Traces the practice of induction - manipulating textual evidence by selective quotation - and its uses by Romantic-period writers.

"Using various critical approaches and disciplines, 20 contributors examine the representation of children in literature from the Renaissance to the present. The essays cover problems in imitation of speech and dialect, uses of narrative voice, creative development of child writers, and shifting cultural conceptions of childhood, illustrating the way children's voices have often been mediated, modified, or appropriated by adult writers." -- Book News, Inc.

This volume, arranged alphabetically by original author, provides basic information about stage and screen productions based upon the novels of 40 women writers before 1900. Each entry includes the novel and its publication date, the published texts or dramatizations based upon the book, and the performances of the piece in live theater and film versions, including the location, dates, and playwright or screenwriter (if there was one). For some of the performances the author includes a brief annotation listing the actors and describing the production.

No previous collection of criticism has focused on gender in the broad range of children's literature. No previous collection has embraced both children's literature and material culture. Beverly Lyon Clark and Margaret R. Higonnet bring together twenty-two scholars to look closely at the complexities of children's culture. Girls, Boys, Books, Toys asks questions about how the gender symbolism of children's culture is constructed and resisted. What happens when women rewrite (or illustrate) nursery rhymes, adventure stories, and fairy tales told by men? How do the socially scripted plots for boys and girls change through time and across cultures? Have critics been blind to what women write about "masculine" topics? Can animal tales or doll stories displace tired commonplaces about gender, race, and class? Can different critical approaches—new historicism, narratology, or postcolonialism—enable us to gain leverage on the different implications of gender, age, race, and class in our readings of children's books and children's culture?

This book presents the collectors’ roles as prominently as the collections of books and texts which they assembled. Contributors explore the activities and networks shaping a range of continental and transcontinental European public and private collections during the Renaissance, Enlightenment and modern eras. They study the impact of class, geographical location and specific cultural contexts on the gathering and use of printed and handwritten texts and other printed artefacts. The volume explores the social dimension of book collecting, and considers how practices of collecting developed during these periods of profound cultural, social and political change.