Mechanical metaphors in kid's body books

This is the cover of Usborne's classic kid's book How Your Body Works. The book has been around in some form since 1975, so you might have seen it before. I'm interested in it for many reasons, but this blogpost is going to focus on the way it reflects an oft-used metaphor when it comes to explaining the human body, that of a machine.

Comparisons of the body to machine are sometimes seen in a negative light; endemic of a mechanistic worldview which is overly-reductive approach to something as complex and beautiful as the human body. 

Yawn.

Ok, a "yawn" is over-trivialising the anti-mechanist critique, but I want to argue that kid's body books employing robot metaphors are a bit more complicated than that (personally, I think you can say the same of Blake's Newton, but that's another story). My central point is that mechanical analogies provide a diverse set of cultural referents. Machines comes in a range of sizes, shapes and styles, and people use and think about them in a range of ways. Further, both machines and the way cultures have understood them has changed over time.

Perhaps a mechanical analogy allows some form of abstraction, providing some distance from specifics when handling issues like reproduction, infection and digestion. For example, the section outlining what happens when a blue robot loves an orange robot very much. 


Such abstraction may also provide an expository role. Yes, the human body is a lot more than, for example, a set of bellows (below), but the image filtered down the multitude of things going on inside a person's chest so we can learn about one thing at a time. Reduction for explanatory purposes isn't (necessarily) to say the world really is that simple.

Mechanical analogies for specific systems (e.g. lungs as bellows) is one thing, but when it becomes a matter of depicting the whole body, we start moving towards associations with robots. The metallic skeleton on the cover of the Usborne book isn't necessarily a robot, but there is something robot-like about him.

There are a wide range of cultural associations that might come with such allusions. Think of Dr Who, and robots are nearly always symbols of what is inhuman or a lost humanity (e.g. their nod-to-Metropolis Cybermen, or hide-behind-the-sofa Daleks). But think of Wall-E, or these smiling robot tshirts I spotted recently, or these robot cookies. Robots can be your friends. At the Science museum this week you can "meet Kaspar the friendly humanoid robot".

There's a nice study of robots in children's literature by Margaret Esmonde in this 1982 collection of essays on machines in science fiction. According to this study, the robot or cyborg is generally a benevolent character in children’s stories, often acting in loco parentis or as a reasonably sympathetic step-brother. Even where there are "bad" robots, they tend to be destroyed with the aid of "good" ones. Her only example otherwise being Dr Who. Interestingly,  such child characters tend to be boys - a robo-brother, not sister - though she does mention one, it is very much an exception to the rule. I also wonder if there is something to be said about the childlike representation of robots in not only fiction, but news stories (even research projects) too; that we take the sometimes limited abilities of robots as a reason to pat them on the head and go "aww".

The gender and generational points are just as an aside though, my main reason for mentioning Esmonde's study is that the robot of children's popular culture may well be a very sympathetic, even empathetic, character. Just because it is not human, doesn't mean it is inhuman. Esmonde describes a few fascinating case studies. For example, a picture book produced to illustrate the UN declaration on rights of the child: a little boy lives a secure and caring life under the love and protection provided by his robot guardian. ‘Nosey’ people intervene and separate them, so the robot returns, disguised as a human and takes the boy back and they live happily ever after.

Esmonde traces mechanical characters in children’s fiction back to  L. Frank Baum's Oz series. There is Tik-Tok, pictured, who you might know from the 1985 movie (see also this io9 piece on Pre-Golden Age SF Robots), and possibly the most straightforwardly mechanical man, the Tin Woodman, who everyone knows from the musical ("if I only had a heart"). Esmonde also discusses the lesser-known Chopfyt, a fascinating character made from cast-off "meat" parts of the two other men. She stresses these characters were all relatively ambiguous in their humanity, there isn't the humans vs robots distinction which is so often played out in Dr Who. She also argues that Baum is content to leave these questions unanswered. 

In my introduction I stressed that technologies and our cultural ideas about them have changed over time.  With this in mind, it's interesting to see a very Tik-Tok style robot re-used in Phillip Reeve's steampunk-ish Larklight books which self consciously re-uses old futuristic tropes of the robot to play with hopes, fears and other aesthetics surrounding them. Reeve is an extremely complex writer when it comes to images of technology, I haven't space to discuss it here, but there are some brief notes on him buried in this paper. Or just read his books (the Mortal Engines series too, and do it before they are all movies).

