Relevant bibliographies by topics / Children's books England History

Academic literature on the topic 'Children's books England History'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Children's books England History"

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FYFE, AILEEN. "READING CHILDREN'S BOOKS IN LATE EIGHTEENTH-CENTURY DISSENTING FAMILIES." Historical Journal 43, no. 2 (June 2000): 453–73. http://dx.doi.org/10.1017/s0018246x99001156.

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The eighteenth-century commodifications of childhood and the sciences overlapped in the production of science books for children. This article examines a children's book written by two members of the Unitarian circle around Warrington Academy in the 1790s, and contrasts it with a Church of England work. The analysis reveals the extent to which religious differences could affect parental attitudes to the natural world, reason, the uses of the sciences, and the appropriate way to read and discuss books. Although the sciences were admitted as suitable for children, the issues of the subjects to be chosen, the purposes they were intended for, and the pedagogical methods by which they were presented, were still contested. This article also goes beyond the usual studies of children's books by focusing on non-fiction, and by emphasizing readers and use, rather than authors or publishers. Yet producing a history of reading based entirely on actual readers will be exceedingly difficult, so this article suggests an alternative, by combining accounts of actual readers' experiences with attitudes towards practices like orality and discussion.
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Sánchez-Eppler, Karen. "Marks of Possession: Methods for an Impossible Subject." PMLA/Publications of the Modern Language Association of America 126, no. 1 (January 2011): 151–59. http://dx.doi.org/10.1632/pmla.2011.126.1.151.

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In her 1892 study of children's literature, the child and his book, louise frances field complains, “the subject of this volume is one which, from its nature, presents many difficulties as regards material. It is the fate of children's books to be destroyed by children themselves” (v). Of course, the difficulties of children's literature are not only material. Jacqueline Rose's insistence on the “impossibility of children's fiction” has had the salutary effect of keeping scholars warily attuned to how adult desires—from sex to money to politics—structure the genre. Despite the claim of possession housed in that apostrophe, most scholars of children's literature acknowledge that these books don't really belong to children at all (Hunt). My intention in this essay is to use one of these impossibilities to circumvent the other. I am interested in children's own relation to their reading; I strive to understand not just the books adults produced for children—that is, what adults thought about childhood and wanted to say to children—but also what children actually did with these texts, how they took possession of them. I hope to demonstrate that the penchant for destroying books that Field deplores can provide insight into the literary history of childhood. For this brief essay, I take as my archive the book-destroying habits of the children of one affluent, highly literary family in post–Civil War New England: the niece and nephews of the poet Emily Dickinson—Edward (“Ned”), born in 1861; Martha (“Mattie”), born in 1866; and Thomas Gilbert (“Gib”), born in 1875.
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Vyazova, Ekaterina. "English Influences, Russian Experiments." Experiment 25, no. 1 (September 30, 2019): 207–25. http://dx.doi.org/10.1163/2211730x-12341339.

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Abstract This article analyzes the Neo-Russian style in children’s book illustrations in Russia and compares it to analogous artistic developments in England, revealing a similar evolutionary path to that of other national variants of Art Nouveau. The initial aesthetic impulse for this evolution came from the promotion of crafts and medieval handicrafts by “enlightened amateurs.” The history of children’s books, with its patently playful nature, aestheticization of primitives, and free play with quotations from the history of art, is an important episode in the history of Russian and English Art Nouveau. Starting with a consideration of the new attitude towards the “theme of childhood” as such, and a new focus on the child’s perception of the world, this article reveals why the children’s book, long treated as a marginal genre, became a fertile and universal field for artistic experimentation at the turn of the twentieth century. It then focuses on Elena Polenova’s concept of children’s book illustrations, which reflected both her enthusiasm for the British Arts and Crafts movement, and, in particular, the work of Walter Crane, and her profound knowledge of Russian crafts and folklore. The last part of the article deals with the artistic experiments of Ivan Bilibin and the similarities of his book designs to those of Walter Crane.
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Smetanina, Karina Yu. "19th-Century Ame­rican Schoolbooks as Primary Sources in Cultural Studies: Their Production and Use." Observatory of Culture 16, no. 3 (July 19, 2019): 310–20. http://dx.doi.org/10.25281/2072-3156-2019-16-3-310-320.

