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From an early age, children are able to distinguish between morals and conventions. Bilingual children differ from monolingual children in their early experience with language conventions, as they learn and use two different conventional systems of communication. The present study explores whether bilinguals' unique experience with the concept of language as a social-convention affects their developing understanding not only of language conventions, but of moral and social conventions as well.

From an early age, children are able to distinguish between morals and conventions. Bilingual children differ from monolingual children in their early experience with language conventions, as they learn and use two different conventional systems of communication. The present study explores whether bilinguals' unique experience with the concept of language as a social-convention affects their developing understanding not only of language conventions, but of moral and social conventions as well.

From an early age, children are able to distinguish between morals and conventions. Bilingual children differ from monolingual children in their early experience with language conventions, as they learn and use two different conventional systems of communication. The present study explores whether bilinguals' unique experience with the concept of language as a social-convention affects their developing understanding not only of language conventions, but of moral and social conventions as well.

From an early age, children are able to distinguish between morals and conventions. Bilingual children differ from monolingual children in their early experience with language conventions, as they learn and use two different conventional systems of communication. The present study explores whether bilinguals' unique experience with the concept of language as a social-convention affects their developing understanding not only of language conventions, but of moral and social conventions as well.

The product of a study documenting the classroom writing behavior of three kindergarten and three second grade students, this research report focuses on the kindergarten data. Following an introductory chapter describing the theoretical assumptions underlying the project, the research questions posed, and the provisions made to insure reliable and valid data, chapter two cites related research on early literacy, describes the present study, and presents a case study of a male student. Chapter three offers case studies of two female students. Both chapters two and three contain descriptions of student writing tasks, copying and free writing skills, and school success and chapter four details three children's behavior while copying words. Chapter five records the study's findings, which include the following: (1) written language is a system the children reconstruct as they interact with the environment, (2) children look for patterns in the construction of writing tasks, (3) the decontextualized nature of written language poses a significant problem for the children, (4) separating meaning from encoding in writing instruction does not help students learn how graphics and intentions are connected, and (5) personal interactions during writing affect writing strategies and outcomes. In addition, the report suggests the need to adapt school tasks to individual needs. Appendixes include observation sheets and recorded data. (MM)

The product of a study documenting the classroom writing behavior of three kindergarten and three second grade students, this research report focuses on the kindergarten data. Following an introductory chapter describing the theoretical assumptions underlying the project, the research questions posed, and the provisions made to insure reliable and valid data, chapter two cites related research on early literacy, describes the present study, and presents a case study of a male student. Chapter three offers case studies of two female students. Both chapters two and three contain descriptions of student writing tasks, copying and free writing skills, and school success and chapter four details three children's behavior while copying words. Chapter five records the study's findings, which include the following: (1) written language is a system the children reconstruct as they interact with the environment, (2) children look for patterns in the construction of writing tasks, (3) the decontextualized nature of written language poses a significant problem for the children, (4) separating meaning from encoding in writing instruction does not help students learn how graphics and intentions are connected, and (5) personal interactions during writing affect writing strategies and outcomes. In addition, the report suggests the need to adapt school tasks to individual needs. Appendixes include observation sheets and recorded data. (MM)

This study investigated the academic achievement of students at the end of the school year in knowledge of gravity, acceleration, and the relationship between distance, time, and speed. The students' teachers were in the Cheche Konnen professional development seminar for three years. Participating grade levels included a heterogeneous, combined 1st/2nd grade elementary classroom, a combined 5th/6th grade Haitian Creole bilingual classroom, and a heterogeneous 7th grade science class. (Contains 10 references.) (YDS)

This project will use data from the Early Head Start Family and Child Experiences study (Baby FACES; Vogel & Boller, 2009-2012), a longitudinal dataset providing information on Early Head Start (EHS) children, families, EHS professionals (teachers and/or home visitors), and programs. Baby FACES is especially strong for understanding children’s earliest developmental contexts and provides multifaceted, longitudinal data on their home and EHS contexts consisting of direct observations of children’s development and parenting quality, observational assessments of EHS quality using reliable and well-validated measures, and rich descriptive reports of children’s home environments. Importantly, Baby FACES focuses exclusively on low-income families with young children, a population that is of critical interest for developmental science and public policy. This interdisciplinary study will seek to contribute to our understanding of children’s development and parenting within low-income families while illuminating the specific roles that EHS may play in best supporting children and their families. We will accomplish the project goal by addressing three aims. First, utilizing a person-centered approach, we will identify patterns of family ecological risks among the EHS population when children were 1 year old and examine how child characteristics and EHS experiences are differentially associated with the identified risk profiles. Second, we will examine how the ecological risk profiles are associated with children’s development and parenting quality at age 3. Third, we will consider how EHS experiences from ages 1 to 3 moderate associations between the ecological risk profiles and children’s development and parenting quality. Findings will inform the design and targeting of EHS services and help to inform other programs and policies aimed at supporting low-income children’s development and the capacities of their parents.

This project will use data from the Early Head Start Family and Child Experiences study (Baby FACES; Vogel & Boller, 2009-2012), a longitudinal dataset providing information on Early Head Start (EHS) children, families, EHS professionals (teachers and/or home visitors), and programs. Baby FACES is especially strong for understanding children’s earliest developmental contexts and provides multifaceted, longitudinal data on their home and EHS contexts consisting of direct observations of children’s development and parenting quality, observational assessments of EHS quality using reliable and well-validated measures, and rich descriptive reports of children’s home environments. Importantly, Baby FACES focuses exclusively on low-income families with young children, a population that is of critical interest for developmental science and public policy. This interdisciplinary study will seek to contribute to our understanding of children’s development and parenting within low-income families while illuminating the specific roles that EHS may play in best supporting children and their families. We will accomplish the project goal by addressing three aims. First, utilizing a person-centered approach, we will identify patterns of family ecological risks among the EHS population when children were 1 year old and examine how child characteristics and EHS experiences are differentially associated with the identified risk profiles. Second, we will examine how the ecological risk profiles are associated with children’s development and parenting quality at age 3. Third, we will consider how EHS experiences from ages 1 to 3 moderate associations between the ecological risk profiles and children’s development and parenting quality. Findings will inform the design and targeting of EHS services and help to inform other programs and policies aimed at supporting low-income children’s development and the capacities of their parents.

This project will use data from the Early Head Start Family and Child Experiences study (Baby FACES; Vogel & Boller, 2009-2012), a longitudinal dataset providing information on Early Head Start (EHS) children, families, EHS professionals (teachers and/or home visitors), and programs. Baby FACES is especially strong for understanding children’s earliest developmental contexts and provides multifaceted, longitudinal data on their home and EHS contexts consisting of direct observations of children’s development and parenting quality, observational assessments of EHS quality using reliable and well-validated measures, and rich descriptive reports of children’s home environments. Importantly, Baby FACES focuses exclusively on low-income families with young children, a population that is of critical interest for developmental science and public policy. This interdisciplinary study will seek to contribute to our understanding of children’s development and parenting within low-income families while illuminating the specific roles that EHS may play in best supporting children and their families. We will accomplish the project goal by addressing three aims. First, utilizing a person-centered approach, we will identify patterns of family ecological risks among the EHS population when children were 1 year old and examine how child characteristics and EHS experiences are differentially associated with the identified risk profiles. Second, we will examine how the ecological risk profiles are associated with children’s development and parenting quality at age 3. Third, we will consider how EHS experiences from ages 1 to 3 moderate associations between the ecological risk profiles and children’s development and parenting quality. Findings will inform the design and targeting of EHS services and help to inform other programs and policies aimed at supporting low-income children’s development and the capacities of their parents.

