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Live, Learn, & Love
Herein lays his visions of life, love, and learning to deal with both, through poetry. James aims for his audience to live a positive, strong, life any chance you get. Every day is another day to live for the better. He wants people to understand that nobody is perfect, and that everyone makes mistakes. You have to learn from these mistakes and make better choices in your life as you live it. Most importantly, James wants his readers to love. He wants you to love every single person who enters your life, no matter what. Love the things that you have and the things that people do for you as well. Within James´s work of literature, he expresses his deepest thoughts and emotions, touching from aspects such as pain, honesty, forgiveness, heart-break and more.
Diary of a Country Clergyman 1848-1851
A crusty yet diffident Scot, his private reflections on the tensions and growing pains experienced by the colonial church and his reaction to events on the wider political scene, offer valuable insights into Reid's life and the times."--BOOK JACKET.
David James Carty (McCarty)
David James Carty, son of Patrick Carty and Jemima Pugh, was born in about 1752 in Chester County, Pennsylvania. He married Mary Susannah. They had eight children. Descendants and relatives lived mainly in Virginia and Kentucky.
Hearings, Reports and Prints of the Senate Committee on Government Operations
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Improving Congressional Oversight of Federal Regulatory Agencies
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Children's Literature Collections
This book provides scholars, both national and international, with a basis for advanced research in children’s literature in collections. Examining books for children published across five centuries, gathered from the collections in Dublin, this unique volume advances causes in collecting, librarianship, education, and children’s literature studies more generally. It facilitates processes of discovery and recovery that present various pathways for researchers with diverse interests in children’s books to engage with collections. From book histories, through bookselling, information on collectors, and histories of education to close text analyses, it is evident that there are various approaches to researching collections. In this volume, three dominant approaches emerge: history and canonicity, author and text, ideals and institutions. Through its focus on varied materials, from fiction to textbooks, this volume illuminates how cities can articulate a vision of children's literature through particular collections and institutional practices.
