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On an optical scanning survey form listing 66 basic mathematics skills, all secondary vocational teachers in Pennsylvania were asked to identify mathematical skills essential to success and skills in need of remediation for their specialties. Of 4,839 forms sent out, data from 3,404 yielded the 122 tables (121 pages) of findings arranged according to 61 specialties in the general areas of trade and industrial, technical, agricultural, home economics, business, and distributive education occupations. Two tables for each specialty are presented, ranking the skills according to essentiality for success and according to teacher perceived need for remediation. For each skill, the rank earned, the number of teachers responding to the item, and the percentage of the group establishing the rank are reported. Pooled rankings of essential and remedial skills are also shown for each vocational area. Every skill is found high in either or both the essentiality or need for remediation rankings. These findings indicate much variation and suggest the need for remediation in all basic mathematics skills. Several implications for using the data to personalize mathematics skill development are stated. A 12-item reference list, sample inventory form, and a vocational specialties list conclude the report. (MS)

Observations are offered on some of the problems that seem to relate to children's acquisition of basic skills and learning of mathematics. Some research and development options are suggested. Discussion of the problems is divided into the two areas "Instructional Program" and "Management of the Instructional Program." The first of these is further subdivided into "Basic Mathematical Skills and Learnings" and "Strategy and Materials of the Instructional Program and Problems that May Raise Barriers to Learning." (MK)

The purpose of this report is to identify the school setting variables and the teacher competencies which contribute to achievement in the basic skills in mathematics. The search for indicators of competence was accomplished by literature review, expert opinion, research data, and identified student outcomes. The objective was to identify those observable classroom behaviors whose presence or absence is likely to affect student performance. Two types of competency indicators are identified: (1) cognitive-based; and (2) performance-based. Specific instructional competencies are identified and stated in each of the basic skills areas. Five general behaviors were used to group these specific competencies. They are: (1) diagnosis and prescription; (2) organization and management; (3) instruction; (4) growth patterns; and (5) evaluation. (MP)

This material considers the questions of: 1) What is basic in mathematics? 2) What mathematics do all children need for their lives in a society that depends on technology? and 3) What do pupils need in order to go on and learn the mathematics they will need for access to jobs in business, industry, and careers in the professions? What mathematics is and why people should learn it, is explained. The new mathematics is placed in perspective, and things that can be done to help make mathematics accessible and acceptable to all, are discussed. (MP)

One of a series of documents produced by a nationwide network of early childhood education specialists, teachers, parents, and Head Start staff, the document contains a mathematics skills continuum to be used as a tool for individualizing instruction for students learning basic educational skills. A comprehensive set of learner objectives for each grade level, Head Start through sixth grade, has been correlated to the instructional objectives set by a Texas school district. The skills continuum has been organized by curriculum areas and given a computer code. Global skills, terminal program objectives, and specific grade-level enabling objectives have been identified for each curriculum area and program goal. Although the learner objectives have been customized to a particular school district, a similar continuum could be adapted for any school district. (LH)

One of a series of documents produced by a nationwide network of early childhood education specialists, teachers, parents, and Head Start staff, the document contains a mathematics skills continuum to be used as a tool for individualizing instruction for students learning basic educational skills. A comprehensive set of learner objectives for each grade level, Head Start through sixth grade, has been correlated to the instructional objectives set by a Texas school district. The skills continuum has been organized by curriculum areas and given a computer code. Global skills, terminal program objectives, and specific grade-level enabling objectives have been identified for each curriculum area and program goal. Although the learner objectives have been customized to a particular school district, a similar continuum could be adapted for any school district. (LH)

Nonadditive analogues of what is considered to be the essential mathematics of additive measurement are presented. The scope of this paper is defined when measurement theories are reformulated in such a way to assign transformations of numbers to transformations of natural objects. This paper is limited to theories of measurement in which empirical transformations are represented by affine measurement. (CK)