This project will use data from the Early Head Start Family and Child Experiences study (Baby FACES; Vogel & Boller, 2009-2012), a longitudinal dataset providing information on Early Head Start (EHS) children, families, EHS professionals (teachers and/or home visitors), and programs. Baby FACES is especially strong for understanding children’s earliest developmental contexts and provides multifaceted, longitudinal data on their home and EHS contexts consisting of direct observations of children’s development and parenting quality, observational assessments of EHS quality using reliable and well-validated measures, and rich descriptive reports of children’s home environments. Importantly, Baby FACES focuses exclusively on low-income families with young children, a population that is of critical interest for developmental science and public policy. This interdisciplinary study will seek to contribute to our understanding of children’s development and parenting within low-income families while illuminating the specific roles that EHS may play in best supporting children and their families. We will accomplish the project goal by addressing three aims. First, utilizing a person-centered approach, we will identify patterns of family ecological risks among the EHS population when children were 1 year old and examine how child characteristics and EHS experiences are differentially associated with the identified risk profiles. Second, we will examine how the ecological risk profiles are associated with children’s development and parenting quality at age 3. Third, we will consider how EHS experiences from ages 1 to 3 moderate associations between the ecological risk profiles and children’s development and parenting quality. Findings will inform the design and targeting of EHS services and help to inform other programs and policies aimed at supporting low-income children’s development and the capacities of their parents.

This paper examines art, a discipline that bears striking parallels, and differences, in the way it is practiced and valued in the United States and Japan. In Japan, art is a valued part of the elementary curriculum warranting as much time as science and social studies. In the United States, art is generally thought of as something extra to do if there is time left over from more traditionally academic subjects. In Japan, art is taught systematically through a series of graded textbooks, In the United States, giving the children time and materials is often the method practiced with great variation among classrooms. In this study middle class Japanese and U.S. children of ages 6, 8, or 10 years were given paper and colored pencils and asked to draw a picture of "a mother and father holding hands in a park. Their baby is in front of them and two trees are behind them." Each drawing was scored to correspond to one of four levels: (1) preaxial, (2) uniaxial, (3) biaxial, and (4) integrated biaxial. Despite almost identical compositional scores, there were noticeable differences in appearance between the drawings from the two countries. At 6 years of age, Japanese children drew scenes with more objects than requested. Very few of the U.S. 6-year-olds' drawings showed the same diversity of objects and attention to detail. At age 8, Japanese children attempted to depict objects in three dimensions more often than U.S. children. At 10, Japanese children drew more expressive figures. The findings of the study suggest that conceptual understanding is different from achievement. (DK)

This paper examines art, a discipline that bears striking parallels, and differences, in the way it is practiced and valued in the United States and Japan. In Japan, art is a valued part of the elementary curriculum warranting as much time as science and social studies. In the United States, art is generally thought of as something extra to do if there is time left over from more traditionally academic subjects. In Japan, art is taught systematically through a series of graded textbooks, In the United States, giving the children time and materials is often the method practiced with great variation among classrooms. In this study middle class Japanese and U.S. children of ages 6, 8, or 10 years were given paper and colored pencils and asked to draw a picture of "a mother and father holding hands in a park. Their baby is in front of them and two trees are behind them." Each drawing was scored to correspond to one of four levels: (1) preaxial, (2) uniaxial, (3) biaxial, and (4) integrated biaxial. Despite almost identical compositional scores, there were noticeable differences in appearance between the drawings from the two countries. At 6 years of age, Japanese children drew scenes with more objects than requested. Very few of the U.S. 6-year-olds' drawings showed the same diversity of objects and attention to detail. At age 8, Japanese children attempted to depict objects in three dimensions more often than U.S. children. At 10, Japanese children drew more expressive figures. The findings of the study suggest that conceptual understanding is different from achievement. (DK)

Using data collected from kindergarten and second grade children in a study of young children's concepts about writing as reflected in their school writing behaviors, this report focuses on information gathered from second grade children. The introductory chapter restates the research questions guiding the study and briefly reviews the major conclusions drawn from the kidnergarten data presented in volume 1. The second chapter includes both a review of research relevant to the study of beginning writing in school and a review of the project's data collection techniques. This chapter also presents the case of Bonita, the least academically successful of the three second grade writers studied. By describing, first, the nature of school writing events and next, Bonita's variable behaviors across events, the chapter demonstrates her sensitivity to the social features of these events. The third chapter introduces Ayrio, one of Bonita's peers. By comparing Ayrio's behaviors to Bonita's, the chapter illustrates both similar dynamics at work and differences in their behaviors that appeared related to differences in their social lives within and outside the classroom. Specifically, Ayrio's case highlights the potential role of peers in writing growth. The fourth chapter focuses on Duranne, whose case highlights home influences. Again, by comparing Duranne's own behaviors across events and by comparing her behaviors to Bonita's and Ayrio's, the chapter demonstrates a child's sensitivity to writing as a social activity. The final chapter is a summary of the major conclusions of the study, including an overview of the kindergarten and the second grade data analysis. (HOD)

Using data collected from kindergarten and second grade children in a study of young children's concepts about writing as reflected in their school writing behaviors, this report focuses on information gathered from second grade children. The introductory chapter restates the research questions guiding the study and briefly reviews the major conclusions drawn from the kidnergarten data presented in volume 1. The second chapter includes both a review of research relevant to the study of beginning writing in school and a review of the project's data collection techniques. This chapter also presents the case of Bonita, the least academically successful of the three second grade writers studied. By describing, first, the nature of school writing events and next, Bonita's variable behaviors across events, the chapter demonstrates her sensitivity to the social features of these events. The third chapter introduces Ayrio, one of Bonita's peers. By comparing Ayrio's behaviors to Bonita's, the chapter illustrates both similar dynamics at work and differences in their behaviors that appeared related to differences in their social lives within and outside the classroom. Specifically, Ayrio's case highlights the potential role of peers in writing growth. The fourth chapter focuses on Duranne, whose case highlights home influences. Again, by comparing Duranne's own behaviors across events and by comparing her behaviors to Bonita's and Ayrio's, the chapter demonstrates a child's sensitivity to writing as a social activity. The final chapter is a summary of the major conclusions of the study, including an overview of the kindergarten and the second grade data analysis. (HOD)

