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

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Published: 10 December 2022

Last updated: 29 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Scanlon, Margaret. "History Beyond the Academy: Humor and Horror in Children's History Books." New Review of Children's Literature and Librarianship 16, no. 2 (February 3, 2011): 69–91. http://dx.doi.org/10.1080/13614541.2010.540197.

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12

Lundin, Anne H. "Victorian Horizons: The Reception of Children's Books in England and America, 1880-1900." Library Quarterly 64, no. 1 (January 1994): 30–59. http://dx.doi.org/10.1086/602651.

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13

Nelson, Claudia, and Kathryn Castle. "Britannia's Children: Reading Colonialism through Children's Books and Magazines." History of Education Quarterly 37, no. 2 (1997): 224. http://dx.doi.org/10.2307/369372.

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14

Lamme, Linda Leonard, Be Astengo, Ruth McCoy Lowery, Diane Masla, Roseanne Russo, Debbie Savage, and Nancy Rankie Shelton. "African American History as Depicted in Recently Published Children's Books." Social Studies 93, no. 4 (July 2002): 164–69. http://dx.doi.org/10.1080/00377990209599903.

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15

Blachman, Eve. "The Important Books: Children's Picture Books as Art and Literature." Journal of American Culture 29, no. 2 (June 2006): 254–55. http://dx.doi.org/10.1111/j.1542-734x.2006.00362.x.

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16

Malchow, H. L., and Kathryn Castle. "Britannia's Children: Reading Colonialism through Children's Books and Magazines." American Historical Review 103, no. 5 (December 1998): 1594. http://dx.doi.org/10.2307/2650014.

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17

West, Mark I., and Jerry Griswold. "Audacious Kids: Coming of Age in America's Classic Children's Books." Journal of American History 80, no. 4 (March 1994): 1488. http://dx.doi.org/10.2307/2080681.

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18

Appel, Charlotte, and Nina Christensen. "Follow the Child, Follow the Books – Cross-Disciplinary Approaches to a Child-Centred History of Danish Children's Literature 1790–1850." International Research in Children's Literature 10, no. 2 (December 2017): 194–212. http://dx.doi.org/10.3366/ircl.2017.0237.

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In this article we present the cross-disciplinary methodology of a project on Danish children's literature 1790–1850 that has the child as the point of departure. The project focuses on three contexts in which children and adults interact with books: the home, the school and the book market. Theoretical inspirations have been drawn from book history, children's literature studies and childhood studies, including the concept of agency. A major database maps Danish books aimed at children 1750–1850, making it possible to trace the popularity of titles through reprints and new editions and to follow specific actors (authors, illustrators, printers and so on). Ego-documents by children – for example, letters written by Ida Thiele (1830–1862) – are analysed as sources of information on children's own experiences with books, their use of different media and their interaction with peers, relatives and teachers in relation to reading and books. Finally, we demonstrate how significant changes in form, content and the materiality of books for children can be captured, when following specific books such as E. Munthe's books on history and geography around the communication circuit. The article concludes that a combination of different cross-disciplinary methodologies is essential in a history of children's literature with children at its centre.

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19

Wheatcroft, S. "Children's Experiences of War: Handicapped Children in England During The Second World War." Twentieth Century British History 19, no. 4 (October 17, 2008): 480–501. http://dx.doi.org/10.1093/tcbh/hwn017.

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20

Hinks, J. "Commonplace Books and Reading in Georgian England, by David Allan." English Historical Review 128, no. 533 (June 21, 2013): 970–71. http://dx.doi.org/10.1093/ehr/cet171.

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21

Lerer, Seth. "Devotion and Defacement: Reading Children's Marginalia." Representations 118, no. 1 (2012): 126–53. http://dx.doi.org/10.1525/rep.2012.118.1.126.

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The study of children's marginalia in manuscripts and printed books enables us to reassess traditional assumptions about bibliography, subjectivity, and the literary imagination in the English and American traditions. Commentaries, signatures, and scribbling defacements—together with fictional representations of young people writing in books—illustrate relationships among canonical authority, playful subversion, commodity value, and archival preservation that all contribute to (and may critique) our current fascination with book history as a discipline.

