Education Books

As scary as the facts are in this book, I guess I'm really not too surprised by anything except how long this has been going on. This provides the answers to a lot of questions I've had about so many of the bizarre happenings in this country. If you never read another book READ THIS ONE! Our freedoms are being taken away inch by inch, so slowly that we haven't really noticed. Check the backgrounds of our judges, our legislators, lawyers etc. These people have all come from the colleges and universities spouting this propaganda!
The information in this book needs to be brought before the American people as quickly as possible. Write your legislators, contact those who have the power to reach the people of this Nation in large numbers. Hold your children's teacher's and the school district responsible for their actions and what they teach. Confront the Trojan Horse!
If you have the means to enroll your children in a private school, do so and make sure the school they're leaving knows why you're doing it.
Confront those around you who spout the socialist propaganda. They need to be brought into the light so all America can see them for what they are. Pray for this country. We're under seige!

"Your ignorance of the Word of God is the only effective weapon an enemy can use against you." (Mike Murdock)
Generations upon generations are at risk if change doesn't come to to the public schools. This book will show you at this present time that public schools are not meeting the grade. So what are we as parents to do? We need to take back our children's education!
We need to get back to basics...homeschooling preferred if not atleast a Christian school education. Please do buy and read this book you won't be disappointed.
"An angry man is a AWAKENED man."
"Only an angry man can change the mind of the unconcerned."
"The Persuaded become the persuasive."
(Mike Murdock)

I'm a teacher and I read this book years ago, shortly after it first came out. At that time I was working in a school system that required either joining the NEA or paying almost the exact same amount of money to it and not having a say in it. For two years, I mindlessly paid my dues and was a member. Then, I decided to read the material I had been given by the NEA. It was a 75-page, very fine print 8 1/2 x 11" book(let). I read every word of it and was amazed at some of the thing the NEA was supporting. Then I heard about this book on a radio program and when I read it, I saw that this man was pointing out the very things I had already seen.

The NEA is not a harmless group that merely wants the best for the education of our children. The changes that are happening in education are part of an overall agenda and that agenda is NOT to produce the most intelligent and well-educated children we can.

If you are an educator today, please read this book! Don't give your money mindlessly to this organization. You expect your students to research their facts and you need to do the same yourself. You owe it to yourself and the children you teach. Joining the NEA is NOT the best way to educate our youth!

This author has excellent documentation for what he says. It is well worth your time to read. Even though it was originally published in the 80's, the NEA has only gotten worse. (Did you know the NEA was sued a couple of years ago for misappropriation of funds?)

Once you read this, you'll wonder how intelligent people like teachers have been duped into thinking this is only a pro-education group. (Did you know teachers are now referred to as "agents of change"? After reading this book, you'll know why.)

This book answered many questions that I had about American public education. It discusses how the original purpose of the public school was to promote socialism; the history and philosophy of the "look-say" method of reading, which actually induces artificial dyslexia; and how the agenda of the NEA threatens our freedom. It's shocking, bold, and well-researched. Everyone in America needs to read this.

For me, the most valuable part of the book is the history of the philosophy of American "public" education. Sam traces the origins of american government education from Bismark's Germany through Hegelian philosophical influences, Horace Mann, the Know Nothing movement, and Deweyian pragmatism and the pervasive behaviorism that began with Pavlov in the early 1900s.

If after you read this you don't pick up your children and run from you local government kiddie kennel, then you're already dead.

With this book, Marquardt has created the most exciting and practical model for executive development I have ever seen. Warren Bennis recently asked, poignantly, "Is there a future for leadership?" Marquardt is leading all management educators into the future of leadership. As director of an executive Master's program at American University, I am astonished at how powerful Marquardt's model is for developing "leaderly learners," in the magical phrase coined by Peter Vaill. Action learning is perfect for leaders who want to learn and learners who want to lead. Marquardt's chapter on the role of "action learning coach" is, by itself, worth a shelf of books of leadership. My executive participants are raving about how action learning has transformed their individual mindsets, allowing them to surface take-for-granted assumptions, as well as helped them begin to transform the culture or collective mindsets of their organizations.

Michael J. Marquardt has developed a problem-solving tool. His process, which can be adapted by organizations of any size not only provides solutions but also builds leaders and teams.

Marquardt, a professor of HRD and Program Direction of Overseas Programs at The George Washington University, is an expert in action learning. His process has six components.

1. A problem - It must be significant and urgent.
2. A group - The ideal group has between 4 and 8 diverse members.
3. Questions - Initially, team members are restricted to questions. This reflective inquiry period develops a thorough understanding of the problem.
4. Action - The group is authorized to implement their solution.
5. Learning - A commitment to the process is as important as the solution.
6. A coach - Someone is needed to keep the group focused.

A key step is "action." Learning is meaningful only if some type of action is taken. Action generally involves four steps:

1. Understand and Redefine the Problem. This is often the most important step.
2. Articulate a Goal.
3. Develop and Test Strategies.
4. Take Action and Reflect on the Results.