Using data collected from kindergarten and second grade children in a study of young children's concepts about writing as reflected in their school writing behaviors, this report focuses on information gathered from second grade children. The introductory chapter restates the research questions guiding the study and briefly reviews the major conclusions drawn from the kidnergarten data presented in volume 1. The second chapter includes both a review of research relevant to the study of beginning writing in school and a review of the project's data collection techniques. This chapter also presents the case of Bonita, the least academically successful of the three second grade writers studied. By describing, first, the nature of school writing events and next, Bonita's variable behaviors across events, the chapter demonstrates her sensitivity to the social features of these events. The third chapter introduces Ayrio, one of Bonita's peers. By comparing Ayrio's behaviors to Bonita's, the chapter illustrates both similar dynamics at work and differences in their behaviors that appeared related to differences in their social lives within and outside the classroom. Specifically, Ayrio's case highlights the potential role of peers in writing growth. The fourth chapter focuses on Duranne, whose case highlights home influences. Again, by comparing Duranne's own behaviors across events and by comparing her behaviors to Bonita's and Ayrio's, the chapter demonstrates a child's sensitivity to writing as a social activity. The final chapter is a summary of the major conclusions of the study, including an overview of the kindergarten and the second grade data analysis. (HOD)

This study examines problems related to (1) the development of children's understanding of temporal cycles, and (2) the relationship between cyclic concepts and cognitive development. Piagetian tests of classification and seriation and a variety of specially designed cyclic tasks were administered to 62 children, ranging in age from 4 to 10 years. Results show major progress in the representation of cyclic order and recurrence during the age period examined. The age patterns support the theoretical distinction between the cyclic features of order and recurrence. Children are able to produce a correct order of the elements of a cycle about two years earlier than they are able to distinguish permutations which preserve cyclic order from those which violate it. The ability to produce a correct order is related to seriation performance, but not classification performance, when the variance attributable to age is partialled out. Continuity responses appear to be unrelated to performance on either of the Piagetian tasks tested when age is controlled. (Author/BF)

By the age of 4, children typically have separate schema for relating events in the physical world and for relating events to associated mental states. Generally, these schema cannot be coordinated until around 6 years of age, when the ability to use them together yields a structure for assigning intentionality. This intentional structure develops until by adolescence the capacity exists for interpreting personal/character traits and history. These social structures develop throughout early and middle childhood and adolescence and are subject to societal processing constraints. To determine variations in development across cultural and class lines, a comparison was undertaken of performance in story composition and identification by middle socio-economic status (SES) children in Canada, the United States, and Japan and low-SES children in North America. While little difference was found in central social structure for the middle-SES groups in the three countries, low-SES group performance on tasks measuring central intentional structure was considerably below that of the middle-SES subjects. This difference might stem from differences between middle and low SES parent language usage, with middle groups using questions to have children display known information (similar to standard classroom questioning) and treating events in a decontextualized manner, thus aiding the development of children's intentional structure. (Charts of cognitive structures, tables, and 31 references are included.) (BCY)

By the age of 4, children typically have separate schema for relating events in the physical world and for relating events to associated mental states. Generally, these schema cannot be coordinated until around 6 years of age, when the ability to use them together yields a structure for assigning intentionality. This intentional structure develops until by adolescence the capacity exists for interpreting personal/character traits and history. These social structures develop throughout early and middle childhood and adolescence and are subject to societal processing constraints. To determine variations in development across cultural and class lines, a comparison was undertaken of performance in story composition and identification by middle socio-economic status (SES) children in Canada, the United States, and Japan and low-SES children in North America. While little difference was found in central social structure for the middle-SES groups in the three countries, low-SES group performance on tasks measuring central intentional structure was considerably below that of the middle-SES subjects. This difference might stem from differences between middle and low SES parent language usage, with middle groups using questions to have children display known information (similar to standard classroom questioning) and treating events in a decontextualized manner, thus aiding the development of children's intentional structure. (Charts of cognitive structures, tables, and 31 references are included.) (BCY)

By the age of 4, children typically have separate schema for relating events in the physical world and for relating events to associated mental states. Generally, these schema cannot be coordinated until around 6 years of age, when the ability to use them together yields a structure for assigning intentionality. This intentional structure develops until by adolescence the capacity exists for interpreting personal/character traits and history. These social structures develop throughout early and middle childhood and adolescence and are subject to societal processing constraints. To determine variations in development across cultural and class lines, a comparison was undertaken of performance in story composition and identification by middle socio-economic status (SES) children in Canada, the United States, and Japan and low-SES children in North America. While little difference was found in central social structure for the middle-SES groups in the three countries, low-SES group performance on tasks measuring central intentional structure was considerably below that of the middle-SES subjects. This difference might stem from differences between middle and low SES parent language usage, with middle groups using questions to have children display known information (similar to standard classroom questioning) and treating events in a decontextualized manner, thus aiding the development of children's intentional structure. (Charts of cognitive structures, tables, and 31 references are included.) (BCY)

By the age of 4, children typically have separate schema for relating events in the physical world and for relating events to associated mental states. Generally, these schema cannot be coordinated until around 6 years of age, when the ability to use them together yields a structure for assigning intentionality. This intentional structure develops until by adolescence the capacity exists for interpreting personal/character traits and history. These social structures develop throughout early and middle childhood and adolescence and are subject to societal processing constraints. To determine variations in development across cultural and class lines, a comparison was undertaken of performance in story composition and identification by middle socio-economic status (SES) children in Canada, the United States, and Japan and low-SES children in North America. While little difference was found in central social structure for the middle-SES groups in the three countries, low-SES group performance on tasks measuring central intentional structure was considerably below that of the middle-SES subjects. This difference might stem from differences between middle and low SES parent language usage, with middle groups using questions to have children display known information (similar to standard classroom questioning) and treating events in a decontextualized manner, thus aiding the development of children's intentional structure. (Charts of cognitive structures, tables, and 31 references are included.) (BCY)

By the age of 4, children typically have separate schema for relating events in the physical world and for relating events to associated mental states. Generally, these schema cannot be coordinated until around 6 years of age, when the ability to use them together yields a structure for assigning intentionality. This intentional structure develops until by adolescence the capacity exists for interpreting personal/character traits and history. These social structures develop throughout early and middle childhood and adolescence and are subject to societal processing constraints. To determine variations in development across cultural and class lines, a comparison was undertaken of performance in story composition and identification by middle socio-economic status (SES) children in Canada, the United States, and Japan and low-SES children in North America. While little difference was found in central social structure for the middle-SES groups in the three countries, low-SES group performance on tasks measuring central intentional structure was considerably below that of the middle-SES subjects. This difference might stem from differences between middle and low SES parent language usage, with middle groups using questions to have children display known information (similar to standard classroom questioning) and treating events in a decontextualized manner, thus aiding the development of children's intentional structure. (Charts of cognitive structures, tables, and 31 references are included.) (BCY)

