DOCSLIB.ORG

Saving Mapinguari Lesson Topic: Saving Mapinguari

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Saving Mapinguari Lesson Topic: Saving Mapinguari Lesson: Saving Mapinguari Lesson Topic: Saving Mapinguari Saving Mapinguari Written by Roger Smith Illustrated by Syanne Djaenel Chapter 1: Forest in Danger Mapinguari glared at the giant snake. He flipped his short front legs at the huge black flies buzzing and whining around him. His spindly hind legs were crossed in front of him, and warm Amazon rain dripped from the trees onto his head and shoulders. He looked – and felt – like a giant, slimy, green hairball. “It won’t make any difference to me,” the snake told him. “I’ll just swim upstream to escape. There’ll always be forest somewhere.” Mapinguari shook his head. "There won't, Anaconda," he snapped. "The trees, animals, you, me, everything will be gone.” He carefully picked a fly from the rotting algae on his stomach, his backward-facing claws making the rescue difficult. “Farmers, miners, loggers...they’re destroying the forest,” he told her. “And we’ll all disappear with it.” Anaconda raised her head slowly and turned to face him. Her wide, almond-shaped eyes drifted open and her eyelids drooped. “You call yourself Guardian of the Forest," she hissed, "and you say you've got magic powers, but I doubt it. And anyway, any magic you might have will make no difference, no difference at all. You’re really just a weird, old giant sloth," she told him, and turned away. Mapinguari managed a smile, his wide, thin mouth curling at the edges. He went back to flipping flies away. “I may be a thousand-year-old relic," he admitted, "but I’m determined I won’t become extinct. And I won’t let anything else in the Amazon become extinct." Anaconda scratched her neck on the rough bark of a branch. Then she coiled herself more comfortably among the rotting roots of a tree in the riverbank. Mapinguari flipped a disrespectful fly off the end of his nose. It landed on his stomach, and he searched frantically for it, hoping he hadn’t hurt it. He finally found it in the algae, stunned, and let it climb groggily onto his claw. It shook its wings and spread them slowly. Relieved, Mapinguari bent forward and gently blew the fly into the bushes. He was lonely—the only one of his kind. Somehow he'd survived extinction for a thousand years, but he knew he might not survive much longer. When the forest disappeared, he would, too. Anaconda began twitching impatiently. “So just what do you think you can do?” she asked him. “Anything?” Mapinguari nodded. “I’ll get help,” he told her. “You’ll see. I’ll find children who will help, and I know there’ll be others as well. The world will soon know what’s happening to us. My magic won’t let us down, I promise you.” He hesitated and then asked, “You’ll come back when it’s over and tell me what you think?” Anaconda nodded once, a little dip of her snout. Then, without making even the slightest ripple, she slid silently back into the black water, sank, and disappeared. Mapinguari shuffled slowly into deeper shade. After all, a thousand-year-old giant sloth doesn't have too much energy. Kaleidoscopes of lizards and frogs slithered through the forest’s understory. Above them, spider monkeys chattered and screamed, and noisy toucans rattled in the forest canopy. Mapinguari looked for a comfortable cradle of roots in which he could sleep. He had some magic to make. Chapter 2: Learning How to Help Ben and Angela couldn’t believe it! No math this morning? When Ms. Allison's students were finally quiet she told them, “We’re going to do something special this morning.” The twins glanced at each other and shrugged. Anything was better than math! "I have a movie to show you,” Ms. Allison told them. “It’s about how animals and plants become extinct.” She paused, and then asked, “Who knows what ‘extinct’ means?” Angela immediately raised her hand. “Angela?” said Ms. Allison. “Extinct means gone forever,” Angela replied. Her eyes flicked to the dinosaur posters on the classroom wall. “Like dinosaurs,” she added. “They became extinct millions of years ago.” Ben moaned silently. Not dinosaurs again! He couldn’t hide a bored yawn. Unfortunately, Ms. Allison had seen him. He felt his cheeks begin to glow as they turned red. He was too embarrassed to dare look at Angela. “Ben, do you know why animals and plants become extinct?” Ms. Allison demanded. “Do you know why animals like dinosaurs disappear?” Ben blinked behind his glasses. “Everything needs a special place to live,” he told Ms. Allison. “If that place changes, they