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22

Hill, Hamlin, and Jerry Griswold. "Audacious Kids: Coming of Age in America's Classic Children's Books." American Historical Review 100, no. 3 (June 1995): 942. http://dx.doi.org/10.2307/2168708.

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23

Halasz, Alexandra. ":Used Books: Marking Readers in Renaissance England.(Material Texts.)." American Historical Review 113, no. 5 (December 2008): 1595–96. http://dx.doi.org/10.1086/ahr.113.5.1595.

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24

Diehl, Huston. "Graven Images: Protestant Emblem Books in England." Renaissance Quarterly 39, no. 1 (1986): 49–66. http://dx.doi.org/10.2307/2861583.

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‘“they adorned their Citie with all manor of sumptuous and costely buyldings, with all kinds of curious and cunning works, as Theaters, Triumphal Arkes, Pyramedes, Columnes, Spires, and a great number of graven images … All which sumptuousnesse and superfluitie hathe oftentymes … been to their great hinderaunce and damage.”“I have broughte in here twentie sights or vysions, caused them to be graven, to the ende al men may see that with their eyes, whiche I go aboute to expresse by writing”Jan Van der Noot, A Theatre for Voluptuous Worldlings

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25

WIEBE, HEATHER. "Benjamin Britten, the ““National Faith,”” and the Animation of History in 1950s England." Representations 93, no. 1 (2006): 76–105. http://dx.doi.org/10.1525/rep.2006.93.1.76.

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ABSTRACT This article examines constructions of national Christian tradition in 1950s England, focusing on images of deadness and revivification in two products of the religious drama movement: the York Mystery and other plays presented at the 1951 Festival of Britain, and Benjamin Britten's 1958 children's opera Noye's Fludde.

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26

Greenberg, S. J. "Books of Secrets: Natural Philosophy in England, 1550-1600." Journal of the History of Medicine and Allied Sciences 64, no. 1 (June 25, 2008): 131–33. http://dx.doi.org/10.1093/jhmas/jrn063.

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27

Foster, John. "A social history of Australia as seen through its children's comic books." Journal of Australian Studies 22, no. 59 (January 1998): 165–72. http://dx.doi.org/10.1080/14443059809387434.

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28

Lüdtke, Helga. "Clean Hands. Clean Books and Clean Minds1: Children's Reading Rooms in Germany." History Workshop Journal 23, no. 1 (1987): 174–82. http://dx.doi.org/10.1093/hwj/23.1.174.

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29

Voss, Paul J. "Books for Sale: Advertising and Patronage in Late Elizabethan England." Sixteenth Century Journal 29, no. 3 (1998): 733. http://dx.doi.org/10.2307/2543686.

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30

Engalycheva, E. V. "Children's book in Siberia: a historiographic review." Bibliosphere, no. 4 (December 30, 2017): 35–40. http://dx.doi.org/10.20913/1815-3186-2017-4-35-40.

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The article is devoted to the history of Siberian regional children's book publishing. The author has collected theoretic-practical opinions of historians, bibliologists, publishers and booksellers, librarians and bibliographers, psychologists and sociologists, which purpose is to generalize and reveal regularities of books' flow for children. V. G. Belinsky, L. N. Tolstoy, F. G. Tol’, N. V. Chekhov developed the first concepts of children's book. N. K. Krupskaya, V. A. Sukhomlinsky studied the «core» of the children book repertoire. V. G. Sopikov, B. S. Bondarsky reviewed children's literature of the 19th century in their bibliographic works. The author allocated some organizational components using formal-logical, comparative-historical and structural-typological methods. The first block is related to studying such definitions as «children's book», «children's literature», «editions for children», «a circle of childhood reading», «the repertoire of children's books», their typological signs. The presented concepts are investigated according to tasks, which children's editions solve. S. G. Antonova and S. A. Karaichentseva touched issues of children's literature typology in their publications. The second block of literature reveals the children's book development in Russia in various periods of its formation. I. E. Barenbaum, A. A. Grechikhin, A. A. Belovitskaya studied general fundamentals of the book's history, while A. Ivich, L. Kohn, I. Lupanova considered the history of children’s books. The third block is devoted to printing and art features of the children's book design, activity of universal and specialized publishing houses to distribute literature for children. The fourth block explains such category as «reader - library», considers techniques of work with children's book, offers methodical recommendations for teachers and tutors. Readers’ activity is examined as well. The author analyzes interests, factors, incentives and aims influencing childhood reading. Dissertation researches disclose the regional specifics of children's book publishing in 1980-2013, confirm the considered subject relevance. The historical, comparative, formal and logical analysis carried out by the author will be useful both the specialists in publishing and editorial affairs, researchers studying the history and development of the children's book, historians, and teachers in the educational process of such courses as «Publishing and Editing», «Children's Literature», «Book Science». The author concludes that the children's book has been studied in different periods of its development in the context of numerous aspects, directions and components, which makes it possible to reveal the special patterns of its existence.