This curriculum guide is specifically designed for the slow learning students in grade 7. It is one of a series of course guides for grades 6-11. The intent of the curricular designers was to outline mathematical experiences which would be appropriate for the characteristics of these students. The areas of mathematical content included are: 1) numbers, operations and algorithms, 2) geometry, 3) measurement, 4) graphing, 5) probability and statistics, 6) algebra, 7) logic. Each content area contains: 1) master charts for grades 6-11, 2) grade level chart for grade 7, 3) behavioral objectives for the area, 4) teacher commentary sheets, 5) student worksheets. A collection of recreational activities is included for student motivation. (RS)

This is an archive of the "Mathematics (Basic Algebra)" educational program published by Dorsett Educational Systems, Inc. in 1983. This was originally packaged as a set of 8 cassette tapes for use with Atari 400 and 800 computers and the Educational System Master Cartridge. The "raw recordings" directory contains the unaltered recordings from cassette, one file per tape, with both sides of each tape in the same file. You probably don't want to use this folder. The main files (ma1 through ma16) are likely the versions you want to use with your Atari or emulator. These have been split into 16 files (one per tape side). The audio levels have had their volume normalized, as well as any pops and clicks removed, and subsequently repaired on the data tracks. Each tape has been verified to work on the Altirra emulator. Finally, photos of the cassette tapes are included. Album: Mathematics (Basic Algebra) Original Format: Atari Educational System (Dorsett Talk & Teach) Digital Format: Microsoft WAV, 2 channel, 16-bit 44100Hz sample rate Tracks: ma1 The Logic of Algebra ma2 Algebraic Equations ma3 Solving Equations ma4 Operations with Plus and Minus ma5 Working with Sets ma6 AL-JEBR ma7 Algebraic Functions ma8 Fractions and Division ma9 SOlving Problems with Equations ma10 Ratio, Proportion, and Variation ma11 Problems with Two Unknowns ma12 Simultaneous Equations ma13 Exponents ma14 Quadratic Equations ma15 More Quadratics ma16 EQuations and Trigonometry

This is an archive of the "Mathematics (Basic Algebra)" educational program published by Dorsett Educational Systems, Inc. in 1983. This was originally packaged as a set of 8 cassette tapes for use with Atari 400 and 800 computers and the Educational System Master Cartridge. The "raw recordings" directory contains the unaltered recordings from cassette, one file per tape, with both sides of each tape in the same file. You probably don't want to use this folder. The main files (ma1 through ma16) are likely the versions you want to use with your Atari or emulator. These have been split into 16 files (one per tape side). The audio levels have had their volume normalized, as well as any pops and clicks removed, and subsequently repaired on the data tracks. Each tape has been verified to work on the Altirra emulator. Finally, photos of the cassette tapes are included. Album: Mathematics (Basic Algebra) Original Format: Atari Educational System (Dorsett Talk & Teach) Digital Format: Microsoft WAV, 2 channel, 16-bit 44100Hz sample rate Tracks: ma1 The Logic of Algebra ma2 Algebraic Equations ma3 Solving Equations ma4 Operations with Plus and Minus ma5 Working with Sets ma6 AL-JEBR ma7 Algebraic Functions ma8 Fractions and Division ma9 SOlving Problems with Equations ma10 Ratio, Proportion, and Variation ma11 Problems with Two Unknowns ma12 Simultaneous Equations ma13 Exponents ma14 Quadratic Equations ma15 More Quadratics ma16 EQuations and Trigonometry

An individualized Computer Assisted Instruction (CAI) mastery learning format was offered to sections of Fundamentals of Mathematics and Basic Algebra courses over four semesters (two academic years). The effectiveness of this method compared to a traditional lecture approach was examined in the areas of passing the course, passing the final examination, course retention, and passing the next math course. For the Fundamentals course, no significant differences were found among methods in all of the above areas except course retention; course retention was significantly higher in traditional sections. In the Basic Algebra course, traditional sections had significantly higher pass rates and course retention rates. CAI sections had significantly higher exam pass rates. Discussion and recommendations are also included. Contains 15 references and 9 tables. (Author/WRM)

