Handicapped Characters in Children's Literature: Yesterday and Today

Abstract

Handicapped Characters in Children's Literature:Yesterday and Today Greta D. Little (bio) Whenever we approach a topic from the perspective of time, development and change are likely to be the focus of our investigations. The topic of handicapped characters in children's literature is no exception. Even a quick look at the titles of stories about these characters reveals how much change has occurred. The Blind Child (1791), The Deaf and Dumb Boy (1837), Elfred; or, The Blind Boy and his Pictures (1856), Faith, the Cripple (1864), and Blind Alice (1868) are characteristic of eighteenth- and nineteenth-century books; today The Seeing Stick (1977), The Balancing Girl (1981), Button in her Ear (1976), and Don't Feel Sony for Paul (1974) are typical. These changes are not accidental. Our society's heightened awareness and sensitivity to the rights and feelings of handicapped or disabled persons has created an atmosphere where such labels are no longer acceptable. Furthermore, in 1975 the U.S. Congress passed The Education for All Handicapped Children Act, which ensures suitable education opportunities for children with special needs and prohibits detrimental labeling of them. Today the emphasis is on eliminating the stereotypes and stigmas attached to disabled people, and focusing on their achievements as well as their frustrations. At the end of the eighteenth century we were only just beginning to recognize the abilities of handicapped people. Reform movements had not yet made their impact on society. The possibility of educating the blind and deaf was not recognized until the middle of the eighteenth century. Neither lipreading nor sign language was taught until 1755, and schools for the deaf were not available in the United States until after 1815. The nineteenth century saw tremendous growth in educational opportunities for the handicapped. Teachers and pupils like Samuel Gridley Howe, Laura Bridgman, Anne Sullivan, and Helen Keller gained wide attention demonstrating what could be achieved in spite of multiple handicaps. Those who suffered physical disabilities were no longer considered less than human and shut away from society. Do stories written for children reflect the change in these social attitudes? What do children's books of yesterday tell their readers about people who can't walk or see or hear? The handicapped characters of eighteenth- and nineteenth-century books were described as "delicate," "pale," "thin," "puny," "deformed," "frail." But their handicaps made them closer to God, and they were unfailingly cheerful, easily amused, eager, gentle and unselfish. For example, Mark of Mark Barnett, the Cripple (1864) is "like an angel of peace" (13), who never complains of weariness or langor. He is different from other boys. He has read a great deal and had the leisure to consider what he has read; thus his thoughts and words are more refined. He has a mine of wealth because of his communion with God. In spite of his weakness, Mark works hard making baskets, "never sighing for health" but "leaning on Christ's great love" (29). In Blind Alice, Alice is healthy, happy and good-humored before scarlet fever leaves her frightened, distressed, and complaining to her mother of the darkness. However, Alice goes to the Institute for the Blind and returns with a "happy face, eyes bright with tender and glad feelings" so that one "would never have believed they saw a blind girl" (101). "The Deaf Shoemaker" (1859) is a sickly, puny youth with "feeble step and emaciated frame" (72), but he has "patient perseverance," "studious habits and intellectual qualities" which "caused him to be treated with kindness and attention" (74). In many of these stories the handicapped characters are protagonists only in the sense that they are at the center of the story going on around them. Their role is a passive one, to inspire or influence the real actors in the story's plot. Once again the titles are indicative: Child-Angel (1866) and Ministering Children (1867) are both collections of stories about children who help handicapped characters and profit from the experience. Mark Barnett's only contribution to action is to counsel his wayward brother and pray for him; otherwise he either provides an example of why more fortunate children should not complain or an opportunity...