Bailey Carolyn Sherwin
Carolyn Sherwin Bailey (October 25, 1875 – December 23, 1961) was an American children's author. She was born in Hoosick Falls, New York and attended Teachers College, Columbia University, from which she graduated in 1896.[2][3] She contributed to the Ladies' Home Journal and other magazines, and published volumes of stories for children, methods of story telling, methods of teaching children, etc., which include Boys and Girls of Colonial Days (1917); Broad Stripes and Bright Stars (1919); Flint; The Story of a Trail (1922); Friendly Tales (1923), and "The Little Rabbit Who Wanted Red Wings" (1945). She wrote For the Children's Hour (1906) in collaboration. In 1947, her book Miss Hickory won the Newbery Medal.[4]
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Wonder StoriesThe Best Myths for Boys and Girls
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4/5
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Tell Me Another StoryThe Book of Story Programs
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wonder stories the best myths for boys and girls
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4/5
1920. Illustrated. Some of the stories included in this volume are: How the Myths Began; What Became of the Giants; How Orion Found His Sight; The Wonders Venus Wrought; How Mars Lost a Battle; Cadmus, the Alphabet King; The Horn of Plenty; When Apollo was Herdsman; How Hyacinthus Became a Flower; A Little Errand Girl's New Dress; When Proserpine was Lost; How a Huntress Became a Bear; Medea's Cauldron; How a Wooden Horse Won a War; and others. See other titles by this author available from Kessinger Publishing. --This text refers to the Paperback edition.
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Book list
Wonder StoriesThe Best Myths for Boys and Girls
Series:
Unknown
Year:
Unknown
Raiting:
4/5
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Tell Me Another StoryThe Book of Story Programs
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Unknown
Year:
Unknown
Raiting:
3.5/5
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wonder stories the best myths for boys and girls
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Unknown
Year:
Unknown
Raiting:
4/5
1920. Illustrated. Some of the stories included in this volume are: How the Myths Began; What Became of the Giants; How Orion Found His Sight; The Wonders Venus Wrought; How Mars Lost a Battle; Cadmus, the Alphabet King; The Horn of Plenty; When Apollo was Herdsman; How Hyacinthus Became a Flower; A Little Errand Girl's New Dress; When Proserpine was Lost; How a Huntress Became a Bear; Medea's Cauldron; How a Wooden Horse Won a War; and others. See other titles by this author available from Kessinger Publishing. --This text refers to the Paperback edition.
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what to do for uncle sam a first book of citizenship
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3/5
This scarce antiquarian book is included in our special Legacy Reprint Series. In the interest of creating a more extensive selection of rare historical book reprints, we have chosen to reproduce this title even though it may possibly have occasional imperfections such as missing and blurred pages, missing text, poor pictures, markings, dark backgrounds and other reproduction issues beyond our control. Because this work is culturally important, we have made it available as a part of our commitment to protecting, preserving and promoting the world's literature.
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stories for every holiday
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Purchase of this book includes free trial access to www.million-books.com where you can read more than a million books for free. This is an OCR edition with typos. Excerpt from book: HALLOWEEN IN PRECINCT B TERRY pulled himself up on to the captain's stool and put his elbows on the desk. His legs swung a long way from the worn floor of the station house. His merry face twinkled with smiles like that of some eh as he looked across the piles of ledgers and over at the old man in the corner. "It's Halloween, Maguire!" he said. "Sure and don't I know that?" the old Irish janitor said, getting up and pouring more coal from the scuttle into the stove. "Don't I remember All-Hallow Eve in the old country when I was a boyeverybody out listening for the fairies, and watching for ghosts on the churchyard wall. Then the games in the barns, and plenty of apples and cakes! All- Hallow Eve's a fine time, lad. Nobody knows it better than Patrick Maguire." "Well, it seems like Halloween here in the city a bit, anyway," Terry said cheerfully, pointing to the window that looked out on the street. "I went over to Jasmine's father's store this afternoon and, O, such fat pumpkins as she was selling, and red apples, and bags of nuts! I tried to tell Jasmine about Halloween, but she's an East Indian girl and couldn't understand how we keep it up. " 'What does Halloween really mean, little master of the precinct?' she asked. 'O, Jack- o'-Lanterns, and spiders, and witches, and snakes!' I said. Then her eyes got so big. 'Not snakes!' she said. 'O, yes,' I told her, and she seemed so surprised. Girls are all 'fraid-cats, aren't they, Maguire? " "I don't know about that," Maguire said, thoughtfully. "I've known girls in Ireland every bit as plucky as a boy. But Terry, lad, do you know the real meaning of the Eve?" Terry got down from his stool and went over beside the old man. "Why, no, Maguire," he said. "What does Halloween really mean?" The old Irishman too...
