In addition to books we are reading individually, I like the idea of having something we are reading aloud together. Over the years, we’ve had some very memorable experiences reading aloud. The Wind in the Willows was a particular favorite, as well as Mrs. Piggle Wiggle, and more recently Peter Pan.

Currently, our read aloud book is Louisa May Alcott’s Little Women. Little Women is interesting in that the morality and lessons to be learned from the daughters’ struggles are laid bare; often complete with a sermonette from their mother.  I myself am not particularly fond of what is known as “preachy” entertainment, but in this book, I have determined that the detours are a net advantage to the story. I and my children rather enjoy the brief, overt moments in the book which extol virtue, but not everyone does.

In recent weeks I have had the opportunity to muse on this issue of “preachy” or overt morality presented in children’s books as writers far more articulate than me have tackled the subject. First, Krysta at Pages Unbound makes the very astute point that despite any protestations, most people do prefer children’s books with moral. Indeed, the problem most people have with the older children’s books is not that they are overtly moral, but that the morals presented are out of step with our postmodern sensibilities and current morality.

However, moral messages are not relegated to books of the past.  Indeed, moralizing remains alive and well in children’s stories.  It’s simply that many of our moral messages have changed.  While books of the past may have emphasized virtues like honesty, cheerfulness, humility, and a good work ethic, books today often focus on themes of confidence, individuality, and inclusion.  Perhaps some readers do not see these books as moralizing because they agree so whole-heartedly with these themes that they see them as self-evident and not as lessons to be inculcated.  However, a good many readers actively expect such messages–and are disappointed or offended by stories that do not include them.

She is absolutely correct. In fact, our moral lessons of today actively discourage cheerfulness, humility, and a good work ethic if those virtues in any way conflict with our ability to be a confident individual. Hence, it’s not particularly hard to see why Little Women’s overt moral lessons might be offensive to contemporary readers.

Additionally, there is the presumption that Marmee, the mother of Meg, Jo, Beth and Amy, offers her lessons and sermonettes in a way that is unrealistic or stilted. I find the assertion curious as it is not at all unusual in our home for events to evolve into teaching lessons complete with reminders of what our faith and the rules of our family demand. Our children seem to connect with, enjoy, and be enriched by those moments. we do our kids a disservice when we project our hardened resistance to being influenced to a higher standard onto them. The teachable, open hearts of children are much more receptive to such messages than adults tend to be.

In addition to Krysta’s post, there is another well presented argument in defense of preachy children’s books by Lindsay Brigham Knott at Circe Institute. One of the thoughts she offered is our error in presuming that children’s books are to be read solely for entertainment in the first place:

As near as I can tell, the arguments against preachy children’s stories range from shallow to significant. On the shallow end is the argument that children will, by nature, “tune out” anything that smacks of a sermon. The following excerpt (again, compliments of Google) typifies this argument:

Adults patronize kids almost all day, so as an adult ourselves, it is too easy to make this mistake. The key here is to make your point without going too preachy or didactic. Nothing can turn children off faster than a lecture, or worse, a moral lesson. Kids want to be entertained and delighted. The first thing you can do is erase the words moral, teach, message, and lesson out of your vocabulary. Instead, trust your readers to figure it out through the storyline and actions that your characters take. Another tip is to keep authoritative figures, like parents, teachers, or older siblings, in the background. Lastly, never let the adults in the story tell what the main character should do. Remember, it is a sin to preach in fiction.

I shall let that argument stand for itself, and not belabor a rebuttal; anyone already committed to classical education likely does not need to be convinced that kids’ desire for entertainment should not determine the content of their reading, nor that authoritative figures ought to be honored rather than stuffed in the closet.

Over the course of the recently ended school year, our 11-year-old, in her fulfilled assignment of writing a short story, was admonished by her teacher that her story didn’t direct the reader to draw a conclusion with regard to the behavior of her characters. Because I was stuck on my concern that it sounded so much like a Disney movie, that particular aspect of her presentation eluded me.

Rather than ask her what she wanted to convey, I read the story again, and again was struck with the notion that the problems inherent in the behavior of the characters was evident because of the troubles their decisions wrought. The fact that there was no overarching, ultimate consequence could certainly be perceived as problematic.

However, on the heels of having read Rudyard Kipling’s Captains Courageous, which was also very matter of fact in its presentation of behavior and consequences, I was prepared to accept my daughter’s presentation as valid. What to do about the canned plot development is another issue.

It left me wondering what positions others general have when it comes to presenting morality and life lessons in children’s books.

What say you?