Introductory Remarks

Abstract

PANEL: A SYMPOSIUM ON THE TEACHING OF CHILDREN'S LITERATURE Introductory Remarks Edward J. Jennerich I would like to welcome you to the closing session of the Seventh Annual Conference of The Children's Literature Association on this rainy Sunday morning. Let me assure you that we will not make any attempt to replace "Sermonette," but we will try to provide you with an uplifting, contemplative program. The germ of the idea to have a seminar on the teaching of children's literature had its origins in the early spring of 1975 in the beautiful setting of Colonial Williamsburg amidst roaring fires, wainscoted walls, sumptuous fare, and appropriate colonial libation. It is no wonder that exactly 200 years earlier in that same city and in those same buildings the "Founding Fathers" were able to discuss and formulate the ideas which were to become the cornerstones of American democracy and the envy of the world. Perhaps it's something in the air or the water of Colonial Williamsburg which seems to create an environment in which such ideas are nurtured. Perhaps it's merely my love of colonial history. In any event, our discussions that March evening, while not as momentous or revolutionary as those discussed by George Wythe, Patrick Henry, or Thomas Jefferson, certainly caused those of us gathered together to think about the unique nature of The Children's Literature Association and particularly about the teaching of children's literature. Gathered around the fire were several professors of the subject — a not terribly common occurrence in itself. What was most striking about this mixture, however, was the fact that there were several academic disciplines -- education, library science, and English -- teaching the same course in a variety of different ways for a variety of different but equally valid objectives. Upon proper reflection, it seemed logical to assume that all of us in the Association could benefit from a sharing of ideas about how we teach children's literature. This, to me at least, is one of The Children's Literature Association's greatest contributions. No other professional organization has the potential for such pedigogical cross-fertilization. Education has the Children's Literature Assembly of the National Council of Teachers of English, library science has the American Library Association, and English has the Modern Language Association. Yet these organizations, while respected within their various professions, are disparate, fragmented, and often suffer from misplaced and misguided ideas about the superiority of one academic discipline at the expense of others. This is nothing more than academic provincialism at its worst. I would be less than candid if I did not counsel against The Children's Literature Association endorsing the concept that the only proper place to teach children's literature is in education departments or library science departments or English departments. This would be folly and a prostitution of the original concept of providing an organization which draws its value and support from all aspects of children's literature and all academic disciplines. The primary focus of the Association should be to continue as a distinct organization which does not duplicate other organizations already in existence and to maintain that perspective. As a result of our discussions five years ago comes this distinguished panel -- each representing a different academic discipline but all teaching a course in children's literature. Our task this morning is to present the perspecitive from which the courses are taught, to discuss why these approaches are valid, and to outline the teaching methodologies used. By way of example, here at Baylor University the teaching of children's literature is the responsibility of the Department of Library Science which is a part of the School of Education. Our classes include library science students, education students, and an occasional English major. We offer a total of three courses and enroll approximately 300 students per year and have been doing so for the past ten years . Our basic approach is utilization of a wide variety of books with children. On the other hand, the English Department has offered a course in children's literature on only one occasion with 28 students. The approach was an in-depth, literary study of a very...