The Merry Adventures of Robin Hood
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The Merry Adventures of Robin Hood of Great Renown in Nottinghamshire
GIFT OF Mrs. S. Einarsson Advent ures-of. I 1 heTAerry-Friar-carriefh Robia-acro/VfheWater : %??VV' V THE MERRY ADVENTURES of ROBIN HOOD of Great Renown, in Nottinghamshire . WRITTEN and ILLUSTRATED W\ By HOWARD PYLE. NEW YORK-. Printed by CHARLES SCR IBNER'S SONS A^.743^74 5 Broadway, and sold by same MDCCCLXXXIU. Copyright, 1883, By CHARLES SCKIBNER'S SONS. From the Author to the Reader. U who so plod amid serious things that you feel it shame to give even a short moments to mirth and rOyourself tip for few joyous- in the land think that ness of Fancy ; you who life hath nought to do with innocent laughter that can harm no one ; these pages are not to the leaves and no than this I tell for you. Clap go farther ', for you plainly that if you go farther you will be scandalized by seeing good, sober folks of real history so frisk and caper in gay colors and motley, that you would not know them but for the names tagged to them. Here is a stout, lusty fellow with a quick temper, yet none so ill for all that, who goes by the name of Henry II. Here is a fair, gentle lady before whom all the others bow and call her Queen Eleanor. Here is a fat rogue of a fellow, dressed up in rich robes of a clerical kind, that all the good folk call my Lord Bishop of Hereford. Here is a certain fellow with a sour temper and a grim look the worshipful, the Sheriff of Nottingham. -
Make We Merry More and Less
G MAKE WE MERRY MORE AND LESS RAY MAKE WE MERRY MORE AND LESS An Anthology of Medieval English Popular Literature An Anthology of Medieval English Popular Literature SELECTED AND INTRODUCED BY DOUGLAS GRAY EDITED BY JANE BLISS Conceived as a companion volume to the well-received Simple Forms: Essays on Medieval M English Popular Literature (2015), Make We Merry More and Less is a comprehensive anthology of popular medieval literature from the twel�h century onwards. Uniquely, the AKE book is divided by genre, allowing readers to make connec�ons between texts usually presented individually. W This anthology offers a frui�ul explora�on of the boundary between literary and popular culture, and showcases an impressive breadth of literature, including songs, drama, and E ballads. Familiar texts such as the visions of Margery Kempe and the Paston family le�ers M are featured alongside lesser-known works, o�en oral. This striking diversity extends to the language: the anthology includes Sco�sh literature and original transla�ons of La�n ERRY and French texts. The illumina�ng introduc�on offers essen�al informa�on that will enhance the reader’s enjoyment of the chosen texts. Each of the chapters is accompanied by a clear summary M explaining the par�cular delights of the literature selected and the ra�onale behind the choices made. An invaluable resource to gain an in-depth understanding of the culture ORE AND of the period, this is essen�al reading for any student or scholar of medieval English literature, and for anyone interested in folklore or popular material of the �me. -
Treacherous 'Saracens' and Integrated Muslims
TREACHEROUS ‘SARACENS’ AND INTEGRATED MUSLIMS: THE ISLAMIC OUTLAW IN ROBIN HOOD’S BAND AND THE RE-IMAGINING OF ENGLISH IDENTITY, 1800 TO THE PRESENT 1 ERIC MARTONE Stony Brook University [email protected] 53 In a recent Associated Press article on the impending decay of Sherwood Forest, a director of the conservancy forestry commission remarked, “If you ask someone to think of something typically English or British, they think of the Sherwood Forest and Robin Hood… They are part of our national identity” (Schuman 2007: 1). As this quote suggests, Robin Hood has become an integral component of what it means to be English. Yet the solidification of Robin Hood as a national symbol only dates from the 19 th century. The Robin Hood legend is an evolving narrative. Each generation has been free to appropriate Robin Hood for its own purposes and to graft elements of its contemporary society onto Robin’s medieval world. In this process, modern society has re-imagined the past to suit various needs. One of the needs for which Robin Hood has been re-imagined during late modern history has been the refashioning of English identity. What it means to be English has not been static, but rather in a constant state of revision during the past two centuries. Therefore, Robin Hood has been adjusted accordingly. Fictional narratives erase the incongruities through which national identity was formed into a linear and seemingly inevitable progression, thereby fashioning modern national consciousness. As social scientist Etiénne Balibar argues, the “formation of the nation thus appears as the fulfillment of a ‘project’ stretching over centuries, in which there are different stages and moments of coming to self-awareness” (1991: 86). -
