THE BEAN HOME NEWSLETTER Dedicated to the Memory of Our Friend, Walter R
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Fabulous Original Freddy Artwork by Wiese 152
914.764.7410 Pg 22 Aleph-Bet Books - Catalogue 90 FABULOUS ORIGINAL FREDDY ARTWORK BY WIESE 152. (BROOKS,WALTER). FREDDY THE PIG ORIGINAL ART. Offered here is RARE BROWN TITLE an original pen and ink drawing by Wiese that appears on page 19 of Wiggins for AS GOLDEN MACDONALD President (later re-issued as Freddy the Politician). The image measures 8” wide 156. [BROWN,MARGARET WISE]. BIG x 12.5” high mounted on board and is signed. The caption is on the mount and DOG LITTLE DOG by Golden Macdonald. reads” Good morning , Sir, What can we do for you?” Depicted are John Quincy Garden City: Doub. Doran (1943). 4to Adam and Jinx along with the hatted horse and they are addressing a bearded (9 1/4” square), cloth, Fine in dust wrapper man in a hat. Original Freddy work is rare. $2400.00 with some closed edge tears. 1st ed.. The story of 2 Kerry Blue terriers, written by Brown using her Golden Macdonald pseudonym. Illustrated by Leonard Weisgard and printed in the Kerry Blue color of the real dogs. One of her rarest titles. $450.00 LEONARD WEISGARD ILLUSTRATIONS 157. BROWN,MARGARET WISE. GOLDEN BUNNY. NY: Simon & Schuster (1953). Folio, glazed pictorial. boards, cover rubbed else VG. 1st ed. The title story plus 17 other stories and poems by Brown, illustrated by LEONARD WEISGARD with fabulous rich, full page color illustrations covering every page. A Big Golden Book. $200.00 158. BROWN,PAUL. HI GUY THE CINDERELLA HORSE. NY: Scribner (1944 A). 4to, cloth, Fine in sl. worn dust wrapper. -
For Children 1
1 500BOOKS FOR CHILDREN 1 NORA E. BEUST Specialist in School Libraries /114.4 14. or, . 11 4 -es . - ,0 I . A PW oh Bulletin 1939, No. 11 It t<1 maim STATICS DEPARTMENT OPTILEINTERIOR,HaroldL. Ickes,Seeman MIMIOFIDUCATION, J. W. Studebaker,Ceuradosiesar ailed States GarmasheetPrintingMks Wesklegtsa 44t re Oa tif fla 011111010111,stOfDmINIIN, WasiOntra,D. A hieslasea* . ,': i ....- ,..- i: : ... 4.1 :. - '' , .t t^ bayV . - - .4,)' 4: I r * $'` :f . o W...1*- 4"4'-' ' .''... r . 4l 4.47. .5 14.11$f 4'.'t :..!`'.: t I ' . r :" ' gi ' ,k, i 4't, 'I: - 4 , ' '... ..!1' 'et i; s :- i . 7.% t . t .. nzs 1 - 7,...., k trd, '; "'" ". , e" e 7 4 , J t, RAY, Ars "274LV,INi .th Wei LW" lb 1 s . CONTENTS Page FOREWORD_ 01, 411. v bi PRIPIACZ _ SECTIONI (Grades 1-3)__ 6 SECTIONII (Grades 4-6) ,. .......... - - - ........___ 20 , SECTIONIII (Grades 7-8) 38 NEWBRRTMEI3AL BOOKS _ 53 CALDICOTI' AWARDS__IMP MO OW as I ND 55 ILLUSTRATORS 59 PuBusaxas. 66 k hoax_ 110 am, airo 69 vt, In I 1 *0' e. 7t. ' A. " -.Or' ' ,s a __,* '--. .4- a .I, ,,,e vala. a,ra ., . * * i f, Or . N, :' * 10 ara.." .1,-*-vot. 1 v.irjrr; ,- ''4" 1,4-*vf.1.4 5 at: IC .._." 1. 1 ''''', , -4` -. % ... t p - _., J:, tit .3,..7" t. '-,,,....,....;lf,- riit, t,..12 ..PFle-... re .0* - .).... 1- . - ' .i. 41; , '9.14 a Onegift thefairiesgave me.(Three Theycommonlybestowedof yore.) Thelove ofbooks,the goldenkey Thatopenstheenchanteddoor. IOW ANDREW LANG. FromBallade oftheBookworm. Iv- - - 4. -'k,' 7 t45.11.. et* 0. -
December 28,1881
PORTLAND Τ) A i l -Y ESTABLISHED JUNE 23. 1862—VOL. 22. THURSDAY flHVV&Bl) A8 UQOni PORTLAND, MORNING, DECEMBER 25, 1884. CI λββ MAIL MATTB&f PRICE THREE CENTS. KPEC1AL NOTIfBN. mvmv if f'i.Am κ·* t*. THE PORTLAND DAILÎ PRESS, MRS. STONE'S WILL·. end Cohen was In the vesti- progress Manager NEAR THE NORTH POLE. Land also graced oar table; bat I will let car History of Gloves. Published eyery day (Sundays excepted) by the bule·, wan rushed upon by Majhew, who mean speak for itself: had returned armed. a PORTLAND PUBLISHING COMPANY, Meybew throat keen FORT CONGER, GRINNELL LAND. [Harper*· Baaar. knife Into Cohen's rlba, and the latter now At 87 Exchange Street. Portland, Me. Testimony on Both Sides All In. Eow the Arctic Christmas Dinner, 188]. Gloves do not. appear to bave been worn lu FOSTERS Sale liea at the point of death, while Mayhew )l in Explorers Spent Special TiKMa:Klght Dollars a Tear. To mall subeorlb- BOUT. before England tbe end of the 10th or be- -OF- ere, SeTOD Dollar· a Tear, 11 paid in advauoe. jail. Christmas. of Mock Turtle. of Rates Advertising: One Inch of spaoe, the AKCirnENT OF COPN«EL· FOR CON- ginning the 11th century, and the manu- FOREST CITY DYE length of oolnmn, or twelre lines nonpareil consti- MA8SACH USETTS. FISH. facture would HOUSE, tutes a TESTANTS. appear at that "square." Salmon a la period special· 13 PREBLE STREET. CHILDREN'S AND first a Good Dinner and Paieocrystic. BOYS' $1.60 per square, dally week; 76 cents per A Novel Scheme. -
