Parental Figures in The Wide, Wide World

I found it very interesting that in The Wide, Wide World, the role of the parents fell in the lines of strict obedience. Even in the parental figures of the story, such as the doctor, Ellen is constantly following commands and doing as she is told. However, the role of obedience looks different for every parental figure we've met so far. In the relationship between Ellen and her mother, we see, as we discussed in class today, that the "forces of nature overcame them" when both mother and daughter were crying uncontrollably when Mrs. Montgomery announced that she was leaving and Ellen was being left behind. However, the moment Mrs. Montgomery commanded that the tears stop, Ellen obeys. Not for any other reason than that she cares for her mother's well being and doesn't want to upset her. Mrs. Montgomery says on page 26 after Ellen had been crying " Ellen, my love, I cannot bear this much longer" and so "Ellen was immediately brought to herself by these words. She arose, sorry and ashamed that she should have given occasion for them, and, tenderly kissking her mother, assured her most sincerely and resolutely, that she would not do so again". This obedience did not come from a place of fear of punishment but out of care and concern from her mother.

The doctor and Mr. Montgomery on the other hand is a different story. I feel that there is a sense of fear of punishment if their instructions were not obeyed. The doctor gives Ellen strict instructions on how to care for her mother and she fears that if she does not follow them, her mother might die. Although Mr. Montgomery is rarely in the picture, we can still get a sense of the authority figure he is by the reverence in which he mentioned. For example, when Ellen awakens the next day after recieving her mother's news that they wouldn't be together much longer, Ellen asks her mother "Need I go to school today, mamma?" to which the mother replies "No; I spoke to your father about that' you shall not go any more; we will be together now while we can". We can see here the reverence in obeying what the father's wishes were and in Mrs. Montgomery from seeking approval of Ellen not going to school.


We see in the reading that Mrs. Montgomery is always with Ellen. Back in the 19th century, women didn't work and were with the children all the time. We see the relationship between Mrs. Montgomery and Ellen as a very intimate and nurturing relationship. The mother is very present in Ellen's life and is constantly guiding Ellen's thoughts about what is right to be thinking about; to do this, Mrs. Montgomery's faith is always brought into discussion when she is instructing Ellen. The role of the father is portrayed as being one that is distant. Mr. Montgomery is not really in the picture at all, but when he is, he fulfills to role of authority and sets the standards of the rules that are to be followed. Mr. Montgomery isn't in the picture very much because we presume that he is working which adds to the distance in the relationship between Ellen and him. In the 19th century, it was probably much like this because the father figures would go out and work long days, leaving the mother with the children and come home to enforce rules just as Mr. Montgomery does in the reading.

I think that Ellen views her mother as someone who needs to be respected however someone she can rely on. We also see a role reversal in that relationship because Ellen cares for her mother in a way that a mother would care for a sick child. Ellen takes on a lot of responsibility to care for her mother and in doing that I think she views her mother as someone to have a great deal of compassion on. She is very careful to make sure everything is perfect for her mother (from the toast to promptly having tea ready) to ensure her mother's health remaining stable. Ellen also seeks a lot of approval from her mother. Ellen tries not to be upset around her mother because she doesn't want to upset her mother. She also seeks her mother's approval in other things such as Bible's and desk tops. She will follow her mother's advice if she gets the sense that her mother does not approve of what her eyes are fixating on. Ellen's father on the other hand, I got the sense of respect. She doesn't mention him much and when she does it is out of following what orders he has put out there.