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firelight stories folk tales retold for kindergarten school and home
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broad stripes and bright stars stories of american history
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TABLE OF CONTENTS PAGE PILGRIMS FOR FREEDOM . , . . . . 11 THE FIRST FIGHT .24 THE FREEMAN S CHARTER . . . .38 FOLLOWING THE BEAVER S TRAIL . . . . 50 AT THE GATE OF OLD HARVARD . . . .64 THE WHITE MAN S FOOT j J . . ,amplt .. 77 GOING TO LONDON TO VISIT THE KING . . . 82 RINGING IN THE FOURTH OF JULY . . KEEPING CHRISTMAS WITH GENERAL WASHINGTON . . . 97 106 THE GHOST THAT HAUNTED WALL STREET . ,119 THE ROAD THAT WENT OUT WEST .. . . 131 IN THE WAKE OF THE FIRST STEAMBOAT. . . 144 CUTTING THE WORLD S BREAD . . . . 154 WHEN JOHNNY BULL AND BROTHER JONATHAN SHOOK HANDS . -V . . . . . .164 A SLAVE AMONG SLAVES . . . . . 176 ONE FLAG, OR Two . . . . . . 186 UNCLE REMUS AT THE WHITE HOUSE . . .198 UNCLE SAM S BIRTHDAY PARTY . . . 210 THE SHIP THE GIANTS LAUNCHED . . . .219 THE TOWN NAMED AFTER HIM . . . . 230 THE LAST FIGHT 231 A PROCLAMATION 241 PREFACE I have written this book because I believe that the story of the American people as it is embodied in the history of our United States supplies the most important material for character building in the entire field of elementary education, and should be offered to children in a new, humanitarian way as a means of helping them to understand the present. The plan of the book is to present the development of our nation, not as asummary of unrelated facts and a confusion of dates, but as one of the most vivid panoramas the world has ever known, its first scene laid on Plymouth Rock and its last the flight of an American aviator winging his way over a battlefield in Europe. The historical episodes that make this panorama are selectedand pre sented in such away as to show boys and girls that our present position as a great people is the result of following the road of freedom we have been building steadily ever since the landing of the Pilgrims, and that real de mocracy can be really efficient, not only in the case ofourown nation, but in our relations to the other peoples of the world. My method of presenting these historical epochs is different from the average story in American history in that it makes a direct to conduct and to life. appeal Each story has a central character from history as its hero who played a part, begin as a ningoftenwith youth, in our development free country. The children who read the stories will feel and understand our history as the men who made it did. Through this appeal to the imagination, boys and girls of today are inspired to follow lines of right conduct and to achieve as our ancestors did. They are helped to understand the drama of present national events in terms of our valiant historical past. They feel an urge to be, themselves, a part of our history tomorrow... --This text refers to an alternate Paperback edition.
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Tell Me Another Story
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4.5/5
From the PREFACE:The reward of the story-teller who has successfully met the child's story interest is the plea embodied in the title of this book: "Tell me another story." The book meets this child longing on a psychologic basis. It consists of groups of stories arranged so that their telling will result in definite mental growth for children, as well as satisfied story hunger.There has been a tendency in the past to group stories in a haphazard way; there has been no organized plan of selecting stories to precede and follow one another for the purpose of definite functioning of mind processes. The effect of one story of distinctly differentiated theme from one which has just been told is to break continuity of thought. On the other hand, stories of similar theme, but contrasting form told in the story-hour have a mental effect of concentration and will training. This mental growth through stories is the aim of the book.The instinctive and universal interests of all[iv] children form the themes of the story programs; and these interests are presented in their natural order for a year, beginning with home life, taking the child out into the world, and carrying him through his school, industrial, seasonable, and holiday activities. Three stories have been grouped in each program as the number upon which children can most easily fix their attention.The plan of grouping the stories in each program is very definite and psychologic. The first story in a group is an apperceptive one; it secures the child's spontaneous attention because, through its plot, it touches his own life in some way. It brings him into close and intimate touch with the interest theme of the program because it speaks of things that he knows, and other things that he can do. The second story in each group makes an appeal to the child's reasoning powers; having secured his attention through the apperceptive story, the story-teller now takes the child a-field, mentally, and secures his voluntary attention. It calls for constructive thought; it presents the theme of the program in a broader way, with wider application. It is, usually, the longest story of the program. The third story is, invariably, the dessert of this story meal. Through its brevity, humor, tenderness, or sharply contrasting treatment of the program theme, it[v] supplies the necessary relaxation, the fitting climax for the program.An analysis of the Trade Life program will illustrate the psychologic appeal upon which the book is built. The story, The Holiday, opens the program with its apperceptive appeal, showing the dependence of the home upon the industrial life of the community and the possibility of a child's cooperation in it. The second story in the trade program, Selma Lagerloof's Nils and the Bear, gives this wonderful Swedish writer's presentation of the iron industry as a factor in our growth from savagery to civilization. The third story, The Giant Energy and Fairy Skill, by Maud Lindsay, gives the program its climax in fantasy and contrast.A similar analysis may be made of each program in the book.It is not intended that the stories shall never be told to children separately; on the contrary, each story is one of the best examples to be found of the child interest which forms its theme. The book has been prepared, however, to meet in an educational way the need expressed in its title. It should be of value for the home, school, library, and settlement.--Carolyn Sherwin Bailey, New York, 1918. --This text refers to the Kindle Edition edition.
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Bailey Carolyn Sherwin
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What readers are saying
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- Books / Children's Books / Literature
- Books / Children's Books / Literature / Fairy Tales, Folk Tales & Myths
- Nonfiction / Government / Civics
- Nonfiction / Politics / General
- Nonfiction / Education / Education Theory / History
- Books / Missionaries / Europe / Biography
- Reference / Atlases & Maps / World
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