This volume marks the completion of Phase II of the Centre for Educational Research and Innovation (CERI) project of inquiry into the issues inherent in the introduction of new information technologies in education. It summarizes the issues discussed and the recommendations made by four working groups at an international conference, each of which focused on the effects of new information technologies on instruction in one of the four basic skills, i.e., reading, writing, science, and mathematics. Members of these groups included representatives of Australia, Canada, Japan, and the United States as well as various western European nations. Noting the increased pressure on governments to provide better basic skills education, it is suggested that two emerging forces can help to provide a sound basis for the introduction of new technologies into education--inexpensive information processing power, especially computers; and the growing field of cognitive science that can rigorously study, understand, and improve the educational process. Each of the four basic skills is examined in the context of: (1) current instruction; (2) existing information technologies; (3) promising areas of research and prototype development; and (4) the implications of the new technologies. It is recommended that OECD (Organization for Economic Cooperation and Development) member nations encourage course demonstration and development; reexamine the basic skills curriculum in light of changes brought about by new information technologies; cooperate with other countries to develop software that is both effective and affordable; and encourage research in the cognitive and instructional sciences. The text is supplemented with various figures, a bibliography is provided at the end of each of the four major sections, and a glossary is included. (EW)

This volume marks the completion of Phase II of the Centre for Educational Research and Innovation (CERI) project of inquiry into the issues inherent in the introduction of new information technologies in education. It summarizes the issues discussed and the recommendations made by four working groups at an international conference, each of which focused on the effects of new information technologies on instruction in one of the four basic skills, i.e., reading, writing, science, and mathematics. Members of these groups included representatives of Australia, Canada, Japan, and the United States as well as various western European nations. Noting the increased pressure on governments to provide better basic skills education, it is suggested that two emerging forces can help to provide a sound basis for the introduction of new technologies into education--inexpensive information processing power, especially computers; and the growing field of cognitive science that can rigorously study, understand, and improve the educational process. Each of the four basic skills is examined in the context of: (1) current instruction; (2) existing information technologies; (3) promising areas of research and prototype development; and (4) the implications of the new technologies. It is recommended that OECD (Organization for Economic Cooperation and Development) member nations encourage course demonstration and development; reexamine the basic skills curriculum in light of changes brought about by new information technologies; cooperate with other countries to develop software that is both effective and affordable; and encourage research in the cognitive and instructional sciences. The text is supplemented with various figures, a bibliography is provided at the end of each of the four major sections, and a glossary is included. (EW)

p. cm

p. cm

Mathematics book for Physical Science Students of  Delhi University

1 volume : 28 cm

1 volume : 28 cm

1 volume : 28 cm

1 volume : 28 cm

1 volume : 28 cm

1 volume : 28 cm

iv,60p. : 22cm

iv,60p. : 22cm

viii, 245 pages : 25 cm+

viii, 245 pages : 25 cm+

viii, 245 pages : 25 cm+

viii, 245 pages : 25 cm+

viii, 245 pages : 25 cm+

viii, 245 pages : 25 cm+

[2], 27 pages ; 23 cm

Cover title: Contemporary's Building basic skills in mathematics

Cover title: Contemporary's Building basic skills in mathematics

Basic mathematics regarding subtracting whole numbers.

This Spanish language teacher's edition of a practical mathematics text for the intermediate grades contains three components which can be structured in different combinations according to different student needs. Built around a review of selected objectives in the mathematics basic curriculum, the material is intended to stimulate interest in both mathematics and the professional world. The first section of each component revolves around challenging and fun problems; the second section deals with practical aspects of math in everyday life; and the third component presents math problems similar to those students will encounter in contemporary life. The activities include narratives, puzzles, games, and other activities of high interest and low readability. Each section is introduced by a statement of learning objectives, the cognitive and affective domains and levels concerned, materials, key words, and guidelines for implementation. Each section also contains an exercise that is applied to life in the home and civic community. The student activities include exercises and evaluations based on the mathematical skill reviewed. The skills and life situations dealt with in this volume are (1) public services; (2) squares and square roots; (3) using fractions in marketing and distribution; and (4) decimals, fractions, and percentages in connection with business and office jobs. (AMH)

