An Adventure with the Blacks extract   autobiography   prose  
Issue Details: First known date: 1914 1914
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Notes

  • 'The passage is taken from the diary of Mr. Samuel Carter, whose father was an early settler in the Wimmera, which was then (in the early forties) a part of the Port Phillip District of New South Wales. The events described took place near Longerenong.' (Victorian Readers: Fifth Book, p.195)

Publication Details of Only Known VersionEarliest 2 Known Versions of

  • Appears in:
    y School Paper : Grades V and VI no. 188 April 1914 Z1647593 1914 periodical issue 1914 pg. 51-55
    Note: With two (unattributed) illustrations: 'An Australian Aboriginal' and 'Australian Aborigines Engaged in Making a Bark Canoe' and 'The Return of the Dray' from The Three Colonies of Australia by Samuel Sidney.
  • Appears in:
    y The School Paper : Grades V and VI no. 346 March 1928 Z1439010 1928 periodical issue 1928 pg. 24-27
    Note: Photograph: 'Mia-Mia with Blacks at Lake Tyers, Gippsland' by John Byatt.
  • Appears in:
    y Victorian Readers : Fifth Book Melbourne : Victoria Education Department , 1930 Z1439619 1930 anthology poetry prose Melbourne : Victoria Education Department , 1930 pg. 2-6
  • Appears in:
    y Victorian Readers : Fifth Book Melbourne : Victoria Education Department , 1930 Z1439619 1930 anthology poetry prose Melbourne : Victoria Education Department , 1940 pg. 2-6

Works about this Work

'A Little Child Shall Lead Them' : Tasmanian and Victorian School Readers and National Growth Jane McGennisken , 2008 single work criticism
— Appears in: Papers : Explorations into Children's Literature , June vol. 18 no. 1 2008; (p. 5-12)

Jane McGennisken's essay looks at mythologies of Australian childhood identity and practices of 'nation-building' as evidenced in some of the stories included in the First and Second Books of the Victorian and Tasmanian Readers. First published in 1928, eight books make up the collection of fiction and non-fiction stories that became the standard reading/literacy materials used to teach English up until the 1950s.

McGennisken argues that the texts construct a particular image of the Australian child which becomes 'the central element around which ideals of Australia and Australian nationhood are constructed' (5). She claims that in both the Tasmanian and Victorian readers, 'themes of national growth negotiate bwteen innocence and knowingness, informed by the figure of the [idealized] child, selective memories and collective imagining' (5). After analysing a number of stories in detail, McGennisken concludes that the representation of children that populates the stories in the Readers serve to reinforce notions of an ideal, uniquely Australian child' that is 'inevitably a child of the bush' (10).

According to McGennisken, 'themes of national growth in the Readers' work effectively to 'displace Aboriginal Australians and their claim to the country 'with a new generation of 'natives' whose presence will endure the nations' continuing development and its white national identity' (10). In this sense, the reader's functioned within educational institutions as prescribed material that looked to 'shape future Australian citizens through the ideological production of children by text' (11).

'A Little Child Shall Lead Them' : Tasmanian and Victorian School Readers and National Growth Jane McGennisken , 2008 single work criticism
— Appears in: Papers : Explorations into Children's Literature , June vol. 18 no. 1 2008; (p. 5-12)

Jane McGennisken's essay looks at mythologies of Australian childhood identity and practices of 'nation-building' as evidenced in some of the stories included in the First and Second Books of the Victorian and Tasmanian Readers. First published in 1928, eight books make up the collection of fiction and non-fiction stories that became the standard reading/literacy materials used to teach English up until the 1950s.

McGennisken argues that the texts construct a particular image of the Australian child which becomes 'the central element around which ideals of Australia and Australian nationhood are constructed' (5). She claims that in both the Tasmanian and Victorian readers, 'themes of national growth negotiate bwteen innocence and knowingness, informed by the figure of the [idealized] child, selective memories and collective imagining' (5). After analysing a number of stories in detail, McGennisken concludes that the representation of children that populates the stories in the Readers serve to reinforce notions of an ideal, uniquely Australian child' that is 'inevitably a child of the bush' (10).

According to McGennisken, 'themes of national growth in the Readers' work effectively to 'displace Aboriginal Australians and their claim to the country 'with a new generation of 'natives' whose presence will endure the nations' continuing development and its white national identity' (10). In this sense, the reader's functioned within educational institutions as prescribed material that looked to 'shape future Australian citizens through the ideological production of children by text' (11).

Last amended 17 Nov 2009 13:30:55
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