Teacher's Guide to the Core Classics Edition of Robin Hood
Teacher’s Guide to The Core Classics Edition of Robin Hood By Judy Gardner Copyright 2003 Core Knowledge Foundation This online edition is provided as a free resource for the benefit of Core Knowledge teachers and others using the Core Classics edition of Robin Hood. This edition is retold from Old Ballads by J. Walker McSpadden. Resale of these pages is strictly prohibited. Publisher’s Note We are happy to make available this Teacher’s Guide to the Core Classics version of Robin Hood and His Merry Outlaws prepared by Judy Gardner. We are presenting it and other guides in an electronic format so that they are accessible to as many teachers as possible. Core Knowledge does not endorse any one method of teaching a text; in fact we encourage the creativity involved in a diversity of approaches. At the same time, we want to help teachers share ideas about what works in the classroom. In this spirit we invite you to use any or all of the ways Judy Gardner has found to make this book enjoyable and understandable to fourth grade students. We hope that you find the background material, which is addressed specifically to teachers, useful preparation for teaching the book. We also hope that the vocabulary and grammar exercises designed for students will help you integrate the reading of literature with the development of skills in language arts. Most of all, we hope this guide helps to make Robin Hood a marvelous adventure in reading for both you and your students. 2 Contents Publisher’s Note.....................................................................................................................2 -
KOERNER S HAVES by BUFFALO N Vv
; KOERNER S HAVES BY BUFFALO N Vv ! = \A #1 t : 4 ¢ Jack the Giant=Killer. The Giant Stepped on Jack’s Trap and Fell Headlong into the Pit. [° the days of the renowned King Arthur there lived a Cornishman named Jack, who was famous for his valiant deeds. His bold and warlike spirit showed itself in his boyish days; for Jack took especial delight in listening to the wonderful tales of giants and fairies, and of the extraordinary feats of valor displayed by the knights of King Arthur’s Round Table, which his father would sometimes relate. Jack’s spirit was so fired by these strange accounts, that he determined, if ever he became a man, that he would destroy some of the cruel giants who infested the land. Not many miles from his father’s house there lived, on the top of St. Michael’s Mount, a huge giant, who was the terror of the country round, who was named Cormoran, from his voracious appetite. It is said that he was eighteen feet in height. When he required food, he came down from his castle, and, seizing on the flocks of the poor people, would throw half a dozen oxen over his shoulders, and suspend as many sheep as he could carry, and stalk back to his castle. He had carried on these depredations many years ; and the poor Cornish people were well-nigh ruined. Jack went by night to the foot of the mount and dug a very deep pit, which he covered with sticks and straw, and over which he strewed the earth. -
Legends of Robin Hood
Legends of Robin Hood HOW ROBIN HOOD CAME TO LIVE IN THE GREEN WOOD Many years ago, there lived a king in England. His name was Richard Coeur de Lion. Coeur de Lion is French. It means lion-hearted. It is strange that an English king had a French name. More than a hundred years before this king, a French duke named William came to England. He defeated the English, and became the king of England. He took many Frenchmen or Normans with him. These Normans were all poor but very proud. They came with William to help him fight. He promised to give them money and lands. So Duke William stole lands, houses and money from the Saxon nobles and gave them to the Normans. The Saxon nobles became the servants of the proud Normans. So, there were two races in England. Each spoke their own language. Each hated the other. When Richard became king there was still a great hatred between the two races. Richard Coeur de Lion was a brave and noble man. He loved brave men and noble deeds. He hated all mean and cruel, and the cowards who did them. He was ready to help the weak. Richard himself was not gentle. He was very angry and terrible in battle. He loved to fight with people who were stronger or better armed than himself and never hurt the weak. But Richard did not stay in England. Far over the seas there is a country of Palestine. Christian people in all ages think gratefully of that country. -
Robin Hood and the King