Good Foundations Academy Reading and Literacy Policy
Building Knowledge and Character GOOD FOUNDATIONS ACADEMY READING AND LITERACY POLICY PURPOSE AND PHILOSOPHY The development of literacy is one of the primary aims and focuses of effort at GFA. This includes a great deal of reading from a variety of both fiction and non-fiction primary literature. Particularly in the early grades, GFA emphasizes reading and more reading. Most American schools dedicate two or more hours each day to “literacy.” A majority of time is spent teaching children the fundamentals of reading strategies, such as making inferences, predicting, classifying, and looking for the main idea. The purpose of these exercises is to bolster test scores, independent of real knowledge. In contrast, GFA strives to develop the appreciation of language, increase specific knowledge, and provide meaning to students through the achievement of Primary Literacy, Mature Literacy, and Moral Literacy. Primary Literacy Primary Literacy begins with phonic recognition. Our goal in the early grades is for students to receive explicit, systematic phonemic awareness and phonics instruction. Children are provided deliberate, coherent, direct instruction in letter-sound correspondences. Practices which teach children to rely on word-memorization (the look-say method) and guessing (through illustration and/or context) are avoided. Once phonetic decoding skills are introduced, fluency must be developed. Fluency allows students to focus their mental energies on comprehension rather than decoding. Fluency means “flowing,” and in this context it also means “fast.” Fluency takes practice - a lot of it. Riggs & Open Court Phonics, selected stories from Open Court, and selected books from Accelerated Reader (AR) are the primary sources for the development of decoding skills and fluency at GFA. -
THE FREDDY the PIG SERIES by Walter R. Brooks Illustrated by Kurt Wiese
THE FREDDY THE PIG SERIES by Walter R. Brooks illustrated by Kurt Wiese Introduction With the 1927 publication of To and Again (later re-titled Freddy Goes to Florida), Walter R. Brooks began a series that would ultimately stretch to twenty-six volumes and become a classic of 20th century American children's literature. Especially memorable for the richness of their characterizations, the books about the pig nonpareil and his many friends are also unforgettable celebrations of the value of friendship and the practical virtues of loyalty, steadfastness, kindness, and simply doing the right thing. Always inventive in their plotting, satisfying in the authenticity of their rural and small town settings, filled with memorable phrases and homely wisdom, the Freddy books capture the same kind of American spirit as do the Homer Price books by Robert McCloskey, E.B. White's Charlotte's Web, and Robert Lawson's Ben and Me and Rabbit Hill. Like these other masters, Brooks never underestimated or wrote down to his readers. His respect for them is reflected in the richness of his language and the thoughtfulness of his themes. Most importantly, perhaps, his are among the very first enduringly significant humorous children's books of the 20th century. And they contain the best kind of humor, still fresh and relevant to today's readers; it arises naturally out of character and incongruity, is embellished with wonderfully inventive and witty word play, and is never mean or hurtful. It springs from both the mind AND the heart, a reason the Freddy books are universally beloved by readers of all ages. -
Social-Ecological Resilience in the Viking-Age to Early-Medieval Faroe Islands