Basic Mathematics Review (BMR) is a remedial non-credit course at Essex Community College (Maryland) being taught on an individualized basis. Following diagnostic testing and placement, instruction utilizes programmed materials, tutors, and self-tests. Evaluation of the new individualized BMR and comparison with the traditional remedial course resulted in several conclusions: (1) students succeeding in BMR achieved significantly higher in credit mathematics courses than students not required to take BMR; (2) students who did not pass BMR, but took credit math courses, failed to achieve above "D" grades; (3) a greater percentage of students re-enrolled after failing BMR than those who failed the traditional course; (4) withdrawal percentages in credit math courses were lower for BMR graduates than for those not required to take BMR; (5) a smaller percentage of students passed the individualized BMR than the traditional remedial course; and (6) students who re-enrolled in BMR after failing had about the same rate of success as first-time students. (RN)

Basic Mathematics Review (BMR) is a remedial non-credit course at Essex Community College (Maryland) being taught on an individualized basis. Following diagnostic testing and placement, instruction utilizes programmed materials, tutors, and self-tests. Evaluation of the new individualized BMR and comparison with the traditional remedial course resulted in several conclusions: (1) students succeeding in BMR achieved significantly higher in credit mathematics courses than students not required to take BMR; (2) students who did not pass BMR, but took credit math courses, failed to achieve above "D" grades; (3) a greater percentage of students re-enrolled after failing BMR than those who failed the traditional course; (4) withdrawal percentages in credit math courses were lower for BMR graduates than for those not required to take BMR; (5) a smaller percentage of students passed the individualized BMR than the traditional remedial course; and (6) students who re-enrolled in BMR after failing had about the same rate of success as first-time students. (RN)

GRADES OR AGES: Grades 9-12. SUBJECT MATTER: Basic mathematics. ORGANIZATION AND PHYSICAL APPEARANCE: The guide has three main sections--general mathematics, applied mathematics, and senior mathematics. The material in each section is set out in four columns--major areas, significant anticipated outcomes, observations and suggestions, and references and films. The guide is mimeographed and spiral bound with a soft cover. OBJECTIVES AND ACTIVITIES: Objectives are listed at the beginning of each section. The content of the major areas is described but activities are not specified in detail. INSTRUCTIONAL MATERIALS: Texts, films, and filmstrips are listed for the major areas, and a bibliography and list of film distributors is given at the end of each section. STUDENT ASSESSMENT: A multiple choice test is included for use in evaluating basic concepts of mathematics studied in each of the three sections. (MBM)

Mathematical modeling and its role in mathematics education have been receiving increasing attention in Turkey, as in many other countries. The growing body of literature on this topic reveals a variety of approaches to mathematical modeling and related concepts, along with differing perspectives on the use of mathematical modeling in teaching and learning mathematics in terms of definitions of models and modeling, the theoretical backgrounds of modeling, and the nature of questions used in teaching modeling. This study focuses on two issues. The first section attempts to develop a unified perspective about mathematical modeling. The second section analyzes and discusses two approaches to the use of modeling in mathematics education, namely modeling as a means of teaching mathematics and modeling as an aim of teaching mathematics.

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This study explores how adults' perspectives, intentions, blockages, resistance, and fascinations are reconstructed during a mathematics course in adult basic education. These aspects are discussed as important building blocks for developing theory in adult educational research. Adult mathematics education was compared in different institutional settings--adult basic education, adult vocational training, and informal general education. Results showed two dilemmas faced by educational planners and teachers in adult basic mathematics: (1) how to meet the adult learner's already established conceptions and procedures; and (2) how to support democratic classroom decisions. (KHR)

Instructors in the Navy's Basic Electricity and Electronics (BE/E) schools were presented with a list of 70 mathematical skills and asked to indicate (1) how important they were to successful BE/E school performance and (2) whether they were prerequisite, reviewed, or taught in the schools. Also, they were asked to state the number and type of performance aids used in the course and during the exam. Responses showed that, of the 70 skills surveyed, 21 were rated as affecting performance. Based on survey results, a mathematics test was developed to assess BE/E student performance on skills rated as affecting performance, and administered to groups of students entering and graduating from BE/E school. Results showed that student performance was marginal in most topic areas considered critical to course performance by instructors. This suggests that either the instructors overrated the importance of these skills or the criteria for successful BE/E completion are too low. (Author)

