Books with author Katharine Elizabeth Dopp

Can true love’s kiss break your heart…?The spellbinding sequel to THE WITCH’S KISS by authors and sisters, Katharine and Elizabeth Corr.It’s not easy being a teenage witch. Just ask Merry. She’s drowning in textbooks and rules set by the coven, drowning in heartbreak after the loss of Jack. But Merry is not the only one whose fairy tale is over.Big brother Leo is falling apart and everything Merry does seems to push him further to the brink. And everything that happens to Leo makes her ache for revenge. So, when strangers offering friendship show them a different path, they’d be mad not to take it…Some rules were made to be broken, right?The darkly magical sequel to THE WITCH’S KISS burns wickedly bright.

Can true love’s kiss really save the day…?Electrifying dark magic debut by authors and sisters Katharine and Elizabeth Corr.Merry used to dabble in witchcraft and her gran runs the local coven – but, apart from that, she and her brother Leo are normal teenagers. So when Jack, a cursed prince, wakes beneath a nearby lake after fifteen hundred years, Merry is shocked to learn that she’s inherited the job of dealing with him.Aided by Leo, Merry tries to manage her power and figure out a way of breaking the curse. But as she gets to know Jack she realises she wants to save him – not destroy him.Will Merry lose her life as well as her heart? Or can true love’s kiss really save the day?

"The Later Cave-Men" by Katharine Elizabeth Dopp. Published by Good Press. Good Press publishes a wide range of titles that encompasses every genre. From well-known classics & literary fiction and non-fiction to forgotten−or yet undiscovered gems−of world literature, we issue the books that need to be read. Each Good Press edition has been meticulously edited and formatted to boost readability for all e-readers and devices. Our goal is to produce eBooks that are user-friendly and accessible to everyone in a high-quality digital format.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

The series, of which this is the first volume, is an attempt to meet a need that has been felt for several years by parents and physicians, as well as by teachers, supervisors, and others who are actively interested in educational and social progress. The need of practical activity, which for long ages constituted the entire education of mankind, is at last recognized by the elementary school. It has been introduced in many places and already results have been attained which demonstrate that it is possible to introduce practical activity in such a way as to afford the child a sound development—physically, intellectually, and morally—and at the same time equip him for efficient social service. The question that is perplexing educators at the present time is, therefore, not one regarding the value of practical activity, but rather one of ways and means by which practical activity can be harnessed to the educational work. The discovery of the fact that steam is a force that can do work had to await the invention of machinery by means of which to apply the new force to industrial processes. The use of practical activity will likewise necessitate many changes in the educational machinery before its richest results are realized. Yet the conditions that attend the introduction of practical activity as a motive power in education are very different from those that attended the introduction of the use of steam. In the case of steam the problem was that of applying a new force to an old work. In the case of practical activity it is a question of restoring a factor which, from the earliest times until within the last two or three decades, has operated as a permanent educational force. The situation that has recently deprived the child of the opportunity to participate in industrial processes is due, as is well known, to the rapid development of our industrial system. Since the removal of industrial processes from the home the public has awakened to the fact that the child is being deprived of one of the most potent educational influences, and efforts have already been made to restore the educational factor that was in danger of being lost. This is the significance of the educational movement at the present time. As long as a simple organization of society prevailed, the school was not called upon to take up the practical work; but now society has become so complex that the use of practical activity is absolutely essential. Society to-day makes a greater demand than ever before upon each and all of its members for special skill and knowledge, as well as for breadth of view. These demands can be met only by such an improvement in educational facilities as corresponds to the increase in the social demand. Evidently the school must lay hold of all of the educational forces within its reach

THE series, of which this is the second volume, is an attempt to meet a need that has been felt for several years by parents and physicians, as well as by teachers, supervisors, and others who are actively interested in educational and social progress. The need of practical activity, which for long ages constituted the entire education of mankind, is at last recognized by the elementary school. It has been introduced in many places and already results have been attained which demonstrate that it is possible to introduce practical activity in such a way as to afford the child a sound development—physically, intellectually, and morally—and at the same time equip him for efficient social service. The question that is perplexing educators at the present time is, therefore, not one regarding the value of practical activity, but rather one of ways and means by which practical activity can be harnessed to the educational work.The discovery of the fact that steam is a force that can do work had to await the invention of machinery by means of which to apply the new force to industrial processes. The use of practical activity will likewise necessitate many changes in the educational machinery before its richest results are realized. Yet the conditions that attend the introduction of practical activity as a motive power in education are very different from those that attended the introduction of the use of steam. In the case of steam the problem was that of applying a new force to an old work. In the case of practical activity it is a question of restoring a factor which, from the earliest times until within the last two or three decades, has operated as a permanent educational force.

This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1912 Excerpt: ...to be the beginning of trouble. THINGS TO DO Find some sticks and see if you can make a model of a log raft. Find ways of guiding the raft. Select parts of this story which you can dramatize. Illustrate any one of these lines:--"Flocks of wild geese were seen flying toward the north." "She hurled the line with all her might toward the floating raft." "The wise ones shook their heads." XXII THINGS TO THINK ABOUT Do you think the coming of strangers was the beginning of trouble? Why, or why not? Think of as many uses for nets as you can. Find out all you can about nets and net making. How the Deer and Bison Clans Learned to Fish with Nets One day, Trapper saw a strange man prowling about the fish-weir. He shouted at him; he shook his fist; he told him to leave at once. In a few days, Trapper saw a fishweir near the Beaver clan's camp. Another day, when the women were gathering eggs, they saw women of the Beaver clan taking nets down to the water. "What are they doing?" asked Bird-woman. "Let's watch and find out," answered Raven. So they watched the women of the Beaver clan as they fished along the shore. Two by two, the women waded out, carrying a net between them. The first two took their places, then the second, third, and fourth couples followed, each holding a net so as to overlap the net of the couple just ahead. Thus the four nets formed a wall toward which other women and children drove the fish by beating the water with pine boughs. "We can do that," said Birdwoman. "Let's use our carryingnets." For a few days, the women of the Deer and Bison clans fished with such Then they decided to make new nets, and Evening-star asked the gods to give them the strongest and toughest fibers. Wh...