Educational Books

Fantastic. These books are the best I have found to find pictures to use as templets or stencils for designs to paint on silk.

I bought a few coloring books, and this one definitely has a lot of detail to it. It takes quite a while to get the pictures done, but the result is well worth the effort.

These drawings are nicely detailed for a coloring book, and have an interesting, short paragraph about each garden.

I purchased several of the books in this series for my mother who is in a nursing home. She was extremely pleased with the quality of the books, the selection, and the detail in the pictures. I highly recommend these books for older adults who want to remain active with art projects.

I just purchased these Dover COloring Books for my mother and she loves them. The detail is out of this world and the variety of colors you can use are only limited by your inagination. HIGHLY RECOMMENDED!

Henty is wonderful, and his storys are engaging enough for reluctant readers.
This book is great at helping you or you child select a Henty title from a specific time frame.

Need a book to add to your learing on the crusades? Find the title.
Winning His Spurs (Large Print Edition): A Tale of the Crusades

Other Child studing Ancient Rome? Find a title.
Beric The Briton: A Story Of The Roman Invasion

Grear timesaver, or would help so you can read the books in chronological (Historical) order

HOME EDUCATORS: If you are trying to put together a history-based curriculum, this volume is very helpful! You can gauge which time periods in your student's course of study need some bolstering up (or livening up) and search in this book for the proper Henty novel to introduce. For example, to bulk up our study on "Ancient Times," I needed a novel about Hannibal. This terrific reference book tells me to get Henty's "The Young Carthaginian" to meet that requirement.

Another problem it solves is that sometimes a history-based curriculum can get predictable. Everyone seems to be covering the same things and the only variance is how deeply they're studied. This guide covers all of Henty's books and makes it easy to locate his books on obscure subjects and events which you can tantalize your children with. Children seem to love citing these forgotten tales and bedazzling their peers and family with them!

This volume will also prove invaluable to PEOPLE EDUCATING THEMSELVES. As an adult who is battling her "learning gaps," I just page through this reference until I find something that doesn't ring ANY bells! By reading a Henty, I enjoy a terrific adventure (which I can later discuss with my children), educate myself and, if I want to, pursue the subject more deeply later on.

When you open this book you will see: one book title and an introduction, per page. It's good if you want to sample a complete list of Henty books.

This is a great book for any Henty collector or inquirer. The book gives a brief synopsis of many of Henty's works in chronological order. I find it invaulable in picking the next book I want to buy and read. Henty is a great author for home educators, history buffs, and action adventure readers. The books contain excellent morals and are historically accurate.

G.A. Henty wrote arround 144 books. Many of the books revolve around a fictional character who interacts with real persons from that historical period. Heroism, honor, courage, and leadership are integral characteristics of the main protagonists. I have trouble putting down a Henty story. I highly recommend this resource.

This Book has the most information that I can find on G.A. Henty!

In this important book, the authors tackle an old issue in a modern context. We might recall that Victor Hugo, in the Hunchback of Notre Dame, discussed the moral and cultural implications of the printing press. Burniske and Monke bring this discussion to the 1990s by studying the implications of Internet technology on education. The fundamental question centers on what it means to be educated in the first place. Burniske, for example, makes a distinction between being trained, the language of technology, and being educated, the language of the humanities. This book walks us through specific efforts by the authors to integrate Internet technology into their classroom teaching, but what clearly galls both of them is that deeper questions about how to properly educate students are getting lost in the hype over equipment, technical wizardry and on-line chatter. There are plenty of kids out there who can create web sites, hack into complex systems, and master the language of technology, but do these same kids know right from wrong? Can they critically read a text, or relate to the deep emotions revealed in a play or novel, or even treat fellow classmates or online correspondents with respect? These issues are the real test of education, and if they get lost in the hype, we are building a Brave New World every bit as pernicious as the one described by Huxley. Burniske is an innovator who is trying to find ways to correctly use technology in the classroom, that is, without surrendering human issues or context. Monke is more skeptical, perhaps, but a willing participant in the dialogue -- how can teachers be empowered and liberated to properly educate their students.