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31

Patterson, Timothy, and Jay M. Shuttleworth. "The (Mis)representation of Enslavement in Historical Literature for Elementary Students." Teachers College Record: The Voice of Scholarship in Education 121, no. 4 (April 2019): 1–40. http://dx.doi.org/10.1177/016146811912100403.

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Context Elementary teachers will make difficult pedagogical choices when selecting materials to support their students’ learning about historical topics. Given the variety of historical books written for their students, certain stories will be emphasized and ultimately legitimated and others will be silenced through absence. Objective of Study The objective of this article is to identify and analyze children's literature spanning a spectrum of theoretical positioning and to interrogate their instructional implications. We investigate narratives and images of enslavement in children's literature through the question: how is enslavement portrayed in recently published elementary-level (first through sixth grade) literature? Research Design This article is a content analysis of 21 recently published elementary-level books that portray enslavement in U.S. history. Unlike previous studies of enslavement in children's literature, we analyzed both the narrative text and the illustrations in our dataset using methods that ensured interrater reliability. To accomplish this, we developed and tested an analytical tool for understanding the interpretive stances books deploy when they portray difficult moments in history. We deductively categorized textual and visual depictions of enslavement into one of three stances: selective tradition, social conscience, and culturally conscious. The criteria for these stances were established through critical race theory and the broad research tradition on African-American subjects in children's literature. Results Our analysis revealed the presence of all three depictions in children's literature. Our findings call attention to the need for careful decision-making on the part of elementary teachers, as their decisions around book selection will enact a curriculum that honors particular perspectives of U.S. history. The problematic elements identified in previous studies remain prevalent in modern books for elementary students. However, our findings also suggest teachers will be presented with a more complicated set of options when selecting among historical children's literature than previously documented by researchers. Conclusions While a diversity of interpretive narratives about enslavement is present in elementary-level history books, the invisibility of race in U.S. history remains a powerful feature in current historical resources. Researchers of a number of topics in K–12 education will find utility in the analytical tool developed for this article. Selective tradition, social conscience, and culturally conscious are interpretive frames that can be directed at any number of topics in children's literature.

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32

Nicholas, David, Margaret Katny, Catherine Harada, and Pankaj Pandit. "Research Seminar Reports." Library and Information Research 17, no. 59 (October 26, 2013): 6–13. http://dx.doi.org/10.29173/lirg445.

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Researching the media Newspaper cuttings collection and online information systems at the BBC World Service Information Research Unit. Based on research conducted between July and December 1992, this paper aims to investigate the frequency of online searching and volume of cuttings usage in order to answer enquiries from joumalists. It presents the level of satisfaction with the two information sources, points out their advantages and drawbacks and examines their value from the point of view of journalists and information assistants. Sexism in children's picture books: an update. As sexism in picture books is now rarely discussed except in the occasional column announcing the failure of non-sexism, a quantitative survey of sexism in contemporary children's picture books was due.What lies ahead? Looking into the future of independent broadcasting libraries in England and Wales. Over the past couple of years the broadcasting industry has been in a state of flux. Several reasons have contributed towards this discontentment. The main contention has been the enactrnent of the Broadcasting Act 1990. The philosophy behind the Act was to increase competition and to give way to a free market broadcasting environment

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33

Sherry, Samantha. "Translating England into Russian: The Politics of Children's Literature in the Soviet Union and Modern Russia." Revolutionary Russia 33, no. 2 (July 2, 2020): 276–77. http://dx.doi.org/10.1080/09546545.2020.1826144.

