imagine you are the grandfather in the poem after blenheim your grandchildren peterkin and wilhelmine on discovering the skull want to know how the skull came to be there .you are narrating them about the war and what happened during and after the war
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Answer:
Explanation:
In after belheim its only the imagination thought of grandfather . He only listen about the war but he dobt no the reason that for what they had fought and what was reason for considering that it was a great victory. Children were afraiding while they listen about the war .. but when they ask about the war that what it is known as a great victory .. than grandfather use some other reason to convey there children .
If we are there in place of them we also tell the same story to convey our children
HOPE IT HELPS YOU
In calling the attention of educators to whatever, in this Fourth
number, may be found peculiar in the character of a Reading
Book for schools, we would refer, in addition to what is said here,
to the explanatory preface of the Third Reader.
It will be seen that the plan of localizing events around a
home centre of attraction, and carrying onward the same leading
characters through the varying scenes incident to childhood and
youth, and thence, still onward, into the sterner realities of life,
continues to be a leading feature of the series, — a feature that is
designed to give continuity and increased interest to the entire
work ; and we are quite confident that it will be found to serve
this purpose without diminishing the variety of matter required
in a Reading Book, or in any degree impairing its educational
value. Indeed, we think we may justly claim that our " plan"
admits the possibility of the very greatest variety. We refer to
the table of contents for some idea of our acknowledged selections
from others, and of our still more numerous adaptations of such
pieces as we have found suited to our purposes. Nor is this all ;
for while the slender web of fiction that runs throughout is of
our own weaving, we have borrowed, from a great variety of
sources, whatever hues and colors we have found best adapted to
give interest and variety to the pattern.
But, additionally, we would remind educators that such a plan,
if successfully carried out, must furnish opportunities for making,
incidentally, many practical suggestions to teachers, — for impart-
ing information of special educational value to pupils, — and for
carrying forward, to their legitimate results, the tendencies of
early-formed habits and principles. It is the seeing, the careful
watching, and following out of the natural, and, generally, slow
growth of principles in the lives of individuals, and not merely
casual glimpses of them in isolated cases, that make an indelible
impression, and influence, in a controlling manner, the formation
of character. How far we have succeeded in fitly shaping this