can’t live there any longer.” Ms. Allison nodded slowly. “That’s right,” she murmured. “But how can places change?” Ben remembered some of the science programs he’d seen on TV. “Sometimes the climate changes,” he said. “It gets too hot or too cold. It got too cold for dinosaurs.” Ms. Allison pretended to be puzzled. “Why would climates change and get too cold for dinosaurs?” she asked. “A huge meteor, or a comet, hit the Earth,” Ben told her. “It sent a whole pile of dirt and dust into the air that shaded the Earth and made it dark. It cooled so much, dinosaurs couldn’t survive.” Ms. Allison nodded slowly. “But there hasn’t been a collision with a meteor or a comet for a long time,” she said, still pretending to be puzzled. “So why might some animals and plants become extinct today?” Ben shrugged. “Sometimes people change places so animals can’t live there anymore. I guess that happens a lot now,” he added. Ms. Allison nodded again and then suddenly smiled at everyone. “Ben’s right,” she told her students. “Many places are changing. Some are changing so quickly that the animals can’t change with them. Do any of you know of a place that has changed so much that animals can’t live there anymore?” she asked. Angela’s hand shot into the air again. “I do,” she said. “The oak trees beside our house were cut down a few weeks ago to make room for a new house.” “Cutting down the oaks made a difference to some animals?” Ms. Allison asked. “How?” “The birds that lived in the trees are gone,” Angela explained quietly. “They sang all the time. I think they must have been very happy.” Ben didn’t wait for Ms. Allison to ask him to speak. The birds weren’t the only ones who’d been affected. He knew his and Angela’s lives had changed too. “We used to climb those old oaks just about every day,” he said wistfully. “In the fall we’d kick around piles of leaves.” He paused, and then added, “We can’t do any of that anymore.” The other students were now listening carefully. Climbing trees and kicking leaves around sounded really interesting. “But everyone needs a place to live, Angela,” Ms. Allison said. “Sometimes we have to change a place to help people. After all, everyone needs a house to live in, don’t they?” Angela shrugged. “I guess so. I suppose someone had to cut down trees to build our house,” she admitted. “But I wonder where the birds went when their oaks were cut down,” she said quietly. She looked directly at Ms. Allison. “If everyone needs a place to live, don’t birds need homes too? Those birds’ homes were in the oak trees. What happened to them? Are they extinct?” “Oh, I’m sure you don’t need to worry, Angela,” Ms. Allison told her. “Surely those birds found other homes. There’s lots of trees left.” Angela shook her head sadly. ”No,” she insisted. “That’s not what happened. I know they couldn’t find another home. There was nowhere else they could go." She glanced at Ben again before turning back to Ms. Allison. “I just know it,” she insisted quietly. Ms. Allison smiled. For a moment Angela thought she was going to run over and hug her. Instead she said, “I think the movie we’ll see might make you feel better, Angela. It’s about endangered species, animals in danger of becoming extinct. It also shows how we can help them." "Listen carefully to what people say in the movie,” she told them. “When we’ve seen the movie, I’ll ask you why animals become endangered and why that should concern us. Then we’ll talk about how we can help those animals. “And finally,” she added, her eyes twinkling, “I’ll share some really exciting news with you!” Just before class ended, a smiling Ms. Allison stood up in front of them. “Alpha TV made the movie we just watched. They’re holding a competition for schools,” she announced. “It’s for schools all over the country, but I think one of you could win! You’ll have to write an essay explaining why you’re concerned about endangered species. Then you have to name an endangered animal, explain why it’s endangered, and say how it could be saved from extinction.” Ben and Angela were excited. A chance to help endangered creatures? A chance to help the birds that had lived in the oaks? They stared at Ms. Allison, their mouths and eyes wide open. They wondered what the prize would be. “Now, the best part of all,” Ms. Allison said quietly, holding her hands together in front of her face, “The contest winners – you’ll enter as teams – will visit the home of the animal they named! Just think, you could go to places most people can only dream about: the deserts in Africa, the Arctic, or the tropical rainforests of the Amazon.