Marquardt includes a 12 step plan to introduce action learning to your organization. Properly implemented, it will accomplish three goals for your organization:

1. It will provide solutions to problems.
2. Develop leaders.
3. Build a problem-solving culture.

Optimizing The Power Of Action Learning: Solving Problems And Building Leaders In Real Time by educator and consultant Michael J. Marquardt (Professor of HRD and Program Director of Overseas Programs, The George Washington University), is a "user friendly" guidebook to an effective learning technique for facing increasingly intimidating and complex organizational challenges, especially with regard to global business concerns. Impressing the power of "action learning" to respond to the need to create new products, improve service quality, and transform organizational cultures, Optimizing The Power Of Action Learning is a confidently recommended success guide complete with a well-thought-out process for introducing and sustaining action learning among groups to the reader's particular and maximum advantage.

It is desirable but not imperative to have read Michael Marquardt's earlier work, Action Learning in Action, before reading this one. He defines action learning as "both a process and a powerful program that involves a small group of people solving real problems while at the same time focusing on what they are learning and how their learning can benefit each group member and the organization as a whole." The benefits of action learning include shared learning through all levels and areas of an organization, greater self-awareness and self-confidence for all involved because of their new insights and feedback interaction, improvement of their ability to ask better questions and to be more reflective, and improved communication and collaboration enterprise-wide.

How do task forces and quality circles differ from action learning groups? First, [they] tend to focus on the specific problem of task to be addressed rather than on identifying the organization wide, environmental, systemic elements in which the problem resides, and which also be affected if lasting change is to take place...Second, [task forces and quality circles] generally do not have the power or the expectation of taking action...Third [they] are charged with addressing a problem or improving a product or procedure; any learning that occurs is incidental." Marquardt suggests that action learning programs are built around six interactive components: a problem, the group, the questioning and reflection process, the commitment to taking action, the commitment to learning, and the facilitator. It is important to add, a "commitment to action" includes both identifying a given problem's causes and correcting it, and, then ensuring that the problem does occur again.

In this volume, Marquardt develops in much greater depth many of the core concepts introduced in his earlier book, Action Learning in Action, but focuses much greater attention on how to solve problems and build leaders in real time with next-generation tools and techniques to make action learning successful each and every time, in any organization. Those who have not read his earlier book will appreciate his review of the six critical components: the problem; group diversity (e.g. cross-functional teams); action strategies; individual, team, and organizational learning; the all-important involvement of a well-trained action learning coach; and step-by-step procedures for introducing, implementing, and sustaining action learning. In turn, many of those who have read the earlier book will also appreciate his review of the six critical components, both as a reminder and as a framework within which Marquardt refines his core concepts as well as introducing entirely new material such as the 20 best-practice examples of action learning in action. He also inserts a number of reader-friendly devices such as eight Tables and dozens of checklists which summarize key points in each of the eight chapters. These devices facilitate and accelerate review later, whenever needed to clarify the nature and extent of a reader's own specific problem or opportunity.

Of greatest interest to me is what Marquardt has to say about how to prepare for and then introduce, implement, and then sustain an effective action learning program. He suggests and then carefully explains each of twelve steps (which are listed in Table 7 on page 162) which comprise a cohesive, comprehensive, and cost-effective process which - with appropriate modifications, of course - can guide and inform initiatives undertaken by almost any organization, whatever its size or nature may be. Marquardt's extensive real-world experience with all manner of organizations probably explains why his approach is so pragmatic. He well realizes the barriers to be overcome, hence the importance of the various checklists he provides such as those for top management support, what should be addressed during a preparations assessment workshop, the selection of action learning projects, and measuring the impact of action learning initiatives in the given organization.

Those who share my high regard for this brilliant book are urged to check out Marquardt's subsequent work, Leading with Questions, in which he explains in even greater depth how leaders find the right solutions by knowing which questions to ask. He insists, and I wholly agree, that effective leadership of action learning programs must be provided at all levels and in all areas of operation but that such programs cannot succeed without the full support and sustained commitment of senior-management.

People with an intense interest in knowing all the details of action learning will find the answer to their prayers in this book. Author Michael J. Marquardt writes with the zeal of a revival tent preacher, filled with the sincere belief that action learning can help solve any problem, meet any challenge or achieve any aspiration. As he clearly explains, action learning is intended to build both knowledge and leadership. He sets out the steps your organization should pursue to implement action learning, and to use it well. He includes questions, checklists and extensive examples. All he omits are any caveats or cautions about this approach. He's a booster and an expert, just so you know where he's coming from. We recommend his manual to human resource professionals.

I love this book. It is in my top ten. Top five even.
I won't summarize because everyone already has.
But let me say this:

Emil's voice and personality ring very true about his situation.
His behavior, his language, his habits, his experiences are on the nose for how I think teens feel today. He has a humor and a honesty it's hard to convey through books. But Corrigan does it.
I'm a girl and I have to say this book really opened me up to a male main characters POV. I'd never really enjoyed a book with a boy POV except a few.
Sometimes books seem unrealistic, and with a key to every door in the school, it would appear Ordinary Ghosts can be lumped into that description. But it's surprising how realistic Emil handles his key duties. At the same time though, this book is one of a kind- with unique situations and characters.