Getting back to non-fiction, let me introduce you to The Body Owner’s Handbook (Nick Arnold & Tony De Saulles, 2002). This is part of Scholastic’s Horrible Science series, and structured out under the narrative conceit an instruction manual for the human body. In some respects, this is quite straightforward body as machine stuff. As are later points in the text which refer to the digestive system as a ‘fuel storage tank and conveyor belt’ and a ‘body repair shop’ is used to discuss cell replacement (The Body Owner’s Handbook, 2002: 22, 28). It is quite self-aware about this, and seem to expect the audience to be as well. As mentioned in my post about poo books, in some respects make fun of the distance provided by the mechanistic imagery (whilst also applying the convenience of it).

However, I think The Body Owner’s Handbook is slightly different from How Your Body Works in the way it conceives of its technological metaphor. For a start, it combines it with a loose narrative of a childlike Frankenstein monster. I'm drawing a line under the Shelly comparisons now. It is fascinating and arguably key to understanding the book, but a whole other blogpost. Suffice to say this is a slightly more "meaty" approach to (bio)technology and a (post)modern critique.

Monsters aside, The Body Owner’s Handbook seems to be applying a machine metaphor rooted in consumer technology. As with a lot of the books in Horrible Science, the language and imagery is heavily influenced by advertising styles (though, it should be noted with their tongue firmly in cheek):

Looking for a new body? Why not choose the real McCoy – the one and only Human Body. It’s Planet Earth’s most advanced living machine! It’s built of the finest material to a tried and tested design that’s over two hundred thousand years old! (The Body Owner’s Handbook, 2002: 8)

This is a technology you would buy. It is not one that powers the "dark satanic mills". Neither is it one you'd build yourself. It is ready made, just for you. This is not a Fordist form of mass production where the mechanical body is available in any colour as long as it's black. This body is available in a variety of colours; "light brown, dark brown, pink, beige and yellow" (The Body Owner’s Handbook, 2002: 9).

In some respects such a contemporary consumer-tech model of the body allows for a connection with a sense of individualism: note the location of the apostrophe in the book’s title, it is body-owner singular. Yet, this note on race is emphasised by arguing that bodies are all the same underneath; the sense that everybody’s body is the same is very important to the scientific stories of the book. Perhaps this is the curtailed (and occasionally illusionary) individualism of interaction with branded technology. To some extent such identities come, to some degree, pre-packaged. Pink microscope anyone? 

Moreover, such pre-packaged advanced tech comes with a greater degree of ineviable black-boxing. There are right and wrong ways of interacting with its surface, but its internal workings are a relative mystery to users. As many writers on technology have argued - indeed many writers on post/ late modernity have argued - the quantity of specialisation that goes into producing much contemporary means they come with greater mystery. Personal computers make one of the nicest examples of this. In the early 1980s, many personal computer users not only programmed but actually made their own kit. By the early 1990s, even the professionals could only produce one small aspects. Perhaps then, mechanical metaphors no longer provide simplicity? (if they ever really did)

Significantly, The Body Owner’s Handbook warns: "The body isn’t designed to be opened by non-experts and this can result in serious body breakdowns" (p12). In some respects this is in some contrast to a line in one of the first Horrible Science books, also about the body:

[science] belongs to everybody, because everybody’s got a body – and you’ve got every right to know what’s going on in yours (Blood, Bones & Body Bits, 1996: 5).

That said, perhaps back in those golden years of hobbyist tech and meccano collections, when kids built their own crystal radios (grew their own computers, spewed out their own difference engine, etc etc), no one told them to "tinker" with their physiology. Or maybe they did (um, maybe let's not go too far with this tinkering analogy...). As The Body Owner's Handbook's use of Frankenstein reflects, biotech has always been a slightly different matter.

Perhaps the most important thing to keep in mind is that they are only interesting as examples of what adults choose to produce for children. Personally, I think this is fascinating in itself, but it isn't necessarily a sign of what children themselves think. In the light of a spate of "wrong superheroes" stories last week, this is something to keep in mind. If you want to know what children think, ask them. Musing about the media presented to young people is interesting and worthwhile when understood on it's on terms, but it doesn't tell us what is going on in the heads of actual children.