Robin Hood LEVELED READER • Z and the King Robin Hood A Reading A–Z Level Z Leveled Reader Word Count: 3,074 and the King • Z • W An English Folktale Q Adapted by Katherine Follett Illustrated by David Cockcroft Visit www.readinga-z.com www.readinga-z.com for thousands of books and materials. Robin Hood and the King Robin Hood and the King Level Z Leveled Reader © Learning A–Z, Inc. An English Folktale An English folktale adapted by Katherine Follett Adapted by Katherine Follett from an original retelling Correlation Illustrated by David Cockcroft by Bertha E. Bush LEVEL Z Illustrated by David Cockcroft Fountas & Pinnell U–W All rights reserved. Reading Recovery N/A www.readinga-z.com www.readinga-z.com DRA 50 Table of Contents Introduction ............................................................ 4 King Richard ........................................................... 6 Introduction The Feast ................................................................. 10 Robin Hood and his band of Merry Men The Archery Match ............................................... 16 took refuge in Sherwood Forest. The outlaws camouflaged themselves in green, the better to King Richard Reveals Himself ............................ 20 ambush the wicked lords who sought passage Glossary .................................................................. 23 through the wood. King Richard of England was off at war, and greedy lords ruled the land to their own advantage while he was away. Robin Hood and his band robbed these wicked rich men and gave the money back to those in need. The corrupt lords wanted to hang Robin, but they could never catch him. Robin thought the grasping lords were the real thieves; they were the ones who abused their positions of authority, leaving the common folk of England starving and homeless. -
The Yard Sports Training Facility Opens in Arlington
Public Records & Notices View a complete day’s public records and notices at memphisdailynews.com. www.chandlerreports.com Wednesday, April 10, 2019 MemphisDailyNews.com Vol. 134 | No. 58 Rack–50¢/Delivery–39¢ City takes bids on expansion of system of shared bikes BILL DRIES want permanent city permits to Since the May launch of Ex- for the city to permit three to five temporary permits. Courtesy of The Daily Memphian operate within Memphis. plore Bike Share’s fleet of 600 operators of various shared mo- “I know there are new start- As the Explore Bike Share ser- City government announced bikes and 60 stations, the city bility services with a total fleet ups with a three-wheel tricycle vice marks its first year in May, Monday the city is taking appli- has been in a trial period for of up to 3,000 devices. kind of scooter,” said Nicholas City Hall will weigh proposals by cations and proposals for various all services, including the Bird The city has allowed three Oyler, the city’s Bikeway and the nonprofit, two electric scoot- shared mobility services through and Lime electric scooters that systems of about 1,750 bicycles Pedestrian program manager. er shared mobility companies the end of this month with a followed. and electric scooters among the and any other companies that deadline of 4 p.m. April 30. The goal starting in June is three providers operating under BIKE SHARE CONTINUED ON P2 shopping local and staying local. That’s probably the thing we’re most excited about,” Dyer said. -
The Adventures of Robin Hood
The Adventures of Robin Hood by Howard Pyle BIBLIOGRAPHIC RECORD Author Pyle, Howard, 1853-1911 Title The Adventures of Robin Hood Language English LoC Class PZ: Language and Literatures: Juvenile belles lettres LoC Class PS: Language and Literatures: American and Canadian literature Subject Juvenile literature Subject England Subject Folklore Subject Legends Subject Robin Hood (Legendary character) EText-No. 964 Release Date 2006-02-05 Copyright Status Not copyrighted in the United States. Base Directory /9/6/964/ Project Gutenberg's The Merry Adventures of Robin Hood, by Howard Pyle This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org Title: The Merry Adventures of Robin Hood Author: Howard Pyle Release Date: February 5, 2006 [EBook #964] Language: English Character set encoding: ASCII *** START OF THIS PROJECT GUTENBERG EBOOK THE MERRY ADVENTURES OF ROBIN HOOD *** Produced by Charles Keller and David Widger THE MERRY ADVENTURES OF ROBIN HOOD by Howard Pyle PREFACE FROM THE AUTHOR TO THE READER You who so plod amid serious things that you feel it shame to give yourself up even for a few short moments to mirth and joyousness in the land of Fancy; you who think that life hath nought to do with innocent laughter that can harm no one; these pages are not for you. Clap to the leaves and go no farther than this, for I tell you plainly that if you go farther you will be scandalized by seeing good, sober folks of real history so frisk and caper in gay colors and motley that you would not know them but for the names tagged to them. -
Onderdonkt68286.Pdf
