Although there has been considerable previous scholarship on the garden and what it symbolises in Frances Hodgson Burnett’s
The Secret Garden (1911), less attention has been paid to the act of gardening itself within the text. The present article reads this popular children’s
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Although there has been considerable previous scholarship on the garden and what it symbolises in Frances Hodgson Burnett’s
The Secret Garden (1911), less attention has been paid to the act of gardening itself within the text. The present article reads this popular children’s novel in conjunction with Arthur Mee’s
The Children’s Encyclopaedia (1910), which, while well-known in its time, does not have the classic status of
The Secret Garden. Drawing on theory about the narrator–narratee relationship in children’s texts, this comparative analysis considers how knowledge about gardening is constructed and narrated in a work of fiction and a work of nonfiction, respectively, particularly in terms of how the child reader is addressed, constructed, and positioned. We investigate how constructions of childhood are linked to the concept of gardening, both mediated through books and the act of reading, and as an activity that children are invited to undertake. Both texts present knowledge about gardening as something which is constructed both through reading and studying and through practical experience. However, while in
The Secret Garden, child characters co-construct knowledge more collaboratively, the adult narratee in
The Children’s Encyclopaedia more strongly instructs the “young gardener”. The garden in both texts eventually becomes a way to socialise children; however, the act of gardening also allows a temporary freedom from those social roles.
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