5 comments about Anna and the King of Siam.

1. The history of Anna and the King of Siam is as romantic as the story itself. Author Margaret Landon found what may have been the only copy of Anna' book, The English Governess at the Siamese court while she was a missionary in Thailand. Later, she located the Romance of the Harem in a second-hand bookstore in Chicago. She paid a $1 for the book, which turned out to be a fine investment. Landon combined the two books and added fictional elements to create a skillfully written novel.

   The exotic setting and romantic story so impressed the wives of both Rogers and Hammerstein that they convinced their husbands to write a musical based on the book. And thus we get the musical The King and I, plus several movies, most recently one with Jodie Foster.

   Landon wrote other novels (Never Dies the Dream) based on her missionary experience but never achieved the same greatness as in Anna and the King of Siam. This is a well structured novel, with a lot of drama. The death scene of the Fa-ying is incredibly touching. Anna is believable; sometimes annoyingly persistent, other times selfless and very very brave.

   The actual writins of Anna Leonowens are also available. It's fun to read Landon's book and then the source material she used. You may agree with me that Landon's skill as a novelist took Anna's story and made it unforgettable.




2. "How old shall you be?"
   "I am 150 years old, your Majesty."
   "In what year shall you be borned?"
   "Seventeen hundred and twelve, your Majesty."
   "How many years should you be married?"
   "Several, your Majesty."
   Pause.
   "How many grandchildren shall you have by now? How many? How many? How many? Ha! You do not answer that so quick. I make better questions than you answers, hmm?" (pages 58-59)
   
   This is Mrs. Anna Leonowens (an English governess's) first introduction to the eccentric 59-year-old King of Siam, King Mongkut, in the 1860s. Margaret Landon's `Anna and the King of Siam' is an intriguing, historical tale based on ancient, Siamese records and the secret diaries, letters, and conversations of Anna in Bangkok that reads like fiction but is amazingly genuine [some parts]. Anna, along with her six-year-old-son Louis, embark on an erratic odyssey through a foreign land of a cryptic culture that will, in a few months, become traditional to them. Yet there are some seemingly barbaric issues to be cleared up. Among them are slavery, the King's concubines in the harem, and the unjust treatment of several subjects. While Anna may have altercations with the King, she comes to revere his intellectual methods of attempting to create Siam a scientific nation in modern times but expresses severe criticism on needless occasions. As a governess, her duties are to instruct the royal children (of which there are more than 67; however, only the eldest participate) and aid the King in composing extraordinary letters to renowned world leaders, such as Abraham Lincoln and Queen Victoria. Prince Chulalongkorn, Anna's most prominent and smartest pupil, is heir to the throne on account of being the eldest; she attempts to steer him onto the positive path of ruling the country justly. Also bestowing color to Anna's experiences, including misadventures, other than irrelevant talks with the King on that of Moses and ethics is a cast of supporting characters: Tuptim (the slave), Lady Thiang (the King's head wife), Lady Son Klin, and countless others. Across Anna's remembrances, a message is conveyed: despite one's differences they must master the skill of understanding the outsiders and point them to salvation, excluding falsehood by supplanting it with truthfulness. 'Anna and the King of Siam' is a fascinating web of Siam's (now Thailand's) superb past filled with rich descriptions for a journey neither the reader or Anna will let sink into oblivion even until the breaking end. --P.J. Persad



3. I can only adequately describe this book as dull and downright boring. Historically it needs to be taken with a grain of salt, although I accept that some of it is pertinent. As Jodie Foster's character in the recent remake of this saga posits, "England's ways are the ways of the world." Landon, with fervent missionary bent in hand, shouldn't have stayed in Thailand for so long given her contempt for their way of life.

   Ultimately the books so called historical authenticity is the very thing you question. The idea of underground torture chambers or cellars, granted that Bangkok is at best marshy swamp and 6m above sea level, is ludicrous. And we are talking about the area of ratanakosin, one of Bangkok's lowest points vis-a-via the water. Also, did Landon not bother to look at Siamese history prior to her arrival and reposit the politics of the harem against contemporary Siamese history? Was she so blind to the success of Mongkut, and certainly Chulalongkorn, not to question the integrity of what Leonowens (a reinvented woman, if ever there was one) was writing?

   The book just drags on about the role of women (a worthy issue nontheless) and the perfidous Siamese. It doesn't offer any insights into why the Siamese are this way, supposedly, and it smacks of neurotic Christo-centric 19th century morality, which bugs the hell out of most people. I can only reiterate that its ugly moralism and at times, often poor narrative, kill what could have otherwise been an interesting read.

   Save your money and don't get the latest cinematic representation regardless of how well dressed up it might seem.




4. "Anna and the King of Siam" is really a great book. Even though a lot of this story is fictional and based on some facts, its still fascinating. The book is very in depth, with a lot of detail. The story does become dull at times, particulary after Tuptim's death, but the book still picks up again. It was interesting to see how many more characters there are, their weren't used in all the movies of this story.

   This book is definetly a great book for anyone interested in finding out more of the story of Anna and the King.




5. I really liked this book because it was really exciting. I also liked how it taught you about different traditions and religious beliefs. I have never read another book that took place in Siam, so that was really interesting. I liked how when after someone said something in the language that people in Siam speak, they would also print in English what they were saying. Anna the main character's, bravery and courage was great. I admire how she could stand up to a king without being scared.
   
   The story is about a widowed school teacher from England who travels to Siam to teach the king's son and Prince Chuklalonkorn along with his many brothers and sisters. The king's many children are eager to start their lessons, as is Anna, but little did they know that they would become more like friends than like a school teacher and her young pupils. In the beginning Anna and the king are always bickering and disagreeing with each other, but they too, soon become friends.
   