Students, by the way, are the real concern of these two teachers. They do not see them as products or consumers, but as a community of people who need to be nurtured, cared about and finally led to a deeper and wiser understanding of their place in the world. Burniske and Monke are teachers in the best tradition of that word. They are about shedding light on the human experience, not simply walking the beaten (and often failed) paths of traditional educational discourse. Whether you agree or disagree with their arguments, you will find the discussion worth the effort. The final chapter is riveting, but the rest of the book provides a rich context for an important, humane and caring dialogue about some very important issues confronting humanity.

I heard one of the authors, Dr. Burniske, speak at the Odyssey Bookstore in Massachusetts in July. He gave such an impressive and thoughtful talk that I decided to buy a copy of this book. I'm not an educator, but I am a parent and I found this an extremely thoughtful and thought-provoking book. I don't think you have to be a teacher to understand the stories that Burniske and Monke tell or the ideas that they develop. It helps, however, to understand some of the problems that teachers face with respect to their own professional development. If you've not been in a school recently this book will certainly help you understand why so many teachers struggle with new technology -- and why we all should be asking more questions about its place in the curriculum. As some of the other reviewers have suggested, I think this should be required reading for every parent and teacher who wishes to take part in the discussion of technology in education.

I believe this book will greatly help educators to find practical and very effective uses of this emerging technology. With the guidance of this book, educators should lose their confusion and the trepidations that I believe many of us have in the use of this potentially excellent tool. With a bit of help from their teachers, students can learn to focus their efforts and perhaps for the first time, realize they can take part in making positive and profound changes in their lives and in the lives of others that they will touch. The deep insights revealed by this book, and the practical ideas presented by Burniske and Monke will reduce or eliminate much stess by educators that do not wish to repeat the mistakes of those who have gone before us.

I am a high school (Gymnasium) teacher from Germany and I picked up a copy of this book at an education conference. We have been using computers in our school for two years now but have received little training in how to use them to aid our teaching (we have received only technical training). By looking at the case studies in this book I finally have a good, practical guide for me that I can use to help teach my students using e-mail and the Internet. This really opens up a whole new world of learning for me and my students. It is nice to finally read *by teachers* about how teachers are actually using the technology, and not just a bunch of theories on how you *could* use it. Highly recommended.

As a secondary school English and social studies teacher, I found "Breaking Down the Digital Walls" to be inspiring, thoughtful and helpful. I would like to embark upon a telecollaborative project with my students, and use the Internet for something more than research, but until now, I hadn't felt prepared to do so. This book provided me with ideas and support, and it was interesting to read - thank you!

Listened to the interview with the author
on First Voice. A real interesting
book and interview.

The interview is online

There's a transcript for those using dial up.

--J. R.

It's beyond dispute that America's public schools, particularly in our cities, are failing to provide either an adequate education or an adequate socializing experience for children. The consequences are also well known: low self-esteem, poverty, crime... the gamut of ills attendant to relegating whole communities to the status of "underclass", unable to contribute to a 21st century economy.

The reasons for school failure and how to significantly improve our public schools are frequently debated. Proposals include "raise teacher pay", "get more teachers certified by our schools of education", "build better schoolhouses", and the incredible demand, "send us better kids". With a parent's perspective and a keen eye, Stern sweeps aside all the self-serving nonsense and gets right to the point: if the public wants public schools to perform, then schools must be managed to achieve that performance. Management means a controlling authority (most importantly, a principal) with the power to select teachers and other staff who will collaborate to achieve measurable goals. In today's public schools, the principal's inability to hire, fire, or to define work content and compensation, is a fatal blow to any attempts to dramatically improve school performance.

Stern goes on to document how, with $2 billion in annual dues and unprecedented political power that ranges from the local to the national level, the teachers' unions have dominated the political process. On the national and state level, wielding hundreds of millions of dollars worth of political clout, the teachers' unions have generally dominated the legislative process. On the local level, school districts are forced into signing labor contracts running to hundreds of pages, loaded with provisions that effectively eliminate teacher accountability and the principal's control.

Talented teachers and principals are disgusted and often demoralized when they see their profession become a dumping ground for incompetence, protected by a union that only cares about teacher prerogatives, including the "right" not to be judged, and who actively obstruct any drive for standards of performance. Principals with enough integrity to put students' interests first must struggle with a morass of rules and procedures that would be considered farcical in the private sector. The teacher's classroom is a fief impenetrable to any objective evidence of success or failure.

Stern focuses on the massive New York City public school system, where an antiquated administration is helpless to defend the interests of the individual school. In the case of Stuyvessant High School, where the City's finest students are assembled, Stern documents how an aggressively pro-student principal is "grievanced" into retirement by a diligent union representative wielding nothing more (or less) lethal than the teacher contract.