My main point, however is that if we do want to think through some of the symbols involved in technologically informed explanations of bodies, is pays not be reductive/ simplistic about machines.

Poo Books

I have a small collection of "poo books". For research reasons, obviously. Fancy a tour? Of course you would. Let the poo commence.

By "poo books" I mean books for children about either digestion processes of going to the toilet. Such books often use the word "poo". It is largely their term, not mine. These are not books about "shit", "crap", "faeces", "defecatory materials" or "excretionary waste products", but slightly less direct ways of talking about the same topic. Though equally we might call shit or faeces equally euphemistic (either because they choose to swear or because they rely on disinterested-sounding terminology). Indeed, in many ways poo books embrace the whole topic of what comes out of our bottoms with reasonable enthusiasm. This enthusaism is often self-consciously and proudly childish. As such, the "poo" in question is some respects half euphemism and half an expressive avoidance of euphemism.

Poo books for under 5's are often designed to provide information and reassurance about this stuff that comes out of our bottoms (whatever we want to call that). One of the most internationally famous of the poo-book genre is Everybody Poos (Frances Lincoln, 2002), or Everybody Poops in America. There is a sort of sequel on farting called The Gas We Pass. First published in Japan in the late 1970s, this is typical of the poo-book genre in that aims to normalise by treating it as something fun, even jokey.

In his 1992 book, Language and Ideology in Children's Fiction, John Stephens refers to Maurice Sendak’s Where the Wild Things Are as a case study in the presentation of "safe monsters" in children's literature. By giving comically grotesque forms to inner fears, Stephens argues, Sendak's illusions work to defeat the image of that fear (Stephens, 1992: 136). The 2001 Pixar movie Monsters Inc is probably a better example of this; arguably its whole plot is based around this idea.

I think we can apply Stephens’ analysis to a lot of poo-books (indeed, many comic health books in general); an aim to turn young people's fears about the workings of their body into "safe monsters". This bottom stuff can, after all, can be both painful and socially embarrassing. For all that we think of scatological humour as childish entertainment, like most children's literature, these books have a pedagogical and/ or moral aim of some sort. They aim to teach and to help their audience in some way. See also It Hurts When I Poop or, one of my personal favourites, the Moose with the Loose Poops (Hippocractic Press, 2009, pictured). Part of a "Dr Hippo" series (Hippo-cratic, see what they did...), it even comes with a pull-out medical guide for parents tucked into the back cover. Here we have mummy-moose comforting the ill protagonist:

Poo books for primary school age (i.e. those passed the toilet training stage) often utalise the apparent comedic value of poo as a hook talk about wider scientific processes. The Horrible Science series is one of the best examples of this approach. We can also see it in some of the medical titles of the larger and more famous parent-series Horrible Histories too, though do note these have different author/ illustrator teams and slightly different take on what "Horrible" might mean. Snot, puke, pus and blood are equally popular subject matter here, it's not all about the shit. I think the "safe monsters" analysis is still applicable here though, and although there aren't many poo-books for teenagers, there are perhaps comparisons to be made with titles like Diary of a Teenage Healthfreak.

Horrible Science are keen to show off the use of knowledge, alongside humour, as a way of defeating fears around health issues. At the same time, they continue to draw immense delight from references to poo etc, as well as lightly spoofing the same scientific approaches to studying it which they draw power from (complex beasts, the Horrible Science books). For example, Painful Poisons (2004) starts by stating that "lots of people think poison is a scary subject". It then goes through a goading, pantomime device of implying you don’t really want this, do you, parodying a patronising adult voice and playing to the idea that this is the secret stuff kids love to read about (pages 5-6), before concluding by emphasising that poisons are everywhere and although it is "easy to be scared" the best way to deal with poisons is with knowledge rather than fear (pages 143-4). You can see similar shifts - from fears "some people" hold and towards knowledge and a delight in the horrible nature of the scientific object - in Angry Animals (2005) and Chemical Chaos (1997).

