series review
Liking Enid Blyton has been unfashionable since long before I was born, due to a combination of deserved criticisms (touches of racism, xenophobia, and sexism in her stories) and perhaps less-deserved criticism (general moral simplicity; touches of snobbery). They're phenomenally successful commercially - often in lightly revised forms nowadays - but have also very often been banned or censored. In fact they were not available in the U.S. when I was a child; but my mother remembered The Famous Five fondly from her own childhood, and so we collected them, a few at a time, through friends visiting the U.K.
The stories generally feature four children and their dog going on trips and having thrilling adventures during their school holidays. The world the Five inhabit is a kinder, calmer, less populous, and less dangerous version of the real world, where even the criminals are hesitant to harm children: the sort of place in which a group of preternaturally responsible children (and their dog!) can be allowed to take long trips on their own, with little or no adult supervision. It is a wish-world: a perfect setting for children's adventure stories.
As a child, the Five's formative influence led me to conclude that choosing to behave responsibly would be rewarded with increasing freedom and privileges (as in fact it is, both while growing up and as a grown-up). This is moral simplicity of a sort, but a positive kind digestible by youngsters.
As to the genuinely deplorable inclusions - which I little remember but which might well trouble me more if I reread these books now - I feel that Blyton's critics and book-banners may have overlooked the primary moral dilemma of reading. It takes place, not between the protagonists and the other characters or situations within the story, but rather between the reader and the book itself. The moral act of reading consists primarily in discerning, assessing, and either accepting as good or rejecting as bad the attitudes and ideas contained within the book, whether voiced by the hero, the antagonist, a side character, or the narrator. Very young readers need help doing this: they need the exercise modeled for them, so they can go on to beneficially read books on their own.
And the moral act of populating childrens' libraries and reading lists consists of selecting titles that lend themselves to developing readerly discernment: first by telling exciting and engaging stories; second by presenting diverse material, some worthy, some unworthy, of empathy; third, by not explicitly signalling the reader which is which, for that would be true moral simplicity, more apt to stunt a child's moral development than stimulate it.