In both _Keywords_ ([Williams 1983a](/childrens-literature/works_cited/williams-raymond-se-3/ "Williams, Raymond.SE")) and _New Keywords_ ([Bennett, Grossberg, and Morris 2005](/childrens-literature/works_cited/bennett-tony-lawrence-grossberg-and-meaghan-morris-eds-2/ "Bennett, Tony, Lawrence Grossberg, and Meaghan Morris, eds.")), “education” (_Keywords_ has “educate”) is primarily an institutional practice, which, after the late eighteenth century, is increasingly formalized and universalized in Western countries. Bearing the twin senses of “to lead forth” (from the Latin _educere_) and “to bring up” (from the Latin _educare_), “education” appears chiefly as an action practiced by adults on children. The _Oxford English Dictionary_ thus defines the term as “the systematic instruction, schooling, or training given to the young in preparation for the work of life.” Education may be primarily vocational, leading children into their futures as productive adults, or more holistic, nurturing children into, variously, adulthood, gentlemanly status, and/or citizenship. This latter sense of education is often called “liberal education.” Either view of education focuses “on the formation of individuals to the benefit of society” ([Ferguson 2000](/childrens-literature/works_cited/ferguson-susan-l-2/ "Ferguson, Susan L."))—and, in either case, the concept is intimately connected with children’s literature, which is also a product (primarily) created by adults for children. Serving both senses of education, literature for children offers (at the very least) a medium for literacy training—a prerequisite for...