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The article focuses on the 19th-century American history schoolbooks as primary sour­ces in historiography and cultural studies. The re­levance of the topic is determined by the fact that historically several regions with different econo­mic, cultu­ral and ideological characteristics existed and deve­loped in the USA. Therefore, broad political powers of the state governments that traditionally made laws in the field of education may give us the reason to assume that the narration of the American history in books produced and used in different parts of the country might have reflected values and beliefs of those particular states.The study was based on the principle of historicism, which let us closely analyze such questions as the authorship, places of schoolbook publishing and areas of their distribution with re­ference to the changing sociocultural realia of the 19th-century America.The following conclusions were drawn. The advent and development of public education as well as the blossom of the printing industry in New England contributed to the fact that in the 1820s there emerged a big group of authors who wrote the most popular American histories. Simultaneously with the growth of the number and influence of publi­shing firms in New York and Philadelphia, the center of the textbook production moved to the Mid-Atlantic Region in the latter half of the century.The United States territorial acquisitions of the 19th century predetermined the mass migration of the American citizens who amongst other possessions carried their children’s textbooks to new places. Due to the fact that the system of public edu­cation was still in its juvenile years and did not enjoy authority among the citizens, school administrations and teachers were not able to make parents buy new schoolbooks from the lists approved by schools, counties, or states, which led to the problem of textbook diversity and to the distribution of the northern books throughout the whole country. Concurrently, high profits in textbook business attracted many people who tried to write and sell as many histories as possible. This resulted in the problem of oversupply of schoolbooks.
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Scapple, Sharon Marie. "History of children's books revisited." Lion and the Unicorn 21, no. 1 (1997): 145–47. http://dx.doi.org/10.1353/uni.1997.0005.

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Lucas, Ashley G. "Notable Trade Book Lesson Plan Good Masters! Sweet Ladies! Voices from a Medieval Village Written by Amy Schlitz & Illustrated by Robert Byrd." Social Studies Research and Practice 4, no. 3 (November 1, 2009): 103–10. http://dx.doi.org/10.1108/ssrp-03-2009-b0010.

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Amy Schlitz’s book Good Masters! Sweet Ladies! set in 1255 England is an extraordinary children’s book that explores life in a medieval village. This is not your typical storybook and is not to be read in the typical fashion. As we learn from the forward, the author—a school librarian—wrote it with the intention that a group of students studying medieval history would put on a dramatization of the book. Because she did not want a couple of students to have the lead roles and the rest to have minor ones, she wrote it as a series of 23 monologues that intertwine. This lesson plan provides background information on the book and suggestions on how to use it.
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Avery, Gillian. "The History of American Children's Books." Children's Literature 16, no. 1 (1988): 193–97. http://dx.doi.org/10.1353/chl.0.0513.

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Soffer, Reba N., and James Holt McGavran. "Romanticism and Children's Literature in Nineteenth-Century England." History of Education Quarterly 32, no. 4 (1992): 544. http://dx.doi.org/10.2307/368971.

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Cohoon, Lorinda B. "Festive Citizenships: Independence Celebrations in New England Children's Periodicals and Series Books." Children's Literature Association Quarterly 31, no. 2 (2006): 132–53. http://dx.doi.org/10.1353/chq.2006.0035.

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Evenden, E. "Used Books: Marking Readers in Renaissance England." English Historical Review CXXIV, no. 509 (July 16, 2009): 956–58. http://dx.doi.org/10.1093/ehr/cep201.

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Dissertations / Theses on the topic "Children's books England History"

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Bork, Debora J. "History and criticism of photographically illustrated children's books /." Online version of thesis, 1988. http://hdl.handle.net/1850/11490.

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Taylor, Katie. "Communicating mathematics through vernacular books in Elizabethan England." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607744.