xi, 276 p. : 24 cm

1Lilac Fairy Book

By Andrew Lang

Andrew Lang's Fairy Books or Andrew Lang's "Coloured" Fairy Books are a twelve-book series of fairy tale collections. Although Andrew Lang did not collect the stories himself from the oral tradition, the extent of his sources (who had collected them originally), made them an immensely influential collection, especially as he used foreign-language sources, giving many of these tales their first appearance in English. As acknowledged in the prefaces, although Lang himself made most of the selections, his wife and other translators did a large portion of the translating and telling of the actual stories. Many of them were illustrated by Henry J. Ford. Lancelot Speed also did some illustrations. (Summary from Wikipedia)

2Blue Fairy Book

By Andrew Lang

Andrew Lang's Blue Fairy Book (1889) was a beautifully produced and illustrated edition of fairy tales that has become a classic. This was followed by many other collections of fairy tales, collectively known as Andrew Lang's Fairy Books. (Wikipedia)

3Yellow Fairy Book

By Andrew Lang

"Andrew Lang's Fairy Books or Andrew Lang's "Coloured" Fairy Books are a twelve-book series of fairy tale collections. Although Andrew Lang did not collect the stories himself from the oral tradition, the extent of his sources (who had collected them originally), made them an immensely influential collection, especially as he used foreign-language sources, giving many of these tales their first appearance in English. As acknowledged in the prefaces, although Lang himself made most of the selections, his wife and other translators did a large portion of the translating and telling of the actual stories." (summary from Wikipedia)

4Red Fairy Book

By Andrew Lang

<i>The Red Fairy Book</i> is the second in a series of twelve books known as <i>Andrew Lang's Fairy Books</i> or <i>Andrew Lang's "Coloured" Books</i>. The series was immensely popular and proved of great influence in children's literature, increasing the popularity of fairy tales over tales of real life. (Summary adapted from Wikipedia)

5Green Fairy Book

By Andrew Lang

Andrew Lang's Fairy Books or Andrew Lang's "Coloured" Fairy Books constitute a twelve-book series of fairy tale collections. Although Andrew Lang did not collect the stories himself from the oral tradition, the extent of his sources, who had collected them originally (with the notable exception of Madame d'Aulnoy), made them an immensely influential collection, especially as he used foreign-language sources, giving many of these tales their first appearance in English. As acknowledged in the prefaces, although Lang himself made most of the selections, his wife and other translators did a large portion of the translating and telling of the actual stories.<br><br>"The irony of Lang's life and work is that although he wrote for a profession—literary criticism; fiction; poems; books and articles on anthropology, mythology, history, and travel ... he is best recognized for the works he did not write."<br /><br /> Many of the books were illustrated by Henry J. Ford, Lancelot Speed, and G. P. Jacomb-Hood also contributed some illustrations.

6Crimson Fairy Book

By Andrew Lang

The Crimson Fairy Book contains thirty-six stories collected from around the world and edited by Andrew Lang. Many tales in this book are translated, or adapted, from those told by mothers and nurses in Hungary; others are familiar to Russian nurseries; the Servians are responsible for some; a rather peculiarly fanciful set of stories are adapted from the Roumanians; others are from the Baltic shores; others from sunny Sicily; a few are from Finland, and Iceland, and Japan, and Tunis, and Portugal. No doubt many children will like to look out these places on the map, and study their mountains, rivers, soil, products, and fiscal policies, in the geography books. The peoples who tell the stories differ in colour; language, religion, and almost everything else; but they all love a nursery tale. The stories have mainly been adapted or translated by Mrs. Lang, a few by Miss Lang and Miss Blackley. (Summary from the preface)

7Short History of Scotland

By Andrew Lang

A Short History of Scotland is a concise introduction to the history of Scotland from Roman times to the last Jacobite rebellion, written by the author of a much longer Scottish history. (Summary by Sibella Denton.)