In the example below (The Body Owners Handbook, Scholastic, 2002, page 23) is possibly my favourite: a cartoon rendering of the sorts of diagrams of the digestive system frequently reproduced in school textbooks and exam papers. There is the sound of "plop" (in a friendly, handwritten-style font) along with the childish, slightly twee "poo". This is juxtaposed with comical language which pokes fun at whilst simultaneously applying the conventions of talking indirectly about excretory matter in a scientific manner; "solid waste ejection pipe", "fuel storage tank" and "conveyor belt for waste processing".

American readers might be more familiar with the Grossology series; it similarly celebrates the gruesome in a sense of appealing to childishness, and applies this with scientific information to help liberate children from fears of their bodies. For example, the cover of Naked Grossology (the title on the body) promises: "Really gross things about your body, It's stinky, it's lumpy, its squishy, but hey, it's your body". I'm also a fan of Gooey, Chewy, Rumble, Plop, available on both sides of the Atlantic, which includes a beautifully realistic tongue on the cover as well as pop-up technology to give you a view down the gut.

Possibly my favourite of the poo books is Poo: A Natural History of the Unmentionable (Walker, 2005). I think it typifies the "half euphemistic" approach to poo in many of these books. It clearly relishes poo, and yet maintains some distance from the actual object (partly by cartoon illustration, partly through dry humour). The back cover is especially nice. I hippo declares "I like to spray it all over the place", a bird sitting on it's back: "I make houses out of it". The book contains a lot of detail, and it is worth knowing that the author, Nicola Davies is a zoologist who used to present the Really Wild Show. Note the "natural history" in the title (and white-coated characters on cover). Like Horrible Science, this is a step along from toilet training and seems to self-consciously play with the humour of the serious and detached way science might deal with "poo" just as much as any other humour in the subject.

Maybe it's not surprising I like this book. As with a lot of poo books, it seems to appeal to grown ups as well as children. I have a copy because it was a birthday present (a birthday in my mid-20s). Indeed, this article from the New York Times about the US publishers of Everybody Poos notes the books are popular with adults buying for other adults.

Arguably, this is true of a lot of children's books (see also point on the "impossiblity" of children's media and "generational drag" in latter half of this blogpost). The idea that children will like the yuk of poo and snot and pus is just an adult's idea of childishness, one that it is interesting to have seen shift slightly in the last century. As I argue in my PhD on Horrible Science, they seem to have roots in a rather Beano idea of childhood. In his 1989 book about working at the Beano, On Comedy: The "Beano" and Ideology, Leo Baxendale, creator of the Bash Street Kids and Minnie the Minx, talks of a desire to depict what he felt was a truer, "scruffier" and more anarchic image of children, in contrast to "soft" fairytale images he felt the Beano applied up until the 1950s. For Horrible Histories author Terry Deary, the social acceptability of the Horribles is largely due to the legacy of Roald Dahl who, according to Deary, made the use of horror and black comedy in children’s books acceptable (Deary, 1999: 97). Considering that historical background I thought it was interesting that the NYT article referenced criticisms that poo-books aren't very American. I've noticed that Grossology is a lot milder than Horrible Science (and the Horrible books have never really made it in the USA). Maybe, despite the various efforts of Warner Brothers, Nickleodeon and the Simpsons, the more anarchic image of childhood is still less acceptable in the USA.

A final point prompted by the Horrible Science books: we live in a multi-media age, and kids science books are, generally, a rather interactive form of "dead-tree" publishing. So, yes, finally, we have the mini-sub-genre of "hands-on" poo books. Obviously, such hands-on interaction is heavily mediated. They don't actively ask their readers to handle their faeces. For example, Horrible Science's Disgusting Digestion sticker book (Scholastic, 1998) includes a set of stickers of partially (and not so partially) digested food for you to place along their cross-section diagram of the gut.


It is worth noting that this is true of most so-called hands on interaction in kids science. Whatever their appeal to immediacy, most so-called "experiments" are mock-ups of demonstrations. It isn't just shit which science books for kids feel a need to fabricate. This is often for quite sensible educational and practical reasons, but worth baring in mind. I think I've saved the best till last. Because the book Farley Farts (2003) does actually fart, albeit annoying softly. Play this little video to hear it.

