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No previous collection of criticism has focused on gender in the broad range of children's literature. No previous collection has embraced both children's literature and material culture. Beverly Lyon Clark and Margaret R. Higonnet bring together twenty-two scholars to look closely at the complexities of children's culture. Girls, Boys, Books, Toys asks questions about how the gender symbolism of children's culture is constructed and resisted. What happens when women rewrite (or illustrate) nursery rhymes, adventure stories, and fairy tales told by men? How do the socially scripted plots for boys and girls change through time and across cultures? Have critics been blind to what women write about "masculine" topics? Can animal tales or doll stories displace tired commonplaces about gender, race, and class? Can different critical approaches—new historicism, narratology, or postcolonialism—enable us to gain leverage on the different implications of gender, age, race, and class in our readings of children's books and children's culture?
Are some of the world's most talented children's book authors essentially children themselves? In this engaging series of essays, Pulitzer Prize-winning author Alison Lurie considers this theory, exploring children's classics from many eras and relating them to the authors who wrote them, including Little Women author Louisa May Alcott and Wizard of Oz author Frank Baum, as well as Dr. Seuss and Salman Rushdie. Analyzing these and many others, Lurie shows how these gifted writers have used children's literature to transfigure sorrow, nostalgia, and the struggles of their own experiences.
While the gender and age of the girl may seem to remove her from any significant contribution to empire, this book provides both a new perspective on familiar girls' literature, and the first detailed examination of lesser-known fiction relating the emergence of fictional girl adventurers, castaways and 'ripping' schoolgirls to the British Empire.
Graveyards or wonderlands have more often than firesides and nurseries been the element in which we encounter the child in English literature, and Robert Pattison begins his narrative by asking why literary children are seldom associated with parents and family, but instead repeatedly occur as solitary figures against a background of social and philosophic melancholy. In a skillful fusion of theology, social history, and literature, Pattison isolates and analyzes the repeated conjunction of the literary figure of the child with two fundamental ideas of Western culture--the fall of man and the concept of Original Sin. His study of child figures used in English literature and their antecedents in classical literature and early Christian writing documents the symbiotic development of an idea and an image. Pattison encounters a wide range of literary offspring, among whom are Marvell's little girls, Gray's young Etonians, Blake's children of innocence and experience, the youthful narrators of Dickens and Gosse, the children of George Eliot and Henry James, and the young protagonists in the children's literature of James Janeway, Christina Rossetti, and Lewis Carroll.
The trusted, New York Times best-selling author of It's Perfectly Normal presents the first in a charming and reassuring new picture book series for preschoolers that answers questions that many children ask about themselves and their friends in an entertaining and straightforward way.
The bestselling book—more than 1.5 million copies sold—for every boy from eight to eighty, covering essential boyhood skills such as building tree houses*, learning how to fish, finding true north, and even answering the age old question of what the big deal with girls is—now a Prime Original Series created by Bryan Cranston (Breaking Bad) and Greg Mottola (Superbad). In this digital age, there is still a place for knots, skimming stones and stories of incredible courage. This book recaptures Sunday afternoons, stimulates curiosity, and makes for great father-son activities. The brothers Conn and Hal have put together a wonderful collection of all things that make being young or young at heart fun—building go-carts and electromagnets, identifying insects and spiders, and flying the world's best paper airplanes. Skills covered include: The Greatest Paper Airplane in the World The Seven Wonders of the Ancient World The Five Knots Every Boy Should Know Stickball Slingshots Fossils Building a Treehouse* Making a Bow and Arrow Fishing (revised with US Fish) Timers and Tripwires Baseball's "Most Valuable Players" Famous Battles-Including Lexington and Concord, The Alamo, and Gettysburg Spies-Codes and Ciphers Making a Go-Cart Navajo Code Talkers' Dictionary Girls Cloud Formations The States of the U.S. Mountains of the U.S. Navigation The Declaration of Independence Skimming Stones Making a Periscope The Ten Commandments Common US Trees Timeline of American History *For more information on building treehouses, visit www.treehouse-books.com and www.stilesdesigns.com or see “Treehouses You Can Actually Build” by David Stiles.
Our Island Story is the "history" of England up to Queen Victoria's Death. Marshall used these stories to tell her children about their homeland, Great Britain. To add to the excitement, she mixed in a bit of myth as well as a few legends.
A thoughtful picture book illustrating the power of small acts of kindness, from the award-winning author of Sophie's Squash.
This little book is confined to very simple “reading lessons upon the Form and Motions of the Earth, the Points of the Compass, the Meaning of a Map: Definitions.” The shape and motions of the earth are fundamental ideas—however difficult to grasp. Geography should be learned chiefly from maps, and the child should begin the study by learning “the meaning of map,” and how to use it. These subjects are well fitted to form an attractive introduction to the study of Geography: some of them should awaken the delightful interest which attaches in a child’s mind to that which is wonderful—incomprehensible. The Map lessons should lead to mechanical efforts, equally delightful. It is only when presented to the child for the first time in the form of stale knowledge and foregone conclusions that the facts taught in these lessons appear dry and repulsive to him. An effort is made in the following pages to treat the subject with the sort of sympathetic interest and freshness which attracts children to a new study. A short summary of the chief points in each reading lesson is given in the form of questions and answers. Easy verses, illustrative of the various subjects, are introduced, in order that the children may connect pleasant poetic fancies with the phenomena upon which “Geography” so much depends. It is hoped that these reading lessons may afford intelligent teaching, even in the hands of a young teacher. The first ideas of Geography—the lessons on “Place”—which should make the child observant of local geography, of the features of his own neighbourhood, its heights and hollows and level lands, its streams and ponds—should be conveyed viva voce. At this stage, a class-book cannot take the place of an intelligent teacher. Children should go through the book twice, and should, after the second reading, be able to answer any of the questions from memory. Charlotte M. Mason