   I think that anyone who is interested in adventure should read this book. This book is for someone who loves to learn new things such as languages, religions and or monks because one of the Ladies in the palace is in love with a monk named Balat. The king also travels to different places for business and sometimes has dinner parties that involve people from different places. If I could be in Anna's place that would be great.
   I think that is a great adventure!

5 comments about Jack: A Life of C. S. Lewis.

1. I have often expressed my love of biographies. I consider them to be among the most helpful of resources in helping equip Christians in their lifelong quest for Christ-likeness. We can learn much from the examples of those who have run the race before us. We can learn from what God taught them, learn from their triumphs and learn from the times they were defeated. I have a passion for biographies. I also have a passion for the English language. I love to see how we can use the language to craft works of art. I cannot express myself in the fine arts - music and art are both disciplines that escape me. But I consider myself a wordsmith-in-training. These two loves come together in Jack, a biography of C.S. Lewis written by a veritable master of the English language.
   
   George Sayer had what was probably a unique privilege - he met C.S. Lewis and J.R.R. Tolkien at the same time. He studied English under the tutelage of both of these men while at Oxford University. He became friends with Lewis, growing closer as they grew older. As a friend he provides a unique perspective on what is surely a unique individual.
   
   I have never had the interest in and respect for C.S. Lewis that so many Christians afford him. Perhaps it is that I tend to see in black and white. Lewis exemplified some of the best and yet some of the worst in his understanding of Christianity. It seems that for every major doctrine he so brilliantly defended, there was another that he denied. For every brilliant insight there is a terrible oversight.
   
   Jack provides a glimpse into Lewis' life. This, combined with penetrating analysis from one who knew him well, makes this biography not only fascinating, but very credible. Sayer covers all of the foundational parts of Lewis' life - the death of his mother, his education, his infatuation with Mrs. Moore and his conversion to Christianity. The author looks also at most of Lewis' major writings. Having spent so much time with his subject, Sayer is even able to describe an average day in the life of C.S. Lewis - just the type of detail that is interesting, but is absent from most biographies.
   
   The detail, while interesting and often even necessary, is sometimes almost uncomfortable. Sayers goes so far as to detail Lewis' personal struggles with masturbation and fantasy as a youth, and his later fascination with his wife's body. Yet he does this not merely for the sake of being explicit, but always to help us better understand Lewis. He seeks to help the reader understand Lewis not just as an author, but as a person. He wants to show Lewis in the good times as well as the bad. He seeks to show Lewis as he really was.
   
   Thoroughly-researched and exquisitely-written, this is a brilliant biography of a figure whose importance to Christianity seems to be growing, even forty years after his death. With a major movie series coming to theatres beginning this year, we will surely hear a lot more about Lewis than ever before. While many biographies have been written about him, I would have trouble believing any could be better than this. No matter your opinion of the man himself, Jack, as a book, is a gem; a jewel; an absolute triumph.



2. This is a fitting tribute to the life, works and last days of an author who changed many lives through his writings. His MERE CHRISTIANITY reached out to non-Christians and showed them the way to a better life. But, I think he will best be remembered for the magical world of Narnia he created for children. He'd been born Clive Staples Lewis on November 29, 1898. In 1998, a series of special commemorative stamps was issued, "Magical World," featuring THE LION, THE WITCH AND THE WARDROBE. In about two and a half months, the eagerly awaited movie, 'Narnia,' will be in the Regal theaters nationwide and will gather more fans for Jack (C.S.) Lewis.
   
   A musical portrait of his life toured Britain during 1998. Even Hamley's. England's toy shop, hosted a special one-hundredth birthday party in honor of this prodigious writer. It is sad that only fifty people attended his funeral toward the end of November, 1963. On his tombstone is engraved "Men ust endure their going hence" which had been on the Shakespeare Calendar the day his mother died. At a little past 5:30 p.m. on the day John F. Kennedy was assassinated, Jack gave up the ghost after two or three years of terrible pain from prostate cancer. So, in the passing of C. S. Lewis, all the world's eyes were on their television sets watching the events in Dallas, Texas, play out as Oswald purportedly killed the United States president.
   
   Autumn had always been Jack's favorite season so it is fitting that he ends his life in happiness. October's bright blue sky, even in England of 1960, was lovely as were the beeches which were in their "full glory of gold, russet, and amber." Keats called autumn "the close-bosomed friend of the maturing sun." That year, the hawthorne bushes were full of crimson haws, and the wild roses were loaded with hips. He came to Cambridge in 1962 to lecture and to finish his last book THE DISCARDED IMAGE. He was in the autmn of his life but he was enjoying an Indian Summer. He'd just finished SURPRISED BY JOY and his book A GRIEF OBSERVED after she died. Yes, he loved the American woman who entered his life so unexpectedly. He also wrote letters of encouragement for some time to an other American woman.
   
   His enduring legacy is the gift his readers receive, that 'sliver of wonder,' which enables them to see beyond the imaginary world to the living God. The lion in the 'Narnia' books was made to appear as Christ-like as he could manage. April is probably the best loved month in Western Europe, as it is here in Knoxville, Tennessee, our beautiful "Dogwood" celebration. Shakespear wrote of "proud-pied April, dressed in all its trim." In April, there is a revitalization of the earth as the birds sing their joyous songs for all to hear. The forget-me-nots are in bloom, and spring green covers the fields. My favorite time of year is the Spring with all of the pastel colors and the feel of life returning after a long winter's sleep.
   
   He was the precursor to all of the inspiration and self-help books which now abound. He had divine inspiration at times, but he was also human. A man with feelings and empathy toward others.



3. C. S. Lewis is one of the most well known Christians in modern history. I've read a couple of books about his relationship with Joy Davidman, so I figured it was time to check out a biography that spotlighted Mr. Lewis' entire life. "Jack" (Lewis' nickname) had the most accolades, so after warming up with the lighter fare of "Jack's Life" by his stepson, I dove into this book.
   