This post has been largely descriptive. If you're interested in slightly more academic analysis, I can recommend Mills, Alice (2006) ‘Harry Potter and the Terrors of the Toilet’, Children’s Literature in Education, vol 37(1), 1-13. I think Mills nails the differences between boys and girls toilets as dramatic sites in children's books: Girls toilets, she argues, are relatively private and thus places of solace, where characters go to escape on their own; Boy's bogs are more um, 'communal' and full of fighting, pain and suffering. The rest is a bit too psychoanalytic for my personal taste, but if you like a serving of Kristeva's idea of the abject with your literacy analysis (and/ or the odd bit of Harry Potter studies), it's a peach of a paper.

I'll leave you with a tip for anyone reading this post on the toilet, from the charming Liam goes Poo in the Toilet (2008, subtitle: A Story about Trouble with Toilet Training). Sage advice at any age, I'd say.

Thinking outside the SpaceDino

This Dinosaur resides in Crystal Palace, not outer space

This extends my piece on Comment is Free.

Science minister David Willetts recently gave a speech to the Royal Institution. He was asked a question about how he would work effectively with schools and young people (another minister's brief). He started off well before putting his foot in his mouth with this little piece of laziness: “The two best ways of getting young people into science are space and dinosaurs".

It was a flippant point, but indicative of a flippancy which is somehow ok when it comes to "kids stuff" (and pisses me off). It could have been worse. Willetts could have put the space-dinos point the way he did in Portsmoth the previous month: "All the evidence suggest if you're going to get young people into those subjects they are the two most powerful things" (source: local newspaper report).

All the evidence? Really? Er, no. I checked. What "evidence" does exist is deeply flawed and/ or contradicts a love of space-dinos (for very brief discussion see the comment is free piece). It's a seriously under-researched area. There should be a lot more work in this area, and it should be a lot better. Interestingly, many of the CiF comments reflected a tendency in educational discourse to hold personal experience above research that aims to consider a broader range of people. For example: "Dinos and space worked for me". I'm sure they did, and I'm not seeking to devalue that personal experience in any way, but the world is bigger.

I should underline that I wrote this piece because the Guardian asked to respond to recent HESA data, and a perceived problem of attracting women in science. This is a knotty question, there are oodles of issues involved (as Sheril Kirshenbaum's recent blogpost reflects on). I wanted to stress that, in working through all these issues, we have to be careful of making broad statements about gender, age or science.

For example, Susan Greenfield says physics has a problem recruiting girls because girls “want to know about relationships” (yes, in that interview). Maybe she has a point, she's not the only one to say this (some history of debates around this documented in this reader). But “girls” are rather a large set of people to pin down. Educational researcher Heather Mendick found that apparently "hardness" of A-level maths could be part of the (many) appeals of the subject for girls as well as boys. Of course, Mendick’s study is of girls who have chosen to study maths, not the ones who had been put off. But we can’t ignore those already-interested either. That's really my point: if you're worried about inspiring the next generation of scientists, boys or girls, you need to listen to young people, in all their diversity. You can't just rely on your own experience, you have to let yourself be surprised by your audience.

Further, to pick up on the "generational issues": as I say in the CiF piece, a lot of children's media (be it books, tv, museums, school exams) can seem a generation or two behind. There is a long history of analysis of spotting this in literary/ media studies. Jacqueline Rose wrote the book on it. Her study of Peter Pan is subtitled "the impossibility of children's literature", arguing children's literature is produced and controlled by adults, so it reflects an adult's idea of the child (it's not "children's" at all, it belongs to the grownups). Personally, I much prefer David Buckingham's extension of Rose's idea. He applies the idea of "impossibility" to Timmy Mallett and argues that kids tv presenters who try to appear "down with the kids" as largely acting out a role of what they think children are and will like; a form of "generational drag". There's always a bit of "dressing up" involved.

So, let's not fool ourselves into thinking that projects like I'm a Scientist or SciCast are somehow simply bottom up, or (more ridiculous) a clean articulation of what children are "naturally" interested in. It's worth noting quite how connected to the school curriculum the SciCast films are (maybe that's a good thing though, a sign that aspects of the school science system are working, at least in places). Equally, we shouldn't write off these projects because of adult involvement either. Education is largely a matter of passing on ideas from one generation to another, but SciCast and I'm a Scientist involve young people as active participants in this, letting young people express their own interests. That's why I mentioned them on CiF. The question banks in I'm a Scientist and SciCast's films provide some rough idea of what aspects of science today's young people find exciting. In the absence of much more decent work in the field, they are one place to at least get some clue of what inspires young people.