My only complaint is the lack of closure at the end with Ethan. Hopefully this is a hint Corrigan is working on another novel to wrap up Ordinary Ghosts but I don't actually know if she is. xD

Other than that, I love this book.

Eireann Corrigan's ORDINARY GHOSTS tells of a boy facing a vanished brother, a dead mother and a father who leaves him alone. He has nobody to talk to - and discovers a new world when he finds the key which opens every door in the elite prep school he's been forced to attend. Suddenly Emil finds himself prowling the school for answers - and falling for a girl who also sneaks into his new world. An excellent story of changes evolves.

Emil is having a bad year. He reflects, "I try to pinpoint the moment my world tilted. It stopped turning for a second when Mom died. And then stalled out when Ethan left a postcard on the kitchen table with just the word Later written across it."



Without his mother and brother, it's just him and his father. They hardly communicate, and his dad is always busy with work. The only friend in Emil's life is the line-crossing Soma, who changed his name from Frances to the name of the drug in BRAVE NEW WORLD. Soma's favorite word is mayhem.



When Emil finds the key to Caramoor Academy in his brother's room, he doesn't tell a soul, not even Soma. This is a secret only for him. The key is a thing of legend. It is passed down from year to year, and nobody is supposed to know who has it. But now that Emil is in possession of it, what will he do with it? How will he leave his mark?



Emil starts by exploring the school at night and setting up a makeshift bunk in the attic. While roaming the school, he is surprised to find a girl named Jade in the art studio. Of course he develops an instant crush on her. How often do girls appear at an all-boys' school in the middle of the night?



When Emil's father announces he will be away for four whole days and nights on a business trip, Emil knows what he wants to do. He plans to stay at the school every night and uncover all its mysteries.



As Emil and Jade form a relationship, Emil finds himself changing from a liar with a fictional past to someone who can open up and be honest about his feelings. He also learns the truth about why his brother left and what happened when his mother died.



ORDINARY GHOSTS is a touching story that deals with the tragedy of death and abandonment in a realistic manner. While the topics are not the most light-of-heart, Emil is an endearing character with dry wit and humor who will make readers laugh. Author Eireann Corrigan skillfully weaves this tale of emotional pain with friendship, discovery and an element of mystery that makes this book a page turner that is sure to satisfy.



--- Reviewed by Kristi Olson

Emil's life has been turned upside down in the last year. His mother has died of cancer and his brother, who he has always looked up to, has disappeared without a trace. Emil and his father don't communicate about anything important and rarely see each other due to his father's work schedule. The only friend he has is Soma, a rule-bending, line-crossing boy who is in the same grade as Emil.

Nothing exciting happens to Emil. He is average in every way. His brother, Ethan, was the bright, shining star with all the friends, good grades, and a way with the ladies. Emil just lives in Ethan's shadow. He attends Caramoor Academy, a private school with a hefty tuition. Since everything has happened in his family, Emil's grades have started to slip and his father is riding him harder than ever to make the grade; especially since he is paying so much for him to go to school at Caramoor.

Emil does have the key though -- the key to notoriety, the key to exploration, the key to discovery. One day before Ethan left home, Emil was digging around in his bedroom and found an actual key. When he asked Ethan what the key unlocked he received a surprising answer: the key was a master key to the entire Caramoor Academy campus. Every door in every building was available to the person who held the key. Emil asked if he could have it and unbelievably, Ethan said yes. Normally the key was passed from one student to another each year. No one except the key holder was supposed to know who had it. The goal of the year was to pull off a monumental prank.

Emil's chance at greatness comes when his father has to go out of town for a long business trip and he has four days and nights home alone. He decides to use his time exploring Caramoor Academy. He sets up a makeshift bed in the attic of the main building and proceeds to unlock every door he can find. One evening during his exploration, Emil sees the art studio lit up and hears music blaring from the room. He finds a girl inside spinning a clay pot. He is shocked and doesn't give her his real name because he doesn't want to get caught, but he also wants to find out what she is doing there. After some conversation, he realizes she is the daughter of the art teacher at the Academy.

Over the next several days Emil and Jade, the girl in the art studio, form a relationship that leads them to many discoveries about themselves, about the death of Emil's mother and Ethan's role in it, and the importance of friendship. Eireann Corrigan has written a complex novel with true-to-life young adult characters that grow throughout the course of the story. Definitely for older teens, this novel covers topics such as grief, loss, family, and discovery with compassion and humor.

Reviewed by: Karin Perry

'Fun' and 'entertaining' are not usually words you would find describing a book about the aftermath of a parent's death and a brother's unexpected departure, but that is the brilliance of Eireann Corrigan's books. She takes on the real tragedies that affect our lives, but handles them in such a way that we find ourselves laughing along with her characters far more often than we cry. The result is a completely human experience in all of its aspects, and a feeling that we have really lived the story in all of its pain and pleasure.

In Ordinary Ghosts, she achieves this effect largely through the narrative voice of the main character, Emil. Emil brings the reader into his own world, speaking to us in his own creatively casual language. He is a real high school student, not an adult voice projecting itself onto a stock character. Immediately we are rooting for him as he tries to find common ground with his dad, understand his brother's selfish departure, navigate daily life at a school where he feels largely misunderstood, and (of course) get the girl.