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 9-2015 Social-Ecological Resilience in the Viking-Age to Early-Medieval Faroe Islands Seth Brewington Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/870 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] SOCIAL-ECOLOGICAL RESILIENCE IN THE VIKING-AGE TO EARLY-MEDIEVAL FAROE ISLANDS by SETH D. BREWINGTON A dissertation submitted to the Graduate Faculty in Anthropology in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2015 © 2015 SETH D. BREWINGTON All Rights Reserved ii This manuscript has been read and accepted for the Graduate Faculty in Anthropology to satisfy the dissertation requirement for the degree of Doctor of Philosophy. _Thomas H. McGovern__________________________________ ____________________ _____________________________________________________ Date Chair of Examining Committee _Gerald Creed_________________________________________ ____________________ _____________________________________________________ Date Executive Officer _Andrew J. Dugmore____________________________________ _Sophia Perdikaris______________________________________ _George Hambrecht_____________________________________ -
Kurt Wiese and the Kangaroo
Kurt Wiese and the IRMTRAUD PETERSSON Kangaroo: A Fortunate lnternment Story German-born American Kurt Wiese (r887,r974) the Di,lsseldorf school", as he writes in an autobi_ gained a remarkable reputation as an author of chil- ographical sketch (Kunitz and Haycralt 298), and dren's books and even more so as the illustrator of he goes on: 'A puppet show and books about almost four hundred books for children and young loreign countries were two other lactors ol people, among them American editions of such influence, although I never dared hope that one day international favorites as Felix Salten's Batnbi and I should see the countries I read about, with my Bambi's Children, Rudyard Kipling's The Jungle own eyes." Despite artistic ambitions from an early pinocchio, Book, Carlo Collodi's Adventures of age on, Wiese was to learn the export trade with (Jnder Jules Verne's Twenty Thousand Leagues the China in Hamburg. His apprenticeship completed, Sea, and Aesop's ,.aiter Fables. Just as remarkable as his his company sent him to China, where an professional career is the story of Wiese's adven- unforgettable trip through Russia, through the turous life in his younger years. When he finally snow-covered vastness ol Siberia, along the edge of settled in the United States in the late twenties, he the Gobi deserr, and last through fertile Man- brought with him impressions and observations churia", he spent six years ol travelling and selling from five continents, having travelled all over the merchandise, studying the Chinese language an<i globe partly of his own choice and partly caught broadening his knowledge of the country ind its up in the turmoils of history. -
View Complete in Context #37 As
In Context Number 37 Spring 2017 The Newsletter of The Nature Institute Letter to Our Readers 2 NOTES AND REVIEWS Children and Nature / George K. Russell 3 NEWS FROM THE INSTITUTE 2017 Farmers Course 8 Our New Fellowship Program 9 Mathematics Alive! 10 Out and About 10 A New Colleague 11 New Online Resources 11 New Publications 12 A Challenge Grant 12 Thank You! 13 FEATURE ARTICLES What Is Life? / Stephen L. Talbott 14 Why Does a Zebra Have Stripes? / Craig Holdrege 17 # 37 Dear Friends, The Nature Institute Ours has been called an “age of abstraction.” We learn, early in our education, to ab-stract (“pull out”) from every rich, phenomenal context particular parts or STAFF aspects—especially those parts or aspects that lend themselves to mathematical Linda Bolluyt treatment. The almost inevitable temptation is then to allow our abstractions to Colleen Cordes stand in the place of the original phenomena, which then may be easily forgotten. Bruno Follador And so, atoms and molecules substitute for mountains and rainbows, wavelengths Craig Holdrege substitute for color, and genes substitute for organisms. It is not surprising that Henrike Holdrege Seth Jordan distorted understandings and policies