8Arabian Nights Entertainments

By Andrew Lang

The Arabian Nights is a collection of Perso-Arabic folk tales and other stories. The collection, or at least certain stories drawn from it (or purporting to be drawn from it), became widely known in the West from the 18th century, after it was translated from the Arabic — first into French and then into English and other European languages. The first English language edition, based on Galland's French rather than the original Arabic, rendered the title as The Arabian Nights' Entertainment - and this, or simply The Arabian Nights, has been the title by which it has been best known to English-speaking people ever since. (Summary from Wikipedia)

9Antiquary

By Andrew Lang and Sir Walter Scott

Illegitimacy, false identity, and bankruptcy are the major elements of Sir Walter Scott's 1816 novel, The Antiquary. Set in the period of the French Revolution, the novel's hero, Lovel, struggles to gain repute and the hand of his beloved despite his uncertain parentage. During these pursuits, he befriends the title's antiquary, Johnathan Oldbuck, who finds Lovel a captive audience to his scholarly studies and a tragic likeness to his own disappointments in love. Readers will discover whether Lovel's acts of bravery and courage ultimately earn him the birth and fortunes of a nobleman. (Summary by S. Kovalchik)

10Orange Fairy Book

By Andrew Lang

Andrew Lang's Fairy Books or Andrew Lang's "Coloured" Fairy Books constitute a twelve-book series of fairy tale collections. Although Andrew Lang did not collect the stories himself from the oral tradition, the extent of his sources, who had collected them originally (with the notable exception of Madame d'Aulnoy), made them an immensely influential collection, especially as he used foreign-language sources, giving many of these tales their first appearance in English. As acknowledged in the prefaces, although Lang himself made most of the selections, his wife and other translators did a large portion of the translating and telling of the actual stories.<br><br>Many of the books were illustrated by Henry J. Ford. Lancelot Speed, and G. P. Jacomb Hood also contributed some illustrations. (Summary by Wikipedia)

11Pink Fairy Book

By Andrew Lang

All people in the world tell nursery tales to their children, and the stories are apt to be like each other everywhere. A child who has read the Blue and Red and Yellow Fairy Books will find some old friends with new faces in the Pink Fairy Book. Courage, youth, beauty, kindness, have many trials, but they always win the battle; while witches, giants, unfriendly cruel people, are on the losing hand. So it ought to be, and so, on the whole, it is and will be; and that is all the moral of fairy tales. We cannot all be young, alas! and pretty, and strong; but nothing prevents us from being kind, and no kind man, woman, or beast or bird, ever comes to anything but good in these oldest fables of the world. (Summary of the Author's Preface by Elliott Miller)

12He

By Andrew Lang and Walter Herries Pollock

This book is a parody of the famous swashbuckling novel, She, by H. Rider Haggard. (summary by Neeru Iyer)<br><br>You will not think, therefore, that the respectful Liberty we have taken with your Wondrous Tale... indicates any lack of Loyalty to our Lady Ayesha.<br><br>Her beauties are beyond the reach of danger from Burlesque, nor does her form flit across our humble pages. (taken from the Dedication)<br /><br /> The characters of Editor and Publisher, who make comments throughout the story were read by: Editor – <a href="http://librivox.org/reader/3588">Neeru Iyer</a> and Publisher – <a href="http://librivox.org/reader/2506">Julie VW</a>

13Grey Fairy Book

By Andrew Lang

The tales in the Grey Fairy Book are derived from many countries — Lithuania, various parts of Africa, Germany, France, Greece, and other regions of the world. They have been translated and adapted by Mrs. Dent, Mrs. Lang, Miss Eleanor Sellar, Miss Blackley, and Miss Hang. 'The Three Sons of Hali' is from the last century 'Cabinet des Fees,' a very large collection. The French author may have had some Oriental original before him in parts; at all events he copied the Eastern method of putting tale within tale, like the Eastern balls of carved ivory. The stories, as usual, illustrate the method of popular fiction. A certain number of incidents are shaken into many varying combinations, like the fragments of coloured glass in the kaleidoscope. Probably the possible combinations, like possible musical combinations, are not unlimited in number, but children may be less sensitive in the matter of fairies than Mr. John Stuart Mill was as regards music. (Summary from the preface)

This is a children's version of Jonathan Swift's novel <i>Gulliver's Travels</i>, from the <i>Told to the Children Series</i> (published in 1910). The children's adventure story covers Gulliver's visits to the lands of Lilliput and Brobdingnag. (Summary by Laurie Anne Walden)

