Virtually every famous nineteenth-century writer (Harriet Beecher Stowe, Nathaniel Hawthorne, Ralph Waldo Emerson)- and many not so famous-wrote literature for children; many contributed regularly to children's periodicals, and many entered the field of nature writing, responding to and forwarding the century's huge social and cultural changes. Appreciating America's unique natural wonders dovetailed with children's growth as citizens, but children's journals often exceeded a pedagogical purpose, intending also to entertain and delight. Though these volumes aimed at a relatively conservative and mostly white, middle-class, and affluent audience, some selections allowed both children and their parents room for imaginative escape from restrictive social norms. Covering a period that initially regarded children's natural bodies as laboring resources, Stronger, Truer, Bolder traces the shifting pedagogical impulse surrounding nature and the environment through the transformations that included America's nineteenth century emergence as an industrial power. Karen L. Kilcup shows how children's literature mirrored those changes in various ways. In its earliest incarnations, it taught children (and their parents) facts about the natural world and about proper behavior vis-a-vis both human and nonhuman others. More significantly, as periodical writing for children advanced, this literature increasingly promoted children's environmental agency and envisioned their potential influence on concerns ranging from animal rights and interspecies equity to conservation and environmental justice. Such understanding of and engagement with nature not only propelled children toward ethical adulthood but also formed a foundation for responsible American citizenship.

The Selected Works of Ora Eddleman Reed collects the writings of Ora Eddleman Reed with an introduction that contextualizes her as an author, a publishing pioneer, a New Woman, and a person with a complicated lineage. “Little Writer� Ora V. Eddleman (pseudonym Mignon Schrieber) was only eighteen when she published her first work in the Indian Territory newspaper Twin Territories, which she edited for much of its brief run. This publication promoted the literary works of Muskogee Creek poet Chinnubbie Harjo (Alexander Posey), Cherokee historian Joshua Ross, and Muskogee Creek chief Pleasant Porter. In the advice column “What the Curious Want to Know,� Eddleman Reed answered readers from around the country who had ignorant impressions of Indian Territory (and whose questions, notably, she did not include). Such columns were accompanied by pieces that amount to some of the earliest Native historiography by an American woman claiming Indigenous heritage. Twin Territories was directed at both Natives and non-Natives and had a national readership. The heterogeneous form of the newspaper gave room for healthy internal debate on controversial ideas like Indigenous sovereignty and assimilation, affirming Native Americans as a significant, diverse collective. In this first book of Eddleman Reed’s work, Cari M. Carpenter and Karen L. Kilcup revive the writings of an important author, publisher, and activist for Cherokee rights.  

Virtually every famous nineteenth-century writer (Harriet Beecher Stowe, Nathaniel Hawthorne, Ralph Waldo Emerson)- and many not so famous-wrote literature for children; many contributed regularly to children's periodicals, and many entered the field of nature writing, responding to and forwarding the century's huge social and cultural changes. Appreciating America's unique natural wonders dovetailed with children's growth as citizens, but children's journals often exceeded a pedagogical purpose, intending also to entertain and delight. Though these volumes aimed at a relatively conservative and mostly white, middle-class, and affluent audience, some selections allowed both children and their parents room for imaginative escape from restrictive social norms. Covering a period that initially regarded children's natural bodies as laboring resources, Stronger, Truer, Bolder traces the shifting pedagogical impulse surrounding nature and the environment through the transformations that included America's nineteenth century emergence as an industrial power. Karen L. Kilcup shows how children's literature mirrored those changes in various ways. In its earliest incarnations, it taught children (and their parents) facts about the natural world and about proper behavior vis-a-vis both human and nonhuman others. More significantly, as periodical writing for children advanced, this literature increasingly promoted children's environmental agency and envisioned their potential influence on concerns ranging from animal rights and interspecies equity to conservation and environmental justice. Such understanding of and engagement with nature not only propelled children toward ethical adulthood but also formed a foundation for responsible American citizenship.