result when we ignore a many-sided reality in Veronica Madey favor of one-dimensional abstractions serving the purposes of mathematical theory Stephen L. Talbott and technological manipulation. Adjunct Researchers/Faculty In this issue of In Context, we present three articles that deal in one way or Jon McAlice another with the limitations of abstraction and how to overcome them. To begin Marisha Plotnik Vladislav Rozentuller with, George Russell asks how we can restore to children an essential and healthy Nathaniel Williams relation to the natural world—this at a time when, for many children, their primary Johannes Wirz exposure to nature is mediated by that most severe tool of abstraction, the electronic Board of Directors screen. -
Eucalyptus Articles of Interest 2016
EDUCATIONFORUM THE EARLY Y EARS Evaluating Montessori Education Angeline Lillard1* and Nicole Else-Quest2 An analysis of students’ academic and social scores compares a Montessori school with other elementary school education programs. ontessori education is a 100-year- this potential source of bias, because parents did not contribute significantly to any of the old method of schooling that was are the dominant influence on child out- differences reported here. Children at the Mfirst used with impoverished pre- comes (5). Montessori school were drawn from all six school children in Rome. The program con- classrooms at the primary level and all four at tinues to grow in popularity. Estimates indi- Recruitment the upper elementary level. The control chil- cate that more than 5000 schools in the We contacted parents of children who had dren were at non-Montessori schools: 27 pub- United States—including 300 public schools entered the Montessori school lottery in lic inner city schools (40 children) and 12 and some high schools—use the Montessori 1997 and 2003 and invited them to be in the suburban public, private/voucher, or charter program. Montessori education is character- study. All families were offered $100 for schools (13 children). Many of the public ized by multi-age classrooms, a special set of participation. schools had enacted special programs, such educational materials, student-chosen work Because the lottery, which was con- as gifted and talented curricula, language in long time blocks, collaboration, the ducted by the school district, was random, immersion, arts, and discovery learning. absence of grades and tests, and individual the Montessori and control groups should Children in both groups were tested for and small group instruction in both academic contain similar children. -
Bulletin of the Center for Children's Books
ILLINOI S UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN PRODUCTION NOTE University of Illinois at Urbana-Champaign Library Large-scale Digitization Project, 2007. BULLETIN OF THE CHILDREN'S BOOK CENTER Published by The University of Chicago Library - Center for Children's Books No. 6 Vol. III May, 1950 --- -- BULLETIN of the Children's Book Center. Published by unless the book is used with some motivation from the the University of Chicago Library - Center for teacher or librarian. The text gives an excellent over- Children's Books. Mary K. Eakin, Librarian. view of the wide variety of work that goes on around a farm and stresses modern methods of agriculture. The The book evaluations appearing in this Bulletin illustrations are clear and informative and add much to are made with the advice and assistance of members the appeal of the book. A useful title for conservation of the faculty of the Graduate Library School, the classes. Department of Education, and the University Laboratory school. Brewster, Benjamin. The first book of cowboys; pictures Published monthly except August. Subscription price by William Moyers. Watts, 1950. 21p. $1.50. Gr.5-5. is $1.50 a year. Checks should be made payable to Text and illustrations showing the typical cowboy as the University of Chicago Library. Correspondence he goes about his regular work and takes part in rodeos. regarding the Bulletin should be addressed to the Of particular value are the pictures showing the various Center for Children's Books, University of Chicago, parts of a cowboy's wearing apparel and his gear. These 5855 Kimbark Avenue, Chicago 57, Illinois. -