   George Sayer is a former student of Mr. Lewis', and he delivers a fascinating portrait of his mentor from birth to death. He also provides context by detailing the national background, family life, and period of history that shaped Jack. In addition, Mr. Sayer discusses a number of Jack's books, the creative process he used, and how the public initially received them (including book reviewers). Despite his distinguished academic credentials, the author writes in a manner accessible to the layman reader. I never felt bogged down, or condescended to, by his writing style.
   
   Some have accused the author of sugarcoating C. S. Lewis' life. Yes, Mr. Sayer wrote as a friend, and therefore wasn't out to write a sordid expose. But neither does he claim that Jack peed rosewater. For example, I had no idea that Mr. Lewis struggled with sadomasochistic fantasies and masturbation as a young man. He also smoked and drank quite heavily, habits that many churches don't hold in high esteem. In addition, the author doesn't shy away from discussing some of the charges against Mr. Lewis' character, such as the possibility of a homosexual relationship with his lifelong friend Arthur, and whether or not he and Mrs. Moore were lovers. I'm not sure what kind of dirt would erase the charge of whitewashing, but I felt that Mr. Sayer made Jack appear pretty down-to-earth. That is, except for Jack's statement that sexual fantasy can be "fairly easily overcome with prayer and fasting (p. 415)." The "fairly easily" part is a bit much for me to swallow (or perhaps a bit too convicting for comfort).
   
   Along those lines, I was intrigued, and a bit confused, by one aspect of Mr. Lewis' character: his distain for introspection and fantasizing. Jack considered heroic and romantic fantasy to be counterproductive, because in his eyes their self-centered focus prevented one from obtaining renown and love in real life. He even wrote a poem, "Dymer," that illustrated the dangers of forsaking reality for a dream world. As for introspection, he felt it was a danger to one's mental health. However, many of his works prompt readers toward both pitfalls. I couldn't help being somewhat introspective after reading "The Great Divorce" and "The Screwtape Letters." And who hasn't fantasized about charging into battle at Aslan's side while immersed in the Chronicles of Narnia? Of all Lewis' views, this is the one I'd like to investigate further because of my own disposition towards navel-gazing and daydreaming. Jack's views on the consequences of these actions are especially relevant in an age where pornography is a mouse click away, and one can live life vicariously through reality shows and online computer games.
   
   An unexpected result of reading this book was that I gained a greater interest in the life of Jack's older brother Warren. Both "Jack's Life" and "Jack" paint Warren as a tragic figure who did not live up to his potential. Yes, he was a raging alcoholic whose ambition did not equal Jack's. But considering that Warren served as an army officer in both World Wars, had a number of books published, and helped organize his brother's chaotic schedule, I can't help feeling that both authors were a bit hard on him. Perhaps he could've done better, but he also might've turned out a lot worse. I've always had a soft spot for the underdog.
   
   At any rate, I came away from "Jack" with more respect for C. S. Lewis as a person and a Christian. He's more accessible to me now, and I have a better appreciation for his ideas. And the insights into his character have challenged me to examine and evaluate my own shortcomings. I recommend that you read this book in conjunction with "C.S. Lewis & Francis Schaeffer: Lessons for a New Century from the Most Influential Apologists of Our Time," by Scott R. Burson and Jerry L. Walls. It provides a portrait of Lewis' doctrinal positions that might surprise you (as it did me).



4. It has been said that a great biography requires that the biographer respect and love his subject. Sayer certainly meets that requirement. As a friend and former student of Lewis', he is able to offer unique anecdotes and a personal perspective to illuminate his subject. He is also a student of literature, so that he is able to comment on Lewis' work in a professional and sometimes incisive manner. I particularly enjoyed the fact that he includes an Afterword in which he answers the most common questions he has received as one of Lewis' principal biographers. He also includes information which does not always reflect favorably on Lewis. While he loves Lewis the book is not idolatrous. He sees him as a living, breathing, flawed, but wonderful human being. My only problem with the book lies in the fact that Sayer does not linger over dates. From time to time the reader has to reconstruct the narrative by repositioning the book's events within specific years and decades. This is not a major problem, but it is a problem. All in all, this is an engaging study of an engaging subject. Highly recommended.



5. Insightful. Not as flattering and complimentary as it could have been considering the relationship of the writer to the subject, which is good. Well written, a good read. well worth the money.

5 comments about To Teach: The Journey of a Teacher.

1. Ayers approach to teaching is holistic and densely worded. He is a true veteran of the academic trenches having taught for almost 40 years at every level from K to college. He shows the utmost respect and concern for his students. Inextricable from his profession and unshakable in his conviction about what is greatness in teaching.



2. I really appreciated this book. Ayers is very passionate about a teacher's responsibility to help their students become complete human beings. Reading this book, and Grant Wiggins Understanding by Design, in a graduate class renewed my passion for teaching, which is really a passion for learning. Education should be about the big questions of life, not just the details and basic skills that are tested and required by the state and federal government.
   
   Ayers is committed to developing whole and complete human beings, not automatons.
   
   My only issue is with his emphasis on social justice as the focus of education. While I agree that a concern for social justice will emerge in people who think for themselves, it seems as if his recommendations force this concern on kids a little too heavyhandedly. If we are to be independent, complete people, then naturally what concerns us will not always be the same. Nevertheless, his emphasis is better than many who want us to just teach kids to read words and add and subtract, but don't really care if they can think for themselves.
   
   On a side note, while I am disgusted by Mr. Ayers' past and his continued lack of repentence, I don't believe that it invalidates his philosophy of education.



