How Delightful Is a Child at Play? Play in Children’s Literature in Flanders during the Nineteenth Century

This article studies representations of play in and outside the family in children’s books in Flanders in the nineteenth century. The predominant focus is on the tension between the growing appreciation of children’s play and the educational purpose that prevailed in children’s literature at that time. The former position corresponds to a regressive child image, claiming that a child should remain a child as long as possible; the latter position is related to a progressive child image, wanting the child to become a responsible adult as soon as possible. These views imply a radically different approach to intergenerational relationships. The representations of play in children’s literature are then confronted with ideas about play, playfulness, and imagination in educational journals and books. Traditionally, children’s literature is indeed strongly connected to the pedagogical system. Finally, the findings are interpreted in the context of broader changes in society. In view of emerging socialism, a strong plea for family games can be construed as an attempt of the petty bourgeoisie to keep children away from the dangers of the street.