By Lewis Carroll, John Tenniel
"Curiouser and curiouser!" cried Alice (she used to be lots stunned, that for the moment she particularly forgot the right way to communicate sturdy English.) "Now I'm commencing out just like the greatest telescope that ever was once! Good-bye, feet!"
Alice and all her many buddies won't ever be forgotten as long as books for kids are published. The interesting adventures of this undying little girl as she plunges down the rabbit-hole, shrinks and grows, meets the pack of playing cards and the chess pieces -- might be learn frequently by way of every age for their completely unique fable, their humor, and their attraction.
Read or Download Alice's Adventures in Wonderland and Through the Looking-Glass: 150th-Anniversary Edition (Penguin Classics Deluxe Edition) PDF
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Extra info for Alice's Adventures in Wonderland and Through the Looking-Glass: 150th-Anniversary Edition (Penguin Classics Deluxe Edition)
Previous page page_26 next page > < previous page page_27 next page > Page 27 Mediation as an interventive communicative function This does not, however, exhaust the mediators’ possible fields of action. They do not have to restrict themselves to directing the literature available at any particular time to the places where there is a demand for it, or to keep an eye out for literature that will suit a particular receiver group. They can have their own ideas about what qualities the range of literature that they should pass on to a specific receiver group should have.
It is quite possible that both the range of literature available and the demand on the part of the readers fail to coincide with the mediator’s conception of what literature and literary reception should actually be. Of course it is possible for mediators to accept these divergences totally and to keep their own ideas to themselves, but they can also decide to impose this conception. The mediators’ role offers them the opportunity to do so: They can refuse to pass on any literature that does not fit in with their own concept of literature to the group of readers for whom they are responsible.
The “Vorbericht” (foreword) that follows then turns to the adult mediator: “Those who know me will be aware [ … ]” (Ewers 1996, 121ff, 124ff). , 115ff). Historically, however, foreword and afterword must have furthered understanding between the sender and the adult mediator. Their function was to convince the latter that the work in question fulfils the—whether old traditional or progressive—norms of children’s literary theory and can be passed on without any reservations. In the 18th and early 19th centuries there is hardly a single children’s book of any significance that does not demonstrate its credentials with a statement for adults that reveals both its intentions and the modes of representation that have been chosen.