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Vols. 28-30 accompanied by separately published parts with title: Indices and necrology.

"Like no other artist of his time Wilhelm Kuhnert (1865-1926) has moulded our image of Africa. In his seductively realistic drawings, watercolours and paintings he recorded with almost scientific accuracy the characteristics of the animals and their habitat. It is not surprising, therefore, that his pictures illustrated on the one hand legendary reference works like Brehms Tierleben and adorned on the other the popular collector cards of the chocolate manufacturer Stollwerck. The volume shows a comprehensive, exciting portrait of Kuhnert's unusual life and works and takes into account at the same time the current debate on attitudes to Germany's colonial past"--Publisher's website.

Learning How to Feel explores the ways in which children and adolescents learn not just how to express emotions that are thought to be pre-existing, but actually how to feel. The volume assumes that the embryonic ability to feel unfolds through a complex dialogue with the social and cultural environment and specifically through reading material. The fundamental formation takes place in childhood and youth. A multi-authored historical monograph, Learning How to Feel uses children's literature and advice manuals to access the training practices and learning processes for a wide range of emotions in the modern age, circa 1870-1970. The study takes an international approach, covering a broad array of social, cultural, and political milieus in Britain, Germany, India, Russia, France, Canada, and the United States. Learning How to Feel places multidirectional learning processes at the centre of the discussion, through the concept of practical knowledge. The book innovatively draws a framework for broad historical change during the course of the period. Emotional interaction between adult and child gave way to a focus on emotional interactions among children, while gender categories became less distinct. Children were increasingly taught to take responsibility for their own emotional development, to find 'authenticity' for themselves. In the context of changing social, political, cultural, and gender agendas, the building of nations, subjects and citizens, and the forging of moral and religious values, Learning How to Feel demonstrates how children were provided with emotional learning tools through their reading matter to navigate their emotional lives.