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Saunders, Austen Grant. "Marked books in early modern English society (c.1550-1700)." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648630.

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Roberts, Dunstan Clement David. "Readers' annotations in sixteenth-century religious books." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610579.

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Palsdottir, Anna Heida. "History, landscape and national identity : a comparative study of contemporary English and Icelandic literature for children." Thesis, Coventry University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247964.

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Entwistle, Dorothy M. "Children's reward books in nonconformist Sunday schools, 1870 - 1914 : occurrence, nature and purpose." Thesis, Lancaster University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253497.

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Miller, Samuel. "History in the Making: The Impact of Ideology in Lynne Cheney's Children's Books." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/communication_theses/62.

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This analysis of children’s literature attempts to understand the relationship between social reproduction and ideology. This thesis argues that children’s literature written by Lynne Cheney is a cultural artifact that constitutes an ideological history. In addition, it argues that her books can be used by ideological institutions to strengthen socially accepted practices through the theory of social reproduction. Since there is a lack of theory regarding cultural artifacts in literary studies, an adoption from the field of pedagogy called the theory of hidden curriculum is used to explain social reproduction. The process of social reproduction reinforces socioeconomic structures put in place in order to reinforce social norms.
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Emerson, George F. "Replicating an English virginal with an historical perspective of virginals and virginal books in England." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/495118.

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This project involved an examination of the relative popularity of various harpsichords and related keyboard instruments in England from 1150 to 1820, with particular attention to the virginal period, 1500 to 1680. Considerable research was involved in selecting an appropriate instrument to replicate and the methodology of its builder. Attention was given to the appropriateness of certain bodies of literature to particular instrument types, with special attention to English virginal literature. In order to understand fully the relationship between an instrument type and its literature, it was further necessary to draw comparisons between the physical and musical features of the various harpsichord types which might influence the suitability of the instrument to the literature.The culmination of the project was the building of a virginal based upon the findings of the research. The instrument chosen for replication was the 1668 Stephen Keene virginal built in London.
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Kernan, Sarah Peters. "“For al them that delight in Cookery”: The Production and Use of Cookery Books in England, 1300–1600." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462569208.

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Wakelin, Alexander Peter. "Pre-industrial trade on the River Severn : a computer-aided study of the Gloucester port books, c1640-c1770." Thesis, University of Wolverhampton, 1991. http://hdl.handle.net/2436/96516.

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Books on the topic "Children's books England History"

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Brian, Alderson, ed. Children's books in England: Five centuries of social life. 3rd ed. London: British Library, 1999.

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Engines of instruction, mischief, and magic: Children's literature in England from its beginnings to 1839. Lincoln: University of Nebraska Press, 1989.

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Manlove, C. N. From Alice to Harry Potter: Children's fantasy in England. Christchurch, N.Z: Cybereditions, 2003.

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1943-, Watson Jeanie, ed. Children's literature of the English Renaissance. Lexington, Ky: University Press of Kentucky, 1986.

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Constructing girlhood: Popular magazines for girls growing up in England, 1920-1950. London: Taylor & Francis, 1995.

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Youth of darkest England: Working-class children at the heart of Victorian empire. New York: Routledge, 2005.

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The Dartons: An annotated check-list of children's books issued by two publishing houses, 1787-1876. London: The British Library, 2002.

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The Dartons: Publishers of educational aids, pastimes & juvenile ephemera, 1787-1876 : a bibliographical checklist : together with a description of the Darton archive as held by the Cotsen Children's Library, Princeton University & a brief history of printed teaching aids. Los Angeles: Cotsen Occasional Press, 2009.

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Library, British, ed. Sing a song for sixpence: The English picture book tradition and Randolph Caldecott. Cambridge [Cambridgeshire]: Cambridge University Press in association with the British Library, 1986.

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Schacker, Jennifer. National dreams: The remaking of fairy tales in nineteenth-century England. Philadelphia, PA: University of Pennsylvania Press, 2002.