By the age of 4, children typically have separate schema for relating events in the physical world and for relating events to associated mental states. Generally, these schema cannot be coordinated until around 6 years of age, when the ability to use them together yields a structure for assigning intentionality. This intentional structure develops until by adolescence the capacity exists for interpreting personal/character traits and history. These social structures develop throughout early and middle childhood and adolescence and are subject to societal processing constraints. To determine variations in development across cultural and class lines, a comparison was undertaken of performance in story composition and identification by middle socio-economic status (SES) children in Canada, the United States, and Japan and low-SES children in North America. While little difference was found in central social structure for the middle-SES groups in the three countries, low-SES group performance on tasks measuring central intentional structure was considerably below that of the middle-SES subjects. This difference might stem from differences between middle and low SES parent language usage, with middle groups using questions to have children display known information (similar to standard classroom questioning) and treating events in a decontextualized manner, thus aiding the development of children's intentional structure. (Charts of cognitive structures, tables, and 31 references are included.) (BCY)

By the age of 4, children typically have separate schema for relating events in the physical world and for relating events to associated mental states. Generally, these schema cannot be coordinated until around 6 years of age, when the ability to use them together yields a structure for assigning intentionality. This intentional structure develops until by adolescence the capacity exists for interpreting personal/character traits and history. These social structures develop throughout early and middle childhood and adolescence and are subject to societal processing constraints. To determine variations in development across cultural and class lines, a comparison was undertaken of performance in story composition and identification by middle socio-economic status (SES) children in Canada, the United States, and Japan and low-SES children in North America. While little difference was found in central social structure for the middle-SES groups in the three countries, low-SES group performance on tasks measuring central intentional structure was considerably below that of the middle-SES subjects. This difference might stem from differences between middle and low SES parent language usage, with middle groups using questions to have children display known information (similar to standard classroom questioning) and treating events in a decontextualized manner, thus aiding the development of children's intentional structure. (Charts of cognitive structures, tables, and 31 references are included.) (BCY)

By the age of 4, children typically have separate schema for relating events in the physical world and for relating events to associated mental states. Generally, these schema cannot be coordinated until around 6 years of age, when the ability to use them together yields a structure for assigning intentionality. This intentional structure develops until by adolescence the capacity exists for interpreting personal/character traits and history. These social structures develop throughout early and middle childhood and adolescence and are subject to societal processing constraints. To determine variations in development across cultural and class lines, a comparison was undertaken of performance in story composition and identification by middle socio-economic status (SES) children in Canada, the United States, and Japan and low-SES children in North America. While little difference was found in central social structure for the middle-SES groups in the three countries, low-SES group performance on tasks measuring central intentional structure was considerably below that of the middle-SES subjects. This difference might stem from differences between middle and low SES parent language usage, with middle groups using questions to have children display known information (similar to standard classroom questioning) and treating events in a decontextualized manner, thus aiding the development of children's intentional structure. (Charts of cognitive structures, tables, and 31 references are included.) (BCY)

By the age of 4, children typically have separate schema for relating events in the physical world and for relating events to associated mental states. Generally, these schema cannot be coordinated until around 6 years of age, when the ability to use them together yields a structure for assigning intentionality. This intentional structure develops until by adolescence the capacity exists for interpreting personal/character traits and history. These social structures develop throughout early and middle childhood and adolescence and are subject to societal processing constraints. To determine variations in development across cultural and class lines, a comparison was undertaken of performance in story composition and identification by middle socio-economic status (SES) children in Canada, the United States, and Japan and low-SES children in North America. While little difference was found in central social structure for the middle-SES groups in the three countries, low-SES group performance on tasks measuring central intentional structure was considerably below that of the middle-SES subjects. This difference might stem from differences between middle and low SES parent language usage, with middle groups using questions to have children display known information (similar to standard classroom questioning) and treating events in a decontextualized manner, thus aiding the development of children's intentional structure. (Charts of cognitive structures, tables, and 31 references are included.) (BCY)

For their 61st annual conference, the Association of Literacy Educators and Researchers (ALER) met in St. Petersburg, Florida. This year's conference theme was "Engaging All Readers through Explorations of Literacy, Language, and Culture," which was also used as the title for this year's "Yearbook." This "Yearbook" contains articles about innovative strategies for teachers and teacher leaders, research trends within teacher education programs, and innovative and seminal strategies for preservice teachers. Included are double-peer reviewed papers, the presidential address, and the keynote address: (1) Systems Without a Process: Know What To Do and Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning and Academic Language in Economics (Chang Yuan); (4) "There Might Be Words on the Screen, but it's Not the Same": Engaging Tweens in Literacy through Minecraft Book Groups (Carolyn Stufft); (5) Stranger than Nonfiction: Identifying and Modeling Text Structures in Fiction Picturebooks (Tracey S. Hodges and Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging to Make Meaning During Read Alouds (Erin Greeter); (7) Research on Reader's Theater (Faida Stokes and Chase Young); (8) What DO they do all day?: Field Experiences in Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, and Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact of Digital Literacy and Problem-Based Learning on Fourth Graders' Vocabulary and General Reading Outcomes (James E. Gentry, Chris Sloan, and Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path to Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, and Angela Curfman); (11) High Stakes Testing in Teacher Education: Responses and Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, and Jean Vintinner); (12) The Lasting Impact of a University Common Reading Program (Kristen Ferguson, Natalya Brown, and Linda Piper); (13) Honoring All of the Language Arts: A Constructivist Approach to Preservice Teachers' Classroom Observations (Delane Bender-Slack and Teresa Young); (14) Preservice Teachers' Sense of Efficacy for Literacy Instruction: Examination of an Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, and Maureen Sullivan); (15) Cohort Participation: Impact on Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, and Stephanie Bernander); (16) Disrupting the University Curriculum: Engaging Preservice Teachers in a Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, and Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring the Reading Habits of Preservice Teachers in a Children's Literature Course (Bethanie Pletcher and Tomas Espinosa); (18) Shaping and Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson and Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics and Phonemic Awareness in a Teacher Preparation Program: An Analysis of the Achievement and Perceptions of Pre-Service Teachers (Stacey Bose); (21) The Power of Family Involvement: Preparing Preservice Teachers to Understand More about the Out of School Literacy Lives and Cultures of Children (Kathryn V. Dixon, Martha M. Foote, and Juan J. Araujo with Rhonda Clark, Carol Revelle, and Tami Morton); (22) Supporting the Literacy Development of At-Risk First Time College Students through the Exploration of Language and Culture (Connie Briggs, Patricia A. Watson, and Ivan Dole); and (23) Exploring the Reading Strategy Use of EFL College Students: Tri-lingual Chinese Students Attending a University in Korea (Kay Hong-Nam and Susan Szabo). [For the Thirty-Ninth Yearbook, see ED594524.]

