scholarly journals Wymarzony prezent pod choinkę. O zabawkach świątecznych w literaturze i czasopismach adresowanych do dzieci II połowy XIX i początku XX wieku

2018 ◽  
pp. 77-105
Author(s):  
Katarzyna Kabacińska-Łuczak ◽  
Monika Nawrot-Borowska
Keyword(s):  
Children's Literature ◽  
19Th Century ◽  
Subject Matter ◽  
Children’S Literature ◽  
Developing Trend ◽  
The Subject ◽  
The 19Th Century

Timeless attributes of children’s games, i.e. toys, have been made the subject of research. The authors focus on the toys received by children from Polish families during Christmas. The aim of these analyses is therefore to characterise Christmas children’s toys presented in two types of sources intentionally addressed to children: children’s literature and press. The research covers the second half of the 19th century and the beginning of the following century. The article in its subject matter refers to the Authors’ earlier research on Christmas toys and is in line with the ever developing trend of research on toys from the historical and pedagogical perspective.

Cultural and Social Inclusion Efforts – A Significant Aspect of Early Lithuanian Children’s Literature

2021 ◽  
pp. 58-68
Author(s):  
Džiuljeta Maskuliūniene ◽  
◽  
Bronius Maskuliūnas ◽  
Keyword(s):  
Children's Literature ◽  
19Th Century ◽  
Social Inclusion ◽  
Children’S Literature ◽  
Young Person ◽  
Cultural Analysis ◽  
The Social ◽  
History Of ◽  
Inclusive Society ◽  
The 19Th Century

Children’s literature is an important part of national culture. Its mission has always been to help mature a young person, to form valuable foundations of personality. The aim of the article is to reveal the work of early Lithuanian children’s literature, especially of the 19th century, playing an important role in the life of society, i. e. playing the role of a mechanism of cultural and social inclusion, changing society and human mentality. It is necessary to emphasise that the field of children’s literature discussed here also includes early Lithuanian writing, which cannot be directly considered children’s literature, but it undoubtedly integrated the care for children (in the form of catechisms, elementary publishing, etc.). What functions of cultural and social inclusion did the texts intended for children (or also for children) perform, and what impact did they have? Methods used: sociology of literature, cultural analysis, interpretation of the text. The phenomenon of inclusion is an important aspect of Lithuanian children’s literature and culture. This is also testified by the history of Lithuanian books for children and works of particular writers. It is significant that in the cultural situation of the 19th century, children’s literature contributed to overcoming children’s illiteracy and helped create and unite the readership community in the making. Children (and often youth) were getting used to the book, a completely new form of communication for them. Little by little, people became aware of the importance of reading, writing, and education in general. Some texts of educational type have been left by Lithuanian writers of the 18th–19th centuries, and their traditions were continued by the creators of the early 20th century, portraying the fate of the book smuggler, the wish of a country child to learn, the authority of a published book, and other similar aspects. The book and the ability to read decrease seclusion, include the child and the youth into community life, and open wider horizons for thinking. Different aspects of inclusion (and there are more of them than mentioned in this paper) can also be found in modern children’s literature. A book and literature dedicated to the child or young person help to survive social seclusion, isolation and show the ways and means of overcoming them. Finally, children’s literature adjusts to the social environment, participates in society modelling, change, and establishes itself as an integral part of an inclusive society. Today children’s literature is perceived as an integral part of an inclusive society.

scholarly journals Different Approaches to the Objects of Phraseology in Linguistics

2016 ◽  
Vol 6 (4) ◽  
pp. 104
Author(s):  
Kamala Vasif Guliyeva
Keyword(s):  
19Th Century ◽  
Subject Matter ◽  
Functional Approach ◽  
Contextual Approach ◽  
Semantic Approach ◽  
The Subject ◽  
The 19Th Century