Load more

Recommended publications
  • The People of Pim
    The People of Pim For Dad who remembers when fairies were evil, and for me who tries to believe there is a reason behind it. Once upon on a time there were a blessed and wise people from somewhere Far East who lived on and around a beautiful gigantic Cyress Tree known to them as the Great Yoshino, which means respect. They were a semi-nomadic people, living high up in the tree in summer where the weather was cooler and moving down the great tree in winter to tuck their homes and animals under the warm protection of the big boughs. They were never far from the tree though. Their animals grazed on moss that grew on the boughs, the children hopped and climbed from branch to branch, and they held all celebrations in and under the tree. [Now look waaaay up!] When one climbed higher up the whorled branches, as if climbing up a big spiraling medieval staircase, the boughs became a little more barren, were shorter, and tasty herbs and tiny alpine flowers were hidden in the sweet piney smelling needles high up. This was the beauty and draw of the Great Yoshino tree for them. When anyone of them needed to clear their minds they would just climb high into the tree and simply sit and just be for a little while. The tree was their connection between the earth and the world beyond, the quietness up there gave them their strength and great wisdom. Now this tribe was famous in the region for a rare breed of goat called the Tamar.
    [Show full text]
  • Fungi, Folkways and Fairy Tales: Mushrooms & Mildews in Stories, Remedies & Rituals, from Oberon to the Internet
    North American Fungi Volume 3, Number 7, Pages 23-72 Published August 29, 2008 Formerly Pacific Northwest Fungi Fungi, Folkways and Fairy Tales: Mushrooms & Mildews in Stories, Remedies & Rituals, from Oberon to the Internet Frank M. Dugan USDA-ARS, Washington State University, Pullman, Washington Dugan, F. M. 2008. Fungi, folkways and fairy tales: mushrooms & mildews in stories, remedies & rituals, from Oberon to the Internet. North American Fungi 3(7): 23-72. doi: 10.2509/naf2008.003.0074 Corresponding author: F. M. Dugan, [email protected]. Accepted for publication December 1, 2007. http://pnwfungi.org Copyright © 2008 Pacific Northwest Fungi Project. All rights reserved. ______________________________________________________________________________ Abstract: Fungi are manifest in a multiplicity of folktales and fairy tales, and in folk remedies and rituals. They appear as foods, poisons, diseases, decorations, dyes or tinder, and even in insults, compliments, graffiti and video games. These and other impacts of fungi on folkways are here concisely reviewed under categories likely to interest professional and amateur mycologists and accessible to the lay reader. The evolution of popular perceptions of fungi is sketched from Shakespearean times through contemporary European and American cultures. Provided are specific instances of how different cultures utilized or avoided fungi, responded to fungal diseases of crops or humans, or viewed fungi in the context of popular belief, superstition or religion. Key words: ethnomycology, ethnobotany,
    [Show full text]
  • Stories of Fairies Ebook, Epub
    STORIES OF FAIRIES PDF, EPUB, EBOOK Anna Lester,Teri Gower | 48 pages | 26 May 2006 | Usborne Publishing Ltd | 9780746069547 | English | London, United Kingdom Stories of Fairies PDF Book Print Cite. The word has been overused to describe a supernatural being. Baobhan Sith A Scottish version of a female vampire or a succubus. It was this tradition as household spirits, that the elves were later given in Germanic and Celtic folklore traditions. They were often identify with pwca of Welsh tradition. Here, she foretold the defeat of the Fomorians. Both the Lady of the Fountain and the Lady of the Lake were thought to be originally goddesses of the water. They often sit outside any rational explanation and this is why they end up discarded. He was the According to legend, the abducted human children are given to the devil or used to strengthen fairy stock. Details if other :. We can only imagine the distress and anguish of parents looking for a child or family member. Email address. Mary Miller rated it liked it Feb 19, They were RED. I have encountered a gnome in my garden. The Fool is to be especially avoided on the month of June. But be patient—you could be waiting hours just for one glimpse. I was so Surprised and excited i tried to grab it but it disappeared into my mirror, it was very quick. These antecedent of the bean nighe are the Irish goddess Morrigan and the Welsh goddess Modron. Escape the Present with These 24 Historical Romances. Maybe, I have seen this thing twice in our Bath room — it is very pretty and it kind a take one back- am I going nuts? This website does not share personal information with third- parties nor do we store any information about your visit to this blog other than to analyze and optimize your content and reading experience through the use of cookies.
