and her correspondence; and the afterlife of her work as exemplified in film, digital humanities, and new media. In addition, the Companion devotes special attention to teaching Jane Austen.

Poetics and Ethics of Anthropomorphism: Children, Animals, and Poetry investigates a kind of poetry written mainly by adults for children. Many genres, including the picture book, are considered in asking for what purposes ‘animal poetry’ is composed and what function it serves. Critically contextualising anthropomorphism in traditional and contemporary poetic and theoretical discourses, these pages explore the representation of animals through anthropomorphism, anthropocentrism, and through affective responses to other-than-human others. Zoomorphism – the routine flipside of anthropomorphism – is crucially involved in the critical unmasking of the taken-for-granted textual strategies dealt with here. With a focus on the ethics entailed in poetic relations between children and animals, and between humans and nonhumans, this book asks important questions about the Anthropocene future and the role in it of literature intended for children. Poetics and Ethics of Anthropomorphism: Children, Animals, and Poetry is a vital resource for students and for scholars in children’s literature.

Scott's Books is an approachable introduction to the Waverley Novels. Drawing on substantial research in Scott's intertextual sources, it offers a fresh approach to the existing readings where the thematic and theoretical are the norm. Avoiding jargon, and moving briskly, it tackles the vexed question of Scott's 'circumbendibus' style head on, suggesting that it is actually one of the most exciting aspects of his fiction: indeed, what Ian Duncan has called the 'elaborately literary narrative', at first sight a barrier, is in a sense what the novels are primarily 'about'. The book aims to show how inventive, witty, and entertaining Scott's richly allusive style is; how he keeps his varied readership on board with his own inexhaustible variety; and how he allows proponents of a wide range of positions to have their say, using a detached, ironic, but never cynical narrative voice to undermine the more rigid and inhumane rhetoric. The Introduction outlines this approach and sets the book in the context of earlier and current Scott criticism. It also deals with some practical issues, including forms of reference and the distinctive use of the term 'Authorial'. The four chapters are designed to zoom in progressively from the general to the particular. 'Resources' explores the printed material available to Scott in his library and gives an overview of the way he uses it in his fiction. 'Style' confronts objections to the 'circumbendibus' Scott and shows how his Ciceronian style with its penchant for polysyllables enables him to embrace a wide range of rhetoric relayed in a detached but not cynical Authorial voice. 'Strategies' explores how he keeps his very wide audience on board by a complex bonding between characters, readers, and Author, and stresses the extraordinary variety of exuberant inventiveness with which he handles intertextual allusions. 'Mottoes' examines the most remarkable of Scott's intertextual devices, the chapter epigraphs, bringing into play the approaches developed in the previous chapters. The brief concluding 'Envoi' moves out again to the widest possible perspective, suggesting how readers should now be able to move on to, or return to, the novels and the critical conversation, with an appreciation of the central importance of the ludic for an appreciation of Scott in a world once again threatened by inhumane and humorless rigidities.