<p>The article deals with phraseology and its object. Phraseology is known to be one of the difficult, debatable and interesting parts of linguistics. It appeared in the middle of the 19th century as a science, and was firstly dealt widely with by the scholars of the post-Soviet country. The early researchers of phraseology were Russian scholars and linguists such as Abakumov, Reformatski, Arnold, Bulakhovski, Ojegov, Amosova, Vinogradov, etc. Though being mostly investigated by Russian specialist, phraseology has been the target of the research of the following Azerbaijan linguists—Seyidov, Shiraliyev, Bayramov, Rustamov, Huseynzade, &amp; Veliyeva. The subject matter of phraseology was very interesting to most linguists, however, it was impossible to originate a single theory on phraseology.</p><p>In this article we have touched upon the main terms used in phraseology, such as, set expression, idiom, set phrase, fixed word-groups, word-equivalent, phraseological unit, etc. These terms are defined differently by some scholars. Connotational and denotational meanings of phraseological units are described discussed here. Besides, three approaches to the study of phraseological units (semantic approach, functional approach, contextual approach) are discussed in details.</p>

scholarly journals On the Cusp of the Canon

2020 ◽  
Vol 9 (1) ◽  
pp. 11-23
Author(s):  
Sandra Williams
Keyword(s):  
Children's Literature ◽  
19Th Century ◽  
Golden Age ◽  
Cultural Landscape ◽  
Children’S Literature ◽  
Perceived Need ◽  
The Secret Garden ◽  
Alice's Adventures In Wonderland ◽  
Alice’S Adventures In Wonderland ◽  
The 19Th Century

This period, the first half of the 19th century, stands on the cusp of the first Golden Age of English children’s literature. While publications from the mid-1800s onwards, such as Alice’s Adventures in Wonderland, The Secret Garden and The Wind in the Willows, have become part of the cultural landscape, those from the first half of the 19th century are largely unfamiliar and forgotten. If read at all, they are studied by academics rather than read by children. Publications at that time reveal the tensions between the perceived need for improving, moralising books and those that might give pleasure to the reader. It will be argued in this article that amongst the more didactic works, there are indicators of what was to follow. Attention is drawn to chapbooks for children and to a number of titles which have enjoyed a degree of longevity.

scholarly journals "Oh, Why Can't You Remain Like This Forever!": Children's Literature, Growth, and Disability

2018 ◽  
Vol 38 (2) ◽  
Author(s):  
Teresa Michals ◽  
Claire McTiernan
Keyword(s):  
Children's Literature ◽  
20Th Century ◽  
19Th Century ◽  
Golden Age ◽  
Children’S Literature ◽  
Disability Rights ◽  
Disability Rights Movement ◽  
The Common ◽  
The 19Th Century

One of the foundational gestures of the disability rights movement was the rejection of the common description of people who live with physical or mental impairments as "eternal children." This paper argues that the contradictions inherent in applying this trope to adults amplify the contradictions inherent in applying it to children themselves. From its heyday in in the 19th-century "Golden Age" of children's literature to its afterlife in 20th-century disabling rhetoric, the fantasy of childhood as stasis requires denying the fact of growth.

scholarly journals Twórcze echa neurotycznej młodości Żeromskiego, czyli pisarstwo wywiedzione z Dzienników

2016 ◽  
pp. 67-85
Author(s):  
Radosław Okulicz-Kozaryn
Keyword(s):  
19Th Century ◽  
Subject Matter ◽  
Laboratory Sample ◽  
The Subject ◽  
Literary Awareness ◽  
Literary Output ◽  
The 19Th Century

Until now, Stanisław Żeromski’s writings have not been viewed with regard to literature common to the age of anxiety from the turn of the eighties and nineties of the 19th century, though there are numerous common aspects shared by both. These are clearly discernible in the early works of the writer, written in his youthful days, and shaped among others by J. Ochorowicz’s literary piece Z dziennika psychologa (“From a psychologist’s diary”) concerning the latter’s views on the neuropsychological system of man, the acquired habitual self-analysis and autobiographism rooted in the practical activities of a diarist; all of which surface both in the subject matter, the singularity of style, narration, as well as the composition of later works by the author. By devoting the majority of space and attention to identifying and tracing literary awareness in his intimate notes from 1882 to 1891 – of which one volume carries the title Dziennik człowieka nerwowego (“Diary of the anxious man”) – R. Okulicz-Kozaryn portrays its role in Siłaczka (“The Strongwoman”), Mogiła (“The Grave”) and Źródło (“The Source”), also in Ludzie bezdomni (“The Homeless”). He further claims that Żeromski’s Dzienniki (“Diaries”) should be presented as its laboratory sample, whereas the entire literary output of the writer ought to be interpreted as more advanced consequences of the then initiated experiment.

scholarly journals ΟΙ ΠΡΟΤΕΣΤΑΝΤΙΚΕΣ ΙΔΕΕΣ, Ο MARK TWAIN ΚΑΙ ΤΟ ΠΡΟΤΥΠΟ TOΥ ΠΑΙΔΙΚΟΥ ΧΑΡΑΚΤΗΡΑ ΣΤΟ ΜΙΣΣΙΟΝΑΡΙΚΟ ΒΙΒΛΙΟ ΣΤΗΝ ΕΛΛΑΔΑ (19ΟΣ ΑΙ.)