Five Theories in Analyzing Children's Literature

There is much more to children's literature than meets the eye. First of all, adults are the ones writing these children’s books and there is a grave concern about pouring into the younger generations because they are the future for the country. In Karen Sanchez-Eppler’s article, she expresses that one role of the adult is instill a “sense of what is important” and this is portrayed in children’s books in the sense that there is normally a moral lesson to be learned from a story. “[children’s literature is] Written out of concern for children and country, the literature could not but embody something of its authors’ expectations and apprehensions for the future of both” (Macleod)


“Children matter then not as selves, but as stages in the process of making an adult identity-as if childhood could only be meaningful in retrospect” (Sanchez-Eppler). A great point is made there in that from childhood to adulthood many lessons are learned and some are very difficult to grasp. It’s like “if I knew then what I know now” and in writing children’s literature, perhaps this is one way the older generations are imparting their wisdom about lessons learned for the younger generations to learn from now and not down the road after hardship. In analyzing children’s literature, that is of importance to search for the undertone of what is being said, to look for and hold onto any piece of wisdom the older generations are trying to leave behind the younger generations.


Another theory in analyzing children’s literature is that these stories were intended to lead by example instead of simply lecturing children about morals and living virtuous lives. Macleod points out that nineteenth century theorists were always pointing out that “children learned much better by example than by precept”. Whether this was teaching morals or teaching children gender roles in society, the intention was to demonstrate expectations through the literature of the time.

In analyzing children’s literature I think it is also important to read between the lines and get a sense of the tone of the piece of literature. Macleod points out that “when American writers undertook the moral and social instruction of children through fiction, they necessarily documented their own attitudes, both conscious and unconscious, toward childhood and society”. This can assist in making the literature more meaningful if we understand the attitude the author had towards the subject that was being written about. In doing this we can more deeply grasp the lessons that are trying to be taught and the ideals of what the author deemed as important for the future of society.

Finally, it is important to point out that in analyzing children’s literature, there is very little information about the plot and the settings surrounding the story. Mainly because the authors didn’t want to take away from the moral lesson of a story, however, recognizing where the story takes place can be important in identifying the author’s attitude toward society at the time. “Most writers of juvenile literature regarded cities with suspicion, if not with outright hostility. They saw them as dangerous, corrupting, and immoral” (Macleod). Because the purpose of many children’s literature at the time was to instill morality, the setting of a story is not going to be set in a place that represents upheaval of morals. From this, we can further gage the attitudes of authors towards society at the time.

All About Anna

My Name is Anna Koch and I am a junior nursing major from Austin, TX. I love Austin so much and hope to live there again some day.

I've wanted to be a nurse since I was nine years old. When I was fifteen my uncle married a woman who graduated from TCU nursing school and she recommended that I look into going there. I visited the campus when I was a senior and immediately felt at home on campus and knew that this was the school for me. It was the only school I wanted to apply to but to appease my mother, I applied to one other school. If I were the Chancellor of TCU I would bring Frog Bytes lounge back. That was my favorite place to run into friends before and after class, both those who lived on and off campus. Now with the way things are laid out, if you live off campus it is harder to "run into" people you because there isn't a central place that people will gravitate to between classes. I feel like a good teacher is one that allows a level of vulnerability so that they make themselves relatable to the rest of the class. I feel that this evokes response out of students and I believe it allows for a more effective learning environment.

If I could have dinner with three people I would pick my three co- counselors from camp this past summer. We all go to school in different states so to be all together for a meal would be fantastic! Three things you all should know about me is that I am a very passionate person with a lot of energy. I am passionate about social justice, God, and caring for others. Second, I worked at a summer camp the past two summers and have made the best of friends from working out there. Third, I love to laugh...a lot.

I am taking this course to expand my knowledge on literature. I enjoy reading a lot but feel that I limit myself in what I read. I also feel that this class is a good change of pace to all the nursing classes I am taking!

Being in nursing, I read a lot of textbooks and because of that I don't do much reading outside of that. I do enjoy books that challenge my way of thinking. Most recently I have read Crazy Love by Francis Chan and Ragamuffin Gospel by Brennan Manning. Both of those books connected my passions for social justice and God and how to make a difference in the world we live in. I did read the Twilight Saga and enjoy quick reads like that!

In this course I hope to be more comfortable with sharing my own thoughts, for the extrovert I am, in a setting where I have to share my opinions and thoughts I can become very shy. I have read, understand, and agree to the syllabus of ENGL 20503.