3. I thought this book was good. It gave me some good ideas to use in the classroom. I think teachers should always be looking for new ways to teach.



4. I was very pleased with my book. It was in the exact shape as the site described it and it arrived right on time! Thanks Amazon



5. This book gave me hope for those mired in the public school system. It brought to mind another teacher book with heart, The Tales of the Dolly Llama, by Guy Kuttner. These books are inspirational and provide the appropriate tonic for those tired out by the system.

5 comments about Tisha: The Story of a Young Teacher in the Alaska Wilderness.

1. This book is a keeper. I really enjoyed this story and each
   time I have recommanded it they have come away loving this
   story also.



2. This is a delightful story about a young woman teaching in the Alaskan interior. Since I love books about life in Alaska, I found this book to be a very enjoyable read. If you loved this book, you might also enjoy a new release by author Cheryl Schuermann.
   
   
   When the Water Runs: Growing Up with Alaska



3. THIS IS THE MOST BORING BOOK AND ANYONE WHO SAYS IT IS GOOD IS OLD AND PERSONALLY IT IS THE MOST BORING BOOK!



4. I read a professional review on this story from several decades ago, back when this book was originally published, that, while certainly much celebrating the story, suggested that it was almost stereotypical! I beg to disagree. What admittedly could have easily become a flat commentary on folks of differing races in a typical Alaskan setting actually touched my heart and even had me at times understanding the mindset of those we would have considered to be racist. This is an honest sample of what life was like in the Alaskan frontier and what those who lived there felt and thought as well as a beautiful pastoral.
   
   Annie Hobbes is a young teacher from Oregon who falls in love with the romantic idea of teaching in the adventurous and beautiful Alaskan wilderness. Her fun romp turns serious as the ideas with which she was raised are challenged by the citizens of the little town Chicken who demonstrate negativity toward the local Native Americans. This girl, who begins the story as less than a tenderfoot, eventually earns the respect of the same people that want to run her out of town for her ideals.
   
   And yet, fortunately, Annie is never portrayed as a perfect Saint. She is quirky and likeable and, heck, I could sometimes see why everyone was annoyed by her--thus is the magic of the writing.
   
   This story also appealed to me on the level of teacher to teacher. I read this book at the end of my first year of teaching when I was all drained out--this reinspired me to do everything for my students.
   
   The characters are wonderful as well as the plot. The gorgeous descriptions are quick as not to slow down the necessary fast pacing. This is both a story of prejudice and a delightful and fun Alaskan adventure.
   
   I don't know how much of this is actual fact, but goodness me, the author did very well!



5. read this book about 10 years ago and wanted to read it again... it's a wonderful book it's an easy read and very enjoyable...

3 comments about Maria Montessori: A Biography (Radcliffe Biography Series).

1. This book covers Maria Montessori's life very thoroughly. It covers her life well, but it would have been nice to include something of an afterword on what happened to the Montessori movement after her death, it's re-emergence in the US, a little of what Mario Montessori did with AMI, etc. Rita Kramer gave me a good understanding of how Montessori was able to rub some people the wrong way, which had an effect on the success of the movement here in the US. I don't really begrudge her trying to keep tight control over the movement, and I can see it from her point of view, after all, as Kramer points out, the movement had her name attached to it, for good and ill. If it had been presented as a neutral method, or if she had taken an academic post, and therefore didn't have to be so invested in the didactic apparatus, her ideas may have spread farther. I was also interested in what happened to the method in the US after WWI, since Kramer points out that, for example, the Rhode Island school system adopted Montessori for its public schools in something like 1910. When did they go back? Kramer did do a good job of explaining why the method caught on in some countries and not others. The real tragedy was in Vienna, which had a thriving Montessori community in the 20's and early 30's, but which was wiped out in WWII. This book gave me an appreciation for Maria Montessori I didn't have before, and reinforced my opinion that, politics aside, with the grown-ups talking and arguing about committees, names and priorities, what's important is where the rubber meets the road, that is, in the classroom. In the classroom, when you're down with the kids watching what they do, you can see the fundamental truth in Montessori's approach.



2. Right away there was the happy possibility that I would have a positive response to Maria Montessori: A Biography since the book was written by -none other than - Rita Kramer. She is also the author of the investigative account Ed School Follies: the Miseducation of America's Teachers. She has also been a contributor to some solid periodicals, such as The Wilson Quarterly, American Heritage, and the American Spectator. And she is certainly a reader of that great French-born American teacher, the venerable Jacques Barzun (99 years old!). Ms. Kramer seems to have accepted an offer to write this particular biography based on her expertise in early education, her reputation for solid research, and an objective journalistic approach to her work, but presumably not as a Montessorian. What the reader gets is a factual, historically accurate, rolling account of a person worth the biography. Granted, I'm sold on Montessori anyway, regardless of the struggling doctor's genius or shortcomings, so this story for me is more for a good read on how it all came together. And a good read it is, by any standard.



3. This is a well written* and compelling book. It sets out quite clearly the strengths and weaknesses of both Dr. Montessori and her method.
   
   It is an important read for anyone considering closer ties to the Montessori movement (in its various forms).
   
   And like any good art, it raises as many questions as it answers...
   
   ...some of which could make Montessorians quite uncomfortable!
   
   
   *there are some annoying typos

5 comments about Teacher (Touchstone Books).

1. Hard for me to write a short review of this book since I've written a book about Ashton-Warner's contributions to teaching young children.

   The point is, Ashton-Warner was a careful observer of the young Maori children she taught. She knew that what she had been trained to do in a college teacher-training program wasn't working, so she really looked to see what the children cared about, and invented ways to teach them based upon their deep interests and respecting their culture, different from her own. She, a left-handed artist, was different from the mainstream, and wanted to be appreciated...and she carried this and other knowledge from her personal life into her teaching. Ashton-Warner wasn't a woman of perfection, but she made a contribution that lasts...This book has changed the lives of many, many teachers -- I know because they have told me.