15Olive Fairy Book

By Andrew Lang

Andrew Lang’s Olive Fairy Book (1907) was a beautifully produced and illustrated edition of fairy tales that has become a classic. This was followed by many other collections of fairy tales, collectively known as Andrew Lang’s Fairy Books. (Summary by Wikipedia)

16Brown Fairy Book

By Andrew Lang

Andrew Lang’s Brown Fairy Book (1904) was a beautifully produced and illustrated edition of fairy tales that has become a classic. This was one of many other collections of fairy tales, collectively known as Andrew Lang’s Fairy Books. (Summary by Wikipedia)

17Violet Fairy Book

By Andrew Lang

Andrew Lang’s Violet Fairy Book (1901) was a beautifully produced and illustrated edition of fairy tales that has become a classic. This was one of many other collections of fairy tales, collectively known as Andrew Lang’s Fairy Books. (Summary by Wikipedia)

Joan of Arc is a folk heroine of France and a Roman Catholic saint. Claiming divine guidance, she led the French army to several important victories during the Hundred Years' War, which paved the way for the coronation of Charles VII of France. Captured by her enemies, she was sold to the English and put on trial for charges of "insubordination and heterodoxy". She was burned at the stake for heresy when she was 19 years old. Twenty-five years after her execution, an inquisitorial court examined the trial, pronounced her innocent, and declared her a martyr. Joan of Arc was beatified in 1909 and canonized in 1920. She is one of the patron saints of France. Most of what is known today of her story comes from the detailed court records of her trials. (Summary by timothyFR)

19Letters to Dead Authors

By Andrew Lang

With twenty two letters, addressed to various already deceased authors, Andrew Lang discusses literary subjects with his usual humour and acidity. The impulse for the writing of the letters came, almost as a joke, from the editor of the 'St. James's Gazette,' and sixteen of the letters collected in the volume appeared first in that journal. According to the author, "some of the Letters are written rather to suit the Correspondent than to express the writer's own taste or opinions"; in all of them, though, the reader will find the charming wit of their author. (Summary by Leni)

LibriVox volunteers bring you 16 readings of <em>Romance</em> by Andrew Lang, probably best known as Edward Elgar's song <em>My Love Dwelt in a Northern Land</em>. Interestingly, Lang initially refused permission for his words to be used as lyrics, and Elgar's wife Alice wrote alternative words <em>Afar, amidst the Sunny Isles</em> for the song. However, Lang later relented and gave permission for his poem to be used. <br/><br />The poem was initially published in The Century Magazine, May 1882, and this is the version recorded here. Later collections of Lang's poetry omit the third verse. (Summary by Ruth Golding)

21Stories from the Faerie Queen

By Jean Lang and Edmund Spenser

A major work by Spenser, The Faerie Queen, was published between 1590 and 1596. As an allegorical work, it can be read on many levels. According to Jeanie Lang, Spenser always looked for the beautiful and the good when he wrote. Lang said, "There are many stories in The Faerie Queen, and out of these all I have told you only eight." The eight are "Una and the Lion," "St. Gergoe and the Dragon," "Britomart and the Magic Mirror," "The Quest of Sir Gregory," "Pastorella," "Cambell and Triamond," "Marinell the Sea-Nymph's Son," and "Flormell and the Witch." - Summary by Bill Boerst

22Old Friends, Essays in Epistolary Parody

By Andrew Lang

"Every fancy which dwells much with the unborn and immortal characters of Fiction must ask itself, Did the persons in contemporary novels never meet? In so little a world their paths must often have crossed, their orbits must have intersected, though we hear nothing about the adventure from the accredited narrators. In historical fiction authors make their people meet real men and women of history—Louis XI., Lazarus, Mary Queen of Scots, General Webbe, Moses, the Man in the Iron Mask, Marie Antoinette; the list is endless. But novelists, in spite of Mr. Thackeray’s advice to Alexandre Dumas, and of his own example in “Rebecca and Rowena,” have not introduced each other’s characters" (from the Introduction). In this volume, Andrew Lang shows, what a letter from one fictional character to another might look like.