This document reports on a small-group teaching experiment whose goal was to understand how fourth- and sixth-grade children develop concepts of common and decimal fractions. Both the Grade 6 and the Grade 4/5 children were taught common and decimal fractions through discussion and by using manipulatives, beginning with basic concepts of common fractions. Results showed: (1) common fractions were initially interpreted as parts of a whole, using region models; (2) Grade 6 students seemed to find manipulatives helpful, but Grade 4 students used manipulatives less and seemed more interested in completing as many questions as they could without recourse to manipulatives; (3) students were able to relate common and decimal fractions; (4) most students could develop fraction and decimal concepts, learn the associated operations meaningfully, and perform satisfactorily on end-of-unit tests; and (5) teachers felt they had learned much from their involvement in the project, including: the need for clarification of roles of researcher and teacher, importance of student interviews, usefulness of journals and student-constructed questions, and judicious use of worksheets. Appendices contain reports of lessons in Grade 4 and Grade 6, project evaluation by teachers and researchers, pre- and post-test questions, interview questions and transcripts, and worksheets. Contains 14 references. (MKR)

The hypothesis was investigated that, in a structured interview, older children and children from divorced families would express more complex, abstract, and integrated reasoning about marriage and divorce than younger children and children in intact families. It was further hypothesized that children with divorced parents would reach a more complex understanding of family relationships than children whose parents have not separated. Subjects were 119 children between the ages of 5 and 10 in kindergarten and the second and fourth grades. Children were asked both open- and close-ended questions about five main themes in reference to a story line that was illustrated with paper dolls. Themes were: (1) marriage; (2) divorce of a couple without children; (3) divorce of a couple with young children; (4) remarriage; and (5) stepparents. Children were asked questions on marriage and divorce as social institutions and as personal possibilities and on the benefits, problems, and reasons for these marital situations. Findings indicated that the age of the child, not parents' marital status, predicts children's understanding of marriage and divorce. Older children were more likely to express more concrete and practical, and complex and psychological reasoning, than younger children. Younger children were more likely to focus on obvious, superficial behaviors and appearances of spouses, stepparents, and stepchildren. (RH)

A model for helping classroom teachers understand and evaluate the growth of children in oral and written compositions is presented. The recommended procedure is centered around T-unit analysis. The following sequence is one possible way the T-unit analysis procedure might be used by an elementary school teacher: (1) Divide all the sentences of a pupil's composition into T-units; (2) Divide the total number of words in the composition by the total number of T-units, which will reveal the average length of the pupil's T units; (3) Analyze each sentence in the composition in terms of the number of T-units, number of words per T-unit, ways in which subordination and coordination are indicated, means for the development of characterization, nominals, adverbials and any other measures which affect T-unit length; (4) Prepare a summary outline based on the analysis of sentences including T-unit measures, features of the pupil's syntax, methods utilized for developing characterizations, plot structure analysis, and story interpretation; and (5) Write an evaluation based on the data obtained in steps 1 to 4. This method is illustrated with dictated oral compositions of two grade 1 students. The chief benefit of this procedure is the insights it gives the teacher as to the syntactic performance of his pupils. (Author/DB)

This study assesses 7- to 12-year-old children's abilities to understand the figural and metrical aspects of rhythm. Tasks were developed to assess children's ability to (1) make figural and metrical descriptions, (2) interpret figural and metrical descriptions, (3) produce the metrical hierarchy through drumming, (4) describe the metrical hierarchy, and (5) relate the metrical hierarchy to the surface durations of a melody. Tasks were presented individually through a standardized clinical interview to 72 children in second through seventh grades. Nonparametric statistics were used to test for significant differences across age groups and between musically trained and untrained subjects; protocol analyses were related to quantitative findings. Results indicated that the differences between musically trained and untrained children in terms of metrical understanding are not as strong as would have been expected from prior research. Additionally, it was found that all children were able to understand both figural and metrical forms to differing degrees; musically trained children did not lose their figural understanding in the process of developing their metrical abilities. Findings are discussed in terms of music education practices. Suggestions for highlighting the figural aspects of rhythm are given, and ways of moving to metrical descriptions are discussed. It is argued that teachers and students should learn to integrate the figural and metrical forms at all levels of musical training and performance. (Author/RH)

In this study, Piagetian theory is extended to explore ways in which children construct their understanding of our notational system and place value. Eighty children aged 4 to 9 were asked to group objects, draw pictures of grouped quantities, write numerals to indicate amounts, and theorize about the relationship between their written numerals and drawn quantities. Developmental levels were inferred for these and other tasks, and level x age analyses were performed. Eighteen hypotheses that children brought to bear on the meaning of the notational marks in relation to the symbolized quantities were formed, and were grouped into five developmental levels. Among the patterns that emerged was a developmental sequence in the kinds of ideas used by children, singly and in combination. Children's understanding of place value seems to be built in phases over a long period of time, in conjunction with other kinds of knowledge. Some developmental relations were evident; however, the children appeared to have many theories that intruded upon their understanding of the numeration system. Some parallel findings between the historical development of our system and the developing knowledge of that system in children are pointed out. A selection of the children's graphic productions is appended. (Author/MNS)

Charlotte Turner Smith (1749 – 1806) was an English poet and novelist. She initiated a revival of the English sonnet, helped establish the conventions of Gothic fiction, and wrote political novels of sensibility.<br /><br />It was in 1784, in debtor's prison with her husband Benjamin, that she wrote and published her first work, Elegiac Sonnets. The work achieved instant success, allowing Charlotte to pay for their release from prison. Smith's sonnets helped initiate a revival of the form and granted an aura of respectability to her later novels.<br /><br />Stuart Curran, the editor of Smith's poems, has written that Smith is "the first poet in England whom in retrospect we would call Romantic". She helped shape the "patterns of thought and conventions of style" for the period. Romantic poet William Wordsworth was the most affected by her works. He said of Smith in the 1830s that she was "a lady to whom English verse is under greater obligations than are likely to be either acknowledged or remembered". By the second half of the nineteenth century, however, Smith was largely forgotten.

2Wealth of Nations, Book 1

By Adam Smith

An Inquiry into the Nature and Causes of the Wealth of Nations is the magnum opus of the Scottish economist Adam Smith, published on March 9, 1776 during the Scottish Enlightenment. It is a clearly written account of political economy at the dawn of the Industrial Revolution, and is widely considered to be the first modern work in the field of economics. (Summary from Wikipedia)

"How selfish soever man may be supposed, there are evidently some principles in his nature, which interest him in the fortunes of others, and render their happiness necessary to him, though he derives nothing from it, except the pleasure of seeing it." (from The Theory of Moral Sentiments)<br><br>Adam Smith considered his first major book, The Theory of Moral Sentiments, his most important work. Indeed, the tome was a wild success upon its publication, selling out immediately. It has not lost popularity since. In this legendary work, Smith discusses the nature of morality, and the motives behind and origins of these "sentiments." Originally published in 1759, this work provides the philosophical underpinnings for his later works, as well as elucidating the psychological and moral foundations of the workings of a complex society. Smith parses many important concepts in this book, with the central questions perhaps being: Where do our moral principles come from? Are they divine and inborn, reflection of man-made laws, or rational, based on their usefulness to society? Smith's answers to these questions and more, and his explanation of how such sentiments, however derived, influence society's self-coordination, have interested lay and scholar alike for hundreds of years. (summary written by Nikki Sullivan)<br /><br /> note: This is the First edition, the 6th edition was revised and extra material added.