The greatest strength of the book is, ultimately, its believability. There are never any simple solutions. There are no unqualified heroes or irredeemable villains. It is real life with all of its complexity, its occasional ugliness, its potential for beauty, and just the right measure of hope. I very highly recommend this book.

'Our School' is an inspiring read, especially for those teachers who are working with students in less-than-ideal environments.
Although 'Our School' talks a lot about the American school system, the ideas and discussions on pedegogy are universal.

Diminutive Selena gripped two sides of a basketball with uncertainty before finally giving in to the shouting principal/coach on the sideline, begging her to shoot.

She shot-putted the ball forward ... and watched it sail wide of the backboard by two feet.

Selena was one of the key players on the most unlikely girls basketball team ever to win a high school game -- a team that "Our School" author Joanne Jacobs hilariously describes as "the shortest basketball team in America."

"Our School" is not about sports, but this team -- eight girls hovering around five feet tall, among the few at their school who could muster the C average required to play -- is the perfect metaphor for the academically undermanned students that San Jose's Downtown College Prep charter school promises to someday send to college.

The Lady Lobos are mostly Mexican immigrants who know little about the game they've decided to play and are short of skills needed to succeed. But with enough "ganas" -- Spanish for desire -- perhaps they can somehow pull out a victory.

Likewise, "DCP students enter the school academic losers," Jacobs writes. "They don't know how to play the game. By the standards of middle-class high schools, DCP students aren't really in the game. But they keep working, they get better. If they stick with it, they'll win a college education."

Jacobs is the education reporter and former columnist for the San Jose Mercury News now nationally known for her popular education blog, [...]."Our School" is her book chronicling the years she spent observing as two idealistic teachers attempted to write their own rules and build a high expectations high school for low performing kids in an impoverished, gang-ridden inner city.

The book is both a pleasingly written, novel-like tale of kids who struggle â" and mostly win -- against tough odds and something of a guide for would-be school charter school developers, complete with a "how to start a charter school" chapter as an appendix.

For the motivated teacher, or otherwise inspired individual, who has thought of breaking out on their own to start their own charter school, Jacobs' book is really a must read. The "Lessons Learned" chapter alone is filled with telling stories and sage advice from DCP's founders.

For instance, they sorely underestimated how much catching up their entering ninth graders would need on very basic skills after years of neglect in the school system. It wasn't enough to set high expectations and seek to inspire them. The kids, plain and simple, needed to know how the speak English and multiply. As a result, DCP ended up much more structured and regimented than anyone ever expected because that's what the kids needed.

The school leaders also had to come to terms with the necessity of tossing kids out, especially for misbehavior. DCP throws out a lot of kids, a detail likely to catch the eye of charter critics, who complain that other public schools would love to have that nuclear bomb in the war to maintain discipline and order. "Our School" makes the point many times that discipline is a key. The leaders believe rules must be enforced consistently and unwaveringly, and they don't hesitate to expel even kids they like who fail to get with the program.

DCP's success is undeniable by the book's end. Just as the short kids on the girls basketball team work hard, get better, begin to compete and finally actually taste real victory, so their classmates, too, are reborn in academic success. All that stick with DCP to the end go to college and the school's test scores ultimately rank among the best around.

Still, the future of the school is far from certain. Teacher turnover is heavy. By its very nature, Jacobs tells us, the school tends to attract young dreamers to its teaching staff â" not the types to work at one school and retire 30 years later. By the book's end, one of the founders is even working on getting out.

Sustainability is a big question for charter schools, even excellent ones like DCP.

I also wonder if "Our School" won't someday be viewed as a period piece, unique to the early days of the charter movement when the romantic vision was that pioneering teachers would break free from bureaucracy and reinvent education.

In fact, the "mom-and-pop" charter schools â" truly independent and run by local folks â" may be a dying breed. An ever increasing share of charters are run by national management companies, such as Edison Schools and Heritage Academies, and more recently, non-profits and school districts themselves.

Even so, as the charter movement continues to grow, Jacobs has done a nice job encapsulating what these new public schools are supposed to be about and how they are different from traditional public schools. It's a good primer for the average parent â" those who've heard of charters but not really sure what they are exactly. And the story is an enjoyable ride right to the end.

"Pulled by my mother's dreams, I walked barefoot across the border from Mexico," Selena's begins her college essay. "I was six years old."

But with wild basketball misses behind her, on track for a diploma and a college scholarship awaiting, Selena will cross the commencement stage ready to chase her own dreams.

[...].

First, let me say, WOW! In my local area, there are several charter schools, two even run by the previous public school district Superintendent -- yep, there is a good story there. While the charter schools here are doing some good things, it seems to me that there really isn't as much difference between them and their nearby district schools when it comes to test scores. They have the same achievement gaps and high percentages of kids not making grade level proficiency as their counterparts in the local district. With this perspective, I haven't really seen charter schools as the answer to public educations' problems. Part of the answer maybe, but not the solution.

