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Fully indexed by title and author/illustrator, the 2004 edition includes background on the awards and photos of the new medalists and their books. New to the 2004 edition is an essay by artist and former children’s librarian Gratia J. Banta which shows how children delight in "reading the pictures" long before they learn to read words.
While composing what would become his most enduring and popular book, Charlotte’s Web, E. B. White was obeying that oft-repeated maxim: ‘Write what you know.’ Helpless pigs, silly geese,clever spiders, greedy rats – White knew all of these characters in the barns and stables where he spent his favourite hours as child and adult. Painfully shy, White once wrote of himself ‘this boy felt for animals a kinship he never felt for people’. Nonetheless, that tens of millions have been so moved by Charlotte’s Web, and by White’s other classics, testifies to his deep understanding of the human condition.
Bringing readers into intimate contact with E. B. White’s world, Michael Sims chronicles his animal-rich youth and dreams of being a writer; the vibrant early years of the New Yorker,where urban nature was White’s ever-present theme; the discovery of the farm in Maine where he and his wife would live; his fascinating scientific research into how spiders spin webs, lay eggs, and live in the world; his friendship with his legendary editor, Ursula Nordstrom; and the luminous creative process that led to publication of his masterpiece.
By refining the raw ore of his childhood in Mount Vernon, New York, in the first decade of the twentieth century, White translated his own passions and contradictions, delights and fears, into a book that would be read the world over. The Story of Charlotte’s Web illuminates the life of a literary icon, and will add richness and appreciation for anyone who has loved, or has yet to read, a cherished classic.
Recently publishers on the Christian Right have been reprinting nineteenth-century children’s history books and marketing them to parents as “anchor texts” for homeschool instruction. Why, Gregory M. Pfitzer asks, would books written more than 150 years ago be presumed suitable for educating twenty-first-century children? The answer, he proposes, is that promoters of these recycled works believe that history as a discipline took a wrong turn in the early twentieth century, when progressive educators introduced social studies methodologies into public school history classrooms, foisting upon unsuspecting and vulnerable children ideologically distorted history books.
Learning How to Feel explores the ways in which children and adolescents learn not just how to express emotions that are thought to be pre-existing, but actually how to feel. The volume assumes that the embryonic ability to feel unfolds through a complex dialogue with the social and cultural environment and specifically through reading material. The fundamental formation takes place in childhood and youth. A multi-authored historical monograph, Learning How to Feel uses children’s literature and advice manuals to access the training practices and learning processes for a wide range of emotions in the modern age, circa 1870-1970.
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