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34

McCannon, Desdemona. "A History of Everyday Things in England: Illustrators of mid-twentieth-century social history books." Journal of Illustration 4, no. 1 (April 1, 2017): 97–119. http://dx.doi.org/10.1386/jill.4.1.97_1.

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35

Zboray, Ronald J., and Mary Saracino Zboray. "Books, Reading, and the World of Goods in Antebellum New England." American Quarterly 48, no. 4 (1996): 587–622. http://dx.doi.org/10.1353/aq.1996.0035.

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36

Marshall, Simone Celine. "Women's Books of Hours in Medieval England - By Charity Scott-Stokes." Journal of Religious History 34, no. 2 (June 2010): 231–32. http://dx.doi.org/10.1111/j.1467-9809.2010.00878.x.

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37

Pinchuck, Kathe. "Recognizing Jewish Children's Literature For Forty Years: The Sydney Taylor Book Award." Judaica Librarianship 14, no. 1 (December 31, 2008): 27–34. http://dx.doi.org/10.14263/2330-2976.1071.

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The Association of Jewish Libraries has been presenting a children's book award for forty years. The author describes some of the history and background of the Sydney Taylor Book Award, as well as its mission of "encouraging the publication of outstanding books of Jewish content for children and teens." A description of the award's namesake and her importance to Jewish children's literature is followed by a review of some of the books and authors that have been honored. These demonstrate the high standards of the Sydney Taylor Book Award Committee, as well as the quality of Jewish children's literature. Prevalent themes and trends reflect the ever changing dynamic of contemporary Jewry.

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38

UNDERWOOD, WILLIAM. "THOMAS CROMWELL AND WILLIAM MARSHALL'S PROTESTANT BOOKS." Historical Journal 47, no. 3 (September 2004): 517–39. http://dx.doi.org/10.1017/s0018246x04003851.

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Thomas Cromwell's association with various writers has long been noted, but how these authors' writings might reflect his personal religious beliefs has not been closely studied. An examination of one such author, William Marshall, and of his work, reveals not only that Cromwell was likely a Lutheran, but that he used the press to promote doctrinal Protestantism in England. Through Marshall, Cromwell sponsored English translations of doctrinally radical texts by Martin Luther, Joachim von Watt, and Martin Bucer. And when these books got Marshall into trouble, Cromwell protected him. The picture that emerges substantiates John Foxe's description of Cromwell as a ‘valiant soldier and captain of Christ’, but also the charge made in his bill of attainder, that he had circulated heretical books.

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39

Gillespie, A. "Books Under Suspicion: Censorship and Tolerance of Revelatory Writing in Late Medieval England." English Historical Review CXXIII, no. 502 (May 30, 2008): 715–17. http://dx.doi.org/10.1093/ehr/cen120.

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40

Bunck, Julie M. "Fidel Castro. By Nick Caistor. (London, England: Reaktion Books, 2013. Pp. 154. $16.95.)." Historian 77, no. 3 (September 1, 2015): 547–48. http://dx.doi.org/10.1111/hisn.12072_9.

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Freeman, Philip. "The Druids. By Ronald Hutton. (London, England: Continuum Books, 2007. Pp.xvi, 240. $29.95.)." Historian 71, no. 2 (June 1, 2009): 416. http://dx.doi.org/10.1111/j.1540-6563.2009.00240_57.x.

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42

KIRBY, PETER. "A brief statistical sketch of the child labour market in mid-nineteenth-century London." Continuity and Change 20, no. 2 (August 2005): 229–45. http://dx.doi.org/10.1017/s0268416005005564.

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The profusion of small trades and services that characterized the nineteenth-century London labour market makes it extremely difficult to arrive at any general understanding of the work of children and juveniles. This brief study employs published statistical materials and compares children's occupations in the metropolis with the national picture. It argues that London contained exceptionally low levels of children's employment compared with the rest of England and Wales. The preoccupation of metropolitan social observers with working children may have resulted from the fact that child employment in mid-nineteenth-century London was a marginal activity associated chiefly with the very poor.

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43

Tosun, Türkan. "Kurdish Children' Literature İn The North." Humanities Journal of University of Zakho 6, no. 1 (March 30, 2018): 147. http://dx.doi.org/10.26436/2018.6.1.558.