After reading Joanne's book and my recent appreciation for certain charter schools, such as American Indian Public Charter in Oakland, I think with the right leadership, charter schools offer the opportunity for educators to try new approaches. When these approaches work, the students are successful and the charter school is successful. When they don't, both fail.

In the case of Downtown College Prep, the school explored in Joanne's book, I think this is a success. While their test scores are good, not great, the fact that their students almost all failed in their previous traditional public school experiences really makes their test scores outstanding. The simple fact that they can turn around many of these students and get them to college is extraordinary.

One of my major complaints of public education is that too often, teaching practices exist simply because "we've always done it that way" or because the administrators or teachers like a specific program or strategy, without any regard to whether it really is successful. Charter schools provide opportunities to explore new school configurations and strategies without the bureaucratic inertia of a district administration or in many cases a teacher's union. I really think this is a good thing. While there are both good and bad charter schools, just like traditional public schools, I think it is important that charters exist to be the proving ground for new strategies and to help identify best practices that can be implemented by other schools.

In my job, I read a lot of really boring books. I read books on education and education policy as well as nerdy computer books. Our School satisfied my need for education policy while at the same time being a great story, which was well written.

I discovered Joanne's blog a couple years ago and since then I have become a huge fan. I don't always agree with her, but I find her articles well written and thoughful. She makes me consider my point of view on many topics. Of course, in the end I realize I'm right or that we agree, but she does make me think.

I strongly encourage everyone to buy a copy of Our School, whether you are involved in the field of education, a parent concerned about your child's schools, starting a charter school or simply are looking for a great, uplifting story. It also makes a great gift for that educator on your Christmas list.

On my blog, Why Homeschool, I posted back in December about attending Joanne Jacobs' kickoff event for her book I bought the book back in December and had Joanne sign it. But I've been distracted, partly by blogging, and only recently got around to reading Our School.

Our School is basically a biography of Downtown College Prep, DCP. This is a charter high school in San Jose. Joanne leads us through the birth of the school, founded in 2000. We are introduced to Greg Lippman and Jennifer Andaluz who started the push for DCP. We read of the struggles to get funding, to get a location, and to get students.

Most of the book is about incidents that happened at DCP, or in connection to DCP. It like reading a story. Along the way Joanne slips in information about charter schools and education in general. The book is well written, very engaging, and hard to put down.

Many charter schools are very selective about who they let into the school. Often they only want students who are motivated and doing well in school. There are two elementary charter schools in my neighborhood. There is great competition to get in, so the schools are able to pick the better students.

DCP was created with the intention to help those who were fluking to get back on track for college. Greg and Jennifer were going after those who were no longer in the game. They set themselves a daunting task. In some ways DCP trying to help their students catch up is a Don Quixote mission; it is an almost impossible task. Most of the freshman class was functioning around the fifth grade level. Most of them don't know how to take notes. Most of them don't want to be in school. Most of have trouble reading. A Don Quixote mission might even be easier.

Our School recounts the efforts of the teachers at DCP. One of the nice things about a charter school is they are not bound up with so much bureaucracy. The teachers at DCP would try something, and if it didn't work, they would change quickly. Over time they found ways to help the students dramatically improve their reading. They taught the students how to study. And over time most of the students became engaged and were on track for college. They accomplished these Herculean tasks.

This is a very inspiring and moving book. We get exposed to some of the problems with public education, and we see how a couple people were able to make a great difference. This is a good book to read.

As a school psychologist, I saw many students who struggled and sometimes gave up. I enjoyed reading "Our School," which is about a charter high school that recruits freshmen who've earned D's and F's and graduates them with the skills and motivation they'll need to earn a four-year college degree. At Downtown College Prep, students and faculty experience many "glorious failures," learn from their mistakes and go on to do better the next time. As a charter school, DCP has the flexibility to try new ideas to find out what works best for its students, most of whom come from low-income, non-English-speaking families. The book is a well-told eyewitness account infused with humor. I really liked the chapter about Ride the Carrot Salad. "Our School" is a great resource for teachers and other educators, and I think anyone who cares about our schools will find this book a rewarding read.

The Plain Reader is a collection of articles that once appeared in the magazine "Plain". Its authors are comprised of individuals with varying philosophies on the virtues of a simple life. Some articles are written by Quakers, Amish and Brethren. There are also articles by homesteaders, authors of several books, and others.

Since the authors come from so many different backgrounds, the articles aren't always compatible. For example, several of the articles are extremely anti-technology, anti-electricity, anti-competition, anti-public school education, etc., whereas others espouse the use of some of these things in moderation.

To me, extremism in any direction is the antithesis of simplicity, which, after all, is what this book is supposed to be about. Still, the book is correctly subtitled "Essays on Making a Simple Life" - it is essays by different people, with different backgrounds and different beliefs about what constitutes a simple life. It is an educational read, not only about simplicity, but also about how certain groups view the rest of the world.

Measure twice, cut once. This proverb is a sample of the master carpenter's wisdom, which I would not disregard. But there is perhaps even a better wisdom for such tasks.