    [Show full text]
  • A Study of the Tales As Printed in Folk-Lore in 1891
    2060302 INVESTIGATING THE LEGENDS OF THE CARRS: A STUDY OF THE TALES AS PRINTED IN FOLK-LORE IN 1891 Maureen James A submission presented in partial fulfilment of the requirements of the University of Glamorgan/Prifysgol Morgannwg For the award of the degree of Doctor of Philosophy Volume 1 April 2013 Abstract This study investigates the content, collection and dissemination of the Legends of the Cars, a group of tales published in Folk-Lore in 1891, as having been collected in North Lincolnshire from local people. The stories, have been criticised for their relatively unique content and the collector, Marie Clothilde Balfour has been accused of creating the tales. The stories are today used by artists, writers and storytellers, wishing to evoke the flatland and beliefs of the past, yet despite the questions raised regarding authenticity, neither the collector, the context or the contents have been thoroughly investigated. The tales have also, due to their inclusion in diverse collections, moved geographically south in the popular perception. This thesis documents the research into the historical, geographical and social context of the Legends of the Cars, and also validates the folkloric content and the dialect as being from North Lincolnshire. The situation within the early Folklore Society prior to, and after the publication of the stories, has also been investigated, to reveal a widespread desire to collect stories from the rural populations, particularly if they demonstrated a latent survival of paganism. Balfour followed the advice of the folklorists and, as well as submitting the tales in dialect, also acknowledged their pagan content within her introductions.
    [Show full text]
  • True Strengthstrength
    Fall 2017 TRUETRUE STRENGTHSTRENGTH Mike Nichols’ life was upended after he shattered a vertebra during a hockey game in 2014. But with an incredible positive attitude, the MCC student has bounced back. He’s studying com- municatons and has started the Mikey Strong Foundation to fund treatment. See page 6. CAMPUS NEWS Terri Orosz Honored with Community College Spirit Award The New Jersey Council of County Colleges (NJCCC) Guided Pathways and Middle States accreditation. presented the 2017 Community College Spirit Award to Dr. Orosz is a community college graduate herself. Theresa Orosz, assistant dean in the Division of Arts She received an A.A.S. in Accounting from MCC; a B.S. and Sciences at MCC, for her exemplary support of New in Management Science and an M.A. in Liberal Studies Jersey’s community colleges. from Kean University; and a Doctorate in Educational The award was presented in June during its annual New Leadership from Rowan University. Jersey Community College Awards Ceremony, which also honored Raritan Valley Community College Assistant Professor Kathryn Suk with a Spirit Award. “Since its inauguration in 1993, the Community College Spirit Award has been an honor bestowed to those who embody the community college spirit – perseverance, dedication and excellence,” said NJCCC Chair Helen Albright. Dr. Orosz was recognized for working with the New Jersey Center for Student Success, specifically for helping develop the Center’s two-year strategic plan and serving as a co-presenter at several national community college student success conferences. She has 25 years of experience working with From left: MCC President Joann La Perla-Morales; Helen Albright, chair community colleges, including in Academic and Student of the New Jersey Council of County Colleges; Student Success Executive Affairs, Academic Advising, Career Services, and Director Christine Harrington, who accepted the award on behalf of Kath- Continuing Education.
    [Show full text]
  • Diversity of Animals 355 15 | DIVERSITY of ANIMALS
    Concepts of Biology Chapter 15 | Diversity of Animals 355 15 | DIVERSITY OF ANIMALS Figure 15.1 The leaf chameleon (Brookesia micra) was discovered in northern Madagascar in 2012. At just over one inch long, it is the smallest known chameleon. (credit: modification of work by Frank Glaw, et al., PLOS) Chapter Outline 15.1: Features of the Animal Kingdom 15.2: Sponges and Cnidarians 15.3: Flatworms, Nematodes, and Arthropods 15.4: Mollusks and Annelids 15.5: Echinoderms and Chordates 15.6: Vertebrates Introduction While we can easily identify dogs, lizards, fish, spiders, and worms as animals, other animals, such as corals and sponges, might be easily mistaken as plants or some other form of life. Yet scientists have recognized a set of common characteristics shared by all animals, including sponges, jellyfish, sea urchins, and humans. The kingdom Animalia is a group of multicellular Eukarya. Animal evolution began in the ocean over 600 million years ago, with tiny creatures that probably do not resemble any living organism today. Since then, animals have evolved into a highly diverse kingdom. Although over one million currently living species of animals have been identified, scientists are [1] continually discovering more species. The number of described living animal species is estimated to be about 1.4 million, and there may be as many as 6.8 million. Understanding and classifying the variety of living species helps us to better understand how to conserve and benefit from this diversity. The animal classification system characterizes animals based on their anatomy, features of embryological development, and genetic makeup.
