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In 1739, the London Foundling Hospital opened its doors to take in the abandoned children of the city. It was the culmination of seventeen years of campaigning by Captain Thomas Coram, driven by his horror at seeing children die in the streets. He was supported in his endeavours by a royal charter and by William Hogarth and George Frideric Handel. The Hospital would continue as both home and school for over 215 years, raising thousands of children until they could be apprenticed out. London's Forgotten Children is a fascinating history of the first children's charity, charting the rise of this incredible institution and examining the attitude towards illegitimate children over the years. The story comes alive with the voices of children who grew up in the Hospital, and the concluding, fully updated, account of today's children's charity Coram is an ongoing testament to the vision of its founder.
DigiCat Publishing presents to you this special edition of "The Children's Book of London" by G. E. Mitton. DigiCat Publishing considers every written word to be a legacy of humankind. Every DigiCat book has been carefully reproduced for republishing in a new modern format. The books are available in print, as well as ebooks. DigiCat hopes you will treat this work with the acknowledgment and passion it deserves as a classic of world literature.
This book presents a unique annotated collection of some 2000 playground games, rhymes, and wordplay of London children. It charts continuity and development in childlore at a time of major social and cultural change and offers a detailed snapshot of changes in the traditions and language of young people. Topics include: starting a game; counting-out rhymes; games (without songs); singing and chanting games; clapping, skipping, and ball bouncing games; school rhymes and parodies; teasing and taunting; traditional belief and practice; traditional wordplay; and a concluding miscellany. Recorded mainly in the 1980s by primary schoolteacher Nigel Kelsey, transcribed verbatim from the children’s own words, and accompanied by extensive commentaries and annotation, the book sets a wealth of new information in the wider historical and contemporary context of existing studies in Britain, Ireland, and other parts of the English-speaking world. This valuable new resource will open new avenues for research and be of particular interest to folklorists and linguists, as well as to those working across the full spectrum of social, cultural, and educational studies.
The real story of Oliver Twist and Fagin's children.
This unique children's book collection includes: The Cruise of the Dazzler – Joe Bronson, dissatisfied with his dull life at school, runs away and joins the crew of a sloop he sees in San Francisco Bay. The Call of the Wild – A dog named Buck gets stolen from his home and sold into service as a sled dog in Alaska. He becomes progressively feral in the harsh environment, where he is forced to fight to survive and dominate other dogs. White Fang – A wolf-dog raised in an Indian camp runs away only to face the violent world of wild animals and the equally violent world of humans. Jerry of the Islands: A True Dog Story – Jerry is an Irish terrier who finds himself on the island of Malaita, after the ship he was on got attacked. Jerry is accepted by the local tribe, but when the tribe's sorcerer decides to sacrifice him, he manages to avoid it and his adventure begins. Michael, Brother of Jerry – Michael, an Irish terrier, was born and raised in the Solomon Islands. Working as a slave hunter aboard a schooner, Michael is accidentally left on the beach, and his journey around the world begins with the new owner. Before Adam is the story of a man who dreams he lives the life of an early hominid Australopithecine. His hominid alter ego belongs to Cave People, and we also meet the more advanced Fire People, and the more animal-like Tree People. Jack London (1876-1916) was an American novelist, journalist, and social activist. His amazing life experience also includes being an oyster pirate, railroad hobo, gold prospector, sailor, war correspondent and much more. He wrote adventure novels & sea tales, stories of the Gold Rush, tales of the South Pacific and the San Francisco Bay area - most of which were based on or inspired by his own life experiences.
A factual and analytical introduction to the systems and processes of multi-agency work with children and families. >
A London Child of the Seventies, which was first published in 1934, is a record of British author Molly Hughes’ memories of life as a child in London during the ‘seventies of the last century.’ In the warmth of her recollection, the image of “Victorianism” as something harsh, restricted and unnatural melts and vanishes. This was a happy life, not because it was luxuriously equipped, but because the spirit of human relationships in a large family was always of the happiest and because imagination learned to build, with the simplest of materials, a wonderland of adventure... “NONE of the characters in this book are fictitious. The incidents, if not dramatic, are at least genuine memories. Expressions of jollity and enjoyment of life are understatements rather than overstatements. We were just an ordinary, suburban, Victorian family, undistinguished ourselves and unacquainted with distinguished people. It occurred to me to record our doings only because, on looking back, and comparing our lot with that of the children of today, we seemed to have been so lucky. In writing them down, however, I have come to realize that luck is at one’s own disposal, that ‘there is nothing either good or bad but thinking makes it so’. Bring up children in the conviction that they are lucky, and behold they are. But in our case high spirits were perhaps inherited, as my story will show. “DON PEDRO. In faith, lady, you have a merry heart. “BEATRICE. Yea, my lord; I thank it, poor fool, it keeps on the windy side of care.”
Children and young people in care rarely match the academic achievements of their peers and policy and procedures to address this inequality have not yet remedied the problem. Drawing on ideas from social pedagogy, the authors present a new approach - learning placements and caring schools. They show that education and care must be considered integral to both out of home placements and schools. Packed with practice examples, it includes chapters on early childhood education and care, as well as alternatives to school and higher education, covering everything from birth up to the age of 25. It highlights the potential benefits of a range of learning opportunities, from drama and outdoor activities, to bedtime stories and mentoring as well as providing support for teachers in their role as carer. Chapters include key points, case studies, practice points and useful resources. This is a unique evidence-informed practical guide for students and professionals in the fields of social work, social care, psychology and education.
Children, Film and Literacy explores the role of film in children's lives. The films children engage in provide them with imaginative spaces in which they create, play and perform familiar and unfamiliar, fantasy and everyday narratives and this narrative play is closely connected to identity, literacy and textual practices. Family is key to the encouragement of this social play and, at school, the playground is also an important site for this activity. However, in the literacy classroom, some children encounter a discontinuity between their experiences of narrative at home and those that are valued in school. Through film children develop understandings of the common characteristics of narrative and the particular 'language' of film. This book demonstrates the ways in which children are able to express and develop distinct and complex understandings of narrative, that is to say, where they can draw on their own experiences (including those in a moving image form). Children whose primary experiences of narrative are moving images face particular challenges when their experiences are not given opportunities for expression in the classroom, and this has urgent implications for the teaching of literacy.
This book builds upon and contributes to the growing academic interest in feminism within the field of children's literature studies. Christie Wilkie-Stibbs draws upon the work of Luce Irigaray, Helene Cixous, Julia Kristeva, and Jacques Lacan in her analysis of particular children's literature texts to demonstrate how a feminist analysis opens up textual possibilities that may be applied to works of children's fiction in general, extending the range of textual engagements in children's literature through the application of a new poststructural critical apparati.