I knew an uneducated man, formal education ended in the sixth grade, a good part of his youth behind a mule, and in his young manhood giving service under General McArthur in Pacific island warfare. I don't think he weighed 130 pounds dry at age 65. But he taught me an immense amount as a master carpenter in his late years, overlooking my efforts while working in his home shop, helping me directly to improve my own home and its furniture.

What Virgil taught me was, cut twice, first on scrap then on final. He kept a bucket of scrap pieces of wood ready to run through the table saw, jointer, or router, before running through the final production piece in the work.

There are delicate refinements which only the observant and humble souls initially acquire. When they share these with us, we are immensely blessed.

This selection of essays should be on the bedside table -- and read -- by everyone who claims to want to simplify their life. The truth is, many of us (Baby Boomers, Yuppies, BoBos et al) would like to live a simple life, provided we could still have all the amenities we've grown accustomed to -- cars (but nothing flashy), television (but not cable, of course), movies (art on film), designer clothes (but simple ones), gourmet food (we'll grow the herbs ourselves), computers/Internet access (well, it's just a modern typewriter/telephone and what a research tool!)

Savage and his friends claim that the techno life most of us lead is actually simpler than the lives they lead. In the techno life, we can do away with too much interaction with others. We separate ourselves with complications. We can live in virtual reality, paring down the complications (human beings) into abstracts. We can have friends around the world, although we might not know our neighbors names. We can amuse ourselves, filling our time with fantastic games, entertaining TV, music from around the world. What's wrong with that? It may be that life is so short, and we are spreading ourselves so thin, with all the possibilities at our finger tips, we may be missing real life completely.

They claim the simple life is actually the more complicated life, with all the mess and difficulties of living in a small community, having to rely on neighbors (who we might not even like) for help, raising our own foods, finding ways to entertain ourselves and our families that might involve planting, sewing, talking, writing, singing, and being in the moment (without the new agey spin to it).

Without lecturing, this collection of articles from The Plain Reader newspaper (subscribers are limited to 5,000 in order to keep it small and hand-made) motivates, illuminates and educates us.

Although the authors are generally Luddites, Quakers, Mennonites and other plain living folks, living sans TV, Nintendo, radio, daily newspapers, ownership of automobiles, etc., the articles are not judgmental of those of us still living in the consumer world. And let's be honest -- as much as we claim we want the simple life, here we are, you and I, writing and reading reviews, and buying books over the Internet! We're mentioned in the book, sympathetically.

In an interview with Jerry Mander, the Plain editor says, "..but I have never had anyone say to me, 'No, no get away from me. These issues aren't important to me. I like being a machine.' On the contrary, in every case where I've spoken heart-to-heart about my concerns, they've turned around and said, 'You know, I, too, have a real sense of unease about what I'm doing. I think I do watch too much television. I do feel controlled by it,' etc.

Now if I were to wag my finger at them, or organize activities to "wake them up," appealing to their minds, they would simply hold more tightly to their stake in the dominant culture. When I tell them my fears and failings, I've not had a single person fail to respond. And so I do believe this is how we're going to reach people. Our magazine reaches people by dissolving their fear, by encouraging others with what we're doing."

And so this book encourages us, with examples of what the plain folk, some once Bobos like thee and me, are doing. It almost pains me to read it, for I fall far short of the pure and simple thoughts in here. And yet there's hope -- I may not give up everything, but I can question, and make changes in how I live my life.

Mary Ann Laiser writes of The Media-Free Family; Bill Duesing has thoughts on "Leaving Money Behind; and Art Gish speaks of 'Food We Can Live With."

Even if you're not ready to leave it all behind, this is a wonderful book to read. So thought provoking, it may inspire you to question some of what you're doing, what you're allowing your children to do (I'm speaking to myself, here!) and how even small changes can be made. We bought one copy, but now we need more to pass along!

Can be read bit by bit, or at one sitting. Use a marker, or bookmarks. The woodcut illustrations by Mary Azarian are simple, but beautiful (better even than the cover.)

A wonderful view of the world without all the gadgets we think are necessary. A great way to live and belong in the world. As a Christian I think we could do without alot of the junk the world thinks we need. Thanks for a great book.

This is one of those days when I am feeling terribly blessed because I was able to buy a copy of The Plain Reader Essays on Making a Simple Life - Edited by Scott Savage. This is one of those books if you can find a copy I recommend you buy it. It is out of print, so I think the only places you can find a copy are via used books or small new booksellers who may have a copy stuck away somewhere.

So what makes this book a gem? Well, for one thing it is a series of articles on a variety of topics, written by a lot of simple living folks on subjects that those seeking or living a simple life will really appreciate. One might even say its a great book to have next to your bedside so you can read something short, and encouraging before going to sleep.

This is a very complete guide to prepare for the TExES test. They cover a lot of area and have great depth. There are some minor mistakes in the book - typos and fragmented sentences, so you really have to focus when reading. I passed the test using only this guide and studying from it for about 2 months. I would suggest to anyone that this is a great buy.

This is the best study guide to pass the EC-4 test. It has lots of details. Only thing is there is no practice test at the end. There are preactice questions throughout the book though. I bought this along with the CLIFFs book for this test CLIFFs book has 2 practice tests and wasn't bad for the money. But this book is the one you should buy to pass the test. It is well worth the money.