23Tales of King Arthur and the Round Table (version 2)

By Andrew Lang

The tales of King Arthur and his Knights are of Celtic origin. The Celts were the people who occupied Britain at the time when the history of the country opens, and a few words are necessary to explain why the characters in the stories act and speak as though they belonged to a later age. These stories are adapted from the Book of Romance by ANDREW LANG.<br /><br /> It is believed that King Arthur lived in the sixth century, just after the Romans withdrew from Britain, and when the Britons, left to defend themselves against the attacks of the marauding Saxons, rose and defeated them at Mount Badon, securing to themselves peace for many years. It was probably about this time that King Arthur and his company of Knights performed the deeds which were to become the themes of stories and lays for generations afterwards.<br /><br /> In olden times, it was the custom of minstrels and story-tellers to travel through the land from court to court, telling of tales of chivalry and heroism, and for many centuries the tales of King Arthur formed the stock from which the story-teller drew.<br /><br /> In this way the stories came to be handed down from father to son, in Brittany (whose people are of the same family as the Welsh) as well as in Wales and England, and by this means alone were they prevented from being lost. But in the reigns of Henry II. and Richard I., they were set down on paper, and so became literature. Before this, however, a British writer had written out some of the tales, and from him as well as from the lips of the bards and story-tellers of their own generation, the writers in the time of Henry II. were able to collect their information. One of the most famous of the books compiled by old English writers was the “Historia Britonum,” which was written (in Latin) by Geoffrey, Bishop of Asaph. It contained an account of a war which King Arthur waged in Western Europe, but made no mention of the Holy Grail.<br /><br /> From this and other books of romances compiled in England, and very largely, too, from books of French romances, Sir Thomas Malory obtained the material for his “Morte d’Arthur,” which was written in 1470. This is the most famous of the early books of Arthurian legend, and it is from the “Morte d’Arthur” that most of the stories in this book are taken. Some, however, are taken from the “High History of the Holy Graal,” translated from the French by Dr. Sebastian Evans. The language throughout has been modified with a view to making the legends more easy of study. - Summary by The introduction and BC

24Tales Of King Arthur And The Round Table

By Andrew Lang

The tales of King Arthur and his Knights are of Celtic origin. The Celts were the people who occupied Britain at the time when the history of the country opens… It is believed that King Arthur lived in the sixth century, just after the Romans withdrew from Britain… the stories came to be handed down from father to son, in Brittany (whose people are of the same family as the Welsh) as well as in Wales and England… [story-tellers altered the stories to suit their times down through the centuries] …and so in their altered and historically inaccurate form they have reached us at the present day. …Sir Thomas Malory obtained the material for his “Morte d’Arthur,” which was written in 1470. This is the most famous of the early books of Arthurian legend, and it is from the “Morte d’Arthur” that most of the stories in this book are taken…. The language throughout has been modified with a view to making the legends more easy of study. - Summary by Book Introduction and david wales

25Tales of Troy: Ulysses the Sacker of Cities

By Andrew Lang

These are short stories about the life of Ulysses, the stealing of Helen, Paris, battles, Trojan horses, and more! - Summary by Maggie Travers

26Strange Story Book

By Leonora Blanche Lang

A collection of stories compiled by the widow of the renowned children's short-story collector, Andrew Lang. She describes this as the final installment of his series of fairy stories and includes some of those stories he had not included in other collections. In the preface, she pays tribute to her husband, saying he liked old things more than new, he loved all beasts' because they were beasts', fairies, cricket and dancing. He longed to visit far away places, but hated to travel. But most of all he befriended children wherever he went and they shared stories with him. Only his own children mocked him. - Summary by Lynne Thompson

27Strange Story Book (version 2)

By Leonora Blanche Lang

This is the last book in the The Andrew Lang "Color" Fairy Books series published after his death by his wife. She wrote the stories and he had edited them before his demise. It is a collection of stories that are a bit different than the Fairy Books: still colorful and well written but telling tales about decidedly odd topics. A word of <font color="red">Caution: </font> please read the stories before your children do, some of them contain some violent imagery. - Summary by Linda Andrus