Stern's primary concern is the fate of students from poor homes, where parents are unable to supplement their children's education, and who attend schools where "to teach" is a process, not a result. These students fall behind early and never catch up. The significance of this academic failure is disputed by faddish school-of-ed-talk about "the inner child" and "learning to learn" and "critical faculties". Nevertheless, in the real world where reading, writing and math really matter, these children are stamped once and for all with the mark of the underclass. Meanwhile, down the street, with half the money, the City's Catholic schools are doing a significantly better job with the same students.

"Breaking Free" is a plea for school choice, to date the only school reform movement that has opened a chink in the Berlin Wall of public education. Charter schools and vouchers have proven the enormous pent-up demand for alternatives to the public school monopoly and the potential to do much better with our education dollars. Both programs, ferociously opposed by the unions, are struggling to meet their potential, hobbled by grossly inadequate state and local legislation. Behind these great public battles lies an even greater battle: to create public schools that work.

This is a remarkable book. Part of it is the author's own story--how he grew up in NYC in the 1940s and, as the bright son of immigrant parents, attended the best public schools, which taught real skills and civic consciousness; and how his own children now attend the best public schools in the city (Stuyvesant, etc.) and face curricular chaos and the tyrannical incompetence of teachers who consider themselves union members more than instructors. In the second part of the book, the author goes looking for alternatives and stumbles on a Catholic school in his neighborhood where the students are all black. And unlike the underprivileged black kids imprisoned in the horrible NYC ghetto schools, these kids are learning in an orderly, humane environment. Stern completes his odyssey by going to areas like Cleveland and Milwaukee where choice has been institutionalized and he finds there more small educational miracles. He concludes that school choice is a moral imperative, the new civil rights movement of our era. This is an eye opening book. I did some research and discovered that some of the articles that Stern wrote while working on this book came to the attention of Mayor Rudi Guiliani and were instrumental in his decision to come out in favor of school choice for New York, a plan that the teachers unions killed. (Naturally).

This book starts quietly, with a personal look at the New York City schools, as experienced by the author as a child and as experienced by his own children several decades later. This section of the book is very powerful, precisely because it is non-ideological. Stern is not writing as a political theorist, but simply as a parent, trying to get a decent education for his children. This tone is powerful, in part, because Stern actually is a political theorist, for his day job so to speak; he is a journalist who was deeply involved in the New Left.

Keeping that tone and that focus, Stern takes us, with his kids, through a tour of New York City's best and most elite public schools. The schools that his kids got into are the best of the best. And, while his kids managed to get a reasonable education at them, Stern shows us, in a very understated way, just how bad the system is, even in the best of the schools. The problem, fundamentally, is simple. The schools are not run for the good of the children. Instead, the schools are run for the good of the adults who have jobs in the school system. Exhibit A of this is how even a super elite school can not fire a grossly incompetent teacher, and can not hire an extremely qualified teacher who does not have the right credentials. In both cases, if you actually cared about the kids, the decision would be simple: fire the incompetent, and hire the gifted but unconventional teacher.

But, in New York City, as in most of our large urban school districts, that common sense result is nearly impossible. Why? Because the union contract basically forbids firing tenured teachers, and takes a very rigid, uncreative approach to credentialiing. Why? It is simple. The unions wants its members to live without risk, to have guaranteed jobs and guaranteed security. From the union's point of view, that is perfectly logical and reasonable. After all, it is the union's duty to protect its members. But, the problem is that the union has an extraordinary level of political power, and no one within the educational system has the power to stand up to them, so decisions are made for the whole system, which are driven by nothing but the self-interest of the union.

Stern then moves on to examine a number of successful alternatives to the public schools. He looks at the Catholic schools, as well as a mixed bag of voucher schools and charter schools. As he shows, these schools vary greatly, but many of them produce much better results than the public ones, simply because they are run for the good of the children, not as a jobs program for the union.

Stern does a very good job of discussing the opponents to school choice. I am pretty familiar with this area, so I am very familiar with the writings of Jonathan Kozol, who is perhaps the most passionate opponent of school choice writing in America today. Kozol has written a series of books, which very dramatically and emotionally attack American schools for being racist and under-funded, while, at the same time, defending the status quo on every point, except his passion for racial integration and increasing funding.