A story for children about a little bear with no name, “there were not enough names to go round,” and his adventures in finding one. (Summary by Carolyn Frances)

<i>The Fairy Ring</i>, originally published in 1910, is a collection of 63 fairy tales from around the globe. It includes such well-known favorites as "History of Jack the Giant-Killer", "The Frog Prince","Rumpel-stilts-ken", and "Snow-white and Rose-red", among many others. Children of all ages will enjoy these stories. (Summary by Paul Williams)

6Wealth of Nations, Book 2 and 3

By Adam Smith

An Inquiry into the Nature and Causes of the Wealth of Nations is the magnum opus of the Scottish economist Adam Smith, published on March 9, 1776 during the Scottish Enlightenment. It is a clearly written account of political economy at the dawn of the Industrial Revolution, and is widely considered to be the first modern work in the field of economics. (from Wikipedia)

7Masters of Space

By Edward Everett Evans and E. E. Smith

The Masters had ruled all space with an unconquerable iron fist. But the Masters were gone. And this new, young race who came now to take their place--could they hope to defeat the ancient Enemy of All? (Summary by Gutenberg)

8Wealth of Nations, Book 4

By Adam Smith

An Inquiry into the Nature and Causes of the Wealth of Nations is the magnum opus of the Scottish economist Adam Smith, published on March 9, 1776 during the Scottish Enlightenment. It is a clearly written account of political economy at the dawn of the Industrial Revolution, and is widely considered to be the first modern work in the field of economics. (from Wikipedia)

9Triplanetary

By E. E. Smith

“Doc” E.E. Smith pretty much invented the space opera genre, and Triplanetary is a good and well-known example. Physics, time, and politics never stand in the way of a plot that gallops ahead without letup. Having earned a PhD in chemical engineering, it’s understandable that the heroes of Smith’s story are all scientists. He didn’t want to be constrained by the limits of known science, however, so in his hands the electromagnetic spectrum becomes a raw material to be molded into ever-more amazing and lethal forms, and the speed of light is no bar to traveling through the interstellar void. Come enjoy this story of yesteryear, set in tomorrow, where real women ignite love at a glance, real men achieve in days what governments manage in decades, and aliens are an ever-present threat to Life-As-We-Know-It! (Summary by Mark F. Smith)

10Spacehounds of IPC

By E. E. Smith

When the Inter-Planetary Corporation's (IPC) crack liner “IPV Arcturus” took off on a routine flight to Mars, it turned out to be the beginning of a unexpected and long voyage. There had been too many reports of errors in ship's flight positions from the Check Stations and brilliant physicist Dr. Percival (“Steve”) Stevens is aboard the Arcturus on a fact-finding mission to find out what's really happening, and hopefully save the honor of the brave pilots of the space-liner Arcturus from the desk-jockeys' in the Check Stations implications of imprecision - the nastiest insult you could cast at a ships pilot. He and the pilots are right, it was the Check Stations that were out of position, not the ships. But that's cold consolation because before the Arcturus reaches Mars it's attacked by a small, mysterious, globe shaped spaceship. (Summary from Wikipedia)

11Wealth of Nations, Book 5

By Adam Smith

An Inquiry into the Nature and Causes of the Wealth of Nations is the magnum opus of the Scottish economist Adam Smith, published on March 9, 1776 during the Scottish Enlightenment. It is a clearly written account of political economy at the dawn of the Industrial Revolution, and is widely considered to be the first modern work in the field of economics. (Introduction from Wikipedia)<br /><br />This project was proof listened by mim@can, Betty M., and Barry Eads.

This book is written to Christians who profess to believe the Bible as God's revelation, but whose "lives are filled with discomfort and unrest." Smith aims to show that the Bible's claim that God is the "the God of all comfort" is not an over-advertisement or misunderstanding, but that it is possible to avail ourselves of the doubts and heavy anxieties that plague so many Christians. <br><br> By explaining God's part and man's part, Smith aims to show her readers that it is possible to overcome feelings of defeat and despair and find rest and peace in Christ. Abundant life and genuine enduring joy are available to all believers - even you. Deep and lasting peace, beyond all Earthly circumstances, is possible. (Introduction by Rachel Craig)

LibriVox volunteers bring you 5 recordings of America by Samuel Francis Smith. This was the Weekly Poetry project for July 4th, 2010.

14Skylark of Space

By Lee Hawkins Garby and E. E. Smith

The novel begins with the accidental discovery, in a Government laboratory in Washington D. C., of a form of clean nuclear power. Our hero, Dr. Richard Seaton, uses this power to build first a flying belt and then an interstellar spaceship. He later discovers that the process operates by generation and manipulation of gravity fields.<br /><br /> When his government coworkers do not believe him, Seaton acquires rights to his discovery from the government and commercializes it with the aid of his friend, millionaire inventor Martin Crane. A former colleague, Dr. Marc DuQuesne, joins with the unscrupulous World Steel Corporation to try to steal Seaton's invention. The resulting conflict escalates, as Seaton and Duquesne develop greater and greater technical capabilities and enlist more and more powerful alien races as allies.. (Summary by Wikipedia)

15Skylark of Space (version 2)

By Lee Hawkins Garby and E. E. Smith

The Skylark of Space is one of the earliest novels of interstellar travel and is considered a classic of pulp science fiction. Originally serialized in 1928 in the magazine Amazing Stories it is often categorized as the first literary space opera, complete with protagonists perfect in mind, body, and spirit, who fight against villains of absolute evil. (Introduction from Wikipedia)

16Skylark Three

By E. E. Smith

This is a sequel to The Skylark of Space. The novel concerns Richard Seaton and his allies who have encounters with aliens while fighting DuQuesne and the Fenachrone..(Introduction by Wikipedia)

Captain John Smith (c. January 1580 – June 21, 1631) Admiral of New England was an English soldier, explorer, and author. He was knighted for his services to Sigismund Bathory, Prince of Transylvania. He is remembered for his role in establishing the first permanent English settlement in North America at Jamestown, Virginia, and his brief association with the Virginia Indian girl Pocahontas during an altercation with the Powhatan Confederacy and her father, Chief Powhatan. He was a leader of the Virginia Colony (based at Jamestown) between September 1608 and August 1609, and led an exploration along the rivers of Virginia and the Chesapeake Bay.<br /><br />His books and maps may have been as important as his deeds, as they encouraged more Englishmen and women to follow the trail he had blazed and to colonize the New World. He gave the name New England to that region, and encouraged people with the comment, "Here every man may be master and owner of his owne labour and land...If he have nothing but his hands, he may...by industrie quickly grow rich."<br /><br />In 1614, Smith returned to the Americas in a voyage to the coasts of Maine and Massachusetts Bay. He named the region "New England". He made two attempts in 1614 and 1615 to return to the same coast. First a storm dismasted his ship. In the second attempt, he was captured by French pirates off the Azores. Smith escaped after weeks of captivity and made his way back to England, where he published an account of his two voyages as A Description of New England. He never left England again. He died in the year 1631 in London at the age of 51. (Introduction by Wikipedia)

