The Editor's High Chair

Last summer, on a grant from the Research Foundation of the University of Connecticut, I visited eight European countries to try, among other things, to determine the extent to which children's literature is studied in the faculties of language, psychology, philosophy, or history of European universities.

The results were disappointing. Students of pedagogy and library science continue to make important contributions which those in other disciplines cannot make as well if at all. But those in liberal arts faculties decline to undertake studies for which they are uniquely qualified. When asked about research into children's literature at an important European university, a professor of English declared impatiently that a playground was the best place for such an investigation.

He was partly right, of course. Important things about children and their literature are to be learned from children at play. But especially in the United States there are indications that scholars in the humanities and social sciences are becoming aware of the importance of the field as an area that repays critical literary examination and provides rich data for the historian, philosopher, sociologist, art historian, and psychologist. It is possible that this burgeoning interest reflects the theories of Freud and Jung about childhood: scholars are beginning to see that it is good to pay more attention to the influences to which children are exposed, including literary influences. Perhaps a balanced study of the literature will develop in which all interested scholars will participate. If children's literature is studied as part of the experience of the whole personality of both child and adult, and as a manifestation of complex cultural phenomena, valuable discoveries which will positively affect future generations will be made.

In this issue of Children's Literature we have an article by James Hillman, Director of the Jung Institute in Zurich. Dr. Hillman, a practicing depth psychologist, has been a Terry Lecturer at Yale University, in a series which has included such distinguished psychologists as Erich Fromm and Carl Jung. If his Jungian theories gain wide acceptance, the literary experience of children could be revolutionized.

A feature of Volume One continued in this volume is also of special interest: a list of topics for research which are suitable not only for student papers but in many cases for scholarly investigation as well. We especially feel that the values communicated by the literature need more intensive analysis than currently available.

Finally, the editors are happy to note the rapidly expanding national and international circulation of the journal. We are particularly gratified that scholars like Professor R. Gordon Kelly, of the University of Pennsylvania Graduate School of American Civilization, have praised the journal's pioneer role in the serious scholarly study of the field. Our hope is that an ever growing body of scholars, including students, critics, librarians, writers, and educators, will find it an important resource and an indispensable forum for their research.