Iowa and Some Iowans
Iowa and Some Iowans Fourth Edition, 1996 IOWA AND SOME IOWANS A Bibliography for Schools and Libraries Edited by Betty Jo Buckingham with assistance from Lucille Lettow, Pam Pilcher, and Nancy Haigh o Fourth Edition Iowa Department of Education and the Iowa Educational Media Association 1996 State of Iowa DEPARTMENT OF EDUCATION Grimes State Office Building Des Moines, Iowa 50319-0146 STATE BOARD OF EDUCATION Corine A. Hadley, President, Newton C. W. Callison, Burlington, Vice President Susan J. Clouser, Johnston Gregory A. Forristall, Macedonia Sally J. Frudden, Charles City Charlene R. Fulton, Cherokee Gregory D. McClain, Cedar Falls Gene E. Vincent, Carroll ADMINISTRATION Ted Stilwill, Director and Executive Officer of the State Board of Education Dwight R. Carlson, Assistant to Director Gail Sullivan, Chief of Policy and Planning Division of Elementary and Secondary Education Judy Jeffrey, Administrator Debra Van Gorp, Chief, Bureau of Administration, Instruction and School Improvement Lory Nels Johnson, Consultant, English Language Arts/Reading Betty Jo Buckingham, Consultant, Educational Media, Retired Division of Library Services Sharman Smith, Administrator Nancy Haigh It is the policy of the Iowa Department of Education not to discriminate on the basis of race, religion, national origin, sex, age, or disability. The Department provides civil rights technical assistance to public school districts, nonpublic schools, area education agencies and community colleges to help them eliminate discrimination in their educational programs, activities, or employment. For assistance, contact the Bureau of School Administration and Accreditation, Iowa Department of Education. Printing funded in part by the Iowa Educational Media Association and by LSCA, Title I. ii PREFACE Developing understanding and appreciation of the history, the natural heritage, the tradition, the literature and the art of Iowa should be one of the goals of school and libraries in the state. -
IDEN=ERS Asia
b0C1' 1EIPi REsU ED 11; 241 !_;0 009 AUTHOE H twkin,,John N. 1-0:1ource Handbo kfo Ti Htudie! A off Curr oulum nt irSi1Jr P-sohool through Grade Twelve. IN3TITOTION CailiEornia Univ., Los Anqoles. Committeeot Compatativ and I flt mu tional St udie Prii DATE 76 NOTE 194p. AlimiA 31-E FRom c,Arriculum ceT1t, ncjoi 2(.,Hall Hilgatd AvcAtiq, Cd1 forniz 90024 papcidcic; P72,1PM HC NoL Availabl ft DEJC Anotated Bib_ ographies; *Area Studies; Studies; Bibliographies; Books; *Cros Ci1ltl1Ll Studies; Cultural Differences; CurriculumE aluatioll; Elementary Secondary Education; Yilms; iniTtrp f5Z Foreign Culture; *Instructional Materials; International Studies; Maps; Me surementIns ill,n Periodicals; Phonograph Records; *Resource Slides; Social Studies; Tape Recordings; Transparencies IDEN=ERS Asia AB TPACT This handbook is an annotated bibliogr41 of 1,586 instruct oval riiaterials for teaching about Asia. Existig materials are identified that can be used by precollegiate teachers of all subject areas. The handbook is arranged by grade levelspreschoolto grade 3, grades 4-6, junior high, senior high,and ungraded. Withi each section, materials are divided by geographicregion and listed alphabetically according to their instructionalformats. "The region divisions include East Asia, South Asia, SoutheastAsia, and Pacific Islands. Types of materials include multimedia, books, films, filmstrips, slides, maps and transparencies, records andtapes, aad posters and study prints. Bibliographies,miscellaneous resources, and selected journals are litc,.(1 separately. Entries contain title, date, description, price, and publisher. Some annotationsprovide an evaluation of the material's cross-cultural instructionalvalue- A list of publishers and distributors is included forordering materials. The handbook concludes with two model evaluationforms vhich nay assist teachers in selecting materialson tile basis their cross-cultural value and forpurposes of general assesment.