CSI: the children’s toy

I attended a conference on Forensics in Culture last week. The very first slide in the very first paper was of some children's edu-tainment toys inspired by CSI. E.g.: this facial reconstruction kit. The speaker implied a sense of surprise that children would be playing with forensics in such a way. I thought it was a bit weird too. I suspect this amazon reviewer speaks for many:

those eyes, man! Those EYES! [...] it will be staring at you, waiting to make its move, plotting your demise - or at least that's what it feels like. Maybe if the head didn't have such an accusatory look on its face ("WHAT HAVE YOU DONE TO ME?") [...] "Merry Christmas Timmy! Here's your CSI Facial Reconstruction head. Now you can reconstruct the ruined face of the victim of a violent and gruesome murder!"

When did forensics become entertainment? Moreover, when did it become so domesticated it could be packaged into a childrens’ toy? It's about death and crime. The slide of this toy was met with several laughs at the conference. For me, however, it was the lack of humour embodied by the product itself which interested me.

It reminded me a bit of The Planet Science Whodunit, a forensic education event for teenagers I worked on back in 2003. The premise was that someone had stolen a guitar from boy-band Busted. Schoolchildren could sign up for kits to do some forensics-inspired activities to “solve” the crime. There were prizes; we had a panel of celebrity suspects; it was all played for fun. Although in many respects this project was inspired by CSI, we were careful to limit any references to traumatic crime. It was lighthearted. Indeed, one of the criticisms that could be leveled at this project was that it trivalised issues surrounding crime.

Another comparison with the CSI toy is the style applied by Horrible Science (major UK brand of science books for 7-11's, I did my PhD on them). Perhaps the best example of their approach to blood and guts is the covers of Blood, Bones and Body Bits (1995, and 2008). Here, Horrible Science wraps its dismembered bodies, blood and viscera in a comic book form.


It's ok somehow because it's "just for fun". Blood and guts take center stage here, but in a very comic way. It knows "those eyes, man! Those EYES!" are following you, it camps it up deliberately. It doesn't take itself seriously and doesn't expect you to either. It's childish and Bugs-Bunny like, it's surreal and so slightly unreal through it's comic qualities. This is an example of what I described in my thesis as Horrible Science’s “ironic bloodthirsty pose”, something you can see applied across the series, to lesser and greater degrees than in the Horrible Histories, depending on topic. It is one of the many ways in which the series are "Science as Pantomime" (title I gave my thesis).

I took "ironic bloodthirsty pose" from David Buckingham’s great book on children and television, where he listens to children explain what they like about watching horror. One of the points Buckingham makes from these conversations is the appeal of a sense of adulthood in watching horror. For all their slightly childish joking, in some respects what the young people relished was the seriousness of it all, it helped them create distance from an idea of a trivial silly little kid. I remember feeling that the Whodunit idea was a bit more grownup than other Planet Science projects I'd worked on, the allusions to forensics were a key part of that, even framed as a joke.

You can find some more discussion of such ambivalences in Martin Barker's excellent history of a campaign in 1960s Britain against horror comics. I've blogged on this before: why the Horrible books might be illegal. As I mention there, Horrible Histories author Terry Deary has argued that his approach wouldn't have been possible if Roald Dahl hadn't already brought about an acceptability of the grotesque in British children's literature. Or, for slightly different analysis, Jane Kenway and Elizabeth Bullen, in their book Consuming Childhood, also talk about the way contemporary children's media tries to make children "aspirational", to want to act more grownup, as a sort of marketing strategy (see also this and this on such late 20th century shifts in style of address in children's media).

So, considered from the perspective of the comic-gore of Horrible Science, the CSI facial reconstruction kit seems odd that it doesn't frame itself in humour jokes (though we may laugh at it). Maybe, conversely, the seriousness allows for the gruesome-ness in a US context, where edu-tainment media tends not to have comic-gore and irreverence of Britain's Horrible books? A rather straightforward example of forensic science lending a form of legitimacy, even in kids' media?

That said, it looks as if the company who make these toys has gone bust, so maybe everyone had the WTF reaction of the "those eyes, man! Those EYES!" comment on Amazon.