The proud, cruel and arrogant Mrs. Rayland never married. Therefore, "Rayland Hall", the old Manor House of the title, had to pass to their heir, Somerive, whom they never treated kindly. According to the British laws at the time, the heir must be the oldest son. But what is to be done when the second son is more worthy of it - and is more beloved by Miss Rayland herself? And must the fact that he is in love with a servant and dependent of Miss Rayland take its toll? (Summary by Stav Nisser)

Articles by numerous authors, compiled into a single collection for use by first year divinity students. This book is intended to be a guide to the study of the Christian religion for Protestants. It was prepared to aid students to understand various aspects of education for the Christian ministry, including basic textual studies, theology, Christian history, denominations, Christian ethics and pastoral duties. (Summary by JoeD)

20Triplanetary, First in the Lensman Series

By E. E. Smith

Triplanetary was first serialized in Amazing Stories in 1934. After the Lensman series became popular, Smith took his Triplanetary story and turned it into the first of the Lensman series, using it as a prequel to give the back story for the protaganists in the Lensmen series. He added 6 new chapters, doubling it in size and it's really a different book from the serialized novel, being published 14 years after the first. It was put into Gutenberg just last year.<br /><br /> The novel covers several episodes in an eons-long eugenics project of the super-intelligences of the Arisia. This alien race is breeding two genetic lines to become the ultimate weapon in Arisia's cosmic war with their arch enemy, the Eddore. The initial chapters cover the Kinnison genetic line during the fall of Atlantis and Nero's (Gharlane of Eddore) reign in Rome. These tales were inserted into the novel following the serialized release, along with chapters covering members of the Kinnison line in World Wars One, Two and Three. The final chapter of Triplanetary tells of the discovery of the inertialess drive that allows faster than light travel. Patrolman Conway Costigan and his friends engage in a space battle with Gray Roger the pirate gangster. This conflict is complicated by the arrival of the technologically superior, extra-Solar, amphibian-like Nevians, resulting in the first interstellar war involving humans. In this story Virgil Samms and Roderick Kinnison, two very important members of the eugenics project, are introduced. They will play the leading roles in the next story, First Lensman. (Summary by Wikipedia and Phil Chenevert)

In 1822, Aaron Smith, a young English seaman, was taken captive by Cuban pirates when his ship was boarded en route from Jamaica to England. Forced to work as a navigator and as a member of pirate boarding parties, he witnessed unspeakable acts of murder and torture. Befriended by a young Cuban woman, he managed to escape with his life, but was arrested as a pirate in Havana and sent back to England in chains. There, he found himself on trial for his life at the Old Bailey courthouse—with the attorney general himself leading the prosecution. Smith's dramatic account of his personal experience is a brutally honest, unromanticized [sic] look at piracy in the 19th century. (Summary by Google Books)

22Vortex Blaster

By E. E. Smith

Uncontrolled, terribly violent Atomic Vortices are slowly destroying civilization on every human planet throughout the galaxy. Nothing can contain or stop them despite the lensmen's best efforts until one destroys the home and family of "Storm" Cloud, brilliant atomic physicist. The tragedy triggers actions on his part that pit him one-on-one against the horrible vortices. Introducing "storm" Cloud as THE Vortex Blaster (Summary by book cover and Phil Chenevert)

23On The Seashore

By R. Cadwallader Smith

This gifted nature writer who is so good at describing animals and their habitat and habits here gives us a look at many of the fascinating creatures that can be found on the seashore. Starfish, the many types of crabs, shrimp, sea weed and finally something called the Precious Wentletrap which I will allow your imagination to think about for a while. His writing is clear and, as always, easy to read. Note that these are presented as educational 'lessons' on the various animals found near the sea and each lesson or chapter ends with a few questions called 'Exercises' which the student is asked to see if the main points of the chapter are retained. These questions have been include in the audiobook at the end of each chapter (Summary by Phil Chenevert)

Peggy Raymond and her friends, Amy, Priscilla and Ruth, encounter a new neighbour, Elaine, and her family. While Peggy, in her usual cheerful and practical manner, welcomes them into the neighbourhood of Friendly Terrace, a variety of mysteries slowly unfold about them and why they ended up moving there. (Harriet Lummis Smith later went on to write four sequels to Eleanor H. Porter's "Pollyanna" books.) (Summary by Daryl Wor)

25Within the Deep

By R. Cadwallader Smith

Presented in the form of lessons, R. Cadwallader Smith vividly portrays life in the ocean. Learn about the common and not so common that swim about in the deep, how they hunt for food and hide from enemies, visit a nursery and find out about the babies that live there, or take a stroll in an underwater garden. (Summary by Laura Victoria)

26Peggy Raymond's Vacation (or Friendly Terrace Transplanted)

By Harriet Lummis Smith

Sequel to The Girls of Friendly Terrace (or Peggy Raymond's Success). As the summer opens the girls fan themselves on the porch, wishing for a get away. As it happens, opportunity knocks, leading them into a country vacation along with a few more members to the party. (Summary by Daryl Wor)

Published in 1916, this third installment with The Friendly Terrace girls places them in The Girl’s High School, with an array of new characters, and a few peripherally known from the first book. A heavier edge of drama comes through via a new student with a superiority complex, another student whose diligent scholastic achievements mar her socially, and an odd tradition of affectionate favouritism between Freshman and Seniors which proves to be awkward and disruptive to more than just the students. Peggy, Amy, Priscilla and Ruth are again faced with new challenges, and complicated scenarios to help resolve. (Summary by Daryl Wor)

The Friendly Terrace Quartette (or Peggy Raymond At The Poplars) published in 1920, finds Peggy and her friends preparing for The Great War. Young men they had known as boys are signing up to train and fight as soldiers, while the girls find themselves looking for what they can do to help. Priscilla, and Amy join Peggy in The Land Army to assist in agricultural labour usually left to men of the period. Ruth, of weaker health, must remain on Friendly Terrace but manages to find her own way to be useful. In the station of The Land Army, known as The Poplars, Peggy, Priscilla and Amy meet many other young women who have come to lend aid, discovering their strengths and weaknesses, secrets and triumphs. (Summary by Daryl Wor)

This Christian book is written in a easy and understandable way, where the strong biblical points are clear and and applicable. The richness of the truths explained, will make one want to listen to it over and over again. The book writes about our part and God's part in the Christian life. It also reveal many secrets to the Christian life. "Today it is your happy privilege to prove, as never before, your loyal confidence in the Lord by starting out with Him on a life and walk of faith, lived moment by moment in absolute and childlike trust in Him." quote from the book. It is a must listen to Christian classic. (Summary by peppersnoodles93)

In this fifth and (as far as is known) final volume of Peggy Raymond and her Friendly Terrace entourage, we find the Girls winding down from the Great War, and pursuing more domestic and mischievous pursuits. Finishing up college and preparing for Peggy and Grahame's wedding, Ruth, Amy and Priscilla look toward their own opportunities of future relationships and potential marriages. As Harriet Lummis Smith is so good at, it is a neat blend of continuity toward the known characters and charming introductions of the new. (Summary by Daryl Wor)