As well known as Kozol is, I did not know that he was a hard-line radical Leftist. Stern gives a very useful summary of Kozol's career. Apparently, Kozol, at one point, went to Cuba and produced a book which lavishly praised Castro and his educational system. Also, in Kozol's books directed at teachers, he suggests that they look up to Cuba and China as models of the sort of society which radical teachers should create in this country. Kozol, in short, is as close to an old-line Communist as one is likely to find these days, a fact not stressed by all of the glowing New York Times reviews of Kozol's latest pro-union book.

Breaking Free tries hard to be the one-size-fits-all destroyer of the public school temple. And it comes very close. But its ancestry as a bunch of shorter journalism, and its seemingly complete faith in principals, keep it from being perfect.

Mr. Stern seems to believe that dynamic principals can single-handedly reshape a school. That is true to a point. But there are two problems he fails to address. One is that these dynamic leaders are hard to find, and even harder to identify. I worked for many years in public schools and knew many principals. Among the worst was a charming and pretty lady who knew the jargon, conveyed authority and confidence, and was "for the children." She was a PR prize, known in the community and valued as an "expert." She was also a very bad principal. Cronies were in positions of authority, cronies who were always "downtown" or "at a conference" but never around. She wanted everything to run wonderfully, and did not want to know anything about the details. So details were kept away. I am reasonably certain that standardized tests were "corrected" by the teachers, giving comparatively good scores to very weak students. Even in a world of choice, it would be hard to pinpoint her school as anything other than a success. Good scores, great leadership, happy staff. It all looked good. And it was all a charade.

Principals have plenty of other ways of jiggering the books. And giving them additional unregulated power will only allow those with a deceptive streak to provide jobs for friends and lovers, keep critics away, and create personal fiefdoms where their word goes. So, though a dynamic, dedicated principal, willing to work slavishly long hours for low pay, may be the answer, just how many of those guys are there?

But his devastating critique of the New York City public schools, with their entrenched unions that ultimately make the only rules that matter, and his comparisons with (admittedly selected) private schools doing far more with much less should be required reading for those who believe the Chicken Littles in the education world who run screaming whenever any change is proposed.

Public education is a near-total failure. It is outrageously expensive. Teachers control the language of debate, the politicians pretending to debate, and the future voters, so their terms and their ability to exclude critics make them apparently invulnerable. But enough people are avoiding public schools, even the best ones, that change will have to come. I just hope we don't wait until the entire system is in ruins.

I really like the vocabulary and story lessons. This book has helped me do better on my regular reading tests in school.

This workbook has really helped my fifth grader in homeschool. She is doing much better in her reading comprehension. Because of the skills in the book, she really enjoys reading more library books.

This is a great book. It has helped us with our reading skills. We like the stories. They are interesting and help with our comprehension skills.

I am in the fifth grade. This workbook has really helped me with my vocabulary and spelling. I also like the stories.

I am a fifth grade teacher. I purchased this book for one of my students that needed extra help with her reading skills. She loves it. In fact, she carries it around with her during the school day. She has gained in her reading level and comprehension skills. This book has really helped her be a better reader.

This book discusses the shift in American education from "values-neutral" and "strictly content" education toward a different and necessary ideal: educating youngsters to live a "good life." (This is the goal that movie watchers saw in the final scene of "Saving Pvt. Ryan," where the older Ryan asks his wife and children, "Did I lead a good life?") Both authors are from the Center for the Advancement of Ethics and Character at Boston University. They write primarily for educators and have teachers in mind. They promote the idea that education is in "its fullest sense is inescapably a moral enterprise" (p. 190).

I found the book to be well writeen and filled with many good examples. I particularly liked the Appendices (76 pages), filled with good advice. Ryan and Bohlin also discuss how character education is different from "values clarification" and "teaching a viewpoint." In character education, students discover the importance of (or lack of) virtues; that there are multiple answers to moral questions; that characters in literature and history "grow into" their moral positions, and that character education wishes to inculcate the importance of "knowing good, seeing good, and doing good."

This is the coming age in U.S. education. This book along with some others (William Damon, The Moral Child; Bringing in a New Era in Character Education; Thomas Lickona, Educating for Character) will provide a good theoretical background. Ryan and Bohlin warn us away from pre-packaged character education activities, and, as a result, I am not quite sure where to go from here (which is why I took off one star).