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This study analyses the Kurdish children' literature in the North. The goal is to show works which about kurdish children's literature in the North. First, the definitions of child, childhood and children's literature have been explained. Then about history of Kurdish children's literature some informations are given. Kurdish children's literature when started and who has written for the children is also mentioned. Kurdish writers, poet and intellectuals who work for children in the North are introduced. Kurdish children' magazines and publishers that publish Kurdish children's books in the North also been the subject of this article.

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Tosun, Türkan. "Kurdish Children' Literature Ä°n The North." Humanities Journal of University of Zakho 6, no. 1 (March 30, 2018): 147–54. http://dx.doi.org/10.26436/hjuoz.2018.6.1.294.

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This study analyses the Kurdish children' literature in the North. The goal is to show works which about kurdish children's literature in the North. First, the definitions of child, childhood and children's literature have been explained. Then about history of Kurdish children's literature some informations are given. Kurdish children's literature when started and who has written for the children is also mentioned. Kurdish writers, poet and intellectuals who work for children in the North are introduced. Kurdish children' magazines and publishers that publish Kurdish children's books in the North also been the subject of this article.

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45

Gerson, Carole. "Picturing Canada: A History of Canadian Children's Illustrated Books and Publishing (review)." Canadian Historical Review 92, no. 2 (2011): 380–82. http://dx.doi.org/10.1353/can.2011.0022.

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Claudia Söffner. "Picturing Canada: A history of Canadian children's illustrated books and publishing (review)." Bookbird: A Journal of International Children's Literature 49, no. 1 (2011): 69. http://dx.doi.org/10.1353/bkb.2011.0017.

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Kaufman, Edward N. "Architectural Representation in Victorian England." Journal of the Society of Architectural Historians 46, no. 1 (March 1, 1987): 30–38. http://dx.doi.org/10.2307/990143.

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Victorian architectural theorists believed that buildings were capable of conveying meanings in a direct and precise way, rather like books, paintings, or even orators. These meanings were understood to refer to things outside the building: architecture was thus conceived to be a representational form of art. This essay explores some of the consequences of this view. What subjects did Victorian buildings represent, and how did they do so? What criteria determined a building's adequacy as a representation? How, finally, did the demand for representational content shape the central Victorian concept of architectural truth?

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Beer, Barrett L. "English History Abridged: John Stow's Shorter Chronicles and Popular History." Albion 36, no. 1 (2004): 12–27. http://dx.doi.org/10.2307/4054434.

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John Stow's abridged chronicles present a short, simplified version of English history that formed an important component of sixteenth-century popular culture. The author was a citizen historian, a self-educated man, whose social status placed him outside the gentry, and a scholar who was closer to medieval traditions than to the New Learning associated with Renaissance humanism. Stow and his chronicles therefore stand apart from the university-educated intellectual elite whose writings shaped the high culture of Elizabethan England. His abridged chronicles, based on his larger Annales of England, offered readers of lower social and economic status a more affordable national history than was available in the larger quarto volumes. This essay considers the character of abridged chronicles, examines Stow's interpretation of a variety of significant topics from the Norman Conquest to the death of Henry VIII, and argues that Stow's work offers valuable insights into the historical understanding of ordinary men and women.For centuries John Stow, identified in the Dictionary of National Biography as a “chronicler and antiquary,” lived in the shadow of more illustrious contemporaries. Shakespeare preferred Raphael Holinshed's chronicle to Stow's Annales of England as the source for his history plays while William Camden was a scholar of vastly greater erudition to whom the DNB assigned the higher status of “historian.” In contrast to the glittering literati of Elizabethan England, Stow is usually cast in gray, a worthy man of negligible learning who through a lifetime of hard work produced books that were generally accurate but dull.

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Kerby-Fulton, Kathryn. "Books under Suspicion: Censorship and Tolerance of Revelatory Writing in Late Medieval England. Response: Books under Suspicion and Beyond." Journal of British Studies 46, no. 4 (October 2007): 766–73. http://dx.doi.org/10.1086/520269.

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Newton, H. "Children's Physic: Medical Perceptions and Treatment of Sick Children in Early Modern England, c. 1580-1720." Social History of Medicine 23, no. 3 (April 14, 2010): 456–74. http://dx.doi.org/10.1093/shm/hkq006.

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