Μνήμων ◽  
2005 ◽  
Vol 27 ◽  
pp. 109
Author(s):  
ΠΟΛΛΗ ΘΑΝΑΗΛΑΚΗ
Keyword(s):  
Children's Literature ◽  
American Literature ◽  
19Th Century ◽  
Mark Twain ◽  
Children’S Literature ◽  
Historical Evolution ◽  
American Author ◽  
The 19Th Century ◽  
The Impact

<p>Polly Thanailaki, The protestant ideas, Mark Twain and the model of the child's character in the missionary books in Greece in the 19th century</p><p>This essay explores the historical evolution which was observed in the shaping of the child's model of character in the American literature books of the 19th century within the frame of the protestant ideas and values. It also studies the impact of this development in the missionary books for children in Greece in the same century. We particularly focus on Mark Twain's revolutionary presence in the American children's literature by, firstly, placing emphasis on the change that the great American author made to the strict puritan model with the shaping of a more liberal and «innocent» children's character and, secondly, by analyzing the response which Twain's books met from the Greek 19th century readers. In this paper we argue that Twain's writing, known for realism, biting social satire and memorable children's characters, influenced the Greek children's literature in the end of the 19th century. The translations of his works started taking the lead in the end of this century in Greece. Moreover, this essay studies the re-shaping of the child's character in the missionary books published in Greece in the mid 19th century. The missionaries also followed the new trend for the children's character. The missionary stories appeared less didactic and strict.</p>

scholarly journals Regeneração e decadência: História, Literatura e os Usos do Passado e do Presente no Portugal oitocentista * Regeneration and decadence: History, Literature, and Past and Present Uses in nineteenth Portugal

2014 ◽  
Vol 3 (1) ◽  
pp. 90
Author(s):  
CÁSSIA DAIANE MACEDO DA SILVEIRA ◽  
EVANDRO DOS SANTOS
Keyword(s):  
19Th Century ◽  
Subject Matter ◽  
History And Literature ◽  
Eca De Queiros ◽  
The Subject ◽  
Portuguese Literature ◽  
The 19Th Century

<p><strong>Resumo</strong>: O presente artigo tem por intento apresentar uma visão panorâmica acerca de duas noções profundamente significativas e presentes nas letras portuguesas ao longo do século XIX, quais sejam: regeneração e decadência. Tais ideias, dadas as suas abrangências nos textos do período, podem ser examinadas sob os mais diferentes aspectos. Com atenção a dois nomes conhecidos do período, Alexandre Herculano e Eça de Queirós, nosso objetivo constituiu-se em, sobretudo a partir de breve revisão bibliográfica, esboçar o contexto de discussão das mencionadas noções e verificar seu trânsito entre história e literatura no período. Trata-se de leitura inicial, cuja justificativa é contribuir à divulgação do tema.</p><p><strong>Palavras-chave</strong>: História – Literatura – Regeneração e Decadência.</p><p> </p><p class="Body1"><strong>Abstract</strong>: This paper intends to present a panoramic approach to two deeply meaningful and lasting notions in Portuguese literature during the 19th century, namely: regeneration and decadence. Such ideas, considering their range in texts of the period, could be examined under various different aspects. Paying attention to two renowned names of that period, Alexandre Herculano and Eça de Queirós, our intent was, coming mainly from brief bibliographic revision, to draught the context of discussion of the notions above and verify its movement between history and literature in the period. It is an inceptive approach, and its justification is to contribute to the circulation of the subject-matter.</p><p><strong>Keywords</strong>: History – Literature – Regeneration and Decadence.</p>

scholarly journals Traveler children in Children’s Literature in the First Half of the 19th Century: Characters and Routes

2019 ◽  
Vol 14 (2) ◽  
pp. 127-139
Author(s):  
Anna A. Dimianenko
Keyword(s):  
Children's Literature ◽  
Social Norms ◽  
19Th Century ◽  
Travel Literature ◽  
Children’S Literature ◽  
The 19Th Century ◽  
Lost Child ◽  
Reading Circle