I hope you enjoy the book.

Few are the resources that leave parents and teachers both inspired and eager to continue in their task as educators. Engaging, practical and easy to read, 'Building Character in Schools' provides an uplifting view on how our children and young can become the great persons that they can be. A must read for anyone who cares about the young and our future society.

This is a wonderful, easy-to-read book about character education. It provides coherent, *non-religious* arguments in favor of character education, and then provides some practical guidelines and resources for implementation. In the wake of Columbine, how can anybody question the need for character education, particularly in the public schools?

This excellent book shows teachers and school officials how to create a character-building educational program and make it work.

Timely and on target, Building Character in Schools reads quickly and provides practical insights for today's educators and parents as they struggle to help children develop integral personalities. It is a must read for teachers who see their students as the future of our society, who need to develop habits and a vision that empower them to become honest, upright and noble citizens.

Very insightful---eventhough I only have a 3 1/2 year old, I was anxious to read this book. It was helpful in defining the characteristics of both bully and victim. It speaks to both child AND parent with helpful tips in a workbook format. This will be one that I keep handy when my son starts elem. school!

Accessible, informative, and full of practical advice about solutions to a problem that is of the utmost importance to parents, teachers and students. This volume would be an asset to any library. As a parent and a former teacher I highly recommend it.

How refreshing that someone finally wrote a book to help with the problems of bullying. My sons Jesse, Benny, and Jack are all benefiting from the valuable lessons put forth by Ms. Rankin.

BRAVO!!

The practical advice offered in this book is extremely helpful. I love being able to help my son help himself with his problems. I would recommend this book to anyone who has a child who is being bullied or a child who bullies.

The Bully Problem Solver, gave me and my children such realistic help! The worksheet guided my children (age 10) through identifying real solutions to pesky bullies at their school. As well as, advising them to put their emotions down on paper. I loved how it gave me as a parent ways to help my children...instead of trying to handle their problems for them! It has proven to be a valuble tool for them and myself!

Bullying? Every school has kids who tease, taunt, shove up and beat other kids for no reason at all. Ignored, exulted sort of indirect bullying is worst than a physical assault too that kids face at School or just about anywhere! Bullying has just become of the most underrated but enduring problems in schools today. The cases rise to shoot up and as the survey speaks, it has been a challenging task for the mentors to instill the values of human relationships.Its sometimes the attitude of parents/teachers/adult that fail to instill moral values to the kids.Recognizing degrees of teasing and learning to cope with hurtful teasing are important life skills a child needs to learn. Often bullies become more unhappy and aggressive with age. When a bully attacks kids, they often feel ashamed and refrain from talking about it. Bullying Prevention Handbook offer resources tested and proven creating safe environments for students. The main topics presented by the author are the characteristics of a bully, individual and group interventions at home and at school. Discipline, creating life skills and safe environment at schools is necessary for child development. The Handbook is indeed a good 'guide'

Its long overdue ...the focus on bullying in our schools that is really taking its toll on children emotionally and preventing learning from taking place. This book has some great information for educators in middle school and high school on the topic- how to recognize it and intervene to stop it. Unfortunately much of this problem begins way sooner than that. We should be dealing heavily with this issue as part of the curriculum in the elementary grades as well. Bullying takes root as early as first grade. We need to begin there and be proactive. Fot this reason I highly recommend Bully-Proofing Children: A Practical, Hands-On Guide to Stop Bullying. The authors give invaluable tools for schools K-12, teachers and parents for preventing bullying and intervention techniques. Its emphasis also on teaching and preventing kids from becoming victims; making the bystander responsible for not allowing it and the comng together of everyone to refuse to allow it to flourish in schools and in the home makes this book truly the key to stopping it.

This book is the product of the National Educational Service, whose stated goal is to offer resources that have been tested and proven helpful in creating safe environments for young people. In addition to creating safe schools, their areas of expertise include: working in culturally diverse environments, containing crises, anger management, building life skills in young people, handling the threat of youth suicide, and discipline with dignity.

The Bullying Prevention Handbook contains a great deal of information, but the style of writing is clear and easy to read. Though there is no index, the table of contents is very clear, and the book is well laid out. The three main topics presented are: the characteristics of a bully, individual and group interventions at home and at school, and a specific anti-bullying education program. The authors provide references, an extensive bibliography, and many appendices containing multiple evaluation checklists and screening forms.