    [Show full text]
  • Fairy Lore of the Isle of Skye That Comes with No Technology Necessary
    by Carolyn Emerick USA Fairy Lore of the Isle of Skye that comes with no technology necessary. Author Mary Julia MacCulloch recorded some folklore during her time in Skye, which was published in the journal Folklore in 1922. She says that nearly all of her stories were collected from in and around the village of Portree. Yet, when it comes to Skye, the location of her interviews made little difference. She explains that the island was a tight knit community, and the inhabitants were a hearty breed of folk. It was not uncommon to see an elderly woman walking twenty-six miles just to attend mass. Many inhabitants belonged to parishes at distances quite far from where they lived. So, it seems that these people, who were so used to hard work, thought nothing of traversing their island on foot. As such, stories would have travelled throughout the island with ease. It is quite humorous to note that Ms. MacCulloch laments the fact that the youths of the island read nothing but newspapers and novellas. She blames their lack of knowledge ‘Fairies’ by Edwin Austin Abbey (1852-1911) of local lore and legend on their reading habits. For many hundreds of years Skye remained Today we might dance a jig if we caught our an island isolated from the rest of Scotland. It teenagers reading the newspaper! did not exist in a complete vacuum, as it was MacCulloch gives further background on settled by both Celts and Norse, and probably Skye island life when she explains that most by the Picts before them.
    [Show full text]
  • Fairy Rings: Love 'Em Or Leave '
    Volume 47:3 May ⁄ June 2006 www.namyco.org they needed a rest they would sit down on the mushrooms. In the forest, rings with different but larger mushrooms grew providing a rest stop for larger fairies who, being bolder, were not afraid of the forest. The fairy rings are rated by some as choice edibles, so one of the most efficient ways of getting rid of them is to eat them! But make sure that what you have is a true “fairy ring mushroom” (for details, see below). The many “little brown mushrooms”—LBMs—that grow on lawns should be avoided. (Regret- fully, not all these LBMs, which are notoriously difficult to identify, are little nor are they all brown.) Mushrooms picked for the table Hebeloma crustaliniforme shows a classic ring of fruitbodies. must always be positively identified; and when eating these positively identified mushrooms for the first time, try them in small amounts as Fairy Rings: Love ‘Em or Leave ‘Em there is always a possibility of an allergic reaction. by Martin Osis in returning nutrients for all types of If you observe the fairy ring, life, both plant and animal. Different you will notice greener and faster- What’s up with all those mushrooms from plants (and more like us), they growing grass on the outside of the poking up through the lawn? A do not produce chlorophyll but couple of days of rain and then it usually rely on plants for their Continued on page 2 seems that overnight they’re pop- energy source. In this process they ping up here and there singly or in exude enzymes, breaking down dead groups, in a variety of shapes, sizes, plant material and releasing nutri- In this issue: and colors.
    [Show full text]
  • The Welsh Fairy Book
    The Welsh Fairy Book W. Jenkyn Thomas The Welsh Fairy Book Table of Contents The Welsh Fairy Book........................................................................................................................................1 W. Jenkyn Thomas...................................................................................................................................1 Preface − The Welsh Fairy Book.............................................................................................................2 The Lady of the Lake...............................................................................................................................3 Arthur in the Cave....................................................................................................................................7 The Curse of Pantannas...........................................................................................................................9 The Drowning of the Bottom Hundred..................................................................................................12 Elidyr's Sojurn in Fairy−Land................................................................................................................18 Lowri Dafydd Earns a Purse of Gold.....................................................................................................20 The Llanfabon Changeling....................................................................................................................20 Why the Red Dragon is the Emblem
    [Show full text]
  • Maria Sangiolo Song List for Fairy Moon - Songs of the Ring Key of Song
    Maria Sangiolo Song list for Fairy Moon - Songs of the Ring Key of song 1- Life Is Sweet C 2- Little Man D 3- Dance Little Maiden play Em, Capo 5th fret 4- Meanie Mary Bm 5- Knots and Bows C 6- O Dandelion Yellow As Gold D 7- The Fairy Flute G 8- Native American Flute Interlude G# 9- Lady Spring occapella 10- Fairy Ring Bm 11- Harp interlude 12- White Coral Bells G 13- A Fairy Went-A-Marketing C 14- Little Caterpillar C 15- Fairies Wash Day C 16- The Rattlin’ Bog C 17- Firefly C 18 – Baby’s Lullabye DADGAD –Capo 4 19 First Best Friend Em 20 Count Your Blessings C 21 True Friends A. (capo 2nd fret) Baby’s Lullabye Mother Earth and Father Sky sing to you this lullabye. Sister Star and brother moon shine some light in your room. Grandma’s quilt, grandpa’s bed, cozy pillow ‘neath your head. Have no fear, we’re all here, whispering wind sings the tune. Mommy loves you, Daddy loves you so, we will always love you wherever you go…… Sister loves you, brother loves you so, we will always love you wherever you go. Little Men (Luarcharman – the leprechaun, Ireland’s national fairy, is a tiny shoemaker who makes shoes for all the fairies.) C 2004 Maria Sangiolo/ASCAP/Longnightmoonmusic In the middle of the night, in the middle of the wood, Lives a little shoemaker, gentle and good. Bark and moss, pine needle and stone Make the little man’s winter home. Follow the path into the shade Look for the twin trees down in the glade Climb over the rock, bend to the right Hide there ‘til the morning light.
