“Greatly Changed for the Better”: Free Kindergartens as Transatlantic Reformance

Abstract

Historians such as Seth Koven and Carolyn Steedman have shown how visual and literary depictions of children helped move late-nineteenth-century middle- and upper-class audiences to join in child-saving philanthropy aimed at the deserving poor. This was certainly true of the promotional literature of the free kindergartens, an analysis of which forms the focus of this essay. Starting from the concepts of fact, truth, and intertextuality utilized by Koven in his analyses of nineteenth-century representations of child-saving, this essay analyzes texts written by free kindergartners (that is, teachers in free kindergartens) Kate Douglas Wiggin in San Francisco and Lileen Hardy in Edinburgh during the 1880s and 1910s, respectively. It contends that we can better understand the purposes, messages, and relatedness of Anglo-American free kindergartners' accounts—and the movements of which they were a part—if we read them as contemporary readers might have; that is, as “artistic fictions” in the mold of the late-Victorian evangelical “true narratives” and as depictions of how child-saving was consciously performed for and presented to multiple audiences.