Though this book is billed in its subtitle as "a guide for principals, teachers and counselors," I recommend it highly to parents, as well. It is frequently only through the intervention of concerned, informed parents that excellent violence-prevention programs such as the one outlined in this book are implemented. Preventing violence in the schools is not a simple, overnight process. It requires the commitment and cooperation of the school staff, parents and the community at large.

Both victim and bully are helped to avoid usual traps of demeaning bullies and reinforcing habitual victims. New alliances are built with bullies, with clear steps towards genuine empowerment as well as protection of other children. Family guidelines useful for therapists, perhaps not always for schools.

This book provides useful information for the professional interested in decreasing bullying in his/her school. There are role play scenarios and discussion of teasing dos and don'ts. There are also reproducible screening checklists and surveys to measure the extent of bullying on your campus. How to appropriately conduct an interview with a bully is included as well. While this is not a comprehensive resource, it is a great jumping board to begin ridding your school of bullies and it provides a list of additional resources one may look in to.

I thought this book was very cute. I like how the author wrote it. I like how he didn't make it so simple it was boring but hard enough to challenge a child. I like how it is teaching a child something about dogs and their feelings and environment but indirectly. Overall i still think it was so cute.

Can I Be Good? This is a delightful book for adults to read to children. It would make a wonderful gift to any adult who ownes a golden retriever. The illustrations are so soft and gentle in appearance that you want to pat the pages, or go out and buy a golden puppy.

Here is another fun book by the bright and funny singer-songwriter. The illustrations are colorful so kid readers won't lose interest. Add this to their "One Fish, Two Fish Red Fish Blue Fish" and the "Bernstein Bears" collection. Liv's music fans will enjoy this too. If you like dogs or animals you will relate to this book. Nice birthday gift for that fussy kid that gets bored really fast!

What a charming book! A young golden retriever tries his best to be a good dog, but it's just so HARD! Kids will relate, and will also be entertained by the simple but catchy text and wonderful illustrations. Parents will relate to the difficulties in raising a dog (or kids, for that matter). Fans of Livingston Taylor (the singer) will recognize his sweet, wonderful way with words. Makes a great gift for new dog owners, too. Read it!

The story is about a golden retriever who tries to be good, but can't help getting into mischief along the way...what child can't relate to that!? This book sparked so many ideas and conversationsin my preschool class, the children were excited about it for weeks. The illustrations by Ted rand are wonderful.

When I was a kid, I was hooked on Jeopardy. (Yep, sorta had a crush on Alec Trebek.) Alas, when real life (and real boys) got in the way, I quit watching... but then came Ken, and I could not HELP but get hooked again! Who says that smarty-pants geeks aren't sexy? Trust me, they are!

When his run on the show ended, I was bereft! Thank goodness CAN YOU BEAT KEN? came out! When I read about it, I went panting and heaving to my local bookstore to get a copy. I'm happy to report that my wildest fantasies have come true--at least in print: Ken (well, anyway, his book) kept me up all night as I moved from category to category, trying to answer as many questions as I could. It's a mix of every kind of trivia, and because there are true/false, multiple choice and fill-in-the-blank questions, it's never boring (duh!). Best of all: the kind of arcana Ken has collected here just takes my breath away! (My own area of expertise, movies and pop culture, is well-represented and even I was challenged.) Bottom line: it is truly a factoid feast! If you're a trivia trollop like me, you'll eat this book up.

Another great concept by Spinner Books. Can You Beat Ken? has all the elements of a game show, in a fully portable format. We took it along on a recent family vacation, and it provided hours of entertainment. Simply put, it's heaps of thought provoking fun.

This is my first Spinner Book, and I love it. What a wonderful idea to put a board game between the covers of a book. Thanks to this interactive book, a recent trip we took went by in a flash. And playing against Ken Jennings made it all the more enjoyable.

This book is a treasure trove of challenging questions. We took it on a road trip last month. The pages are now dog-eared like one might expect to see with a best-selling novel. The play value and repeat play value are high. All I want for Christmas is the boxed version of this book.

In this case, you actually can tell a book by its cover. Bright outside. Brilliant inside. I totally enjoyed playing CAN YOU BEAT KEN? by the book. So my advice to you is, buy the book!

SSD
Harrisburg, Pa.