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This carefully edited collection of "CAROLYN WELLS: 175+ Children's Classics in One Volume (Illustrated Edition)" has been designed and formatted to the highest digital standards and adjusted for readability on all devices. Contents: Patty Fairfield Series Patty Fairfield Patty at Home Patty's Summer Days Patty in Paris Patty's Friends Patty's Success Patty's Motor Car Patty's Butterfly Days Patty's Social Season Patty's Suitors Patty's Fortune Patty Blossom Patty-Bride Patty and Azalea Marjorie Maynard Series Marjorie's Vacation Marjorie's Busy Days Marjorie's New Friend Marjorie's Maytime Marjorie at Seacote Two Little Women Trilogy Two Little Women Two Little Women and Treasure House Two Little Women on a Holiday Other Novels The Dorrance Domain Betty's Happy Year Dick and Dolly The Staying Guest Ptomaine Street: A Tale of Warble Petticoat The Emily Emmins Papers The Lover's Baedeker and Guide to Arcady Poetry Mother Goose's Menagerie The Jingle Book A Phenomenal Fauna The Seven Ages of Childhood Children of Our Town Girls and Gayety Christmas Carollin' At the Sign of the Sphinx Carolyn Wells (1862-1942) was an American writer and poet. She is known for her Patty Fairfield series of novels for young girls.
Carolyn Wells (1862-1942) was an American author and poet. She was born in Rahway, New Jersey. After finishing school she worked as a librarian for the Rahway Library Association. Her first book, At the Sign of the Sphinx (1896), was a collection of charades. Her next publications were The Jingle Book and The Story of Betty (1899), followed by a book of verse entitled Idle Idyls (1900). After 1900, Wells wrote numerous novels and collections of poetry. She wrote a total of more than 170 books. During the first ten years of her career, she concentrated on poetry, humour, and childrens books. According to her autobiography, The Rest of My Life (1937), around 1910 she heard one of Anna Katherine Greens mystery novels being read aloud and was immediately captivated by the unravelling of the puzzle. From that point onward, she devoted herself to the mystery genre. Among her most famous works are: Patty at Home (1904), Marjories Busy Days (1906), The Gold Bag (1911), Marjories Maytime (1911), Marjorie at Seacote (1912), Patty Blossom (1917), Vicky Van (1918) and Patty and Azalea (1919).
Carolyn Wells (1862-1942) was an American author and poet. She was born in Rahway, New Jersey. After finishing school she worked as a librarian for the Rahway Library Association. Her first book, At the Sign of the Sphinx (1896), was a collection of charades. Her next publications were The Jingle Book and The Story of Betty (1899), followed by a book of verse entitled Idle Idyls (1900). After 1900, Wells wrote numerous novels and collections of poetry. She wrote a total of more than 170 books. During the first ten years of her career, she concentrated on poetry, humour, and children's books. According to her autobiography, The Rest of My Life (1937), around 1910 she heard one of Anna Katherine Green's mystery novels being read aloud and was immediately captivated by the unravelling of the puzzle. From that point onward, she devoted herself to the mystery genre. Among her most famous works are: Patty at Home (1904), Marjorie's Busy Days (1906), The Gold Bag (1911), Marjorie's Maytime (1911), Marjorie at Seacote (1912), Patty Blossom (1917), Vicky Van (1918) and Patty and Azalea (1919).
Carolyn Wells (1862-1942) was an American author and poet. She was born in Rahway, New Jersey. After finishing school she worked as a librarian for the Rahway Library Association. Her first book, At the Sign of the Sphinx (1896), was a collection of charades. Her next publications were The Jingle Book and The Story of Betty (1899), followed by a book of verse entitled Idle Idyls (1900). After 1900, Wells wrote numerous novels and collections of poetry. She wrote a total of more than 170 books. During the first ten years of her career, she concentrated on poetry, humour, and children's books. According to her autobiography, The Rest of My Life (1937), around 1910 she heard one of Anna Katherine Green's mystery novels being read aloud and was immediately captivated by the unravelling of the puzzle. From that point onward, she devoted herself to the mystery genre. Among her most famous works are: Patty at Home (1904), Marjorie's Busy Days (1906), The Gold Bag (1911), Marjorie's Maytime (1911), Marjorie at Seacote (1912), Patty Blossom (1917), Vicky Van (1918) and Patty and Azalea (1919).
Since its emergence in the seventeenth century as a distinctive cultural system, children's literature has had a culturally inferior status resulting from its existence in a netherworld between the literary system and the educational system. In addition to its official readership—children—it has to be approved of by adults. Writers for children, explains Zohar Shavit, are constrained to respond to these multiple systems of often mutually contradictory demands. Most writers do not try to bypass these constraints, but accept them as a framework for their work. In the most extreme cases an author may ignore one segment of the readership. If the adult reader is ignored, the writer risks rejection, as is the case of popular literature. If the writer utilizes the child as a pseudo addressee in order to appeal to an adult audience, the result can be what Shavit terms an ambivalent work. Shavit analyzes the conventions and the moral aims that have structured children's literature, from the fairy tales collected and reworked by Charles Perrault and the Brothers Grimm—in particular, “Little Red Riding Hood”—through the complex manipulations of Lewis Carroll in Alice's Adventures in Wonderland, to the subversion of the genre's canonical requirements in the chapbooks of the eighteenth century, and in the formulaic Nancy Drew books of the twentieth century. Throughout her study Shavit, explores not only how society has shaped children's literature, but also how society has been reflected in the literary works it produces for its children.
Three significant changes have impacted the teaching of social studies to young adolescents in the past decade: (1) development of the curriculum standards for social studies by the National Council for the Social Studies (NCSS); (2) growth in the number of middle schools, which are premised on the integration of content; and (3) expansive use of children's literature in social studies. This book is in response to those innovations which are explained in two parts: (1) provides a rationale for using trade books in social studies and details strategies for nurturing students' reading comprehension; and (2) provides annotations for more than 250 trade books, along with ideas for classroom use, and recommends 150+ additional titles. An index by title and an index by subject are also included. (BT)
This new volume answers both questions by explaining how YA literature promotes learning across cultures, genres, disciplines, and grade levels, and by giving practical lessons and teaching tips
This penetrating study of the white supremacy myth in books for the young adds an important dimension to American intellectual history. The study pinpoints an intersecting adult and child culture: it demonstrates that many children's stories had political, literary, and social contexts that paralleled the way adult books, schools, churches, and government institutions similarly maligned black identity, culture, and intelligence. The book reveals how links between the socialization of children and conservative trends in the 19th century foretold 20th century disregard for social justice in American social policy. The author demonstrates that cultural pluralism, an ongoing corrective to white supremacist fabrications, is informed by the insights and historical assessments offered in this study.
Designed for teachers and arguing that democratic values are best taught in democratic classrooms, this hands-on guide offers clear directions for exploring values using children's literature as a starting point. Combining numerous classroom examples with practical advice, backed up by historical analysis and educational theory, the book: (1) discusses crucial questions, such as the defining of values and how to teach values; (2) provides clear examples of how inquiry- and literature-based investigation of values work in classrooms; (3) presents instructional strategies that promote self-directed discovery of values; (4) offers a unique bibliography of literature that guides children in their values exploration; and (5) provides an analysis of textbooks and their connection to moral education. Includes an additional select annotated bibliography. Contains 147 references. (NKA)