Science Education and Victorian Children’s Novels: Cultural Influence

Weixi Lou; Guofang Song

doi:10.63313/LLCS.9115

Authors

Weixi Lou Zhejiang Yuexiu University, Shaoxing 312000, China Author
Guofang Song Zhejiang Yuexiu University, Shaoxing 312000, China Author

DOI:

https://doi.org/10.63313/LLCS.9115

Keywords:

Victorian novels, science education, pedagogy

Abstract

This essay examines the intersection of science education and Victorian children’s literature, arguing that novels such as Charles Kingsley’s The Water-Babies (1863), Lewis Carroll’s Alice’s Adventures in Won-derland (1865), and Anna Sewell’s Black Beauty (1877) functioned as sophisticated pedagogical instruments. Through narrative embedding, these works integrated scientific concepts, including natural history, evolutionary biology, logical reasoning, and veterinary anatomy, into imaginative frameworks designed to engage juvenile readers. The analysis identifies three core pedagogical methods: taxonomic observation, logical empiricism, and applied ethical science, each tailored to democratize scientific knowledge across class and gender. Further-more, the essay explores the socio-cultural implications of these texts, highlighting their role in extending scientific literacy beyond elite institutions, moralizing empirical inquiry, and influencing educational reforms. By bridging entertainment with instruction, Victorian chil-dren’s novels not only cultivated a scientific habitus among young readers but also established a trans-historical model for narra-tive-driven STEM pedagogy, offering enduring insights for contemporary educational practice.

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