When I first settled to writing my children's stories in the early 1970s, I had a definite purpose in mind. One-by-one my three sons left home in Kumasi, Ghana, to attend boarding school in England, and I felt a need to add something a little more substantial to their weekly letters. So I began padding out each envelope with a few additional type-written pages that contained a complete story in a familiar series. If the primary purpose was to entertain, there was always a hidden agenda to complement their formal education.
Firstly, I sought to present the best English writing that I could accomplish. Too many stories for children are either written in what can be called childish language, or in the current teenage jargon, often originating in the USA. I did not shy away from using long, technical or difficult words. When asked by friends if the boys could understand them, I argued that if the stories were interesting, the meaning of the words would soon be sought, and an expanded vocabulary would result. It is pleasing to report that I received no complaints from readers.
Secondly, I wanted to avoid the gratuitous use of violence that then, as now, characterises many boys' books. Where violence was needed in the story, a cartoon approach was used which associated spectacular effect with minimal harm. In the same way, I had no wish to deal with sexual matters by this medium, and as an unintended result, in the original stories all the main characters were male, although later some female characters were introduced.
Thirdly, I tried in a very tentative way to stimulate questioning on a range of serious issues from the preservation of rare species to sportsmanship, attitudes to money and the value of education. One story that involves a discussion of climate-change now seems to have appeared several decades ahead of its time. I also tried obliquely to reinforce positive attitudes to racial equality and the breaking down of class barriers.
The stories were read by my sons' schoolmates and by some parents, and several suggestions to publish failed to stimulate action. When a decision was finally made in 2014, the stories were about forty years old and some up-dating was necessary. For example, as one proof-reader pointed out, nowadays nobody believes in Martians; and in the age of the Internet, pigeon post can be designated as pmail. So now stories written for sons, and enjoyed in their turn by grandsons, are to have an exposure outside of the family. Hopefully, they will interest and entertain, and perhaps even serve as a complement to formal education.
Older Children and teenagers will enjoy reading the humorous tales of Saint George: Rusty Knight and Monster Tamer, as he serves as minister for the environment under King Freddie and prime minister Merlin the Whirlin. The first book of a trilogy will appear in September 2015. http://www.bookguild.co.uk/childrens-c-3.html
Article Source: http://EzineArticles.com/?expert=John_Powell

A Children's Book: Aims and Aspirations

 
When I first settled to writing my children's stories in the early 1970s, I had a definite purpose in mind. One-by-one my three sons left home in Kumasi, Ghana, to attend boarding school in England, and I felt a need to add something a little more substantial to their weekly letters. So I began padding out each envelope with a few additional type-written pages that contained a complete story in a familiar series. If the primary purpose was to entertain, there was always a hidden agenda to complement their formal education.
Firstly, I sought to present the best English writing that I could accomplish. Too many stories for children are either written in what can be called childish language, or in the current teenage jargon, often originating in the USA. I did not shy away from using long, technical or difficult words. When asked by friends if the boys could understand them, I argued that if the stories were interesting, the meaning of the words would soon be sought, and an expanded vocabulary would result. It is pleasing to report that I received no complaints from readers.
Secondly, I wanted to avoid the gratuitous use of violence that then, as now, characterises many boys' books. Where violence was needed in the story, a cartoon approach was used which associated spectacular effect with minimal harm. In the same way, I had no wish to deal with sexual matters by this medium, and as an unintended result, in the original stories all the main characters were male, although later some female characters were introduced.
Thirdly, I tried in a very tentative way to stimulate questioning on a range of serious issues from the preservation of rare species to sportsmanship, attitudes to money and the value of education. One story that involves a discussion of climate-change now seems to have appeared several decades ahead of its time. I also tried obliquely to reinforce positive attitudes to racial equality and the breaking down of class barriers.
The stories were read by my sons' schoolmates and by some parents, and several suggestions to publish failed to stimulate action. When a decision was finally made in 2014, the stories were about forty years old and some up-dating was necessary. For example, as one proof-reader pointed out, nowadays nobody believes in Martians; and in the age of the Internet, pigeon post can be designated as pmail. So now stories written for sons, and enjoyed in their turn by grandsons, are to have an exposure outside of the family. Hopefully, they will interest and entertain, and perhaps even serve as a complement to formal education.
Older Children and teenagers will enjoy reading the humorous tales of Saint George: Rusty Knight and Monster Tamer, as he serves as minister for the environment under King Freddie and prime minister Merlin the Whirlin. The first book of a trilogy will appear in September 2015. http://www.bookguild.co.uk/childrens-c-3.html
Article Source: http://EzineArticles.com/?expert=John_Powell

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