The article discusses the travel of children in fiction for children, published in the first half of the 19th century. The article attempts to classify travel plots in children’s literature, analyzes the tradition of introducing travel literature and routes used by authors to describe travel in the reading circle of children. Important conclusions of the study are the analysis of the behavior of the characters and the functioning of the prescribed social norms in the space of the described journey. Sources for analysis were works written for children by A. O. Ishimova (“Vacations of 1844”; “Petrusha traveler”), A. P. Zontag (“The Lost Child”) K. Mestra (“The Young Siberian”), V. V. Lvov (“Gray armiak”, “Seryozha stepchild”), M. Gladkova (“A fifteen-day journey written by a fifteen-year-old, to please her parent, and dedicated to a fifteen-year-old friend” and the anonymous story “Little travelers or trials of youth”.

scholarly journals Произведения Клементины Хоффмановой из рода Таньских в русских переводах

2019 ◽  
Vol 169 ◽  
pp. 11-22
Author(s):  
Olga Guseva
Keyword(s):  
Children's Literature ◽  
19Th Century ◽  
Children’S Literature ◽  
Russian Language ◽  
Great Success ◽  
Good Mother ◽  
Polish Culture ◽  
Russian Children’S Literature ◽  
Almost All ◽  
The 19Th Century

Works of Klementyna Hoffmanowa in Russian translationsWorks of Klementyna Hoffmanowa, one of Poland’s first writers of children’s literature, were extremely popular in Poland in the 19th century. Her first book Pamiątka po dobrej Matce Remembering a Good Mother had the most astonishing success. It was followed by a series of works, almost all had a strongly expressed national character. Nevertheless, her translators into the Russian language used the Russification as a technique of translation. Polish culture was converted to the Russian culture and the text was rewritten. Russian translation of Remembering a Good Mother was published in 1827 and it was a great success because of the poverty of Russian children’s literature in the first third of the 19th century. The next adapted translation was her book of moral stories, published in Russian in 1860 and 1869. By that time, Russian children’s literature was rich and varied and adaptation as a method of translation failed.  Utwory Klementyny z Tańskich Hoffmanowej w tłumaczeniach na język rosyjskiUtwory Klementyny z Tańskich Hoffmanowej — jednej z pierwszych polskich twórczyń literatury dla dzieci i młodzieży — cieszyły się wielką popularnością w XIX wieku. Szczególne uznanie zdobyło jej debiutanckie dzieło Pamiątka po dobrej matce 1819, pisane z myślą o dorastających dziewczętach. W 1827 roku ukazała się rosyjska adaptacja Pamiątki, przystosowana do odczytania utworu w kontekście kultury rosyjskiej. W tym czasie w literaturze rosyjskiej brakowało utworów edukacyjnych poświęconych wychowaniu płci pięknej, dlatego przeróbka z polskiego uzyskała pochlebne opinie krytyków.Strategia domestykacji, czyli udomowienia tekstu źródłowego, została ponownie zastosowana przez tłumaczy w przekładach opowiadań Hoffmanowej w latach sześćdziesiątych XIX wieku. Wówczas jednak rosyjska literatura dla dzieci przeżywała rozkwit i dlatego moralno-dydaktyczne adaptacje pozbawione elementów obcości zostały pominięte przez krytyków milczeniem, przez co pozostały niemal niezauważone przez czytelników.

scholarly journals Children’s Literature and the Holocaust

Genealogy ◽  
2020 ◽  
Vol 4 (1) ◽  
pp. 24
Author(s):  
Verbena Giambastiani
Keyword(s):  
Children's Literature ◽  
Subject Matter ◽  
Children’S Literature ◽  
Historical Event ◽  
Jewish Family ◽  
Young Audiences ◽  
Young Readers ◽  
The Holocaust ◽  
The Subject ◽  
Recurrent Patterns

The aim of my paper is to examine children’s literature written in Italy and centred on the Holocaust. It is quite common for people to deem the subject matter inappropriate for young audiences, whilst it is also considered disrespectful to write inventive literature for children about the death camps. Nevertheless, it seems necessary to inform children about such a major historical event. Moreover, the stories written on this subject aim to introduce children to themes like prejudice, discrimination and racism. My research focuses on the recurrent patterns that occur frequently in these books. In these books, the focus lies on the victims rather than the perpetrators. They deal with the story of a Jewish family and frequently feature a child as the protagonist. These books will undoubtedly provoke questions by young readers, but they are most likely best read with an adult who can answer any questions appropriately and deepen the historical frame. These narratives are important because educators have a responsibility to teach others and read about the Holocaust.

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