    [Show full text]
  • Wildlife Gardening Forum Soil Biodiversity in the Garden 24 June 2015 Conference Proceedings: June 2015 Acknowledgements
    Conference Proceedings: June 2015 Wildlife Gardening Forum Soil Biodiversity in the Garden 24 June 2015 Conference Proceedings: June 2015 Acknowledgements • These proceedings published by the Wildlife Gardening Forum. • Please note that these proceedings are not a peer-reviewed publication. The research presented herein is a compilation of the presentations given at the Conference on 24 June 2015, edited by the WLGF. • The Forum understands that the slides and their contents are available for publication in this form. If any images or information have been published in error, please contact the Forum and we will remove them. Conference Proceedings: June 2015 Programme Hyperlinks take you to the relevant sections • ‘Working with soil diversity: challenges and opportunities’ Dr Joanna Clark, British Society of Soil Science, & Director, Soil Research Centre, University of Reading. • ‘Journey to the Centre of the Earth, the First few Inches’ Dr. Matthew Shepherd, Senior Specialist – Soil Biodiversity, Natural England • ‘Mycorrhizal fungi and plants’ Dr. Martin I. Bidartondo, Imperial College/Royal Botanic Gardens Kew • ‘How soil biology helps food production and reduces reliance on artificial inputs’ Caroline Coursie, Conservation Adviser. Tewkesbury Town Council • ‘Earthworms – what we know and what they do for you’ Emma Sherlock, Natural History Museum • ‘Springtails in the garden’ Dr. Peter Shaw, Roehampton University • ‘Soil nesting bees’ Dr. Michael Archer. President Bees, Wasps & Ants Recording Society • Meet the scientists in the Museum’s Wildlife Garden – Pond life: Adrian Rundle, Learning Curator. – Earthworms: Emma Sherlock, Senior Curator of Free-living worms and Porifera. – Terrestrial insects: Duncan Sivell, Curator of Diptera and Wildlife Garden Scientific Advisory Group. – Orchid Observers: Kath Castillo, Botanist.
    [Show full text]
  • The Nature of the British Fairies of Medieval and Folk Literature an Annotated Bibliography 1900-1983
    Western Michigan University ScholarWorks at WMU Master's Theses Graduate College 8-1985 The Nature of the British Fairies of Medieval and Folk Literature an Annotated Bibliography 1900-1983 Constance Reik Follow this and additional works at: https://scholarworks.wmich.edu/masters_theses Part of the Folklore Commons Recommended Citation Reik, Constance, "The Nature of the British Fairies of Medieval and Folk Literature an Annotated Bibliography 1900-1983" (1985). Master's Theses. 1388. https://scholarworks.wmich.edu/masters_theses/1388 This Masters Thesis-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Master's Theses by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. THE NATURE OF THE BRITISH FAIRIES OF MEDIEVAL AND FOLK LITERATURE AN ANNOTATED BIBLIOGRAPHY 1900-1983 by Constance Reik A Thesis Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Master of Arts The Medieval Institute Western Michigan University Kalamazoo, Michigan August 1985 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. THE NATURE OF THE BRITISH FAIRIES OF MEDIEVAL AND FOLK LITERATURE AN ANNOTATED BIBLIOGRAPHY 1900-1983 Constance Reik, M.A. Western Michigan University, 1985 This thesis f i l l s the need for a bibliography of works on the British fairies. It is essentially an annotated bibliography with an introduction which will help illuminate the fairies of the ancient and medieval literature (through Shakespeare) and the folk literature of Britain.
    [Show full text]