Copyright by Todd David Onderdonk 2005 The Dissertation Committee for Todd David Onderdonk certifies that this is the approved version of the following dissertation: I, Modernist: Male Feminization and the Self-Construction of Authorship in the Modern American Novel Committee: _____________________________ Phillip Barrish, Supervisor _____________________________ Evan Carton _____________________________ Mia Carter _____________________________ Brian Bremen _____________________________ Janet Staiger I, Modernist: Male Feminization and the Self-Construction of Authorship in the Modern American Novel by Todd David Onderdonk, B.A.; M.A. Dissertation Presented to the Faculty of the Graduate School of the University of Texas at Austin In Partial Fulfillment Of the Requirements For the Degree of Doctor of Philosophy The University of Texas at Austin August 2005 Acknowledgements I would acknowledge the mentors who first acknowledged me as an aspiring critic at the University of Texas at Austin—my director, Phil Barrish, and committee members, Evan Carton and Mia Carter, who, in my first years of grad school, seemed to believe in me more than I did in myself. They were my models of conscience, intellectual rigor and humane values, and without their encouragement and insights this dissertation would never have been begun, much less completed. I would particularly thank my director, Phil Barrish, for his compassion, heroic tact, and intellectual engagement with this project. His lectures for a sophomore lit course (in which I was a teaching assistant) inspired my interest in identity as an area of cultural contestation and political possibility. Committee members Brian Bremen and Janet Staiger have been similarly generous and collegial mentors whose comments on drafts of this project were both demanding and heartening, and whose interests and expertise were crucial to the dissertation’s development. -
ARCHERY 101 FUNDAMENTALS of ARCHERY During the Course the Instructor Will Review, Archery Safety, Shooting Form, and Types of Equipment
2012 ARCHERY 101 FUNDAMENTALS OF ARCHERY During the course the Instructor will review, archery safety, shooting form, and types of equipment. Archery 101 Page 1 Texas Archery Academy www.texasarcheryacademy.org Archery 101 Course Curriculum This Archery 101 course consists of four sessions, each being one hour. Archery 101 introduces archery safety, shooting form, archery styles, equipment and scoring rules. Each session offers “show and tell” discussion for fundamental archery education. The majority of each class is just a lot of FUN shooting, but with structured drills and practice, along with skills. Students learn a neutral style of archery that builds the basics of a solid shooting form. Easy to use equipment allows skill progress, without emphasis on strength or gender. The program curriculum uses the JOAD/AAA training and awards system, a nationally recognized archery program developed by USA Archery and the international FITA “Feathers and Arrows” archery education program. This combination is the first step in a “black belt” style, self-paced, achievement program in target archery. Regular group classes combine fundamental archery education curriculum and shooting skill development. Along the way to completion, the archer will achieve three award pin levels: Green, Purple and Gray. Each has a shooting proficiency test and education curriculum. Page 1 Texas Archery Academy www.texasarcheryacademy.org Archery 101 Introduction Welcome to Archery! Through the ages, this primitive weapon has fed families, conquered civilizations, and provided a wonderful source of recreation. As a martial art, archery helps build self-confidence and control. As a sport, it ranks with golf as a challenge to building individual skill. -
Robin Hood Story by Kathy Stout Written by Elliot Guerra and Kathy
Robin Hood Story by Kathy Stout Written by Elliot Guerra and Kathy Stout Directed by Elliot Guerra Based on The Adventures of Robin Hood by Roger Lancelyn Green “Come listen to me, you gallants so free, All you that loves mirth for to hear, And I will you tell of a bold outlaw, That lived in Nottinghamshire.” February/March 2016 drafted 1.1 - Jail (1st Grade, Soldier 1, Soldier 2, The Tanner, The Butcher, Tall Palmer, George-a-Greene) SOLDIER 1 And stay in there! THE TANNER Alright, alright- you don’t have to shove. You guys are in here too? TALL PALMER Man, they got everyone. THE BUTCHER The whole first grade in here! GEORGE-A-GREENE It’s true. And they are NOT happy about it. THE TANNER What happened?! 1 1ST GRADER I’m glad you asked ahem First Graders ASSEMBLE!! 2 1ST GRADER We were once a happy bunch. 3 1ST GRADER We worked and sang and ate our lunch. 4 1ST GRADER King Richard was our leader then. 5 1ST GRADER Our lives were great, a perfect ten. 6 1ST GRADER But Richard left and went to war. 7 1ST GRADER His brother came and made us poor. 8 1ST GRADER Prince John may be King Richard’s brother. 2 9 1ST GRADER But we all wish he had another. 10 1ST GRADER We worked all day and couldn’t sing. 11 1ST GRADER While Prince John took our everything. 12 1ST GRADER He asked for more but we were spent. 13 1ST GRADER We had no bread and still owed rent.