Extending Moral and Religious Verse for Children from Puritan Adults’ Warnings to Romantic Children’s Insights:Ann and Jane Taylor’s Pedagogic Achievements in Hymns for Infant Minds (1810)
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This paper examines the literary, cultural, and pedagogic achievements of Ann and Jane Taylor in their generic development of moral and religious verse writing for children. Examining representative works from their Hymns for Infant Minds (1810) and comparing them with Divine Songs Attempted in Easy Language for the Use of Children (1715) by Isaac Watts (1674-1748), the only significant antecedent for children’s hymnody before the Taylors, this paper argues that the sisters’ Romantic-era sympatheticperceptions of the child and child-centred philosophy led them to innovate on the hymnic form in progressive pedagogical ways. In terms of content, they displayed psychological sensitivity by endeavoring to explain difficult ideas gently and rationally; filial duty is explained as a response to parental love, “naughty” behavior is explained as potentially hurting those who care about us, and a contrite heart provides a way back to acceptance and love. In terms of style, they developed effective new narratological techniques in their replication of childlike tones and thinking, and the development of a “good” child speaker who teaches by example encouraging the child reader rather than frightening it with warnings of hellfire and eternal punishment.
Abstract
This paper examines the literary, cultural, and pedagogic achievements of Ann and Jane Taylor in their generic development of moral and religious verse writing for children. Examining representative works from their Hymns for Infant Minds (1810) and comparing them with Divine Songs Attempted in Easy Language for the Use of Children (1715) by Isaac Watts (1674-1748), the only significant antecedent for children’s hymnody before the Taylors, this paper argues that the sisters’ Romantic-era sympatheticperceptions of the child and child-centred philosophy led them to innovate on the hymnic form in progressive pedagogical ways. In terms of content, they displayed psychological sensitivity by endeavoring to explain difficult ideas gently and rationally; filial duty is explained as a response to parental love, “naughty” behavior is explained as potentially hurting those who care about us, and a contrite heart provides a way back to acceptance and love. In terms of style, they developed effective new narratological techniques in their replication of childlike tones and thinking, and the development of a “good” child speaker who teaches by example encouraging the child reader rather than frightening it with warnings of hellfire and eternal punishment.
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