2. I am a teacher of 18 years who had to read this book in 1977 as part of my college teacher training and would like to share this book with all teachers. It is as relevant for me today with our scripted phonics and literature-rich reading programs as it was then. Sylia Ashton-Warner does more than portray a method and philosophy to teach reading to New Zealand's Maori children--she paints a vivid, dramatic picture of any classroom. The reader can see the combination of her daily, organized lesson plan superimposed with the actual unpredictable, spontaneous, and social nature of children. Sylvia writes in such a perceptive, humorous way that our sympathy goes out to the Maori children who are expected to learn reading, but are expertly led, not forced.
   One of her main points was that the contemporary "Dick and Jane" method of teaching reading was too imposing, stagnant, and foreign to inspire success and a love of learning for her Maori students. She created a new system to do the job of bridging the old, illiterate civilization of the Maoris to contemporary New Zealand. Her method became famous. It is fairly simple and has been used since in a multitude of kindergarten and 1st grade classrooms. Children were allowed to give Ms. Ashton-Warner, their teacher, a new word every day. The word was traced, written, practiced, shared, and reviewed the next day. If the word was important enough to the child, it was remembered and therefore called an "organic" word since it came from an important part of the individual child. Children had word cards and every day would locate their own personal word cards amidst the class' collection.
   As Ms. Ashton-Warner used this method over time, she was able to categorize important words, and thereby came across universal truths regarding words that made reading easier for her students. The two widest categories she called "sex" and "fear" words, and if a word was easily learned then it fit into one of these categories. Although I personally don't like her use of the word "sex," she explains her conception of it as referring to the human needs of love, acceptance, and survival.
   As students became proficient with this first introduction to words, they were "graduated" to more advanced classes in reading and writing, using their own personal word banks, until at last the traditional school books could be used successfully. In addition, Ms. Ashton-Warner wrote and illustrated her own version of basal readers for Maoris, using their own interests and lingo, as another part of transitioning them from their own culture to the literate and modern New Zealand. It is tragic that most of her original works are gone.
   In actuality, the book "Teacher" is much more than a description of a pedagogical method. It is a work of art, describing the talent needed to teach. It is a work in psychology, showing one how to cope with the enormous diversity and constant problems of the real classroom. It is a work of teaching methodology, inspiring a teacher to value and inspire the inner thoughts and feelings of a child, and to take those raw materials and create real learning experiences for that child.
   I actually read this book once a year. It has become a part of me that allows me to take each day as it comes, to see special inspired moments in a child's day as being a huge, poignant step in their education.



3. This text was recommended reading and as a teacher myself, I find it confounding that it was not required reading during my teaching education. She certainly was ahead of her time, but Sylvia Ashton-Warner might still be distancing herself from those standard based minds determined to put children into the molds we have decided are necessary for their own good. How do we get children to see the power of language so that writing and reading have personal meaning that piques a lifelong journey into the love of learning--this book has some incredible seeds that a willing and curious mind might take, study, and find itself using to change the world, and at the very least the landscape of education as we see it today. Read this book if you want children to come alive to learning.



4. Fantastic Book! Makes a revolutionary concept seem simple and obvious. As an education student, I plan to take from this book for the rest of my life.



5. In generally straightforward prose, Sylvia Ashton-Warner describes the success of her "organic" teaching method for five-year-old Maoris, a native people of New Zealand. The idea is as brilliant as it is simple: young children will best remember words that are nearest their hearts.
   
   For young Maoris at the time of Ashton-Warner's writing, these words were not always positive, as many of her students were from troubled backgrounds. Words such as "fear" and "kill" were as popular among them as "kiss" and "love." Ms. Ashton-Warner's infant reading texts were hand-crafted by her for each student's particular needs and interests. After developing an "organic" vocabulary, the Maoris were better able to tackle traditional English elementary texts.
   
   I found a sixth edition of this book in my late father's library. It was required reading for my father's Masters in Education program at Hunter College in New York City during the late 1960s and early 1970s. "Teacher" was first published in 1963.
   
   Contemporary readers, especially Americans, may find the style somewhat dated. Towards the end of the book, Ms. Ashton-Warner changes from a conversational format to a diary-like, almost stream-of-consciousness style which is rather confusing. She also uses New Zealand terms such as "pa" and "haka" whose meanings have to be determined with some difficulty from context.
   
   All that said, the message of "Teacher" is as vibrant today as it was when this work was first published. It is as relevant to building cross-cultural bridges as it is to enhancing learning among students of all backgrounds. My father drew upon it in getting reluctant older students to write and read about things that they were truly interested in. "Teacher" provides an important caveat to today's world of standardized testing and rigid pedagogical criteria.

5 comments about THE MAN WHO LOVED ONLY NUMBERS: THE STORY OF PAUL ERDOS AND THE SEARCH FOR MATHEMATICAL TRUTH.

1. Paul Erdös ("Air-dish") really did love numbers, and lived for mathematics. He was well known in maths circles, a legend, but known little outside. The book by Paul Hoffman introduces the work of this prolific numbers man to a new audience. It is at the same time a full of glimpses of the man, and tributes from those working mathematicians that he worked with. For there is no doubt that Erdös was an eccentric of the first magnitude, but Hoffman gives a picture of a well-loved man, who moved and inspired individual and groups of his colleagues worldwide.
   
   Erdös made an enormous contribution in basic number theory, and Hoffman introduces readers to many of the ancient and modern problems of mathematics. Is it possible, for example, to predict the distribution of prime numbers? The relationship of prime numbers with each other is a well-known area of investigation in number theory, and ideas such as perfect numbers (where the sum of the factors equals the number itself - for example the number 6) and friendly numbers are well explored. Friendly numbers are where the sum of the factors of one number equals a second number, and the sum of the factors of that number equal the first number; the lowest friendly numbers are 220 and 284.
   
