Reconstruction for Children Across Two Centuries: Educational Strategies and Moral Transformation in the Adaptation of Gulliver’s Travels (1726-1895)

Abstract

This study examines the historical adaptations of Gulliver’s Travels into children’s literature across the 18th and 19th centuries, focusing on the interplay between educational imperatives, societal norms, and textual revisions. By comparing key adaptations
– such as the 1727 Stone and King edition (18th century) and the 1864 Betton and 1895 Routledge editions (19th century) – the analysis reveals distinct strategies in handling gender perspectives, sexual taboos, and ideological framing. The 18th-century adaptations, exemplified by the Stone and King version, prioritized moral conservatism through textual omissions and euphemistic language, particularly regarding gender equality and sexual innuendos. In contrast, 19th-century editions retained original language but selectively excised content deemed inappropriate for children, reflecting Victorian-era moral rigidity and educational reforms that emphasized literary integrity alongside moral safeguarding. The study underscores how children’s literature adaptations serve as cultural artifacts, mirroring evolving educational philosophies, class dynamics, and societal anxieties. By contextualizing these adaptations within industrial revolution-era urbanization, Enlightenment critiques, and shifting perceptions of childhood, the paper highlights the pedagogical and ideological motivations shaping literary sanitization for young readers.