This is an excellent, thorough guide to help you prepare for the EC-4 TExES. I looked at several books, but felt like this one had the best information. Though there is not a full practice test, there are practice questions throughout, which are just as (if not more)helpful. Each answer is explained fully (not only why answer A is correct, but why B, C, and D are incorrect).

Several professors contributed to the text, and I know that many others choose it as required reading for their courses.

I made a very high score on the exam, and I owe that score in part to this guide.

This is the BEST book ever. I studied this almost exclusively taking notes and passed the exam first time with a 282/300 score. This is a MUST HAVE item. You need to take it chapter by chapter instead of as a whole (it's easier to process).

I took the TExES 4-8 generalist exam and couldn't find ANYTHING worth buying to help me prepare for the exam. A friend let me borrow her copy of this book. Even though it is written for those taking the EC-4 generalist exam, it has an excellent outline of U.S., Texas and World history. This information helped me remember facts that I had long since forgotten. There was also some information relating to ELA that I found helpful when taking the test. The math and science sections probably won't help you much on the 4-8 test, as those are tested at a much more difficult level than EC-4. However, this book is a great resource for S.S. and ELA!!
BTW - I passed my test. :)

How could you read this book and NOT be inspired? After reading this book, you'll find that many of the "excuses" you had used to limit yourself have suddenly vanished. Thank you for sharing Gary!

Gary Parent speaks from the heart in this book. His personal experiances give credance to what is being said. A great book that is an easy read with a very direct message. If you do not get his message you might be the one who needs to learn how to read!

Once you get the message this book can change your life from the inside out!

This book was so moving and so inspirational that I have read it over and over again. When others are bringing me down, this book reminds me that I have the power to bring myself back up.

This book helped me strenghten myself in my beliefs.
I enjoyed reading it. Then I gave the book to my mother to read.

Through the influence of knowing Gary over the past years.
His patience of sharing his knowledge and understanding.
So I can not express how excited I am that Kevin Hogan Author
of Psychology of Persuasion has not only promoted this book,
he has published this "MUST HAVE BOOK"
Not only did it change my life, I know it will change yours.

Eric Baxter

President
PAGEmployment and
MY Video Productions

THIS IS THE FIRST TIME THAT I'VE EVER PURCHASED FROM AMAZON, AND I MUST SAY THAT I AM COMPLETELY SATISFIED WITH MY PURCHASE. THE BOOK WAS IN PEFECT/BRAND NEW CONDITION AS DESCRIBE.

This text is required for Psych 103 at Stony Brook Univ., LI, NY
It is excellent.

I received this book in only three days and it was in better condition than described...Not to mention the awesome price that I got for the book and expedited shipping!! My school wanted $113.00 for the book...psshhh.

If you've ever wanted to learn as much as possible from an introductory textbook in the area of Psychology, look no more. This book has served as a tremendous assistant for Psychology, and various other areas of study where psychology is certainly related. If you enjoy learning about cognitive and other behavioral functions of the body, this book is a perfect match!

The authors' use of case studies and real-life examples makes this more than a textbook -- and much more readable than one. I found myself excited about reading each chapter. And I know I'll be looking up things in it in the future. My only quibble is that I found many copyediting errors that I hope the publisher will fix for future editions.

Fourteen-year-old Matt (Matilda) is a Goth, but that partially a pose to keep the world away. She uses her look, and her humor - a knife-like sarcasm - to avoid connection and taking action. But she finds at her new home, the parents, in particular the father Sam, are devout Quakers and activists engaged in the anti-Iraq war movement. As she moves closer to Sam, those same beliefs lead to her harassment at school by a big mouth bully and a pro-war civic teacher. As the title suggests, after years of an almost dormant emotional life, Matt begins "quaking" and moving toward action. The ending -- which echoes that of Crutcher's Whale Talk --is tragic, and thus befitting of a book about the Iraq war. Like my own novel Nailed Quaking also explores kids who decide not to fit in and thus turn high school into a trip through the badlands.

If you are mad at the war in Iraq you will like this book. If you wonder how it feels to be a foster kid tossed from house to house, you will love this book. If you've had a really crazy fanatical teacher like the main character Matt does, you will totally relate. Really great read.

Beckie Weinheimer, author CONVERTING KATE, Viking Books 2007.

Kathryn Erskine's QUAKING tells of Matt, who dresses in Gothic black and defies everyone until she moves in with a peaceful Quaker family in Pennsylvania. Their lifestyle and philosophy will challenge her battles and her outlook on past and present problems in this moving story of love and change.

When I saw "Quaking" reviewed on the TeensReadToo web site, I mentioned it to my best friend who is a Quaker. She said she'd read it and found it very moving, and encouraged me to read it too. I'm certainly glad I did.

What she failed to tell me is that it's a kid's book--and I love to read kid's books. Actually, Amazon has it listed in the 9-12 age range, but since the protagonist is fourteen, it should be listed as Young Adult (YA). Personally, I think it's one of those books that's a cross-over, written to appeal to adults as well as kids ... like so many YA books are.