   What has made Erdös so special is his relationship with so many of the world mathematics community; he co-authored papers with 485 individuals, and in some cases was a joint author with the same individual of 15 or more papers. His output was immense, even though he was working in basic number theory, an area where much work is done by young men. Yet he continued to make significant contributions almost right up until his death in 1996.
   
   Erdös's brain was "always open" for mathematics. He even made group maths possible, or even `invented' it,, often with several different groups in the same room, with the aged Hungarian as the lynch pin, flitting between groups engaged on different subjects. The affectionate guide by Hoffman to his life and achievements is infectious, for those with an interest in mathematics. And so was Erdös, who wanted to prove theorems, and to prove them elegantly, but was very actively engaged in encouraging and nurturing others in his obsession. Erdös had no passions in life, maths was his life.
   
   Individuals who had written a paper with the Hungarian are said to have an Erdös numbers of 1, and to have achieved this distinction is a great accolade. Even Einstein only achieved an Erdös number of 2, having written a paper with a person who had written a paper with Erdös.
   
   Hoffman gives a good view of the man, a glimpse of how he worked, but comparatively little about his achievements, probably because non-mathematicians would not understand it. What he does show is that without Erdös, the world is a poorer place, both mathematically, and because of his unique ways.
   
   Peter Morgan, Bath, UK [...].



2. I'm bad in math. Horrible to be correct. But this book is so easy to understand and even entertainning to read. Like some other reviewer said that it has all the things going on besides Erdos's life. This book may not have lots of detail about his accomplishment, which even for some that it has, not really offer a complete or clear explaination about them, but somehow it makes me want to know more and looking for anything deeper and more thorouoghly. Therefore, despite some flaws that it has, I love it. Such an entertaining when you consider it's something about math.



3. I absolutely loved this book. A coworker of mine found this book depressing, but I thought it was a very uplifting story about a truly unique human being. I don't know where the title came from, as it is inappropriate, but everything else about the book was wonderful. Given the petty squabbles between scientists in many disciplines, it was very nice to read a story about collaboration such as that promoted by Erdos.



4. Paul Erdos is presented as a sweet math genius. He loved children & Math, but never had life of his own. He lifed only to futher study of Math.



5. This is a very interesting and enjoyable book about Paul Erdos, an eccentric math genius.
   
   Speaking as a former college "Mathlete" (Kappa Mu Epsilon), I used to (and still do) have an abiding love for mathematical 'truths', and this book gives readers a brief introduction to some of the many ways that a sense of wonder & curiosity, focused on the universe through the prism of mathematics, can fire one's soul on many levels, both intellectual and spiritual.
   
   As for myself - after a promising start, I peaked early back in undergrad school, and eventually left the field after finishing a minor degree, and moved on to other studies. However, my sense of wonder has remained ... and it was this book that helped me to recall some of my old joys, and to relive some of the might-have beens, had I been able to stay with it.
   
   In any case, the book is a fine read. However, I have some nits that I've ranked them from most to least annoying:
   
   1) MISSING PROOFS: The author, during his tale, mentions in passing many interesting mathematical problems and theorems that both Paul Erdos, and other mathematicians, helped to solve ... but in the vast majority of instances, the author anti-climactically fails to include the details of those proofs for the benefit of interested & proficient readers. IMHO, proofs of less than, say, 5 pages, could and should have been included in an appendix, and the author could have referred readers to appropriate AMS publications for those proofs that are longer and more involved. Instead, the author leaves the reader with nadda in all but a few trivial instances. It always irks me off when an author (or editor) dumbs down a book because they think readers can't keep up. Very annoying, and very anti-climactic. I mean come on - what's the point of spending pages and pages telling about the quest for a solution, only to finish lamely that yes, they solved it ... but omit all the details. Feh.
   
   2) FOCUS: The author did a commendable job assembling and integrating a large array of verbal and historical accounts into a fairly coherent whole ... but he also has a mildly irritating tendency to meander around, in his focus, somewhat like a runaway horse cart. First forwards in time, then backwards, then sideways across various topics, then in the middle of nowhere we're talking about Fibonacci, Gödel, Gauss, then back to the present, and then to his childhood again, etc. In other words, the flow of the book is a bit uneven and fractured in places, and IMHO it could have benefited from some additional polishing and a bit of re-organization. I kept wanting to grab the reins and drag the book back on course. It's a fine ride, but it's a bit more rickety and bouncy then it could have been with some better editing.
   
   3) ENDMATTER: The author/editor neglected to tie the "Acknowledgements and Source Notes" section in the rear of the book (p. 269- p.278) into the main text with some helpful endnotes or annotations ... thus rendering the section mostly useless to first time readers. Without notations to clue a reader in that that information is present in the back, then readers are left to finish the book unaware of it's existence until they reach the end ... by which time the information is of little or no value.
   
   Highly enjoyable. Subtract a star if you're a math geek who prefers to see actual proofs, rather than simply taking solutions for granted, sans details.

5 comments about Initiation.

1. This is the best spiritual book I have ever read. It not only made a lot of sense to me and my friends in regards to the person's own life experiences. But had deep impact in regards to why we are here and what we can do about it.
   
   Reincarnation does make sense when explained in lay men's terms such as this book endeavours to achieve. It is a great pity the author did not do a follow up book from this her own true story!