31Astounding Stories 03, March 1930

By Ray Cummings, A. T. Locke, Captain S. P. Meek, R. J. Robbins, Will Smith and Sewell Peaslee Wright

This is the third issue of the classic science fiction Astounding Magazine. It contains the opening chapters of a 4 part serialized novel by Ray Cummings, and stories by the prolific Capt. S. P. Meek, Will Smith and R. J. Robbins, Sewell Peaslee Wright and A. T. Locke. (Summary by Alan Winterrowd)

32Little Gray Lady

By Francis Hopkinson Smith

As every Christmas for the last 20 years, the Little Gray Lady lights a candle in her room and spends the evening alone, thinking of a great mistake she has made so long ago. This year, however, things are to play out differently.. (Summary by Carolin)

33Life and Adventures of Venture

By Venture Smith

Venture Smith was an African captured as a child and transported to the American colonies to be sold as a slave. As an adult, he purchased his freedom and that of his family. His history was documented when he gave a narrative of his life to a schoolteacher, who wrote it down and published it under the title A Narrative of the Life and Adventures of Venture, a Native of Africa: But Resident above Sixty Years in the United States of America, Related by Himself. (Introduction by Wikipedia)

A sampling of the children's books written and illustrated by E. Boyd Smith. The first story is Mr. Smith's version of the Story of Noah's Ark. He then tells us the story of Pocahontas and Captain John Smith. Next we join a hen as she hatches her chicks and their life on the farm. We then go on several adventures with Bob and Betty as they visit their Uncle's farm, go to the seashore and learn about ships, and then learn about railroads and trains. Our last story is a brief history of the United States up until the time just after World War I. - Summary by Barry Eads

35Real Latin Quarter

By Frank Berkeley Smith

"Cocher, drive to the rue Falguière"--this in my best restaurant French.<br/><br /> The man with the varnished hat shrugged his shoulders, and raised his eyebrows in doubt. He evidently had never heard of the rue Falguière.<br/> "Yes, rue Falguière, the old rue des Fourneaux," I continued.<br/> Cabby's face broke out into a smile. "Ah, oui, oui, le Quartier Latin."<br/><br /> And it was at the end of this crooked street, through a lane that led into a half court flanked by a row of studio buildings, and up one pair of dingy waxed steps, that I found a door bearing the name of the author of the following pages--his visiting card impaled on a tack. He was in his shirt-sleeves--the thermometer stood at 90° outside--working at his desk, surrounded by half-finished sketches and manuscript.<br/><br /> The man himself I had met before--I had known him for years, in fact--but the surroundings were new to me. So too were his methods of work.<br/><br /> Nowadays when a man would write of the Siege of Peking or the relief of some South African town with the unpronounceable name, his habit is to rent a room on an up-town avenue, move in an inkstand and pad, and a collection of illustrated papers and encyclopedias. This writer on the rue Falguière chose a different plan. He would come back year after year, and study his subject and compile his impressions of the Quarter in the very atmosphere of the place itself; within a stone's throw of the Luxembourg Gardens and the Panthéon; near the cafés and the Bullier; next door, if you please, to the public laundry where his washerwoman pays a few sous for the privilege of pounding his clothes into holes.<br/><br /> It all seemed very real to me, as I sat beside him and watched him at work. The method delighted me. I have similar ideas myself about the value of his kind of study in out-door sketching, compared with the labored work of the studio, and I have most positive opinions regarding the quality which comes of it.<br/><br /> If then the pages which here follow have in them any of the true inwardness of the life they are meant to portray, it is due, I feel sure, as much to the attitude of the author toward his subject, as much to his ability to seize, retain, and express these instantaneous impressions, these flash pictures caught on the spot, as to any other merit which they may possess.<br/><br /> Nothing can be made really _real_ without it.<br/> F. HOPKINSON SMITH.<br/> Paris, August, 1901.<br/> (from Introduction)

36Star-Treader and Other Poems

By Clark Ashton Smith

Clark Ashton Smith, referred to as one of the big three of Weird Tales, was a romantic-style poet, a Lovecraftian-style writer and a literary friend of H.P Lovecraft. As a poet, he was considered one of the last great West Coast Romantics. The Star-Treader and Other Poems, published at the age of 19, was his first volume of poetry and his breakout hit. Summary by Mary Kay. <br><br> <b>Cast List for The Masque of the Forsaken Gods:</b><br> <br>Narrator and Aphrodite: <a href="https://librivox.org/reader/9001">Mary Kay</a><br>The Poet: <a href="https://librivox.org/reader/7240">Lucretia B.</a><br>The Philosopher, Apollo and Another Nymph: <a href="https://librivox.org/reader/9331">Rosslyn Carlyle</a><br>Jove and Pan: <a href="https://librivox.org/reader/9504">Jamie</a><br>Artemis: <a href="https://librivox.org/reader/9221">Jennifer Dallman</a><br>A Nymph: <a href="https://librivox.org/reader/8011">Greg Giordano</a><br>Ate and The Gods Together: <a href="https://librivox.org/reader/9123">Shakira Searle</a><br>Edited by: <a href="https://librivox.org/reader/9001">Mary Kay</a>

37Emmeline, the Orphan of the Castle

By Charlotte Turner Smith

This book was written about 150 years ahead of its time. It tells the story of Emmeline Mobwray who grows up in a dysfunctional family and has to find herself against all odds. Orphaned at a young age, she has to stay alone in a remote castle under the care of a kind housekeeper. But when the kind housekeeper dies, the family starts to take interest in her- to mixed results. Her cousin becomes obsessed with her, much to the displeasure of his wealthy and arrogant parents. Thus, Emmeline is forced to run away from the only home she knew in order to escape his attentions. Would Emmeline be able to stand up to him at the end or, like many of her contemporaries, would she be forced into a loveless match? Can Emmeline survive in a society predominated by wealth without money or connections? And is Emmeline's family the only one with problems? Throughout the novel, Emmeline learns to create and sustain true friendships and grows up to her role as a woman of that era- with all that it entails." (summary by Stav Nisser)

38Galaxy Primes

By E. E. Smith

They were four of the greatest minds in the Universe: Two men, two women, lost in an experimental spaceship billions of parsecs from home. And as they mentally charted the Cosmos to find their way back to earth, their own loves and hates were as startling as the worlds they encountered. - Summary by Original book cover

39First Lensman

By E. E. Smith

The Secret Planet. No human had ever landed on the hidden planet of Arisia. A mysterious space barrier turned back both men and ships. Then the word came to Earth, "Go to Arisia!", Virgil Samms of the Galactic Patrol went--and came back with the Lens, the strange device that gave its wearer powers no man had ever possessed before. Samms knew the price of that power would be high. But even he had no idea of the ultimate cost, and the weird destiny waiting for the First Lensman. First Lensman is the sequel to Triplanetary, and the second book of E.E. "Doc" Smith's classic Lensman series. (from the original book cover and Mark Nelson) </p>