'This book presents a rigorous, hugely informative analysis of the early history of Dutch children's literature, pedagogical developments and emerging family formations. Thoroughly researched, Dietz's study will be essential for historians of eighteenth-century childhood, education and children's books, both in the Dutch context and more widely.' -Matthew O. Grenby, Professor of Eighteenth-Century Studies, Specialist in Children's Literature and Culture, Newcastle University. 'A rich, informative, well-documented and effectively illustrated discussion of the ways Dutch 18th- century educators tried to transform youth into responsible readers. It does so in a wide international context and masterfully connects this process to the radical politicization and de-politicization of Dutch society in the revolutionary period.' -Wijnand W. Mijnhardt, Emeritus Professor of Cultural History at Utrecht University (1991-2007) and of Early Modern Intellectual History at the University of California at Los Angeles (2001-2005). This book explores how historical children's literature and literacy could at once regulate and empower young people. Rather than presenting the history of childhood as a linear story of increasing agency, it suggests that we view it as a continuous struggle with the impossibility of full agency for young people. This volume demonstrates how this struggle informed the production of books in a historical context in which the development of independent youths was high on the political agenda: the eighteenth-century Dutch Republic. In close interaction with international children's literature markets, Dutch authors developed new strategies to make the members of young generations into capable readers and writers, equipped to organize their own minds and bodies properly, and to support a supposedly declining fatherland.

Autorentext
Feike Dietz is Assistant Professor in Early Modern Dutch Literature at Utrecht University, Netherlands. Her current research focuses on literature as an instrument of literacy and knowledge, in particular with respect to youths and women. She has also published on religious literature and language variation in literature. 

Inhalt
1. Introduction

Part I:  Young Readers as Social Participants
2. The Order of the Alphabet: The Representation of Consumption and Production in Audiovisual ABC Books 
3. Reading as Work: The Creation of Industrious Citizens in Dutch Reading Books 
Part II:  Young Readers as Knowledgeable Citizens
4. The Bounds of Empirical Modes of Reading: Knowledge about Visible and Invisible Worlds in the Dutch adaptations of Georg Christian Raff
5. The Moral Assessment of Historical Knowledge: Searching for Truths in Dutch History Textbooks
Part III:  Young Readers as Epistolary Literate Writers
6. From Individual Boyhood to Political Brotherhood: Dimensions of Moral Education in Epistolary Prose for Children
7. The Making of Lettered Girlhood: Epistolary Literacy as an Instrument of Peer Mothering in Dutch Girls' Books