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Book chapters on the topic "Children's books England History"

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Butler, Catherine, and Hallie O’Donovan. "Patterns of History." In Reading History in Children's Books, 163–85. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137026033_7.

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Butler, Catherine, and Hallie O’Donovan. "Introduction: That Was Then?" In Reading History in Children's Books, 1–16. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137026033_1.

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Butler, Catherine, and Hallie O’Donovan. "The Eagle Has Landed: Representing the Roman Invasion of Britain in Texts for Children." In Reading History in Children's Books, 17–47. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137026033_2.

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Butler, Catherine, and Hallie O’Donovan. "Once, Future, Sometime, Never: Arthur in History." In Reading History in Children's Books, 48–72. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137026033_3.

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Butler, Catherine, and Hallie O’Donovan. "‘She Be Faking It’: Authenticity and Anachronism." In Reading History in Children's Books, 73–105. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137026033_4.

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Butler, Catherine, and Hallie O’Donovan. "Dreams of Things That Never Were: Authenticity and Genre." In Reading History in Children's Books, 106–43. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137026033_5.

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Butler, Catherine, and Hallie O’Donovan. "Ancestral Voices, Prophesying War." In Reading History in Children's Books, 144–62. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137026033_6.

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Parkes, M. B. "History in Books’ Clothing: Books as Evidence for Cultural Relations between England and the Continent in the Seventh and Eighth Centuries." In Studies in the Early Middle Ages, 71–88. Turnhout: Brepols Publishers, 2007. http://dx.doi.org/10.1484/m.sem-eb.3.3791.

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Hall, Catherine. "Macaulay’s History of England." In Ten Books That Shaped the British Empire, 71–89. Duke University Press, 2014. http://dx.doi.org/10.1215/9780822375920-004.

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HALL, CATHERINE. "MACAULAY’S HISTORY OF ENGLAND:." In Ten Books That Shaped the British Empire, 71–89. Duke University Press, 2015. http://dx.doi.org/10.2307/j.ctv125jm1s.7.

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Conference papers on the topic "Children's books England History"

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Kosolapov, Vladimir, Ilya Trofimov, Lyudmila Trofimova, and Elena Yakovleva. "100 years of the State Meadow Institute." In Multifunctional adaptive fodder production. ru: Federal Williams Research Center of Forage Production and Agroecology, 2022. http://dx.doi.org/10.33814/mak-2022-28-76-9-18.

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100 years since the Establishment of the State Meadow Institute the Federal Williams Research Center of Forage Production & Agroecology celebrates in June 2022. The State Meadow Institute creation was event of the most important state significance. This event is extremely important for rational nature management, increasing soil fertility, obtaining high and sustainable crop yields, and preserving the productive longevity of our lands. In 1922 the Station for the study of forage plants and forage area was transformed into the State Meadow Institute (SMI). 1930 – SMI was transformed into the All-Union Williams Fodder Research Institute. 1992 – transformation into the All-Russian Williams Fodder Research Institute. 2018 transformation into the Federal Williams Research Center of Forage Production & Agroecology. Throughout its history, the Institute has proudly borne the name of its founder – W. R. Williams. Such famous scientists as V. R. Williams, A. M. Dmitriev, L. G. Ramensky, I. V. Larin, S. P. Smelov, T. A. Rabotnov, A. A. Zubrilin and many others worked at the Institute. The Institute's works (books, articles) have been published in England, Belarus, Bulgaria, China, Czech Republic, Finland, France, Germany, Hungary, Israel, Kazakhstan, Korea, Mongolia, New Zealand, Poland, Romania, Slovakia, USA, Uzbekistan, Ukraine, Switzerland, Sweden, and Japan. Scientific and practical achievements of the Institute were awarded 7 times with State prizes of the USSR and the Russian Federation in the field of science and technology, as well as Prizes of the government of the Russian Federation, the Ministry of agriculture of the Russian Federation, diplomas of Exhibitions and other awards. For services to the country, the Institute was awarded the order of Labor Red Banner.
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