2. INITIATION by Elisabeth Haich. The inner core of this reportedly autobiographical novel revolves around the psychic reliving of previous incarnations by the author, and their applications and relevance to her contemporary life in pre-and post-World War II Germany as a woman, wife, mother and, eventually, spiritual teacher. The central incarnation is that of an ancient Egyptian princess who was granted initiation in the Sacred School. The lessons included exercises in meditation, concentration, body and sense control and telepathy. The exercises were primarily designed to stimulate and strengthen the biopsychic centers in preparation for the infusion of elevated energy vibration.
   
   Kybalion: A Study of the Hermetic Philosophy of Ancient Egypt and Greece
   Awakening Osiris: The Egyptian Book of the Dead
   The Egyptian Book of the Dead: The Book of Going Forth by Day
   THE SECRET BOOKS OF THE EGYPTIAN GNOSTICS AN INTRODUCTION TO THE GNOSTIC COPTIC MANUSCRIPTS DISCOVERED AT CHENOBOSKION



3. I enjoyed reading this book very much, a nice break from a lot of the dry esoteric books that I tend to read. If you accept reincarnation, then you should not have a problem with this book. It has been a while since I read this book, but what sticks in my mind are Elisabeth's Egyptian initiation experiences. The events ring true for me as regards what I have also heard regarding the ancient mysteries schools. Herein is the path of the razor's edge I.e. Tests and trials inclusive of death for divulging esoteric secrets. Elisabeth's reincarnation experiences include her making contact with a long lost love from Ancient Egypt. Her experiences going through war also made an impact on me. I was pleasantly surprised to discover that a recent girlfriend of mine also read this book; she equally enjoyed reading this book. I personally dislike fiction when it comes to esotericism; this includes a lot of the new age stuff. Elisabeth's book, I believe, does not come under this banner. There is something very authentic about this book. You can see by the many other reviews that this book touches people, leaving an impact.
   
   For those who enjoy reading spiritual books, I would also more highly recommend reading `Autobiography of a Yogi'.
   
   Since originally posting this review I have read another of Elisabeth Haich's books [ASIN: 0943358035 Sexual Energy and Yoga]. I have posted a review for this book and given this 5 stars.



4. This book is very deep and no nonsense. This book has so much information on spiritual teachings from the ancient Egytians, it could be used as a textbook. Not a light read!



5. I was very pleased with the service i received. The book arrived quickly and in the excellent condition advertised. Highly recommend this seller.

5 comments about One Day, All Children...: The Unlikely Triumph Of Teach For America And What I Learned Along The Way.

1. In less than 200 pages, Ms. Kopp details every step she took in establishing Teach for America, the national teaching corps for recent college graduates. Chapters 1-9 are a primer for fundraising techniques, non-profit organizational set-up and strong management skills. But, Chapter 10, the most interesting by far, is a lengthy description on what makes good educators. You may be inspired enough to join in the efforts in ensuring excellent education for all children in this great nation of ours.



2. "One Day, All Children" is a captivating story of how Wendy Kopp, the founder of Teach for America, and how she followed her dreams to DO SOMETHING about the harsh realities and failures of many of our public schools. Mind you, the book TELLS ALL, from fundraising nightmares to team member turmoil; this is not simply a book on idealistic pedagogy. The story is guaranteed to frustrate you and inspire you. That a fresh college grad, assisted by other fresh young people, established Teach for America is incredible. This is worthwhile reading for Teach for America applicants, new teachers, education students, and social justice-minded people.



3. ONE DAY, ALL CHILDREN is the story of how Wendy Kopp started Teach For America. For those unfamiliar with the program, Teach For America is an organization that recruits college graduates and young adults to work for two years at inner city and rural schools where there are teaching shortages. Corps members are sent through an extremely extensive three week training program during the summer before heading off to their various assignments in the fall. Teach For America has come under criticism by the professional educational teaching programs because corps members aren't forced to go through a teacher education program before being hired. Personally, I think the program is a great idea that is meeting the needs of our nation's underprivileged children; instead of throwing money at the savage inequality of education, Teach For America is attempting to fix the problem.
   
   ONE DAY, ALL CHILDREN explains how Kopp came up with the idea, how she got the organization started, the trials and tribulations of the organization during the first year, growing pains that happened years later, etc. Those who are familiar with Teach For America might find the book interesting as well as anyone looking for a somewhat inspiring story of a person who creating a national life changing educational agency from scratch. Those who are involved in education might enjoy reading the book, too, though professional teacher educators might balk at the idea of sleeping with an enemy that they seem to hate. For everyone else, the book has some interesting moments, but most of those come near the beginning so you might want to spend your time reading something else.



4. 
   Several years have passed since Wendy Kopp wrote this account of how she established what has since become one of the most effective change agent organizations throughout public school education in the U.S., Teach For America. As I read her book, I was reminded of the song "Come Fly with Me" and the invitation extended by Cahn and Van Heusen's lyrics:
   
   "Come fly with me, let's fly, let's fly
   Pack up, let's fly away!"
   
   That is essentially the same invitation that Wendy Kopp has been extending to college graduates since 1990 and an invitation they, in turn, have then extended to public school students throughout the United States. Those recruited, trained, and assigned by Teach for America - making a two-year commitment to classroom teaching -- continue to help children entrusted to their care to dream what may at first seem "an impossible dream" to them, then pursue it. For many children, especially those growing up within low-income, high-crime communities, education can be their "passport" to a higher standard of living and better quality of life.
   
   As Kopp explains in this book, after graduating from Princeton, she (age 21) raised $2.5 million of start-up funding for Teach For America, hired a skeleton staff, and launched a grass-roots recruitment campaign. During its first year in 1990, 500 men and women began teaching in six low-income communities across the country. Since then, Teach For America's network has grown to 17,000 individuals and has become the nation's largest provider of teachers for low-income communities. This year, Teach For America serves 26 urban and rural regions and impacts three million students. To date, it has served more than 5,000 communities, has more than 12,000 core members, more than 425,000 alumni, and has impacted nearly 3 million students since its inception almost 20 years ago.
   