Kathryn Erskine's debut novel tells the story of Matt (and DON'T call her Matilda!) who is an abused fourteen-year-old shunted from one foster home to another. Matt dresses Goth and memorizes the floor, hiding from the trauma of her past, spurning all offers of kindness and care. What a culture shock for her to end up in the home of Quakers Sam and Jessica Fox!

The story builds in intensity as Matt begins to care about her foster parents and becomes involved with the Quaker peace testimony. Feelings about the war in the Middle East run high in her school and her town, with the school bully ("the Rat") and a teacher ("Mr. Warhead") leading the charge against local pacifists.

Matt tries to hide her fear of the Rat and his gang, but as the town begins to erupt with violent attacks against houses of worship, she knows it's only a matter of time until the Quaker Meeting House and her foster father are victims. Eventually, in an explosive ending, Matt finds her voice and the strength to face her fear and stand up for her own convictions.

The author challenges herself by telling the story in Matt's own voice and does a masterful job of bringing the strong, loving girl out of her protective shell. She uses icons of a happy childhood to expose cracks in Matt's armor. The mesmerizing rhythm of Dr. Seuss's "Green Eggs and Ham" find the first chink: <<"And then I remember how dangerous it is to go to that place. The place you think is safe. Because it is not.">>

Jessica's homemade soup dissolves the last of Matt's defenses: <<"I love this soup. I want to hide in this soup, among its carrots and potatoes and celery and chicken and warm breath ... I want to fall asleep in this soup, wrapping myself in its wide noodles and using a soft lima bean for a pillow.">>

That last passage is like magic to me; a marvelous image that may be my favorite in the entire book!

I particularly enjoyed this book because I learned more about my friend's church. "Quaking" reveals a lot about Quakers and their testimonies, but first and foremost, it's a brilliant YA novel about a young girl who opens her heart to unconditional love. I recommend this beautifully written story for the whole family.

Reviewed by: Betty Dravis, 2008

How can you not love a book that starts like this:

"Families come in all varieties but with no warranties. I have lived with first cousins twice removed, second cousins once removed, and now a third cousin who is removing herself. I call her Loopy. Because of her large earrings. And because she is insane.

Loopy drives like a ten-year-old car thief on a sugar high."

From the very beginning, Matt (not Mattie, and certainly not Matilda) has a chip on her shoulder. She's angry and cynical, and she has good reason to be. Loopy is about to dump her off at "the next hostile takeover."

"I finally found a second cousin of mine, but you need to make it work, Matt. This is the end of the line for you."

The end of the line is the home of Sam and Jessica Fox and their disabled foster son, the Blob. These aren't Matt's kind of people. For one thing, they're Quakers. They believe so strongly in peace that they don't even have the good sense to run and hide when bullies challenge them. They just stand there. That's what Sam calls it--taking a stand. As far as Matt can tell, it's just being plain stupid. Everyone knows you're supposed to run from bullies, and that's just that she intends to do if the Rat decides to make her the next Victim of bullying at her new school.

Kathryn Erskine never underestimates her readers as she allows this story to push the limits and tackle issues that most sweep under the rug when company is coming. I love Matt's sarcastic commentary on the state of the world as she faces the challenge of her own life. There is no doubt that this character is strong and capable--much like the writer who created her.

This is a book I'll keep on my shelf and come back to again and again.

Reviewed by: Julie M. Prince

This book is fabulous and Joline is a great speaker, as well. I work in the money management industry and thought I "knew it all" but I learned a lot from this book! Her insights on the "magical" properties we assign to money, and the way to deal with allowances (it's a tool to teach kids about money, not payment for household services or simply an entitlement) were very interesting and useful. I will definitely use this book in raising my daughter.

I've given this book to at least 30 clients who have kids. I'm a financial planner and am a big believer in helping my clients teach their children how to carry on what they are building. The exercises are SO simple and take almost NO time, but will make a HUGE impact on your kids relationship with money and may even affect yours a little!

If your kids are 4 and up, this book is for you. It breaks down the "What to do's" in age specific exercises and at first glance you may think, "that's it?", but watching your kids develop a healthy relationship around money will be worth it's weight in diamonds!

This is the best guide to teaching kids about money. I've got 3 small and busy kids and not much time to read. This book is great because it's easy (but not insulting) and offers concrete activities - outlined in charts (minimal reading required). One of the best things about this book is that it makes you think about your own money values and how you express yourself with money. Then it gives you ideas of how to teach your kids about money in a way that matches YOUR family's ideas...and it gives tips on how to "tweak" the message, depending on your children's personalities. The book is divided into age-appropriate sections, so advice for parents of 5 year olds is different from that of parents of 9 or 13 or 18 year olds. This is a great book you will use for years.

This book teaches parents how to share every day money lessons with their children. It is easy to read and has great examples. I highly recommend that every parent buy and read this book. As the book states it is not all about the money but about raising great kids!

this is one of thoses books you have to have on the book shelf at home. it is great and a fun book to refer to. it really shows what teaching kids is all about the economy, but in a fun way. i think this is a great book to referance!