Author: Forbes Edward Winslow
Publisher:
Published: 1897*
Total Pages: 316
ISBN-13:
DOWNLOAD EBOOK →Author: Lyttleton Forbes Winslow
Publisher:
Published: 1881
Total Pages: 313
ISBN-13:
DOWNLOAD EBOOK →Author: Ann Voskamp
Publisher: Knowledge Quest
Published: 2008-04-30
Total Pages: 192
ISBN-13: 9781932786330
DOWNLOAD EBOOK →An exploration of the geography of the Middle East using biblical references to find various locations.
Author: Melanie Keene
Publisher: Oxford University Press, USA
Published: 2015
Total Pages: 250
ISBN-13: 0199662657
DOWNLOAD EBOOK →Presents a new perspective on Victorian scientific discoveries and inventions; includes a range of Victorian scientific fairy-tales and stories; looks at why fairies and their tales were chosen as an appropriate new form for capturing and presenting scientific and technological knowledge to young audiences; examines a range of scientific subjects, from palaeontology to entomology to astronomy.--Provided by publisher.
Author: Aïda Hudson
Publisher: Wilfrid Laurier Univ. Press
Published: 2019-01-10
Total Pages: 320
ISBN-13: 1771123265
DOWNLOAD EBOOK →Where do children travel when they read a story? In this collection, scholars and authors explore the imaginative geography of a wide range of places, from those of Indigenous myth to the fantasy worlds of Middle-earth, Earthsea, or Pacificus, from the semi-fantastic Wild Wood to real-world places like Canada’s North, Chicago’s World Fair, or the modern urban garden. What happens to young protagonists who explore new worlds, whether fantastic or realistic? What happens when Old World and New World myths collide? How do Indigenous myth and sense of place figure in books for the young? How do environmental or post-colonial concerns, history, memory, or even the unconscious affect an author's creation of place? How are steampunk and science fiction mythically re-enchanting for children? Imaginative geography means imaged earth writing: it creates what readers see when they enter the world of fiction. Exploring diverse genres for children, including picture books, fantasy, steampunk, and realistic novels as well as plays from Canada, the United States, the United Kingdom, and Ireland from the early nineteenth century to the present, Children’s Literature and Imaginative Geography provides new geographical perspectives on children’s literature.
Author: Charlotte Mason
Publisher: Ravenio Books
Published: 2016-06-01
Total Pages: 112
ISBN-13:
DOWNLOAD EBOOK →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