   Kopp traces the process from her original vision (i.e. "a national teacher corps of top recent college graduates who would commit two years to teach in urban and rural schools") to what Teach For America has become. She acknowledges all of the sources of support she received along the way and is especially appreciative of those who challenged her ideas, not because they disagreed with any of those ideas but because they wanted to help her sharpen and clarify her thinking. Here is a composite excerpt from Kopp's narrative near the end of this book that indicates some of the lessons she learned along the way.
   
   "What I have learned in building Teach For America and from our corps members and alumni suggests that it will take three things to raise achievement levels in low-income schools. First, it will take committing ourselves to the vision that one day, all children in our nation will have the opportunity to attain an excellent education...Second, we must recognize that accomplishing our mission will take more of just about everything - including more time and, ultimately, more resources...There's an understandable discomfort with the idea that it will take more money to make schools in low-income areas work. We've all seen and read about too many examples of wasted resou8rces in schools. In some cases merely reallocating the resources already spent in low-income areas can make a difference. And I learned through my experience with Teach for America that money isn't everything, that tough financial situations force high-quality, innovative thinking. But I've also learned that although resources are not the solution to everything, they are necessary to carry out the big plans...The third aspect of realizing our vision is the recognition that it will take a long-term, institution-building approach...when people think about what makes great organizations work, they see it's not a unique strategy. It's that the organizations have built the systems to achieve results, respond to change, and continually improve...Building effective school systems will not be easy. It will take superior leadership and a lot of hard work. It will require a critical look at all the forces - from how school boards govern to how states regulate - that could prevent school district leadership from taking any an institution-building approach. The good news is that there's no mystery about what it will take. The solutions are within our reach."
   
   One man's opinion, what Wendy Kopp expressed then (in 2001) is even truer today. She concludes her book with "a personal invitation to all college seniors and recent graduates who are reading this book" to consider becoming part of this movement. For more information about Teach For America, she asks them as well as those who wish to support its programs to visit this Web site: http://www.teachforamerica.org.



5. This is the story of a dedicated, serious young woman who has done a lot to put education front and center. She gets a lot of credit and deserves it. We can also look at things this way: why is Teach for America necessary? This is the peace corps in America, is it not? How did this come to pass? The fact is that TFA's applicants wouldn't otherwise dream of being teachers. They don't want to be teachers. Had they wanted that, they would never have gone to good schools and great universities. The peace corps model is followed because the premise is that teaching in Africa or in America is a summer job, a fling, an internship, or a kind of junior league volunteer job for bored affluent boys and girls who are terrified of being identified with their aloof, pampered , suburban parents. Two years in Compton gives a Yale grad street cred, which can be used in job interviews. Girls can use it to persuade employers that they "care." It may or may not be helpful to have the kids hanging around American public schools. It's hard to say whether their presence is useful or not. No doubt "studies show" that TFA is the best thing that ever happened. What I can say is that one of the biggest problems in our schools is the revolving door of people coming and going. Almost every Principal in LAUSD has his or her transfer in with the hope of getting as far away from the inner-city as possible. Those who don't enjoy the combat pay. TFA only adds to this perception and to this reality.

5 comments about Teach With Your Heart: Lessons I Learned from The Freedom Writers.

1. A very wonderful tale except the last bit of the book had little to do with teaching. I enjoyed and learned some new methods on gaining the respect and attention from students. however i learned nothing after she got that from her students except that it helps to know a rich ceo.



2. I've seen the movie, read the book. The Freedom Writers Diary, that is.
   
   I found Erin Gruwell to be a touching and inspirational woman and have visited the Freedom Writers website to see what she and her students have been up to since the time of the book's publication. She ran for congress--and, sadly, lost. We'd have done well with someone like her in public office, someone with a love for and sincere concern for today's youth and education.
   
   Since leaving the high school classroom, Gruwell has had her share of changes and obstacles and also, as one would expect, great successes. The book retreads a lot of the information gleaned from the book/movie, but I care about Erin now...I want good things for her. And her students. This was a way to catch up.
   
   If you feel the same way, the book is worth your while, but if you are trying to learn more about educational techniques, this isn't the book you're looking for.



3. Many others have written detailed reviews. This is merely an attempt to throw mine in the ring. I will begin by saying that I do not believe this book was ever intended to be a "How To" manual, but rather it is Erin telling us her story. One reviewer's title stated it was "Difficult to Replicate." I would take that one further and state that it is IMPOSSIBLE to replicate (it is HER story!) and we would miss the point if we tried.
   
   Her ability to take these kids to screenings, and meet screenwriters, and dine at the Marriott, and meet Miep Gies, and attend the Holocaust Museum was due in part to their geographical location. Granted, all of these resources were available to other teachers in the area -- but my understanding is that no one was taking "those kids." So her willingness to take these students to these places was a large part of what changed their lives. However, depending on where you live, some of these things just are not an option!
   
   The bigger lesson is not to replicate (we would all try & fail!) -- but rather to figure out what is it that I can do, where I am, with the resources I have in front of me. Otherwise, we could excuse our inaction for lack of resources. For me this book served as a means of self-evaluation -- and I came away deciding that someone raised the bar, and it's time to step-up.



4. I was assigned this memoir for a graduate Teaching in America course. Although I found the story touching and inspiring to a degree, I also found things missing from the book. The setting was in the 1990s (before No Child Left Behind), but were there others California standards? What happened to the rest of her students (other than those that have done appearances with Gruwell)? In any book such as this, you must not only pay attention to what is being said but what is not being said.



5. Such an inspiring story for future educators. A must read for anyone thinking about the teaching profession!