'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 Grenby, Newcastle University, UK. 'A rich, informative, well-documented and effectively illustrated discussion of the ways Dutch eighteenth-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, formerly of Utrecht University, the Netherlands, and the University of California at Los Angeles, USA. This book explores how children's literature and literacy could at once regulate and empower young people in the eighteenth-century Dutch Republic. 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. 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.

In recent years many historians have argued that the Reformation did not - as previously thought - hamper the development of Northern European visual culture, but rather gave new impetus to the production, diffusion and reception of visual materials in both Catholic and Protestant milieus. This book investigates the crosscurrents of exchange in the realm of illustrated religious literature within and beyond confessional and national borders, and against the background of recent insights into the importance of, on the one hand material, as well as on the other hand, sensual and emotional aspects of early modern culture. Each chapter in the volume helps illuminate early modern religious culture from the perspective of the production of illustrated religious texts - to see the book as object, a point at which various vectors of early modern society met. Case studies, together with theoretical contributions, shed light on the ways in which illustrated religious books functioned in evolving societies, by analysing the use, re-use and sharing of illustrated religious texts in England, France, the Low Countries, the German States, and Switzerland. Interpretations based on points of material interaction show us how the most basic binaries of the early modern world - Catholic and Protestant, word and image, public and private - were disrupted and negotiated in the realm of the illustrated religious book. Through this approach, the volume expands the historical appreciation of the place of imagery in post-Reformation Europe.

'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 Grenby, Newcastle University, UK. 'A rich, informative, well-documented and effectively illustrated discussion of the ways Dutch eighteenth-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, formerly of Utrecht University, the Netherlands, and the University of California at Los Angeles, USA. This book explores how children's literature and literacy could at once regulate and empower young people in the eighteenth-century Dutch Republic. 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. 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.